Note: Listening and Speaking section will be in Black and Reading and Writing section will be in Maroon colour.

The class begins with physical exercises and responding to directions given.

The topic ‘Food we Eat’ will be introduced through rhyme, conversation, questions and answers, fun activities, colouring and reading key words.

Listening and Speaking

Daily: Total physical response/warm-up exercise (to be done before every session)

Aim: To enable the children to understand the given commands and respond correctly. 

Action Time (Commands):

1. Stand up.
2. Rotate your arm clockwise three times.
3. Pull your ears three times.
4. Touch your left knee with your right elbow.
5. Touch your right knee with your right elbow.
6. Turn around.
7. Sit on the chair.

Procedure:
The activity proceeds as follows: –

Step 1:

• The teacher first gives the commands (stand up, rotate your arm clockwise three times, pull your ears three times, touch your left knee with your right elbow, touch your right knee with your right elbow, turn around, sit on the chair) as he/she demonstrates and the children listen.
• Next, the teacher gives the commands and the children perform the actions.

Step 2:

• Divide the class into small groups.
• Choose one child from these volunteers and ask him/her to conduct the activity (select children who are willing to give the commands).
• This student gives the commands and other children listen and do the actions.
• This student volunteer returns to his/her position.
• Conduct the activity with another student volunteer in the same manner.

Step 3:

• The teacher gives the commands and all the children listen and do the actions.

Note to the teacher: 

1. The teacher starts the class by wishing the children ‘good morning’ and ‘good afternoon’ and ensures that they repeat the greetings.
2. The teacher begins each class with this activity. 
3. The teacher gives clear instructions at the beginning of the class.
4. Ensure adequate space in the classroom for the children to move to do the activity comfortably. 
5. The teacher can slow down the commands for children who find it difficult to keep pace.

Key skill/knowledge the child will acquire: Students are able to understand and follow the given commands. 

Click and watch the videos. These videos are to be shown to children during the activity. When there are children with hearing impairment in the inclusive class, use the video with Indian Sign Language (ISL).

Video: Warm up exercise (Coming Soon)

ISL Video: Warm up exercise (Coming Soon)

Refer to the video ‘Turn around’ and TPR/Warm up exercise’ Adaptations and  Strategies given in the Main page of ‘Birds’ if there are any neuro-diverse children in the class.

Day 1

Rhyme

Note to the teacher:
The teacher can make the children learn the rhyme by showing the poster and reading the rhyme line by line and explaining it. The teacher also plays the audio of the rhyme and recites the rhyme.

Introduction:

• The teacher will sit along with the children in semi-circles.
• The teacher begins the class by saying, ‘Let us learn to recite a rhyme ‘Yummy in the Tummy’

Content of the rhyme: Yummy in the Tummy

Hello, children, how are you?
I have tasty food for you.
Idli, dosa, chutney, sambhar,
Poori, roti, naan with paneer.

Rice and dal are healthy to eat,
Add a sabzi, oh, what a treat!
Samosa, pakora for evening snack,
You can always carry it as a pack.

For a dessert to end your meal,
Jalebi is a favourite deal.
Gulab jamun round and sweet,
Or a healthy lassi to cool the heat.

Don’t forget to chant a prayer
To say a ‘thank you’ to the giver.

Follow up activity for the rhyme:

1. What do we eat in the morning? The teacher may accept varied answers.
   Answer: We eat idli/sambar and chutney.
   (The teacher may explain that idlis are good for health. Idli is made with rice and dal)
2. Do you like idli, dosa or poori? (Answers may vary)
   Answer: I like dosa.
   (The teacher may explain that there are different varieties of dosa and idli, some with vegetables, some plain, some big, some small)
3. What is the sweet that is brown in colour, round and sweet?
   Answer: Gulab jamun.
4. Name any evening snack item.
   Answer: Samosa, pakora.
5. What do we say before we eat?
   Answer: We say a prayer.

Note to the teacher:

1. The teacher will show the poster and recite the rhyme.
2. The teacher will keep flash cards of ‘Food we Eat’ ready.
3. The teacher will show the picture cards of food items and then the poster.
4. Children listen keenly and repeat the names of food items after the teacher.
5. The teacher plays the audio of the rhyme. Then, the teacher recites the rhyme a couple of times and encourages the children to recite it along with her/him.

Key skill/knowledge the child will acquire: Children learn to recite the rhyme.

Poster: Yummy in the tummy (Coming soon)

Audio: Yummy in the tummy (Coming soon)

Refer to the ‘LSRW’ Adaptations and Strategies given in the Main page of ‘Food we Eat’, if there are any neuro-diverse children in the class

Day 2

The teacher makes the children learn the rhyme line by line.

