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 reinforced with some additional information about health benefits of eating healthy food.

Language games by the way matching pictures to the food items, experiential learning of smell, touch, taste human value song, naming words, sight words are planned for the week to make learning enjoyable.

Listening and Speaking

Daily:

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

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

Suggested variation – Once the children are familiar and at ease with the exercises (which has been done for the past two weeks), the following variations can be made to make the exercises interesting and topic related. The teacher can show the flashcards of the food items as they do the warm up exercises and the children will say the name of the food item aloud.

Example: As the teacher gives the command ‘Stand up’, he/she can show the flashcard of rice. The children will stand up and say ‘rice’ aloud. The teacher can use another flashcard for the next command.

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.

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

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 ‘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: Revision and closing session

• The teacher can explain how eating healthy food keeps us strong.
• The teacher can close the session by reciting the rhyme on ‘Food we Eat’ learnt in the earlier class. 
• The teacher shows the flashcards of ‘Food we Eat’ as a revision of the topic.

Key knowledge the child will acquire: Children recognise and name the food items and also learn about their special features in terms of taste, texture, colour, shape, etc.

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

Language game – Watch and match the food items

Aim: Children familiarise themselves with the names of food items.

Preparation:

1. The teacher keeps the necessary flash cards of different food items ready. (Idli, dosa, sambar, chutney, poori, vegetable, dal, rice, etc.)
2. The teacher places the different food item flashcards on individual plates.
3. The teacher takes a mixed set of flashcards and distributes one each to all the children in the class.
4. The teacher divides the class into 4/5 groups depending on the class strength.

Procedure: 

• The teacher reads out a food item and explains about it. 
• The teacher calls out the first group to come forward for the game. Children listen and if the particular item called is in their card they go and match it to the food item kept on the plate.
• The teacher stands on one side to ensure the game is conducted smoothly.
• The teacher now calls the next group and conducts the activity for them. All the other children sit quietly and watch.
• The group to get all the food items right are the winners.
• The teacher calls out  the names of food items until all the children with different food items on their card get a chance to match.

Note to the teacher: 

1. The teacher makes sure that all children get a chance to participate in this game.
2. Ask the children to listen to the instructions carefully.

Key knowledge the child will acquire: The children in the class are able to identify and name different food items.

Refer to the ‘Match the fruit card’ video from Day 2 Week 3 from the topic ‘Fruits’.

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 3

Experiential learning – Visit to a hotel

Note to the teacher: 

The teacher can ask children to visit a restaurant/hotel with their family members over the weekend and observe the menu card the colourful display of food items around.

In the following session, the teacher can have a discussion in the class about what the children had observed. Children can come forward one by one and speak about their experience at the restaurant/hotel.

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 4

Experiential learning of food Items (taste & texture)

During: 
Children can feel the texture of food items to know if they are- hard, soft, rough, smooth, and also taste the items to find out if they are- sweet, sour, hard, soft, liquid, solid, crispy.

Materials required: 
Home cooked food items (idli, dosa, roti, poori, biscuit, rice, chips, milk, curd, burfi, gulab jamun, mysore pak, bread, bun, etc)

Procedure:

• The food items are displayed on the benches in a row.
• The teacher can take help from a few other co-teachers for help to do this activity.
• Children form a line and move from one item to another and touch and taste the food items.
• After the activity, the children learn and understand the following:

Idli – soft and fluffy
Dosa – round and crispy
Roti – round and soft
Poori – soft
Chips – crunchy
Biscuit – soft or crunchy
Gulab jamun – sweet
Curd – tangy
Milk – sweet
Bread – soft

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

Human value song – Healthy food is the best

The teacher can make the children learn this human value song by showing the video and playing the audio file. The teacher may drive home the importance of eating healthy food to make them fit with the help of a poster.

Food we eat can be healthy, 
Food we eat can be unhealthy.        

Fruits and veggies, wheats and grains,  
Rice and beans, leafy greens,   
These are all healthy foods.      

