Class 1

Food we Eat

Week 2

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 with display and explanation of different food items. This will be done through conversation, questions and answers, fun activities, colouring and reading keywords reading.

Listening and Speaking

Daily:

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

Note to the teacher: 
Refer to the Week 1, Day 1 of ‘Food we Eat’ topic’s detailed asset.

Refer to the given LTM video Warm up exercise given in Week 1, to conduct the above activity.

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

Day 1

Main Concept: Food we Eat – Breakfast

Once all the children are quiet and settled, the teacher shows the flashcards of different food items one at a time. 

  • The teacher shows the flashcard of Idli and says, “This is Idli.”
  • Children will repeat, ‘idli’.
  • The teacher tells the children that idli is a good food item to eat at breakfast time.
  • The teacher shows the flashcard of poori and says, “This is poori.”
  • Children will repeat ‘poori’. 
  • The teacher tells the children that pooris are tasty.
  • The teacher shows the flashcard of dosa and says, “This is dosa.”
  • Children will repeat ‘dosa’.
  • The teacher tells the children that dosas are round in shape.
  • The teacher explains that eating healthy food keeps us healthy.
  • These food items are usually had for breakfast. It is the first meal of the day.

Post teaching discussion: (Answer may vary)

  1. What is the shape of dosa?
    Possible answer: Round.
  2. Name a few food items that you eat in your house.
    Possible answer: Roti, dosa, idli.
  3. What keeps us healthy?
    Possible answer: Eating healthy food.

Click and watch the video. This video is to be viewed by the teachers before the activity to understand how to conduct the activity during the class.

Video: Food we eat – Breakfast (Coming Soon)

Refer to the flashcards ‘Food Items’ given in Day 1 of Week 1 of the Reading and Writing section 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 2

The teacher revises ‘Food we Eat’ done on Day 1 and introduces new ones.

The teacher shows the flashcard of rice and says, “This is rice.”

  • Children will repeat ‘rice’.
  • The teacher tells the children that, “Rice is the main food for most people in India.”
  • The teacher shows a picture of chapati and says, “This is chapati and it is also called roti.”
  • Children will repeat ‘chapati’, ‘roti’.
  • The teacher tells the children that chapati is made from wheat.
  • The teacher shows a picture of vegetables/subzi and says, “This is vegetables/subzi.”
  • Children will repeat ‘subzi’, ‘vegetables’.
  • The teacher shows the flashcard of gulab jamun and says, “This is gulab jamun.”
  • Children will repeat ‘gulab jamun’.
  • The teacher will tell the children that gulab jamun is sweet and there are many types of sweets like jalebi, kheer, cakes, burfi etc.
  • The teacher explains that the meal /food we have in the afternoon is called lunch. We usually have dal, rice, roti, curd, vegetables and sweets for lunch.

Post teaching activity: Pick the correct picture

The teacher places flashcards of food items and calls out a name and the child is asked to step forward to pick the correct picture.

Example:
Rice
Chapati
Idli
Dosa
Vada
Potato curry
Poori
Gulab jamun

Click and watch the video. This video is to be viewed by the teachers before the activity to understand how to conduct the activity during the class.

Video: Food we eat – Lunch (Coming Soon)

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

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 3

The teacher revises ‘Food we Eat’ done on Day 1, 2 and introduces new ones.

  • The teacher shows the flashcard of a milk can and says, “This is a milk can.”
  • Children will repeat ‘milk’.
  • The teacher tells the children that milk is very good for our teeth and makes our bones strong.
  • The teacher shows a flashcard of a curd cup and says, “This is a curd cup.”
  • Children will repeat ‘curd’.
  • The teacher tells the children that curd is made from milk.
  • The teacher shows a flashcard of dals and says, “These are dals.”
  • Children will repeat ‘dals’.
  • The teacher tells the children that dals are healthy for our body.
  • The teacher shows the flashcard of vada/pakora and says, “This is vada and pakora.”
  • Children will repeat ‘vada’, ‘pakora’.
  • The teacher tells the children that vada and pakoras are usually had as snacks along with evening tea/coffee.
  • The teacher explains to children that the last meal of the day is called dinner.

