© @FOOD and@ & NUTRITIONTable of Contents Langunge Activities . Meal Planning ssi Milk Carton Cord Matching. Corea! Box Purest Food Grouping Can-Laibel Batching... Pasta Lettora .. : Apple Beninstorming me Tittle Jack Horner Rhymes Food Matching .. ‘Clipping Snuckss Food Adjectives... Alphabet Food La8t on Food GolOeS neon From Seeds to Salads Math Activities Dried ean Dominoes. Vegetable Patterning Part vo. Whole Carde.. Stringing Pastiton Snack Counting Flow Many Beas Pancake Nomber Pasta Sorting. Big and Little Pretzel Sarting i Franch Iry Counting Watermelon Seed Count .. Tlow Many Seeds"... Shape Arrangement Dhow Ray. i Favorite Teo Croum Graph 12 Science Activities Frozen Grapes. Make Raisin. Matching Food Sounds... slack Sprrat Sorting... Parts of Planks... Visiling a Grocery Store Daneing Popsarn: Seed Sorting, Piz ‘Adupled Songs lo Sing ‘raditional Rhymos ..— Related Nursery Rhymes .. Fingor Plays... ‘Vraditional Songs ta Sing. cial Awareness... Where Aro ‘Thoy Grown? Sharing Fonds Food Fuces . People Who Wark With Food Likes and Dirlices Fags Are Figys. ‘> Carann-Deltona Paik, CD.0819 Acts and Crafts... Painting with roceoli Whipped-Cream Finger Painting Corn-Cob Rolling Favorite Food Drawings Cheese and Fruit Sculptures Teo Cream Blot Painting Swise Cheeta Hamburger Art . Berry Basket Printing ... ‘Mitksbake Drip Painting... Pennat Sponge Prints. Decorated Bee 1 Food Collages Cereal Box Collage « Cooked Spaghelli Pi Painted Tosst, Food Frinling - Indoor Games Catching Apples. - One Potate, Two Botetto “Meo” Pass the Ornnge Pancake Flipping. Pretzel ‘Twisting ..... Outdoor Games. Food Pyramid Bean Bog Toss .. Popper On en ood Categories Kelay Kace. sump Finpe:.... Snack Time Suggestions oscil Deiest Apple Rings eee Apple YoRUrt Buming and Orange Milkshake . Healthy Milkshake ‘Tunas Vewgetubhe Dips Coconut and Cream Cherer Tals. Eruity, Crunchy Yorurt or Apple Sundwichos : Apple Coleslaw Fruil Kubabs . Swootencd, Chilled Corot Sticks . : Peanut Buller and dJelly Rall Sandwiches... 36 Banana Hutter. - Bruit Bowls no Cinnamon Apple Freon Lameh Meat ‘fasting Porty. Cucumber Chips... Fruity feo Cream. Patterns and Activity PagesLANGUAGE ACTIVITIES Meal Planning Skills: Fine-Motor Skills, Food Recognition, Classification Activity: Gather several old magazines and blunt scissors, Allow the children to look through ihe magazines and cut out pictures of foods. Have them sort the pictures they have cut out into two groups—those that show foods that are healthy and those that show foods that are not. Have students discuss the reason for classifying each food as healthy or unhealthy. Have each child glue some of his healthy pictures to a paper plate lo represent a well-rounded meal. Let students display their plates on a bulletin board or wall and talk about the meals that have been created. Milk Carton Card Matching Skills: Matching Uppercase to Lowercase Letters, Letter Recognition Activity: Make nine copies of the puge 38 milk carton cards. Write uppercase letters on 26 of the cards (a different letter on each card) and Jowercase letters on 26 other cards. Laminate the cards. (Save the romaining two cards in ease a letter card gets lost.) Show the cards to the children and explain that each uppercase letter card has a lowercase letter card to match it. Give each child a chance to make a pair of matching cards. As they match the cards, have the children name the letters. After the activity, make the cards available for use during free play. 2 © Cason Dolloaa Publ CD OBITLanguage Activities | Cereal Box Puzzles Skills: Visual Discrimination, Recognizing Similarities and Differences, Letter Recognition Activity: Gather a few cereal boxes and cut the front panel off of each, Cut each front panel into a puzzle. Put the same number or letter on the buck of euch piece ina puzzle to avoid mixing together pieces [rom different puzzles. Place each puzzle into its own plastic storage bag and allow the children to take turns assembling the puzzles. As the children work, have them describe the letters and objects they see in the piclures, Food Grouping Skills; Recognizing Similarities and Differences, Classification, Selecting an Item That Does Not Belong with a Group, Food Recognition Activity: Make copics of the food cards on pages 39-49, color, cut apart, laminate, and share them with small groups of students. Explain that you are going to lay out several food cards for them to look at, and they are to decide which food item does not belong with the others. Place three or four cards out where all foods pictured but one are similar in category, color, etc. Allow the children to work together to decide which food item does not belong. Play for afew minutes with the group, then invite a new group to play. Continue until all of the children have had a chance to play. Can-Label Matching Skills: Matching, Classification Activity: Ask parents lo send in pairs of identical can wrappers. Glue each wrapper to apiece of tagboard or an index card and allow the children to manipulate the cards. They may make pairs, sort by food classification, or sort by preferred foods. The children may also play Concentration or Go Fish with the cards. io: : at 5 teas eee 9 Carven-Delowy PUM C0815 aoS ic Language Activities Pasta Letters Skills: Letier Recognition, Alphabetical Order, Fine-Motor Skills Activity: Place bowls of uncooked pasta (several different types, sizes, and shapes), construction paper and glue at the art. center, Assign a different letter of the alphabet to each child in your class. (You may need to repeat some letters.) Allow cach child to use the materials at the art center to create a card for his letter. He can use the glue to draw the letter on a sheet of construction paper and then pul pictes of pasta on the glue. When the glue dries, the child ean share his letter with the class, Allow students to work as a group or individually to put the letter cards in alphabetical order. Apple Brainstorming Skills: Brainstorming, Logical Thought, Making a List, Counting Activity: Gather the children and tell them that the group will be brainstorming about apples. Explain that students should J name all of the things they cun think of that can be made with apples. As the children brainstorm and create the list, wrile the items on churl paper or a chalkboard. When they can think of no more items, have them help you count the number of items in their list. 2-DeThows Hall, QD-08U9[= > Language Activities | Little Jack Horner Rhymes Skills: Repeating Rhymes, Listing Rhyming Words Activity: Write the nursery rhyme “Little Jack Horner” on the chalkboard or on a piece of posterboard. Have the children recite the rhyme with you. Have them list all of the rhyming words. Underline each set of rhyming words with the same color of marker, Have the children review the phrases of the poem and ask them how they think it would feel to stick their thumbs in a pie. After discussing the poem, see if students can think of any other poems or nursery rhymes thal have to do with food, such as “Sing a Song of Sixpence,” and sing them as a group. Food Matching Skills: Naming Pictures, Matching Beginning Letters Activity: Copy, cul apart, and laminate the food card patterns on pages 39-49. Share the cards with students, naming each food as you show its picture. Have the children match cards with