Page 22 - Science_for_Kids_leaflet

Science for Kids B, Teacher’s Book - Sample pages

Colour in
Unit 3 Food and
ood and
F F F
ood and
ood and

F Food and ood and

Food and UnitUnit 33 Exercise
Exercise
Exercise
Exercise
Exercise
Exercise
Exercise
Exercise
Exercise
Exercise Colour in
Colour in
Colour in
LEARNING OBJECTIVES OF UNIT 3

• Sort di erent kinds of food into food
groups.
• Recognise di erent meals of the day.

• Di erentiate healthy from unhealthy food.
• Recognise four types of exercise.
• Identify healthy and unhealthy habits.
FLASHCARDS OF THE UNIT
breakfast, dairy, dinner, fruit, grain, healthy
food, healthy habit, jump, lunch, protein,
ride, run, swim, unhealthy food, unhealthy
habit, vegetable
RESOURCES OF THE UNIT
Colour in, RP shopping basket, RS fruit,
RS grain, RP breakfast, RS lunch, RS dinner,
RP healthy food, RS healthy food, 38 38 38
RS unhealthy food, RP riding, RS run,
RS jump, RP healthy habits, RS healthy
habit, RS unhealthy habit, Colour in
Special People-Louis Pasteur
MATERIALS OF THE UNIT > > What does food give us?
Is it better to eat healthy food or
A4 pieces of paper, coloured pencils, glue,
unhealthy food? Why?
glue for crafts, pencils, pieces of coloured > Why do we exercise? Does it help us?
card, play dough, scissors, toothpicks
> Do we need exercise?
Lesson Plan Colour in activity
• Ask Ss to turn to page 39.
What you will need:
Materials: coloured pencils • Provide each S with coloured pencils, and
ask them to colour in the picture.
Talk about the picture. • Give Ss some time to do the activity.
• Have Ss open their book at page 38. Note: You can photocopy page 41 of the TB, or
• Draw Ss’ attention to the picture, and ask print the page from the TR CD-ROM and give it to
them to say what they see (fruit, a girl Ss to colour in. You can keep the drawings in the
hanging from two rings). portfolio of each S, in class, until the end of the
• Discuss what this picture brings to mind with school year.
the whole class.
• Ask Ss questions such as the ones below to
help them understand the importance of
nutrition and exercise:
40 ©  41
Lesson 3.1 Lesson 3.1
Lesson 3.1
Lesson 3.1
Lesson 3.1
Lesson 3.1
Lesson 3.1
Lesson 3.1
Lesson 3.1
Lesson 3.1
Lesson 3.1
Activity 2
Activity 2 Draw lines to match.
Activity 2
Activity 1 > Do you eat vegetables every day? Which is
Activity 1 Look at the pictures.Look at the pictures. your favourite vegetable?
Activity 1Activity 1
What you will need:
Flashcards: dairy, fruit, grain, protein, protein > Do you eat fruit every day? Which is your
favourite fruit?
vegetable
Resources (TR CD-ROM): RP shopping Draw lines to match.
basket • Draw Ss’ attention to page 41.
Materials: A4 pieces of paper, glue, scissors • Provide each S with a pencil.
• Explain to Ss that they should draw a line
Look at the pictures. grains to match each picture on the left with the
• Have Ss open their book at page 40. correct word/s on the right.
• Draw Ss’ attention to the pictures, and ask proteinprotein grainsgrains • Give Ss some time to do the activity.
them to say what they see (a boy, di erent Draw lines to match.

kinds of food, fi sh, meat, bread, vegetables, ⚿
cheese, milk, fruit, etc.).
• Draw Ss’ attention to the picture, and fruit and vegetables protein protein
starting from the top left, explain to Ss
what each group is called. Make sure you
point to each group with your fi nger while grains grains
explaining.
• Explain to Ss that the group of proteins dairyy fruit and vegetablesfruit and vegetables dairy
dair
contains all types of meat (e.g. chicken), fi sh
(e.g. tuna) and eggs. Τhe group of grains
fruit and vegetables
contains all types of food made from fl our, 40 40 40 41 41 41 fruit and vegetables
rice, oats or cereal (e.g. bread, pasta, etc.).
The group of fruit and vegetables contains
fresh fruit (e.g. bananas, apples, etc.), fresh
vegetables (e.g. lettuce, peppers, etc.), frozen dairy dairy
vegetables (e.g. frozen spinach), canned Ss should be careful when using scissors. Activity 2
vegetables (e.g. canned carrots), and dried
vegetables (e.g. dried mushrooms). The group • Ask Ss to cut out the pieces, put them in the What you will need: Resource Sheet
of dairy products contains foods made from correct order and then glue them on the A4 Materials: pencils • Ask Ss to turn to page 42.
milk (e.g. cheese, yogurt, etc.). piece of paper. • Show Ss how to hold the pencil correctly in
• Give Ss some time to do the activity. Ask questions and discuss.
Flashcard game • Explain to Ss that di erent food groups order to write.

• Have Ss sit in a circle. ⚿ provide us with di erent nutrients. It is • Ask Ss to trace the word ‘fruit’.

• Show the fl ashcards to Ss, say the word of important that we eat the right amount of • Give Ss some time to do the activity.
each fl ashcard, and have Ss repeat it after food from all groups to be healthy. Note: You can photocopy page 44 of the TB, or print
you. Place the fl ashcards on the fl oor or on a • Ask Ss questions such as the ones below to
fl at surface so that all Ss can see each image. the page from the TR CD-ROM and give it to Ss to

Name foods such as ‘milk’, ‘steak’, ‘apple’, help them understand whether they eat a fill in. You can keep the RS in the portfolio of each S,
combination of all food groups. Encourage
‘lettuce’ and have Ss point to the fl ashcard in class, until the end of the school year.
that shows the group each food belongs to. Ss to use the words ‘proteins’, ‘dairy’,
• Give Ss some time to do the activity. ‘grains’, ‘fruit and vegetables’:
> Do you eat dairy products every day?
Resource Picture activity Which is your favourite dairy product?
• Provide each S with the RP shopping basket, > Do you eat protein every day? Which is
an A4 piece of paper, some glue and your favourite protein?
scissors. > Do you eat grains every day? Which is your
favourite grain?
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