Post teaching activity:

Procedure:

  1. The teacher can display the food items and ask the children to identify and name them. 
  2. Children identify and learn new vocabulary.
  3. Children can share and eat the food items with each other. 

Note to the teacher: 

The teacher can bring the cooked food items taught on Day 1,2 and 3 or can ask children to bring the items based on the region they belong to:
Example – Idli, dosa, vada, upma, curd rice, milk, sweets, curries, roti, paratha, aloo sabji, pakora, gulab jamun, jalebi.

Click and watch the video. This video is to be viewed by the teachers before the activity to understand how to conduct the activity during the class.

Video: Food we eat – Dinner (Coming Soon)

Refer to the flashcards ‘Food Items’ given in Day 1 of Week 1 of the Reading and Writing section 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 4

Activity Time – Sorting activity

Aim: To help children learn about different names of food eaten at different times and their associated dishes  in a fun filled interactive way.

Materials required: Flash cards of food items – Idli, dosa, sambar, chutney, rice, daal, roti, sabzi.  (Multiple cards of each item, so that all children get to pick up at least one card each)

Procedure:

  • The teacher places the flashcards of food items on a big table or on the floor and makes three columns on the board – breakfast, lunch and dinner.
  • The teacher asks the children to pick one flashcard and place it under the correct time at which that food item is eaten.. For example- idli/dosa/sambar/chutney under ‘breakfast’.
  • The teacher guides if a child is not able to place it in the right group.

Note to the teacher: 

The teacher shows a picture of a duck swimming in the pond and asks the children to look at the picture and answer the questions:

  • Children are asked about the different foods they eat at home.
  • Children name their favourite dishes.
  • The teacher explains that the food we eat at different times are called by different names – breakfast, lunch, dinner.
  • The food habits may change from region to region or house to house too.
    For example, in some houses dosa or idli may be eaten for dinner too. Some households do not have breakfast. So,the teacher may accept varied answers from students.

Key knowledge the child will acquire: Children will have a basic understanding of different food groups and how common dishes are categorized. 

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

Refer to the ‘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

Game Time – ‘Who am I?’

Procedure:

The teacher can give clues about a particular food item and the children can try to find out which food item the teacher is asking them to guess. A few sample clues are given below. The teacher can add more to this list:

Sample clues:

  1. I am white and fluffy when cooked, and often served with dal – Rice.
  2. I am not boiled or fried but steamed. I am white in colour and soft – Idli.
  3. I am the favourite breakfast food for many children – Poori.
  4. I am common in North India – Roti.
  5. I eat it as a side item for breakfast with dosa/idli – Chutney.
  6. I have many vegetables in me – Sambar.
  7. I am made from potatoes, fried in oil and am crunchy – Chips.

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

Refer to the ‘Activity’ 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

Main Concept – Naming Words 

Content: Rice, Dal, Roti, Sabji, Poori, Salad, Papad, Curd, Milk, Egg

Day 1: Introduce Food Names – Rice and Dal

Procedure:

  • The teacher must keep the required flashcards ready.
  • The teacher shows the first flashcard ‘Rice’ to the students and reads the word. Students will repeat the word ‘rice’.
  • The teacher must write the word ‘Rice’ on the black board.
  • Children are asked what ‘Rice’ is called their regional language. 
  • The teacher can explain that ‘Rice’ is one of the main food items in India.
  • Children are asked a few questions related to rice. Students may reply in their regional language.
  • Then, the teacher will show the next flashcard ‘Dal’ and follow the same process as above.
  • The teacher distributes the worksheet. Students must colour the worksheet , copy and write the names from the blackboard.