pictures of foods that begin with the same letter. Clipping Snacks Skills: Pre-Writing*, Fine-Mator Skills, Hand- to-Hye Coordination Activity: Gather one spring-type clothespin per child; paper plates or napkins; and small, firm finger foods such as pretzels, raisins, goldfish crackers, apple slices, celery and carrol sticks, etc. For a treat at snacktime, give each child a paper plate or napkin and a clothespin. Allow the children to use the clothespins as utensils | to put their snacks on their plates, but have them use their fingers lo picis up their snacks when they eat them. *Use this activity to help develop students’ pre-writing skills before (or while} they are lcarning to hold and use pencils. = © Carron Delo Moll CD O89 5Language Activities Food Adjectives Skills: Description, Creating a List, @ range &4 Je Using Adjectives: Activity: “ha Explain lo students that, words which ji describe: things ave called adjectives; Swee Juicy and give examples. When students are + comfortable identifying adjectives, OF name a food for them to describe. Have the children list as many words as they can thinks of lu describe the food. Write the list on chart paper and count, how many adjectives they named, Repeat the activity, letting students take turns choosing the food to be described. Alphabet Food List Skills: Logical Thought, Use of Beginning Letter Sounds Activity: ba NON eit the children that they are going b | to go through the alphabet naming all O1OQNA of the foods they can think of for each letter, Write the letters of the alphabet on chart paper and record all the foods students can think of that begin with each letter as they dictate them. When finished, have the children see which berry letter has the most food words listed beneath it. As an extension, share the book Eating the Alphabet, by Lois Ehlert (Harcourt, Brace, Jovanovich, 1989), with the class. 6 9 Carsin-Dedlran Pull. CD-0818Language Activities Food Colors Skills: Color Recognition, Brainstorming, Classification of Foods by Color Activity: Gather one piece of each color construction paper. Tape each pieee to the wall or chalkboard. Have the children focus on one color at a time and brainstorm all of the foods they can think of that are that color, Write each food on the construction paper as Lhe children dictate. Allow the children to add to any of the lists if they think of more foods. When the lists are finished, allow the children to help you count to see which color has the most foods listed and which has the fewest. From Seeds to Salads Skills: Describing Events, Logical Thought, Composing Sentences Activity: Gather the children and tell them that you would like them to think about how salads are made. Explain that you want the class to work as a group to create a detailed list of the steps that occur in the creation of a salad. Encourage the children to begin the list with a step that includes the planting or growing of the ingredients. Their steps should detail how the ingredients reach the food preparer. The last step of the list should be the actual! making of the salad. As the children dictate all of the steps, write them on chart paper, ~~ Co © CarvoaLielva fsb, CDOS 7MATH ACTIVITIES Dried Bean Dominoes Skills: Counting, Matching Sets. Activity: Gather 26 index cards, a package of dried heans, and glue. Orient cach eard horizontally and draw a vertical 9 line to divide the card into two equal parts, like a domino. Glue the beans on the card to make the domino “dots.” Q Each half can have zero to six dots, and no two cards >) should have the same combination of numbers. When the glue bas dried, allow the children to use the cards to play dominoes. A pair of students will turn the domino cards faco- down on the table and each will draw seven cards. Students take turns placing dominoes on the playing table so that ends of adjacent dominoes have matching 9 sets. A domino with the same number of beans on both GB ends can be played crosswise to provide two open ends where there was only one before. When a student does not have a domino to play, he must draw one from the remaining face-down pile. The first player to place all his dominoes is the winner. Vegetable Patterning Skills: Patlerning, Food Recognition Activit; Gather several types of vegetables. Use these vegetables to muke patterns on the table. Give each child the opportunity Lo continue the patterns you have made. While a child continues a pattern, have him name the vegetables he is handling. Part vs. Whole Cards } Differentiating Between Part and Whole Color, cut apart, and laminate copies of Lhe page 50 and 51 Part vs. Whole cards, Tale about the concepts of part and whole, Show students the cards and have them tell you which card shows part and which shows wholc. 8 ©: Careen-Dettowa Pol, CHATStringing Pasta Skills: Fine-Motor Skills, Creativity, Hand-to-Eye Coordination, Patterning Acti Gather yarn; scissors; cellophane tape; and several different types of pasta that cun be strung such as macaroni or rigaloni. Cut the yarn into 20" strips and wrap a 1" tip of each with a piece of tape to stiffen the end. Let students use the yarn and the pasta to string necklaces in any paliern or order they desire, The pasta could also be dyed with food coloring so Lhat the children can create color patterns as well. [lave students describe the palierns they made. Snack Counting Activity: How Many Beans? Skills: Estimation, Counting Activity: Place a handful of mixed, dried beans into a clear jar. Allow the children to estimate how many beans are in the jar. Record each child’s guess on the chalkboard. After everyone has made a guess, have the students help you count the beans. Find out. which person's guess was closest to the actual number: of beans in the jar. © Curse Dediona Publ CRIS 9 Math Activities ) Skills: Counting, Food Recognition, Onc-Lo-Onc Correspondence ‘Gather three types of small, healthy snack foods, such as raisins, sunflower seeds, and peanuts. Place each food into a separate bow! and put the three bowls on the snack table along with a die or numeral cube and plates or napkins. Allow children to come to the table in small groups. Kach child takes a turn rolling Lhe number cube, naming the numeral he rolled, taking that number of pieces of food from cach bow! and placing all the pieces on his plate or napkin. ‘The children arc to take turns and should continue until everyone has enough foad for a snack. Munching while playing is allowed!Math Activities Pancake Number Concentration Skills: Matching, Counting Activity: Cut twenty 3" circles from cardboard. Make the cireles into playing cards by ; drawing one dot on two of the “pancakes,” two dots on the next two, three dots on two more and soon until there are ten dots on the last two. (You may want to use a blue marker to draw on the pancakes so that the dots will resemble blueberries.) Have the children place all the pancakes dot-sides down and use them to play a game of Concentration, Make the game even. more fun by allowing players to use a spatula to flip the pancakes. Pasta Sorting Skills: Classification; Shape, Size and Color Recognition Activity: Gather a variety of different types of pasta shapes. Soak some of each type in vinegar colored with a different color of food coloring. Spread on a towel and. allow to dry overnight, Mix the dried pasta together in a