Note to the teacher:

Refer to the Poster and Audio of the rhyme from the given Digital Assets in ‘Food we Eat’ Week 1 Day 1.

Day 3

The teacher can continue this process until all the children are able to recite the rhyme confidently.

Note to the teacher:

Refer to the Poster and Audio of the rhyme from the given Digital Assets in ‘Food we Eat’ Week 1 Day 1.

Day 4 and 5

Conversation Circle – Know your food items (to be done in two sessions)

Content: The teacher sits along with the students in a circle to conduct the session. Answers may vary and the teacher can accept different answers.

1. What do we eat to grow big and strong?
   Possible answer: We eat rice, roti, sabzi, dal.
2. Name any two items you generally eat for breakfast. 
   Possible answer: Idli/dosa with sambar/chutney, variety of parathas.
3. Which is your favourite item for breakfast? 
   Possible answer: Masala dosa, Idli and sambar, Idli/chutney.
4. Can you tell the difference between poori and roti?
   Possible answer: Poori is fried in oil and roti is made without oil.

Procedure:

Step 1: The teacher introduces the first question: What do we eat to grow big and strong? 

Possible answer: We eat rice, roti, sabzi, daal. 

Then, the teacher asks the child sitting next to him/her, “What do we eat to grow big and strong?”The child says, “We eat rice, roti, sabzi, dal.” This child asks the child sitting next to him or her, “What do we eat to grow big and strong?” and the conversation continues until all the children ask and respond. 

Step 2.  The teacher introduces the next question: Name any two items you generally eat for breakfast.

Possible answer:  Idli/dosa with sambar/chutney, a variety of parathas. 

Then, the teacher asks the child sitting next to him/her, “Name any two items you generally eat for breakfast.” The child says, “Idli/dosa with sambar/chutney,a variety of parathas.” 

This child asks the child sitting next to him or her, “Name any two items you generally eat for breakfast.” and the conversation continues until all the children ask and respond.

Step 3: The teacher introduces the next question: Which is your favourite item for breakfast?

Possible answer: Masala dosa, idli and sambar, idli/chutney. 

Then, the teacher asks the child sitting next to him/her, “Which is your favourite item for breakfast?” The child says, ‘Masala dosa (students can give any food item they like.) 

This child asks the child sitting next to him or her, “Which is your favourite item for breakfast?” and the conversation continues until all the children ask and respond.

Step 4: The teacher introduces the next question: Can you tell the difference between Poori and Roti?

Possible answer: Poori is fried in oil and roti is made without oil. 

Then, the teacher asks the child sitting next to him/her, “Can you tell the difference between poori and roti?” The child says, “Poori is fried in oil and roti is made without oil.”

This child asks the child sitting next to him or her, “Can you tell the difference between poori and roti?” and the conversation continues until all the children ask and respond.

Note to the teacher:

• The circle time continues till all get a chance to ask and respond.  
• Answers may vary. The teacher can encourage children to name the food items they eat based on the region they live in.   
• If a student doesn’t know the answer the question passes to the next student.
• There should be no chorus answers.

Key skill/knowledge the child will acquire: Children learn the name of different food items.

Refer to the ‘LSRW’ Adaptations and Strategies given in the Main page of ‘Food we Eat’, if there are any neuro-diverse children in the class.

Reading and Writing

Day 1

Introduce the food items mentioned in the rhyme (Idli, dosa, chutney, sambhar, poori, roti, naan, paneer, rice, daal, sabzi)

Procedure:

• Once the children are introduced to the rhyme during the Listening and Speaking session, the teacher can show the flashcards of some of the food items and read the names. 
• The teacher says, “Children, have you all seen idli?” The teacher shows the flashcard saying, “This is idli.” Students will repeat. 
• Then, the teacher will introduce the next food item. (For example: dosa)
• Similarly, the teacher will show the flashcards of all other food items as well. 
• Then, the teacher can distribute papers and ask the students to draw and colour any food item that they like. 

Note to the teacher:

• Since India is a big country with different varieties of food items in each region, students may not be familiar with all the names. Therefore, when the students are seated comfortably in their places, the teacher will show the flashcards of these food items so that the rhyme that they are learning will become more meaningful. 
• Students may not be familiar with food items from other regions, so it is good if the teacher learns a bit about these food items before starting these lessons.

Flashcards: Food items – Coming soon

Refer to the ‘LSRW’ Adaptations and Strategies given in the Main page of ‘Food we Eat’, if there are any neuro-diverse children in the class.

