Food and Nutrition

2013 Curriculum Edition Revised November 2013

Introduction
The International Preschool Curriculum (IPC) sets high standards for early childhood education and
provides teachers with a comprehensive framework for curriculum delivery, suggested activities and
Assessment. Each thematic unit is drafted by one or more qualifed and experienced curriculum drafters and
reviewed by an advisory committee consisting of early childhood academics, consultants and teachers.
The IPC ofers a support network for teachers to discuss their ideas and obstacles and encourages its
members to be at the forefront of the organizations development.
IPC Editorial Team
Dr Erika Burton, Ph.D.
Prof. Donna Skinner, Ph.D.
Dr Rebecca Reynolds, Ed.D.
Gabriela Brown, M.A.
COPYRIGHT NOTICE
The contents and use of IPC materials is protected by registered trademarks and international intellectual property laws
and treaties. Do not disseminate, photocopy, electronically transmit or duplicate any part of IPC materials without express and
written consent of the copyright holder. Breach of copyright may result in criminal and civil penalties in a court of the copyright
holders choice in accordance with your agreement with the IPC.
The top text summarizes the sub content learning area that is being followed
and is intended as a reference guide. The lower text indicates the activitys title.
The IPC recognizes six content learning areas and more than a dozen sub
content learning areas. Whenever you see this icon, you are following activities
within a specifc content learning area. By no means should you teach these
content learning areas in chronological order, nor should you necessarily teach
all activities within the same content learning area in the same day. Instead, the
IPCs editorial team suggests around one activity from each content learning
area each day. Wherever possible, try to ensure that elements of language, play,
numeracy and motor skills are accounted for each day.
How to Follow and Teach the IPC Curriculum
Assessments are available on IPC School Manager.
Examples of activity suggestions are provided whenever possible.
The activity section provides the teacher with clear instructions on how the
activity should be undertaken and supervised. The IPC recommends second
or third language instruction and has deliberately designed the activity
instructions to be easily adaptable for any language use. These step by
step instructions should be read carefully prior to engaging students in the
activity. The IPC recommends that teachers plan their daily lesson plans at
least one day in advance.
In order to benchmark assessment, the IPC uses learning objectives. The same
learning objectives may apply for all age groups. In some circumstances, there
are level specifc objectives which are designed to refect a more specifc age
group. The IPC editorial team takes the view that children develop at varying
rates and that developmentally appropriate objectives often have no direct
reference to age groups. Generally, the IPC suggests L1, L2 and L3 as levels for
children aged 3,4 and 5+ respectively.
The IPC includes a vast array of classroom and individual student materials.
Some materials will also have item numbers, to correspond with the materials
provided by the IPC.
Materials
Paper Bag
Food (see list in teacher prep
section)
FNN-C1
1.0
Objectives
L1 L3 -
The student will use descriptive words to identify
characteristics of a food item, such as: size, shape
and texture.
L1 L3 -
The student will select the hidden food item
from food item fashcards.
L1 L3 -
The student will taste test and be able to
describe taste and smell of food item.
Get a Feel For Food
Identifcation
Teacher observation of students ability to use descriptive words to identify shape, feel
and taste of food items.
Activity
Teacher Preparation: Prior to this activity and any activity involving food, double check
to make sure no student has any allergies to the foods in the activity. The teacher will
prepare a feely bag, using a brown paper bag, so that students cannot see the item
inside. Use FNN-C1 for fruit and vegetable that work great for this activity. Precut some of
the fruits and vegetables for a tasting party to conclude the activity.
1. The teacher will begin the activity by gathering the students around, and asking the
class what their opinions are about how diferent foods feel (e.g., How does a peach
feel? An apple?).
2. Next, the teacher will than explain how the activity works.
3. One student at a time will reach their hand into the feely bag and feel the item
inside. They should think about what the item could be, but they must keep their
answer a secret.
4. When everyone in the class has had a turn, the teacher will select one student to
select a card from FNN-C1 with what they think the item in the feely bag is.
5. The teacher will ask the other students to clap if they agree or put their hands in
their laps if they dont agree.
6. The teacher will then, ask questions that enable the group to describe the size,
shape and feel of the food.
7. The teacher will reveal the food from the bag to confrm its identity. The
teacher will have the students close their eyes as he/she places another item
in the feely bag. The teacher should repeat until the class identifes all of the foods.
8. To fnish of the activity, students will go wash their hands and the teacher will pass
out the pre-cut fruit for tasting.
9. As the students taste each food, the teacher should encourage them to describe
the color, smell and taste.
Materials
Crayons
Pencils
Markers
Scissors
Small cups for tasting
Three types of milk (white,
chocolate and strawberry)
FNN-S1
1.1
Objectives
L1 L3 -
The student will follow simple directions to
complete task.
L1 L3 -
The student will taste test two items and identify
favorite one.
L1 L3 -
The student will participate in whole class
graphing session.
L1 L3 -
The student will count understanding and
recognizing how many in sets of cups.
L1 L3 -
The student will make comparisons of quantities
using words such as: more, less, the same.
Which Milk Do You Like?
Graphing
Teacher observation of students participation in whole class graphing, counting and
individual coloring of cup cut out.
Activity
Teacher Preparation: Prior to this activity and any activity involving food, double check
to make sure no student has any allergies to the foods in the activity. The teacher will
prepare 3 types of milk: chocolate, strawberry and regular milk. Enough for each student
to have a taste.
1. The teacher will pass out 3 small tasting cups to each of the students.