large bowl. Set the bowl and a few muffin tins on a table. Allow the children to sort the pasta shapes into the muffin tins by color, size or shape. As they sort each piece, have the children name the shape, color and size of the pieces. Big and Little Pretzel Sorting Skill: Sorting by Size Activity: Gather both large and small louse-knotted pretzels. Place them in a large howl on a table along with two smaller bowls. Allow the children to sort the pretzels into the two smaller bowls according to their size. 10 © Carson-TBelloan Pui) C7-0819)French Fry Counting Skill ne-to-One Correspondence, Counting Activity: Gather ten unused French fry containers from a fast food restaurant or make five copies of the French fry container patterns on page 53. Gather ten yellow sponges and cut them into French fry shapes (you will need to cut 55 fries), Draw one dot on the first fry box, two on the second, and so on. Have the children count the dots on each container and place the same number of fries in each fry box (or on cach fry box pattern). Watermelon Seed Count Skills: Number Recognition, Counting Activity: Make five to ten copies of the page 52 watermelon pattern, Write the number “1” on the first one, “2” on the second, and so on, and color each pattern. Cut out watermelon seeds from black construction paper or gather and wash real ones. Challenge the children to read the numeral on each watermelon and count out and set the appropriate number of seeds on each watermelon, How Many Seeds? Skills: Estimation, Counting Activity: Gather several types of seeds (seeds of different sizes, such as peanuts and sunflower seeds, will work best) and the lid of a jar. Invert the lid and have the children estimate, for each type of seed, how many seeds could be placed side by side into the lid. Place one type of seed into the lid and add seeds one by one until no more will fit without stacking. Count the seeds and compare the actual number to the students’ estimate. Repeat for each additional type of seed. An extension (or a modification) to this activity would be to have the children estimate how many of each seed type it would take lo fill the lid, © Cansow Datlnan Publ, CDOS obK Math Activities Shape Arrangement Skills: Shape Recognition, Copying Shapes, Fine Motor Skills Activil Gather several large index cards, a marker, and an assortment of secds, nuts or dried beans. Use the marker to draw a different shape on each of the index cards. Set Che cards and the seeds, nuts or beans on a table, Allow the children to lake Lurns using the materials to make the shapes shown. They may place Lhe food items directly on the index cards or create the shupes on the labletop. The Littlest Keg Skilfs: Logical Thought, Size Recognition Activity: Make a copy of page 54 and cul out the egg patterns. While the children [ree play, set all of the egys oul on a table and invile two children Lo come over Lo learn the game. Call their attention to the fact that one egg iz smalier than all the others. Explain that students arc to Lake Lurns removing eggs from the pile; the object is to avaid bemg the one who has to take the smallest ogg. During u player's durn he can choose Lo Lake ane, two or three eggs from the pile, The game ends when a player is loreed to take the littlest egg. Favorite Ice Cream Graph Skills: Creating and Reading a Graph Activity: Make: andujh ebpies puye 5B go that euch of the ice cream patterns on udent will get one pattern. Explain to the ehildren thal they will be graphing their favorite flavors of ice cream, Use your chalkboard to create a graph where each column reproseats a different flavor of ice cream. Ask children to help you lubel the columns with names of ive cream flavors. Each child should record his name on his pattern, choose his lavarite ice cream flavor. and tape his pattern in the appropriate column of the graph. Allow the ehildren to count the patterns in each column to sce which flavor is the favorite of the most children. vanilla Ve MW taranes EotDiegt Hitbt, CH OH TEESCIENCE ACTIVITIES Frozen Grapes Skills: Comparing Foods, Observation, Description, Color Recognition Activity: Gather a few packages of at least two different colors of grapes. Wash the grapes and pluce hall of each color in the freezer and the other half of each in the refrigerator overnight. Serve both the refrigerated and frozen grapes for snack and have the children compare and describe the two types of grapes. Encourage them to describe the texture, temperature and color of each type of grape. Make Raisins Skills: Hypothesizing, Observing and Describing Changes Activity: First thing in the morning, allow the children to help you gather and wash a cw bunches of grapes. Place the grapes on a cookie sheet. and bake on low heat all day, Discuss that all dehydrated fruits are made similar to the way you are making the grapes into raisins, Have the children predict and diseuss the changes that will occur in the grapes. Challenge the children to name all! of the other foods they can think of that they eat dehydrated. At the end of the day, allow the raisins to cool and enjoy for afternoon snack. Matching Food Sounds s is: Listening, Matching, Auditory Discrimination Activity: Gather several plastic eggs and a variety of foods such as macaroni, rice, dried corn, flour, dricd beans, etc. Make a pair of similar- sounding eggs for each food by placing an equal amount of the food into two different eggs. Secure the eggs with tape. Allow the children to shake each egg and listen to find the matches, You may also encourage the children to try to guess what type of food might be inside each egg. © Cyrson Deena Luh, C0819 13Science Activities Jack Sprat Sorting Skills: Classification, Discrimination between Fat and Lean Foods Activity: Gather the food cards from pages 39-49. Have the group recite the nursery rhyme, “Jack Sprat," then sort the food cards into two categories—fatty and lean. Parts of Plants Skills: Classification, Knowledge of Plants Activity: Discuss the different parts of plants. Explain that foods we eat can come from different parts of plants. For example, carrots and beets are roots; celery and asparagus are stems; cabbage, spinach and Brussels sprouts are leaves; artichoke and broceoli are flowers; and apples, corn and peanuts are fruits. (You may want to diseuss the term fruit with the class and explain that, since the fruit is the part of the plant that contains the seeds, peanuts and corn ate considered fruits.) Allow the children to name other foods we eat that come from plants, and have them decide which part of the plant each food represents. Have the children tell you which they enjoy eating. Copy and cui out the Plant Parts cards from pages 56 and 57 and copy the page 58 sorting page. Allow the children io take turns sorting the cards onto the sorting page, Visiting a Grocery Store Skills: Observation, Classificalion, Comparing Foods Activity: Take your students to visit a grocery store. Have them identify fruits, vegetables, meats, and dairy products. Encourage them to observe the different ways each kind of food can be sold (such as fresh, canned, and frozen). Talk about where each food was grown or made and have students categorize the foods as healthy or unhealthy. va © Cornse Tells Pal CDOTScience Activities | Dancing Popcorn Skills: Observation, Description