Burgers, fries, pizza, chips 
Sweets and candies, 
May come handy, 
But, oh, unhealthy choices!

Food we eat makes you fit, 
Healthy food is the best.

Procedure:

• The teacher will show the value song video. 
• The teacher will play audio of the value song. The children will repeat the song.
• The teacher may explain the importance of eating healthy food every day for keeping their body strong and healthy.

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).

Audio: Healthy food is the best – Coming soon

Video: Healthy food is the best – Coming soon

ISL Video: Healthy food is the best – 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.

Reading and Writing

Main Concept – Naming words

Content: Vada, samosa, pakora, bhajji, jalebi, gulab jamun, ladoo, kheer 

Day 1: Introduce Food Names – Vada and Samosa

Procedure:

• The teacher must keep the required flashcards ready.
• The teacher shows the first flashcard ‘vada’ to the students and reads the word. Students will repeat the word ‘vada’.
• The teacher must write the word ‘vada’ on the black board.
• The teacher may ask students what vada is called in their regional language. 
• The teacher can explain that vada is one of the food items that is usually eaten as evening snacks.
• The teacher may ask the students a few questions related to ‘vada’. Students may reply in the regional language.
• Then, the teacher will show the next flashcard ‘samosa’ 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.  

Worksheet: Colour the food and write their names – Vada and Samosa – Coming soon

Worksheet: Colour the food and write their names – Vada and Samosa (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 – Pakora and Bhajji

Procedure: 

• The teacher must keep the required flashcards ready.
• The teacher shows the first flashcard ‘pakora’ to the students and reads the word. Students will repeat the word ‘pakora’.
• The teacher must write the word ‘pakora’ on the black board.
• The teacher may ask students what pakora is called their regional language.
• The teacher may ask the students a few questions related to ‘pakora’. Students may reply in the regional language.
• The teacher can explain that pakora is also one of the fried food items eaten sometimes as evening snacks.
• Then,the teacher will show the next flashcard ‘bhajji’ 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 and write their names – Pakora and Bhajji – Coming soon

Worksheet: Colour the food and write their names – Pakora and Bhajji (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 – Jalebi and Burfi

Procedure: 

• The teacher must keep the required flashcards ready.
• The teacher shows the first flashcard ‘jalebi’ to the students and reads the word. Students will repeat the word.
• The teacher must write the word ‘jalebi’ on the black board.
• The teacher may ask students what jalebi is called their regional language.
• The teacher may explain that ‘jalebi’ is sweet and is usually eaten only after meals or during special occasions such as festivals and parties.
• Then, the teacher will show the next flashcard ‘burfi’ 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 and write their names – Jalebi and Burfi– Coming soon

Worksheet: Colour the food and write their names – Jalebi and Burfi (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 – Ladoo and Kheer

Procedure:

• The teacher must keep the required flashcards ready.
• The teacher shows the first flashcard ‘ladoo’ to the students and reads the word. Students will repeat the word.
• The teacher must write the word ‘ladoo’ on the black board.
• The teacher may ask students what ladoo is called their regional language.
• The teacher may explain that ‘ladoo’ is sweet and is usually eaten only after meals or during special occasions such as festivals and parties.
• Then, the teacher will show the next flashcard ‘kheer’ 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 and write their names – Ladoo and Kheer– Coming soon

Worksheet: Colour the food and write their names – Ladoo and Kheer (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: Revision – ‘Find the House’ game

Procedure:

• The teacher must keep the required flashcards ready.
• The teacher must make 6 or 7 squares on the floor and write a name of one food item in each square.
• The teacher must call 4 or 5 students at a time to play the game. Other students must sit aside and watch the game, waiting for their turn. 
• When the teacher calls out the name of a food item (for example- ‘ladoo’), all the students must go to the square where ladoo is written.
• When the teacher calls out the name of the next food item (for example- ‘samosa’), the students must go to the square where Samosa is written.
• After a while, the next group of students will get a chance to play the game. 

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

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.

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.