Worksheet: Colour the food items and write their names – Rice and Dal (Coming Soon)

Worksheet: Colour the food items and write their names – Rice and Dal (Enlarged) (Coming Soon)

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.

Day 2: Introduce Food Names – Roti and Sabji

Introduce food names – Roti and Sabji

Procedure:

  • The teacher must keep the required flashcards ready.
  • The teacher shows the first flashcard ‘Roti’ to the students and reads the word. Students will repeat the word ‘Roti’.
  • The teacher must write the word ‘Roti’ on the black board.
  • Children are asked what ‘Roti’ is called their regional language.
  • The teacher may ask the students a few questions related to ‘Roti’. Students may reply in the regional language.
  • The teacher can explain that roti is also one of the main food items in India.
  • Then, the teacher will show the next flashcard ‘Sabji’ and follow the same process as above.
  • Then, the teacher distributes the worksheet. Students must colour the worksheet, copy and write the names from the blackboard.

Worksheet: Colour the food items and write their names – Roti and Sabji (Coming Soon)

Worksheet: Colour the food items and write their names – Roti and Sabji (Enlarged) (Coming Soon)

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.

Day 3: Introduce Food Names – Poori and Salad

Procedure: 

  • The teacher must keep the required flashcards ready.
  • The teacher shows the first flashcard ‘Poori’ to the students and reads the word. Students will repeat the word ‘Poori’.
  • The teacher must write the word ‘Poori’ on the black board.
  • Children are asked what ‘Poori’ is called their regional language.
  • The teacher may ask the students a few questions related to ‘Poori’. Students may reply in the regional language.
  • Then, the teacher will show the next flashcard ‘Salad’ and follow the same process as above.
  • Then, the teacher distributes the worksheet. Students must colour the worksheet,copy and write the names from the blackboard.

Worksheet: Colour the food items and write their names – Poori and Salad (Coming Soon)

Worksheet: Colour the food items and write their names – Poori and Salad (Enlarged) (Coming Soon)

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. 

Day 4: Introduce Food Names – Papad and Curd

Procedure: 

  • The teacher must keep the required flashcards ready.
  • The teacher shows the first flashcard ‘Papad’ to the students and reads the word. Students will repeat the word ‘Papad’.
  • The teacher must write the word ‘Papad’ on the black board.
  • Children are asked what ‘Papad’ is called their regional language.
  • The teacher can explain that ‘Papad’ is not the main food item, but it is served as an accompaniment with meals. Many people like papad because it is crispy and crunchy.
  • Then, the teacher will show the next flashcard ‘Curd’ and follow the same process as above.
  • Then, the teacher distributes the worksheet. Students must colour the worksheet, copy and write the names from the blackboard.

Worksheet: Colour the food items and write their names – Papad and Curd (Coming Soon)

Worksheet: Colour the food items and write their names – Papad and Curd (Enlarged) (Coming Soon)

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.

Day 5: Introduce Food Names – Milk and Egg

Procedure: 

  • The teacher must keep the required flashcards ready.
  • The teacher shows the first flashcard ‘Milk’ to the students and reads the word. Students will repeat the word ‘Milk’.
  • The teacher must write the word ‘Milk’ on the black board.
  • Children are asked what ‘Milk’ is called their regional language. 
  • The teacher can explain some benefits of drinking milk. 
  • Then, the teacher will show the next flashcard ‘Egg’ and follow the same process as above.
  • Then, the teacher distributes the worksheet. Students must colour the worksheet, copy and write the names from the blackboard.

Note to the teacher:
The teacher must write the food names on the blackboard so that students can copy and write the words correctly on their worksheets. 

Key knowledge the child will acquire: Students will learn to read and write the names of a few food items.  

Worksheet: Colour the food items and write their names – Milk and Egg (Coming Soon)

Worksheet: Colour the food items and write their names – Milk and Egg (Enlarged) (Coming Soon)

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.