Activity: Guther a bottle of vinegar, a box of baking soda, measuring spoons, a clear jar, and unpopped popcorn. Fill the jar full with water and add | tablespoon vinegar, Mix in | teaspoon baking soda and when bubbling stops, add the popcorn kernels, Ina few minutes, the korncls will begin te “dance” around. Have the children describe what they see happening to the papvorn kernels. What happens: When baking soda and vinegar are mixed, a chemical reaction occurs and carbon diaxide is formed. The bubbles of gas cling to the kernels, The gas rises, taking the Kernels with it. When the bubbles reach the surface of the water, the kernels fall. Ask sLudents where else they have seen carbonation. Making Butter Skills: Following Directions, Observation, Hypothesizing, Description Acti Gather u lew baby food jars and a quart ef unwhipped whipping cream, Allow the children to take turns pouring « small amount of the cream into the jars. Tell Lhe children that you want them to shake the jars, and have them hypothesize what they think will happen to the cream. When the cream begins to harden, pour off the excess liquid and have the children describe the cream. Add a dash of sul to Lhe butter and let he children enjoy: iLon erackers or bread. Seed Sorting Skills: Memory, Food Recognition, Matching Activity Gather a variety of fruits and vegetables to share with your < students remove the seeds from the [ruits and vegetables and cl Have students group the seeds by type and place cach type ito a plastic sandwich bag along wilh a laminated picture of the fruit or vegetable from which the se came. {You may use the patterns from pages 44-47 or magazine clippings.) Allow the children to observe and work with the sueds during free-play. Take the piclures out of the bags and have the children match the secds to the pictures. Have the children name cach fruit or vegeluble as they work with the seeds. 2 Caewaneban Ml' Science Activities Colors Inside and Out Skills: Color Recognition, Exploration Activity: Gather several different types of fresh fruits and vegetables and have the children explore them lo see which are the same color on the inside as they are on the outside. Before you eut open each food, have the children predict whether the inside will be the same color as the outside, Once the fruits and vegetables have all been explored, have the children use the food cards from payes 44-47 Lo sort. those that are the same color inside and out from those that are not. Pizza Sorting “ood Recognition, Classification Ly? Cut a 12" circle from white felt. Glue an 11" red felt circle to the center af the white circle to make a felt pizza. Photocopy the page 59 and 60 Pizza ‘Topping patterns onto colored construction-paper, putting each pattern onte the appropriate color of paper. Altach each piece to a piece ef Tel) and place it onto the felt pizza Explain that pizzas contain items from several of the USDA food categories and review the categories with students. Let children take turns removing and replacing the topping pieces fram the felt pizza, naming the foods, then naming the categories in which the foods belong. When. everyone has had a chance to work with the pizza and its toppings, allow the children to name other food iloms they might like to icy ona pizaa. 16 © Garsan- Neto Publ, CD81MUSIC AND MOVEMENT Adapted Songs to Sing We're Going to the Grocery Store (To the tune of “Mary Had a Tittle Lamb") We're going lo the grocery store, Grocery store, grocery slore, We'll buy our favorite food there, (Child's name), what will you buy? {Allow each child a turn naming a food he would like to buy.) ‘Ten Bottles of Milk in the Fridge (To the tune of “Ninety-Nine Bottles of Pop on the Wall”) ‘Ten bottles of milk in the fridge, Ten bottles of milk, j ‘Take one out and drink it all up, be Nine bottles of milk in the fridge. ‘ Here We Go Round the Blueberry Bush (To Lhe tune of “Here We Go Round the Mulberry Bush") Here we go round the blucberry bush, T boy The blueberry bush, the blueberry bush, Here we go round the blueberry bush. A blueberry is in the fruit group. Here we go round the cucumber vine, ‘The cucumber vine, the cucumber vine. \_ Here we go round the cucumber vine, \S A cucumber isin the vegelable group. Here we go round the chicken legs, The chicken legs, the chicken legs. ey) Here we go round the chicken legs sj Chicken is in the meat group. © Curson-t elon Lubl, CGB 12 17—) Traditional Rhymes The Candy Store { met some friends at the candy store. We bought candy, We bought cake, We went home with a bellyache. Mama, Mama, we feel sick, Call the doctor, quick, quick, quick! Doctor, Doctor, will we live? ‘Close your eyes and count to five. ‘One, two, three, four, five, Hooray, we're alive! ‘The Grapefruit I wish | were a grapefruit, And here's the reason why: When you come to cat me, Td squirt you in the eye. Related Nursery Rhymes “Georgie Porgic” “Hot Cross Buns” “Humpty Dumpty” a “I'ma Little Tea Pot” “Jack Sprat” “Little Jack Horner” “Little Miss Muffet" “Little Tommy Tucker” “Pat-a-Cake” “Pease Porridge Hot” “Peter Piper” “Polly Put the Kettle On” “(The) Queen of Hearts” : = = “Simple Simon™ ae ee JO JL “Sing a Sony of Sixpence” ~ IC a Cl “Dhis Lite Piggy Went to Market” FP r= VP “To Markct, To Market” 18 ©. Caxtaon-Lallosu Pub C0319Music and Movement Finger Plays ‘Two Little Apples Way up high on the apple tree, (Point as if pointing to top of a tree.) ‘Iwo little apples smuiled at me. (Hold up two fingers, then point to smile.) I shook that tree as hard as I could, (Pretend to shake tree.) Down came the apples, Mmm, mmm, good! (Rub tummy.) Five Shiny Oranges Five shiny oranges hanging in a tree, (Hold up five fingers.) The juiciest oranges you ever did see. (Point to your eyes.) The wind came by and gave an angry frown, (Make frown face.) And one shiny orange came tumbling down. (Hold up one finger then roll hands.) Continue with four shiny oranges, then three until all are gone. Traditional Songs to Sing at, a “Apples and Bananas” Ce “Farmer in the Dell” “Found a Peanut” “Muffin Man” “Oats and Beans and Barley Grow “Peanut Butter and Jelly” ‘© Curva Dollown Publ. CD.A819 wwSOCIAL AWARENESS Where Are They Grown? Skills: Geography, Social Awareness Activity: Copy, color, cut out, and laminate the food cards from pages 39-49. Select the cards of foods that traditionally come from a spccific location. Good choices are: oranges Florida and California), apples (WashingLun), potatoes (Idaho), ete, Gather the children and explain that the foods we eat. come from all over the country. Show thom the food cards you have selecled and find their places of origin on a map. Compare these places to where you live and discuss how far or near they are. Sharing Foods Skills: Sharing, Fine-Motor Skills, Cutting, Gluing Activity: Gather several used magazines and allow the children to cut pictures of fuod from them. Tell students that they are to only cut pictures of foods that they have never tried, Once each student has cut out several food pictures, encourage him to “trade” with other students to obtain fouds that he has tried or with which he is familiar. Once students have finished trading food pictures with their classmates, allow them to discuss the foods. Some students muy require help fram classmates in naming or describing thcir foods, Food Faces Skills: Reading Facial Expressions, Logica! Thought, Taste Recognition Activity: Photocopy the food ecards from pages 39-49 and a copy of the Food Faces cards from page 61. Color, cut out, and laminate the cards. Show cach face card fo the children and ask them te describe the expression the persen in the picture is making. Ask them to tell you what foods might make a person’s face lock like this when they eat them. Point out to the children that some foods, such as lemons, cause lots of people lo make the same face. On the olher hand, dilferent children will make different faces when cating spinach, depending on whether they Like it or not. Allow the students to mutch the face cards to the food cards to show how they feel aboul different fonds. 