Topic web

Two week unit plan

Brief background information about the children:

Children in this class have eaten a variety of food from different cuisines, and are
interested in trying and knowing more about the different types of cuisines that can be
found in Singapore. There are 25 children in this class, and it is a multiracial class with
children from varying races. They also like sharing about the dishes that they frequently
eat with their family over the weekends.

Children of this age group engage in more complex social play that is filled with a myriad
of fantasy and drama. They are more open to socializing and enjoy working with friends.
They have different learning styles such as visual, auditory and kinaesthetic. They also
enjoy having ‘show and tell’ sessions in school. They love to learn,draw and are able stay
focused and pay attention for longer periods of time.

Children are able to follow instructions. Children are given opportunities to use concrete,
pictorial and abstract materials. Children in this class can do matching and sorting.
Children in this class can speak in full sentences, with appropriate vocabulary. Children
in this class know their likes and dislikes clearly.

Topic: Food in Singapore Age Group: 5-6 years old

Day Name of Whole Class Activity Learni Key Knowledge/ Skills/

ng Dispositions*:
Area
and
Learni
ng
Goal*

1. Food in Singapore 1. Sing confidently

1.
Sing a song about hawker centre food using the accompanied by
A&C,
song “Singapore Hawker food song”. Through actions/body
 this song, children will recapitulate what local percussion/percussion
LG1
foods there are, sing the song and move their instruments
bodies to the song. 2.
https://www.youtube.com/watch? MSD, 2. Space awareness:
v=5cZ4ivHyDpA LG2 where the body moves

My Favourite Dish
Teacher can start off by sharing her favourite 1. Talk about personal
dish and show them some pictures of local experiences with
dishes as samples of what local dishes are. others (tell their friends
Next, children will be invited to share with the about their favourite
class their favorite local food and answer the food)
1. L&L,
prompting questions that the teacher asks.
LG2
Some prompting question examples can include, 2. Communicate
“Where can you buy your favourite dish?” and 2. thoughts, ideas and
“Why do you like this dish the most?” SED, feelings effectively with
LG4 others through words,
gestures and actions

2. Which cuisine has this? 1. 1. Match, sort and

The teacher will ask children what are the NUM, compare things by one
different cuisines found in Singapore and which LG1 attribute
food those cuisines are made up of. Then, the
2. L&L, 2. Recognise familiar/
teacher will introduce the different cuisines and
LG3 sight/high frequency
their respective dishes to the children with visual
words
aid cards (laminated pictures of the different
foods and the dish names labeled below).
Children will then take turns to come up to the
board to do a matching activity where they will
match the different pictures of the dishes to its
dish name then to the respective cuisine. For
 example, a picture of nasi lemak with the word
nasi lemak and malay cuisine.

3. Throw and Sort! 1. 1. Match, sort and

The teacher will bring in freshly cooked packets NUM, compare things by one
of local dishes for children to observe and LG1 attribute (i.e. according
discuss the ingredients found in the different to colour, shape or
2.
dishes. Children will then sort the ingredients by size)
MSD,
throwing the labelled bean bags into the
LG2
respective food basket that is labelled with the 2. Body awareness:
dish names, picture and ingredients. The dishes what the body does
we will cover include nasi lemak, hokkien mee,
chicken biryani, prawn noodles and popiah. After
they have thrown a beanbag into the respective
basket, children will need to use a marker to tick
the box of the corresponding ingredient on the
ingredient list that is at the starting line.

4. Let us go grocery shopping! 1. 1. Count reliably up to

Teacher will introduce the laminated pictures of NUM 10 things
the dishes to the children. After going through LG2
the dishes, children will have to pick the pictures 2. Recognise familiar/
2. L&L
of the ingredients with words labelled beneath it, sight/high frequency
LG3
count the total number of ingredients they picked words
and “add” them together to form an equation of
the dish. Children will then have to identify the
words on the pictures. To facilitate this activity,
the teacher can ask children to form the
equation by asking, “Which ingredients make up
the chicken rice?” (E.g. chicken + rice +
cucumbers = chicken rice)
5. Popiah Making 1. 1. Gather information
Teacher would introduce the dish “Popiah”, DOW, from a variety of
explain which cuisine it belongs to and the LG1 sources (e.g. doing
ingredients found in a popiah. The teacher simple experiments,
2. L&L,
would do a demonstration of how it is made, talking to classroom
LG1
explaining the step-by-step instructions before visitors or other
splitting the class into groups of five. The whole experts, going on field
class will then make their own popiah trips, working with a
individually, synchronously with the teacher variety of materials) to
while following the teacher’s step-by-step find out why things
instructions. happen and how
things work

2. Understand and
follow one to two step
verbal instructions
(e.g. “Draw a picture
and colour it.”)

6 Create my local dish 1. 1. Respond

Teacher will show them a recipe as an example L&L, appropriately to
for them to refer to and a video about the LG2 ‘who’, ‘what’ and
different cooking methods (boiling, baking, ‘where’ questions
roasting, frying). 2.
(https://www.youtube.com/watch?v=CABxiE- SED, 2. Communicate
MNzs) The teacher will recapitulate with the LG4 thoughts, ideas and
children on the local dishes that were covered. feelings effectively
Then, the children will be given a pencil and with others through
paper to come up with their own locally inspired words, gestures and
dish by writing down the ingredients needed actions
and the steps required to create their dish. (E.g.
 how you prepare the ingredients, what method
of cooking you are using to cook the dish).
Lastly, children will proceed to present their
recipes to their classmates.