2. Students will taste all 3 milks and identify which is their favorite.
3. Student will then move to their work area.
4. The teacher will pass FNN-S1 to each of the student, writing their name on top of
the sheet.
5. Using crayons, colored pencils or markers students will color their worksheet
according to the color of their favorite milk.
6. Next, the teacher will gather all the students in a circle.
7. One student at a time will come up and hand the teacher their FNN-S1 worksheet.
The teacher will take a piece of tape and tape it to the board, graphing it
according to the students choice.
8. Once all students worksheets have been graphed , the teacher will guide the
students to count how many students like each favor and identify most liked
favor in the class.
Materials
Small hula hoops
LBRY14
IPC-C20
IPC-C15
1.2
Objectives
L1 L3 -
The student will sort food following Food
Pyramid lesson.
L1 L3 -
The student will describe which food group is
most important for a nutritional diet.
Which Food Group?
Sorting
Teacher observation of students ability to follow directions, work cooperatively with
classmates to perform successfully in order to complete task.
Teacher observation of students ability to recall prior knowledge of Food Pyramids in
order to recognize the diferent categories..
Activity
1. The teacher will begin lesson by reading LBRY14.
2. The teacher will guide the class in a discussion about the book and encouraging
students to recall information previously discussed regarding the Food Pyramid.
3. The students will then be separated into groups of three.
4. The teacher will set out small hula hoops with IPC-C20 inside the hoops.
5. The teacher will then pass out an equal number of cards from IPC-C15 to each of
the groups.
6. The students will work in their groups sorting each card of IPC-C15 into rings, with
their food groups.
7. Teacher assistance as needed, depending on individual students ability.
8. Once all the cards in IPC-C15 have been sorted, the teacher will gather the class
around each ring and look to see how the sorting went. If one item is miss sorted
the teacher will ask the class if they agree on the placement of the item, if not
where does it belong? Continue going over all the rings.
Materials
FNN-C2
FNN-S2
1.3
Objectives
L1 L3 -
The student will use plastic food items to create
diferent patterns.
L2 L1 -
The student will describe which food group is
most important for a nutritional diet.
L1 L3 -
The student will use plastic food items to begin
to order them into rows.
Lets Make a Pattern
Patterns
Teacher observation of students ability to follow simple directions and successfully
creating own patterns.
Activity
1. The teacher will gather the class around, using FNN-C2 the teacher will
demonstrate making a pattern.
2. The teacher should allow students to complete patterns, or to fgure out the
missing item in the pattern.
3. To extend or challenge depending on each students capacity, the teacher may
guide the students to group manipulative and then adding one or taking one
away, using the story problem method. This is an excellent activity to begin
developing the students simple addition and subtraction skills.
4. Students will return to their work areas, where the teacher will pass out FNN-S2
for students to complete and continue their lesson on patterns.
Materials
Large white paper
Markers
Measuring tape
Scissors
FNN-S3
1.4
Objectives
L1 L3 -
The student will use non standard units of
measurements.
L1 L3 -
The student will gather data about themselves to
share with classmates..
L1 L3 -
The student will follow simple directions to
complete task.
Lets Measure!
Measurement
Teacher observation of students ability to use non standard units of measurement
according to teachers simple directions.
Activity
Teacher Preparation: Prior to this activity the teacher will cut out FNN-S3.
1. The teacher will begin lesson by demonstrating the proper way to use a non-
standard unit of measurement, using FNN-S3.
2. The teacher will ask a student to volunteer to lay on the foor, as the teacher places
FNN-S3 alongside the student to measure how tall the student is.
3. The students will return to their work areas where they will cut out their own
FNN-S3.
4. The teacher will group students in teams of three.
5. One student will lie on the foor and the other two students will use the non
standard units of measuring. The students will count the non standard units of
measurement together for each team member.
6. Each student is to be measured.
7. The students will let the teacher know what non standard unit of measurement
was used and the total number for each student.
8. The teacher will guide and facilitate activity by helping as needed.
9. Following activity, the students will gather in a circle to discuss measurement
fnding about the rest of the class.
Materials
Crayons
Green food coloring
Markers
Paper plates
Pencils
Plastic spoons
Sprinkles
Vanilla custard/pudding
Vanilla wafer cookies
White construction paper
LBRY70
2.1
Objectives
L1 L3 -
The student will use listening skills as teacher
reads story.
L1 L3 -
The student will be able to participate using
relevant comments post story reading during
discussion.
L1 L3 -
The student will be able to identify ingredients
to make special breakfast menu.
Green Eggs!
Reading Comprehension
Teacher observation of students ability to listen and participate in story discussion
using relevant comments and using appropriate behavior during cooking.
Activity
Teacher Preparation: Prior to this activity and any activity involving food, double check
to make sure no student has any allergies to the foods in the activity. The teacher will
take the pudding or custard (whatever is easily available) and mix in drops of green food
coloring.
1. The teacher will begin lesson by reading LBRY70.
2. The teacher will encourage the students to participate in a whole class discussion
about the story just read.
3. Students will return to their work areas, and the teacher will pass out a piece of
white construction paper for students to draw and color their favorite part of the
story.
4. Once the students have fnished coloring, it is time to serve up some green eggs.
5. The teacher will set up a table for students to decorate their green eggs with a yolk
(vanilla wafer cookie) and sprinkles.
6. The teacher will scoop out some of the green pudding/custard onto a plate for
each of the students.
7. Students will then put on their yolk (cookie), decorate with sprinkles, and grab a
spoon.
8. Students will go back to their area and enjoy their green eggs!