20 $)Carmon-L bellows Duh COSIy Social Awareness People Who Work With Foods Skills: Social Awareness, Career Awareness Activity: Makc a photocopy of the People Who Work with Foods cards from pages 62 and 63. Review the cards with the children andy Wy talk with them about all of the things that_\\ happen to foods from the time they are ==> grown to the time they are eaten. Discuss all of the people involved, including Lhe 4 farmers who grow the food, delivery truck 7 drivers who pick it up and take il where it 7 needs to go, grocery store workers who stock and sell the foods, parents who purchase the foods, and chefs and servers in yestaurants who prepare and bring out the food. Let students review ihe cards and identify the people who work with food. Food Likes and Dislikes Skills: Food Recognition, Making Comparisons Activity: Cut, color, and laminate several cupics of the food cards from pages 30-49 Allow each child to select a few cards showing foods he likes and have him glue the cards to green construction paper. Let the student repeat the steps with foods he doesn’t like, this time gluing the cards te red construction paper. Allow the children to compare their papers to the papers of other students. Students can orally identify classmates that have similar likes and dislikes with sentences such as, “I am like Phillip because we both like ‘ice cream,” or, “I am like Anita because we both dislike peas.” Eggs Are Eggs Skills: Visual Discrimination, Making Comparisons Activity: Talk with students about characteristics of eggs. Discuss the fact that eggs can be different colors or sizes, but Uhal they are still eggs. Compare this to the way that people may look different but are all still people. ©.Corsen-Dellona Publ 0-985 21ARTS AND CRAFTS Painting with Broccoli Skill vealivily, Fine-Motor Skills, Hand-to-Kye Coordination Activity: Gather several] stalks of fresh broccoli. Place on the art table along with shallow bowls of tempera paint and sheets of construction paper. Allow the children lo take turns using the broccoli for paint brushes, As the children work, encourage them Lo discuss how painting with the broccoli feels and how the paintings look different from typical pictures. Ask the children Lo name other foods they think might be interesting to use as paint brushes. Whipped-Cream Finger Painting Skills: l’ine-Motor Skills, Tactile Exploration, Creativity Activity: Gather a few containers of whipped cream, food trays, and powdered tempera paint or fuod coloring. Invite a fow children to the art table to work with the materials. Give each child a tray and a spoonful of the whipped cream. Encourage the child to use his hands to move the whipped cream around the lay. As he works, add a little bit of the powdered tempera or food coloring to the whipped cream. Corn-Cob Rolling Skills: Fine-Motor Skills, Print Making, Creativity Activity: Place several corn cobs and shallow bowls of tempera paint on a large piece of buteher paper. You might also want to provide corn holders tomake it easier for students to complete this activity. Show students hew to rell the corn cobs in the bowls of paint and Lhen across the paper. Allow the children to work together to¢> paint the butcher paper. If the colors should happen to mix, encourage the children to describe the new colors made. 2 0 Carson Dellota ILL CD.08i9oo Arts and Crafts Favorite-Food Drawings Skills: Creativity, Fine-Motor Skills, Drawing Give each child a paper plate and crayons. Ask the children to draw pictures of their favorite foods on the paper plate. As the children work, circulate among them to write the names of the foods on the pictures. Let students compare their pictures to their classmates’ and then display them on a bulletin board or wall. Cheese and Fruit Sculptures Skills: Fine-Motor Skills, Creating Sculptures Activity: Gather toothpicks, chcese, cantaloupe, honeydew melon, raisins and bananas. Cut the cheese into different shapes, scoop the melons out with a mefon- baller and slice the bananas into a variety of shapes. Explain to the students that cheese and fruit are healthy foods that are often served together as a snack or appetizer. Since these foods are usually cut into small pieces, toothpicks are often used to pick them up instead of forks or spoons. Allow the children to use toothpicks with the food shapes to create sculpted snacks. (Supervise students as they work with the toothpicks.) When students have finished, have them remove their toothpicks and eat their snacks. Ice Cream Blot Painting Skills: Fine-Motor Skills, Creativity, Following Directions Activity: Use one of the page 55 patterns as a template to cut an ice | cream shape from construction paper for each child in the class. Place the paper shapes, along with tempera paint and paint brushes, on the art table. Allow each child a turn at the table. As each student works, instruct him to begin by folding his pattern in half vertically and then unfolding it. He is then to use the paint brushes to put blobs of paint all over his ice cream cone. When he has finished dabbing the paint on his cone, he is to fold the pattern and gently press the sides together. He is then to open the ice cream pattern to reveal a unique design. OCareon-Dellowa Publ. C0819 23,| and yellow tempera paint in squirt. bottles. Allow the children to trace the Arts and Crafts Swiss Cheese Skills: Fine-Motor Skills, Hole Punching Activity: Cut yellow construction puper into squares, each about the size of a slice of chcese. Set the construction paper squares along with a few pairs of hole punches on the art table, Allow the children to use the hole punches to create Swiss cheese. Hamburger Art Skills: Creativity, Fine-Motor Skills, Cutting, ‘Tracing, Gluing, Following Directions Activity: Gather the following materials and set them on the art table: two tagbourd circle patterns (onc 5" and one 4"); a 3 /s'-square tagboard pattern; brown, green, orange, white and yellow construction paper; glue; seisgurs; and red patterns onto the construction paper to make a 5" round beef palty, a 4" tomate, and a 3/"-square piece of cheese (ur let students use the Swiss cheese they made in the above activity). Encourage the children to uso the construction paper to free-cut other items such as pickles, lettuce, and onions. Have the children glue the condiments ento the beef patty, then add the red and yellow paint to represent mustard and ketchup. Berry Basket Printing Skills: Following Directions, Fine-Motor Skills Activity: Gather several green plastic berry baskets, a shallow howl of grcen tempera paint, and. construction paper. Have each child dip a berry basket in the paint and press the basket on a shect of the construction paper to make a print. When the paint dries, let students use several different colors of crayon or marker to draw berries in the basket prints on their papers. 