7 Drawing my local dish (continuing from day 6) 1. 1. Use elements of art

The teacher will start the lesson by introducing A&C, to represent ideas and
several common local dishes such as laksa, LG2 feelings in their
chwee kueh,prata, chilli crab and mee goreng artworks
with printed pictures of the dishes. The teacher 2.
will then show them what ingredients are used MSD, 2. Use eye-hand
in the dish and how it is plated and served. LG3 coordination to
Teacher will then provide children with a paper perform fine motor
plate, coloured markers and some pencils. tasks
Children will have to follow the recipe they had
created and draw out how their dish would look
like. This would include the plating, ingredients
and the colour of the dish.

8 Plating my local dish (continuing from day 7) 1. 1. Create 2 and 3

Continuing from the previous day, during A&C dimensional artworks
outdoors, children will plate a three-dimensional LG3 from imagination.
version of the dish they have created on a new
paper disposable plate given to them by picking 2. L&L 2. Talk about personal
out fallen twigs/leaves/flowers/pebbles. This LG2 experiences with
would be a more complex and abstract concept others (e.g. tell his/her
from the two-dimensional plate creation they friends about an
had done on the previous day. When they are outing to the park)
done, they will share with their class about the
dish they had created, which natural material
represents which ingredient and which local
 dish it was inspired by.

9 Be a hawker! 1. 1. Match number

Children will be split into groups of 5. Each NUM, name/numeral/
group will take turns to choose a local dish LG2 number word to the
recipe (lontong, chicken rice, nasi biryani, fish quantity of a set of
ball noodles and carrot cake). They will proceed 2. things (within 10)
to role-play buying the correct number of SED,
ingredients, cooking the dish, plating it and LG4 2. Communicate,
serving it. There would be 5 cooking tables with interact and build
child-safe cookware and ingredients that can be relationships with
easily stored. Each group will have to ‘cook’ 5 others
portions of each dish before taking turns to role-
play as the seller and buyer like a typical
hawker centre scene.

10 Food in SG Hopscotch 1. 1. Body awareness:

The numbers on the hopscotch will be replaced MSD, what the body does
with the different types of cuisines groups. LG2
Children will use a beanbag to throw and 2. Respond
whichever cuisine group they land on, children 2. appropriately to ‘who’,
will have to name one dish which belongs to L&L, ‘what’, ‘where’ and
that cuisine. (E.g. If they land on Chinese LG2 ‘where’ questions
cuisine, they can say “chicken rice” or
“popiah”.). After they have named a dish, they
will pick up the beanbag, turn around and hop
back to the starting line.

Day Name of Small Group Activity for Learning Learn Key Knowledge/
Intr Centre (underline) ing Skills/ Dispositions*:
odu Brief description of activity Area
ced and
Learn
ing
Goal*

4 Foodie Jenga (Language and Literacy Learning 1. L&L 1. Recognise familiar/

Centre) LG3 sight/high frequency
Children will split into groups of 5 and will take words
turns playing jenga. The jenga pieces will have 2.
food dishes pasted on them. These would MSD 2. Use eye-hand
include commonly found local food dishes in LG3 coordination to perform
Singapore such as chicken rice, laksa and fine motor tasks.
noodle soup. Children will have to read the
dishes out to their group members and list out
two ingredients that can be found in the dish.
This would go on till the jenga tower falls.
Teacher would be there to supervise them and
see if they have answered the questions
correctly.

6 What’s the Recipe? 1. 1. Recognise numbers

(Numeracy Learning Centre) NUM, (1 to 10) in numerals
Children will play a recipe memory game. LG2 and in words
Teacher will get children to read a recipe card
with 3 to 5 instructions on it, step by step. 2. L&L, 2. Show understanding
Children will only get 1 minute to read and LG3 of the recipe card by
memorise it. They will then go to the cooking following the
station where they would have to pick out their instructions
memorised ingredients and proceed to cook the sequencing
dish with the right cooking method. Then, they
have to serve the dish to their friends and share
 it with their friends.

9 Buy the ingredients for your dish! (Numeracy 1. 1. Match number

Learning Centre) NUM, name/numeral/
Teachers will set up a hawker stall dramatic LG2 number word to the
corner and children will use fake money to quantity of a set of
purchase the ingredients needed for their dish. 2. things (within 10)
Children will choose one out of five locally SED,
inspired recipes that they had created back in LG4 2. Communicate,
day 6. Children will then repeat the process of interact and build
following the recipe, buying ingredients for it and relationships with
cooking the dish. After completing the dish, they others
will take turns to role-play between the seller
and the buyer like a typical hawker setting.