Materials
Glue
Index cards
Scissors
White board
FNN-S4
2.2
Objectives
L1 L3 -
The student will be able to create own food item
object fashcards.
L1 L3 -
The student will, after naming food object cards,
will cover their eyes while one is removed and
they will successfully identify food item missing.
L1 L3 -
The student will follow simple rules to play
concentration game.
L1 L3 -
The student will be able to name most food
items on fashcards.
Food Memory Flash!
Concentration
Teacher observation of students ability to cut and paste food items to make fashcards.
Teacher observation of students ability to concentrate and use memory to successfully
play concentration game.
Activity
1. The teacher will pass out the FNN-S4 and 5 index cards to each of the students.
2. Students will browse through FNN-S4 and cut a minimum of 5 items out. Students
will than paste their items onto index cards. Allow some time for the glue to dry.
3. Following, the teacher will collect all fashcards to be used during concentration
game.
4. The teacher will gather the students in a circle and display three or four of the
student made fash cards, on the white-board (so it is easily seen by all students).
5. The teacher will select one student at a time and they will name each of the items
on the cards. Teacher assistance as necessary depending on capacity level.
6. The student will then turn around facing the other students. The teacher will
remove one fashcard.
7. The student will try to identify the item that was removed. If they cannot
remember have the class help them out. Concentration and memory work are
best with practice, so have students participate at least once.

Materials
LBRY71
3.0
Objectives
L1 L3 -
The student uses appropriate communication
skills when expressing needs, wants and feelings.
L1 L3 -
The student uses socially appropriate ways to
resolve confict.
L1 L3 -
The student will follow simple rules to play
concentration game.
L1 L3 -
The student demonstrates ability to communicate
in positive ways..
Story Time
Character and Emotional Education
Teachers observation of students ability to listen to story and be able to discuss
feelings of characters.
Activity
1. The teacher will begin lesson by reading the story book LBRY71.
2. The student will be encouraged to discuss the story.
3. The teacher will stop at key parts of the book to allow for brief discussions.
4. The teacher should focus the students attention to the feelings of characters
in the story.

Materials
IPC-C23
IPC-C24
3.1
Objectives
L1 L3 -
The student will participate in games that will
identify feelings within themselves and others.
L1 L3 -
The student will have a safe place to express
emotions in the safety of their classroom.
Feeling Match
Emotional
Teacher observation of students ability to play cooperatively with partner.
Activity
1. Using IPC-C24, students and a partner will turn all the cards upside down and mix
them up.
2. Each player turns over two cards and tries to fnd two that show the same emotion.
3. Let all the students have a chance to play the game.
4. Once all students have had a turn, the teacher will gather the class for a discussion
about feelings.
5. Using IPC-C23 to prompt the discussion about the diferent emotions/feelings and
when they may feel those particular feelings.
Materials
Open Space
3.2
Objectives
L1 L3 -
The student will use prior knowledge to identify
diferent feelings and emotions.
L1 L3 -
The student will be able to follow simple step
directions in order to play game successfully.
Move With Feelings
Character and Emotional Education
Teacher observation of students ability to follow directions and simulate diferent
emotions.
Activity
1. The teacher will take the class to an open area.
2. Next, instruct the students to run around feeling happy.
3. Next, the teacher will ask the students to walk around feeling sad, or march
around feeling angry.
4. The teacher will allow the students help decide the next movement and the
feeling to express.
5. Continue as interest holds.