24 © Carron Dllosa Bald, CD0818Arts and Crafts Milkshake Drip Painting Skills: Creativity, Following Directions, Fine-Motor Skills Activity: Place very thin pink, white, and brown tempera paint at the casel. Place old newspapers or x dropeloth on the floor beneath the easel. Cut large pieces of light and dark construction paper into drinking glass shapes. Give each student a piece of the paper and a plastic straw. Explain that each color of Paint represents a flavor of milkshake. Allow each child to choose a piece of construction paper to place on the easel. Show the children how to use a straw to drip the paint onto the paper. The paint will run down the paper and make interesting designs. Peanut Sponge Prints Skills: Print Making, Creativity, Fine-Motor Skills Aclivily: Purchase a package of kitchen spenges and cut cach into the shape of a peanut, Place the sponges on the art table along with shallow bowls of brown tempera paint and light-colored construction paper. Allow each child to have atura working with the peanut sponges, paint, and paper to make his own peanut prints. Decorated Eggs Skills: Creativity, Fine-Motor Skills, Drawing Activity: Egg decorating is too much fun to limit to once a year. Purchase several dozen eggs and hard boil them. (As an alternative, you could have students decorate plastic cggs.) Gather an assortment of tempera paints, markers, stickers, fabric and yarn scraps, gluc, scissors, crayons and food coloring. Give one egg to each child and allow the children to use any or all of the materials to decorate the eggs. Encourage the children to share their decorating ideas with their classmates, and allow them to work together ta decorate some of the cggs. ©) Enevon Hetogn Ph Cheon 25Arts and Crafts ( Food Collages Skills: Making Collages, Creativity, Fine-Motor Skills, Gluing Activity: Place construction paper and bottles of white glue at the art center. Allow the children to use the materials and the following foods to make collages as described below. Rice Collage Provide a varity of types of rice in small bowls. Allow the children to use any of the different types of rice to make a collage. Bean Collage Obtain a package of mixed dricd beans. Allow the children to use the beans to make a collage or mural. Seed Collage Allow the children to save sceds from fresh fruit they have had at snack time. Each day have the children wash the seeds and place them in a cup, After several days of seed-collecting, allow each child to glue the seeds he has saved onte construction paper to make a collage. Oatmeal Obtain a package of uncooked oatmeal. (Powdered tempera could be mixed with the oatmeal to color it.) Allow each child to squirt glue all over a piece of construction paper and sprinkle the oatmeal on the paper. Colored Salt Mix tempera powder and salt and put the mixture into a salt shaker. Allow each child to shake the colored mixture onto a glue design he has squeezed on a piece of construction paper. (©-Carevo-Lellow Publ. €D-0819Arts and Crafts | Cereal Box Collage Skills: Creating a Collage, Gluing, Creativity, Fine-Motor Skills Activity: Have students bring empty cereal boxes to class. Provide Lhcm with scissors. construction paper, and glue. Let students cut the box panels into a varicly of simple shapes. Allow each child to take a turn gluing some of the box- panel shapes to a piece of construction paper to create a cereal box collage. Cooked Spaghetti Painting Skills: Creativity, Fine Motor Skills, Painting Activity: Obtain a package of spaghctli noodles and allow the children to watch as you prepare and boil them. Set the cooked, cooled noodles on the art table along with shallow bowls of tempera, spoons, and finger paint paper. Allow the children to scoop several spoonfuls of paint on a piece of the finger paint paper. They are then to pull the spaghetti noodles through the paint and across the paper to make spaghetti paint designs. Painted Toast Skills: Fine-Motor Skills, Painting, Creativity Activity: Gather a loaf of bread, food coloring, milk, small clean paint brushes, and a toaster. Fill several glasses half-full of milk and add food coloring to each. Set the materials on clean paper lowels at the art table. Allow each child to use a paint brush and colored milk tolightly paint a piece of bread. When a child has finished painting his design on his bread, allow him to pul the bread inte the toaster, When the bread is toasted, the child will have a colorful, unique and edible piece of toast. © Caron -Debiowis Publ. CD.0N19 a7Skills: Print Making, Creativity, Fine-Motor Skills, Following Directions Activity: Provide children with shects of construction paper and allow them to do any or all of the following food printing activities. Before students begin making prints, you may want to set aside a quantity of cach food for students to eat. after they have made their prints. Oranges Gather several oranges, peeled or unpecled, and shallow bowls of orange tempera paint, Cut the oranges in half and allow the children to print with the paint. Cucumber/Pickle Prints. Gather several cucumbers and cut them into 2" Lo 8" sections. Place them on the art table along with shallow bowls of green tempera paint, and allow the children to make prints. Colorful Peppers Gather red, yellow, and green peppers. Cut some of the peppers in half. horizontally and others vertically. Place each neur a bowl of tempera paint of the same color. Allow the children to print with the peppers on dark pieces of construction paper. Other Food Items for Printing: Pears Raisins Carrots (Arts and Crafts : Food Printing | 28 Cron Deltous Publ, CO-0819°INDOOR GAMES Catching Apples Skills: Gross Motor Skills, Following Directions Gather as many apples as there are students in your class. (Bc sure each apple has a siem.) Attach one end of a string to an apple stem and attach the other end to the ceiling. Let a student try to catch the apple using only his mouth. Once a student. has cuught his apple, you can remove it from the string and give it to the student. Tie another apple to the string and let the next sludent Lry to catch it. You may vary the activity by having students catch other types of food, sueh as pears, peaches, pickles, ete. One Potato, Two Potato Skills: Counting. Following Directions, Gross Motor Skills Activity: Have students use the traditional “One Potato, Two Potato” rhyme to play a game similar to “Duck, Duck, Goose.” Have the children sit in a circle and choose one child to be “It,” That child is to walk around the circle and touch the head of a seated child wilh cach emphasized beat of the rhyme. When she gets to the line, “And you are not it,” the child who is touched on the word “it” chases her around the circle irying to tag her before she sits down. Either way, he gels Ww be the new “It” for the next round. “Moo” Skills: Listening, Following Directions Activity: Guther the childron and have them brainstorm, all of the items they can think of that are made with milk. After they have named all of the things they can think of, explain that you ure going to name some foods. Tell them that they are to listen carefully, and if the food you name contains milk, they are to yell, “Moo.” If il docs net contain milk, they are to remain. silent. Do not make a child who says “Moo” out of turn sit out, just have fun and remind the child to listen carefully! 