UNIT THREE: Healthy Eating

Learning Plan: 3 of 7
Class: Infants Year 2 Theme: The Things
I Eat

Duration: 2 days Topic: How do I

Snack?

Context:
Children love snacks, and snacking constitutes a very important CONSIDERATIONS:
part of their lives. There is a variety of healthy snacks available
for children to consume. Activities focusing on wholesome
snacks may serve to encourage them to eat healthy from an HFLE
early age.
Outcomes: Literacy
At the end of this learning experience students will:
categorize snacks as go food, glow food, grow food Reading
and junk food
Writing
construct and solve problems involving addition and
subtraction using snacks Literary
represent foods and drink through colour and design Appreciation
work cooperatively in groups to place snacks into their
respective food groups. Oral
Learning Activities: Communication

Media & Information

GO, GLOW, GROW!
Literacy
1. The words GO FOOD, GLOW FOOD, GROW FOOD and
JUNK FOOD are written on the board. The meaning of
these terms is explored with the class. Pictures of different
Numeracy
snacks (both to eat and to drink) are shown to the class.
Students share how they feel about each of the snacks Problem Solving
presented. The picture of the snack shown is then stuck
under the appropriate heading. Students are reminded to Critical thinking
avoid Junk Food and to prefer Go/ Glow/ & Grow Foods.
Communication
The names of these snacks are written on word cards and Representation
added to a word wall.
Reasoning
JOURNALLING
2. Students write about which snacks they eat, like, do not like
in their journals. Their writing can be accompanied by ICT Skills
illustrations. They are encouraged to refer to the terms Go,
Glow, Grow and Junk food.
 OLD MAC DONALDS SNACK FARM Differentiated
3. Students imitate the teacher to keep a steady pulse while Instruction
singing Old Mac Donald. Students replace some words
from the song with the names of snacks. (Teacher should Assessment for
have lyrics for students to follow). They will use their bodies learning
to form shapes of fruits and vegetables of their choice then
name them in English with the help of teacher.

SNACK BAG PACKING

4. Students are placed in groups. They are told that each group
is packing a snack bag and are given specific instructions
about how many in total as well as how many of each
different snack type they will pack. They work together to
decide which snack to include. Each group then represents
their snack bag graphically. They then present their bag to
the class, explaining their choices.

PROBLEM STORIES
5. Examples of problem stories involving addition and
subtraction of snacks are presented to the class. After this is
done, the students sit together in the same groups and create
three problem stories involving addition and subtraction using
snacks that are previously named. Each group then gets a
chance to present their three problem stories to the class for
the other students to solve.

MUSICAL SNACKS
6. Using syllabication students play simple rhythmic patterns on
un-tuned percussion instruments (e.g. drums, triangle,
claves) to the names of fruits, vegetables and other popular
snacks. After they determine the rhythmic patterns of the
snacks, they create sentences demonstrating whether the
snack is a Go, Glow, Grow or Junk Food. For example,
. makes me grow, .. makes me glow, . makes
me go, but . is junk food. They put at least four to a
rhythm.

STORY TIME
7. In groups create and dramatize a story about a child who
eats a variety of good, healthy snacks regularly. Establish
beginning, middle and end of the story. Give the story a title.

Resources:
Lyrics for Old Mac Donald using snacks
Pictures of a variety of snacks
 Paper for drawing and writing problems, pencils, coloured
pencils/crayons

Assessment:

Teacher records observations during activities

Checklist for pupils presentations, interactions and labelling
Use Journal where students can create addition problems
and solved them
 Learning Activity 3

Assessment - Checklist

Key

= Student achieved the outcome stated.

mt = Student needs more time.

Outcomes

Students Name 1 2 3 4 5 Comments

 Learning Activity 2

Revised Old Mac Donald Lyrics

Old Mac Do had a snack farm e, i, e, i, o

And on that farm he had some plums e, i, e, i, o

With a plum, plum here and a plum, plum there e, i, e, i, o

Here a plum, there a plum, everywhere a plum, plum

Old Mac Do had a snack farm e, i, e, i, o

Old Mac Do had a snack farm e, i, e, i, o

And on that farm he had some carrots e, i, e, i, o

With some carrots here, and some carrots there

Here a carrot, there a carrot, everywhere a carrot, carrot

Old Mac Do had a snack farm e, i, e, i, o

Learning Activity 1
Snacks
 Learning Activity 3
Assessment for:
Construct and Solve problems involving addition using foods discussed
Students can orally state or write an addition problem about the amount of healthy
snacks students in their group have in their lunch kits.

For example, students can ask, How many healthy snacks did our group bring to
school today?

1. All snacks can be taken out and students count the healthy snacks.

2. Each student from the group can orally state how many they have and
students find a way to represent the amounts, then count.

3. Students can draw the snacks listed by the members of their group then
count.

4. Students in the group can use their fingers to count the amount.

5. Students can write numerals to represent amounts then add eterctera.

6. Individually students state which strategy they prefer and use it to solve a
similar addition problem.