Day 2

Introduce the food Items mentioned in the rhyme (vada, samosa, pakora, bhajji, jalebi, gulab jamun, ladoo, burfi, kheer)

Procedure:

• Once the students revise the Rhyme during the Listening and Speaking session, the teacher can show the flashcards remaining food items and read the names. 
• The teacher says, “Children, have you seen a samosa?” The teacher shows the flashcard saying, “This is samosa.” Students will repeat. 
• Then, the teacher will introduce the next food item (for example: jalebi).
• Similarly, the teacher will show the flashcards of all other food items as well. 

Refer to the flashcards ‘Food Items’ given in Day 1 of Week 1 of the topic ‘Food we Eat’. 

Refer to the ‘LSRW’ Adaptations and Strategies given in the Main page of ‘Food we Eat’, if there are any neuro-diverse children in the class.

Day 3

Food Rhyme – Introduce the Keywords (hello, children, tasty, food, have, you) 

Hello children, how are you?
I have tasty food for you.
Idli, dosa, chutney, sambhar, 
Poori, roti, naan and paneer.

Procedure:

• The teacher writes the first part of the food rhyme on the blackboard.
• The teacher will read the part of the food rhyme aloud pointing word by word.
• Then, the teacher introduces the first keyword using the word flashcards. 
• The teacher reads the word loudly and clearly (for example: hello) and the students will repeat the word.
• The teacher will underline the keyword on the blackboard and explain the meaning of the word in the regional language.
• Then, the teacher will show the second keyword card (children) and follow the same procedure as above. 
• Likewise, all keywords are introduced in the session.
• As a follow up, the teacher can engage the students in ‘Find the word’ activity. 
• The teacher can keep a basket of chits with these key words written on it. (hello, children, tasty, food, have, you)
• The teacher will call any one student to come forward, pick up a chit, read the word, and then point at that word on the blackboard or the poster.
• This process can continue until all the students get a chance to pick a word from the basket.

Key skill the child will acquire: New vocabulary. enhanced reading skills. 

Flashcards: Keywords – Coming soon

Refer to the ‘LSRW’ and ‘Activity’ Adaptations and Strategies given in the Main page of ‘Food we Eat’, if there are any neuro-diverse children in the class.

Day 4

Food Rhyme – Introduce the Keywords (healthy, treat, add, feast, eat, with, evening, tea) 

Rice and daal are healthy treat,
Add a sabzi to make a feast!
Vada, samosa, pakora and bajji
We can eat them with evening tea.

Procedure:

• The teacher writes the second part of the food rhyme on the blackboard.
• The teacher will read the part of the Food rhyme aloud pointing word by word.
• Then, the teacher introduces the first keyword using the word flashcards. 
• The teacher reads the word loudly and clearly (for example- healthy) and the students will repeat the word.
• The teacher will underline the keyword on the blackboard and explain the meaning of the word in the regional language.
• Then, the teacher will show the second keyword card (treat) and follow the same procedure as above. 
• Likewise, all keywords are introduced in the session.
• As a follow up, the teacher can engage the students in ‘Find the word’ activity done on the previous day.

Refer to the ‘LSRW’  and ‘Activity’ Adaptations and Strategies given in the Main page of ‘Food we Eat’, if there are any neuro-diverse children in the class.

Day 5

Food Rhyme – Introduce the Keywords (dessert, favourite, pray, before, eat) 

For a dessert to end your meal,
Gulab jamun is a favourite deal.
Jalebi, laddoo, burfi and kheer,
Come let us pray before we eat!

Procedure:

• The teacher writes the third part of the food rhyme on the blackboard.
• The teacher will read the part of the food rhyme aloud pointing word by word.
• Then, the teacher introduces the first keyword using the word flashcards. 
• The teacher reads the word loudly and clearly (for example- dessert) and the students will repeat the word.
• The teacher will underline the keyword on the blackboard and explain the meaning of the word in the regional language.
• Then, the teacher will show the second keyword card (favourite) and follow the same procedure as above. 
• Likewise, all keywords are introduced in the session.
• Then, the teacher can distribute the worksheet ‘A healthy meal’, and the students can colour the worksheet. 

Worksheet: Colouring worksheet – A healthy meal – Coming soon

Worksheet: Colouring worksheet – A healthy meal (Enlarged) – Coming soon

Refer to the flashcards ‘Keywords’ given in Day 3 of Week 1 of the topic ‘Food we Eat’. 

Refer to the ‘LSRW’ and ‘See and colour’ Adaptations and Strategies given in the Main page of ‘Food we Eat’, if there are any neuro-diverse children in the class.

Teacher Resource Document – Coming soon

Source and Attribution of images All images used in the above Assets and Aids are originally created.

This digital material has been developed by the Sri Sathya Sai Vidya Vahini Inclusive Education Project, a unit of Sri Sathya Sai Central Trust, Prasanthi Nilayam, as a collaborative offering in the service of our nation.