29Indoor Games Pass the Orange Skills: Gross Motor Skills, Cooperation Activity: Gather two large, fresh oranges. Divide the class into 1wo equally-sized teams. Have the students on each team stand in a straight line. Give the first porson on each team an orange. Explain that the Leam mcmbers are to pass the orange from one end of the line to the other. The difficult part is that | they cannot use their hands; Lhcy must pass the orange by holding it under their chins and passing it from one player's neek to the next. If an orange should fall, the child who was trying to pass it must pick it up, place it under his chin and try again. The first team to get its orange to the end of the line wins. Pancake Flipping Skills: Gross Motor Skills, Hand-to-Eye Coordi- nation Activity: Gather a few pieces of corrugated cardboard and. a few pie tins. Cut the cardboard into several 5" circles. Show the circles to the children and explain that the cireles are pretend “pancakes.” Tell students that they are going to “flip” the pancakes. Allow each child to take a turn placing a pancake on a pic lin, tossing the pancake into — the air and eatching it again in the pie tin. Tell == students that, when pancakes arv cooked on a griddle, they must be flipped to cook both sides. See if students can make their cardboard pancakes flip in the air when they tess them. Pretzel Twisting Skills: Gross Motor Skills, Creativity, Flexibility Activity: Gather the children and ask them to describe pretzels to you. Explain that you would like them to pretend to be pretzels. Have them sce how many ways they can position their bodies. Encourage the children to get as creative with their body shapes as possible. sy 30 Parson fellova Publ, COATSOUTDOOR GAMES Food Pyramid Bean Bag Toss Skills: Gross Motor Skills, Knowledge of the Food Pyramid, Naming Foods from the Pyramid Activity: Use chalk to draw the USDA Food Pyramid on the pavement outside (refer to page 64 if necessary). For very young children, draw a few items from each category in the appropriate section so the children may recognize the group without having to read. Ifa paved arca is not available for drawing, use a marker to draw the pyramid on a piece of posterboard, Gather a few bean bags and explain to the children that they will take turns tossing a bean bag onto the pyramid. The tosser is to take a look at lhe section where the bean bag landed, then name the food category and one food that belongs in the category. If a bean bag should land outside the pyramid, allow the child additional tosses until his bean bag lands on a section of the pyramid. Popper On Skills: Listening, Gross Motor Skills Activity: Gather the children and choose one child to be the “Popcorn Popper.” Explain that all of the other children will be popping popcorn. Have the popper stand with her back to the group and have the group stand behind a starting line about 20" from the popper, Explain that when she says, “Popper on,” they are tu jump towards her like popping popeorn, But when she says, “Popper off,” they are to stop jumping and hold their positions. The popper is to turn around right after she says, “Popper off.” If the popper spies a child moving, that child must return to the starting line. 'The first child to touch the popper becomes the popper in the next game, © Garson Detloas Pub, C0819 31‘Outdoor Games Food Categories Relay Race Skills: Running, Cooperation, Classification by Food Categories, Food Recognition Activity: Make three copies of the food cards found on pages 39-49. Color, cut apart, and laminate them. Organize the cards so that you have three scts with no duplicates in a sel. Label each of six boxes (shoe boxes work well) with the " corresponding USDA pyramid category picture (from page 64) and category name. Divide the children into three teams. Line the teams up on one side of the playground and the boxes on the other. Shuffle each set of the cards and place one set in front of cach group. Each child is to take the card from the top of his team’s card pile, name the food, run to the other end of the playground and place the card in the appropriate box. The child then runs and tags the next person in his team’s line. The next child follows the same Steps as his teammate did. The first team to sort all of its cards wins. You should position yourself near the boxes lo be sure the children place the food items in the correct pluces and give assistance if necessary. Jump Rope Skills: Gross Motor Skills, Alphabet Recognition, Jumping Rope Activity: Take a few jump ropes outside and allow the children to play following traditional jump rope rhyme; AT C's and vegetable goop, What will I find in the alphabet soup? 32, © Baarsor Tel leae abl. CTHOB1YSNACK TIME SUGGESTIONS Dried Apple Rings 1 Gather a peeler, a small knife, a long piece of string or twine, and one apple per child. Have the children help you peel and core the apples. Let the children watch as you lay the apples on their sides and cut them into rings about '4" thick. Have the children help you string the twine through the centers of the apple rings leaving at {east 4" between each slice. Hang the apples in a warm, dry, sanitary place for about a week. When the apple rings have dried, let the students enjoy them during snack time. Store the excess apple rings in an airtight container. Apple Yogurt For each child you will need onc paper cup; one spoon; half of an apple; /: cup plain yogurt; and an assortment of toppings such as granola, raisins, dricd fruits, nuts, chopped coconut, ete. You will also need an apple corer and a knife. Core the apples and cut them into small pieces but leave the skin on the pieces. Place the apples and the other ingredients into bowls. Give cach child a cup, bave him {ill it half-fall with yogurt and let him add whichever toppings he desires. Students can mix their ingredients in their cups and enjoy their healthy yogurt snacks. Banana and Orange Milkshake For each child you will need half a banana, Ya cup orange juice, 2 cup milk, and a plastic cup. You will also need a container with an airtight lid. Work with one child at a time, allowing him to mash his banana half in the container, then let him measure out the orange juice and milk inte the container. He is then to put the lid on the container and shake well. When the ingredients are well-mixed, allow the student to pour his milkshake into his glass and enjoy it with a snack or lunch.Snack Time Suggestions Healthy Milkshake Put students into groups of four and gather the following ingredients for each group: 1 cup milk, 1 banana, 2 tablespoons canned pumpkin, and a pinch of cinnamon. You will also need a blender, plastic knives and plastic cups. Work with the groups one at a time to help students make their healthy milkshakes. Allow the children to help you slice the bananas with the plastic knives, measure out the other ingredients and place them all in | the blender. Blend and serve chilled. Tuna Vegetable Dip Gather V2 cup mayonnaise, '/: cup sour cream, 1 pint cottage cheese, and a 6 '/o-ounce can of tuna fish. Drain the tuna fish and allow the children to help you measure out the ingredients. Mix all of the ingredients in a bowl. Chill the mixture for 30 minutes to an. hour. Allow the children to eat the dip with crackers and raw vegetables. \. Coconut and Cream Cheese Balls <) Gather the following ingredients for each group of four or five students: + teaspoon vanilla, a 12- ounce package of cream cheese, and a dash of salt. You will also need a bowl with about 1% cup of powdered sugar and a how! with shredded coconut for all the students 1o use. Allow the children to take turns helping you beat the cream cheese until smooth, Next beat in the vanilla and salt. Have each child rol] a small amount of the cream cheese mix into a ball, then roll it in the powdered sugar ‘= and the coconut. Chill the balls on a cookie sheet covered with wax paper; then serve as a snack. Fruity, Crunchy Yogurt Purchase a large container of vanilla yogurt, shelled and unsalted sunflower seeds, and a few cans of fruit cocktail. Allow cach child te spoon a little bitof ] each item into a paper cup and mix to create a fruity, eranchy yogurt snack, a © Caren fellova Publ. CD-A8I9—VO_—_—_—_—_—_—_—_—_—_——— Apple Sandwiches Gather honey, peanut butter, sliced bananas, cream cheese, raisins, cinnamon, and half as many apples as there are students. Pee! and core the apples and cut each into four slices. Give cach child two apple slices. Allow him to spread his choice of toppings on onc of the apple slices and then top it with the other slice to create an apple sandwich! Apple Coleslaw Gather one apple, one small head of cabbage, /1 cup mayonnaise, Yi cup milk, and 1 teaspoon lemon juice. Grate the apple and shred the cabbage. Let the children mix the mayonnaise, milk and lemon juice together. When mixed, pour over the apple and cabbage and toss. Serve as a snack or with lunch, Gr Fruit Kabobs Gather several types of soft fresh or canned fruit and cut them into bite-sized pieces. Place the fruits into bowls and set them on a table along with drinking straws and paper cups. Give each child a straw and a paper cup and allow him to select fruits and place them in the paper cup. Have each child skewer his fruits on his straw, then let him enjoy his fruit kabob at snack time Sweetened, Chilled Carrot Sticks Gather a few packages of fresh carrots and a can of pineapple juice. Cut the carrots into carrot sticks and place them in a Jarge bowl. Pour the pineapple juice into the bowl with the carrots until they are completely covered. Refrigerate the carrots in the pineapple juice for a minimum of one to two hours and serve as a snack.Surgestun Peanut Butter and Jelly Roll Sandwiches Gather a loaf of bread, peanut butter, jelly and blunt knives. Allow each child to spread thin layers of peanul butter and jelly onto a piece of bread. Have the child roll his bread up into a cylinder. The cylinder can be cut into three or four jelly rolls for Lho student to eat at snacktime. Encourage the children to name the USDA Foad Pyramid categories represented by this sandwich. 5k Banana Butter on bread or crackers. Gather several fresh apples, bananas, grapes, and sunflower seeds and half as many grapefruits as there are students in your class. Cut the grapefruits in half and scoop out the insides. Try not to tear the rinds because students will be using them as bowls, Allow the children to use blunt knives to help you cut the other fruits into bite-sized pieces as you use a sharp knife to cut up the apples and grapefruit. Mix all of the fruits and nuts together and spoon the mixture into the “fruit bowls” for students Lo enjoy as a shack or with lunch. Gather 3 ripe bananas, "/ cup peanut butter, 4s teaspoon cinnamon, 1 teaspoon shredded enconut, and '/2 cup raisins. Allow the children to help you measure oul. the ingredients. Let students take turns mashing the bananas with a fork. Have them mix in the peanut butter, cinnamon, coconut and raisins. They should continue mixing until the ingredients are completely mixed. Allow the children to enjoy the banana spread as a snack © Vaxvor-DSlaen Pas C1081Snack Time Suggestions Cinnamon Apple Popcorn Gather 3 quarls popped popeorn, Ys cup margarine, 1 cup dried apple chunks, 1 teaspoon, cinnamon, 1 cup toasted walnuts, and 3 tablespoons sugar. Allow the children to watch as you pop the popcorn and then let them help & you measure out the amount required for the recipe. Place the popcorn and walnuts in a clear, microwave-safe bowl and mix. Mclt the margarine and pour over the popcorn, Mix the sugar and cinnamon and pour over the pupcorn, Place in ihe microwave and cook on high for two minutes. When warmed, stir in the apple chunks and spread on a cookie shect until cool. Lunch Meat Tasting Party Gather several different types of lunch meat, thick-sliced if possible. Gi each child a piece of each meat and ullow him to taste each and describe it. Let students tell you which ones they like and which ones they do not. You might want to let them rofl their slices up around cream cheese, bread slicks, or other types of food to create interesting snack combinations. Cucumber Chips Wash and slice a few cucumbers. Allow the children to cat the slices as a snack along with dips such as dill dip, spinach dip, French onion dip, ranch dressing, etc. Have the children. describe the taste and texture, You may allow them to try the cucumbers with a little bit of salt, too. Have them compare the way cucumbers taste with Lhe way pickles taste. Fruity Ice Cream Gather 242 cups sugar, 1% cups crushed pineapple, 2 lemons, 1 orange, bananas, 1 quart milk, 1 pint whipping cream, and 1 can condensed milk Allow the children to help you measure the ingredients, juice the orange and temons and mash the bananas. Mix the fruit, juice and sugar logether, then let stand at room temperature for Lwo hours. Add both types of milk and the eream and freeze in an ice cream freezer. Give cach student a portion of the ice cream Lo enjoy at snack time,Patterns Milk, Yogurt and Cheese GroupPatterns Milk, Yogurt and Cheese Group eed SORTA Shreddea GS) Gang Cheese See aaPatterns Meat, Poultry, Fish, Dry Beans, Eggs & Nuts "© Coraon-Deliens Publ. CH-O8Patterns Meat, Poultry, Fish, Dry Beans, Eggs & NutsPatterns Vegetable GroupPatterns Vegetable GroupPatterns Fruit GroupPatterns Fruit Group (© Carson DelBoet Publ, CL-0819Patterns Bread, Cereal, Rice and Pasta Group (© Carson Thellosn Publ. 7-081 49Patterns Part vs. Whole Cards Garson Deliera Publ CD-0819Patterns Part vs. Whole CardsPatterns The Littlest Egg 54 © Carnon-Dllogs Pubs. (10819Patterns Favorite Ice Cream Graph ay LIE me RS a KX RK KR S MY EOE - x oko <9 ge PE SI f Fee eS “eaten: EU SEO BOOKS MRO x ‘ Carsen-Lillonn Publ, CB-9519Patterns Plant Parts Cards ‘cabbagePatterns Plant Parts CardsPlant Parts Sorting Page Patterns Wm aT o s S a (and seeds) o & 2 stems rootsPatterns Pizza Sorting olive slices-hlack peppers—green 59Patterns Pizza Sorting fomato—red onions—white 60 © Carson Delluss Publ. CD-06819Patterns Food FacesPatterns People Who Work with Foods WY VA BI eRe wy) TEC Nol UAH COO. oe Se ghee ; Ter ey 000 ok L_ | a (CG 2. of SS g AT LAE SESE Gear (eet) em PAAR Del SS iy AD loa PUL CD81People Who Work with FoodsPatterns The Food Pyramid Milk, Yogurt & Cheese Meat, Poultry, Fish, Dry Beans, Eggs & Nuts Vegetables Bread, Cereal, Rice & Pasta a {Carson etlonn Publ. C-0848