This unit is a great lead in to our 5 senses Unit.
We introduce the five senses briefly at the end of November and begin the sense of taste in December.
We strive to finish that sense before the Christmas break.
Food Poster.pdf
Food word strips.pdf
(a few corrections were made to this file - see les céréales, de la crème-glacée and des asperges)
Food Guide Snack Tracker.pdf
Food Bingo.pdf
Food Unit Visual Dictionary.pdf
(corrections have been made here)
Junk Food Dictionary.pdf
Hungry Caterpillar book.pdf
Vegetable soup book.pdf
Healthy Snack Choices book.pdf
Collaborative book for November Food.pdf
Canada Food Guide Accordian Book.pdf
link to other visuals and key story vocabulary:
http://www.sparklebox.co.uk/topic/mfl/french.html
"The Very Hungry Caterpillar Video" (english)
To make this poster the file must be printed onto 11x17 paper (I use card stock). The blank poster is laminated
the coloured poster is cut up and laminated. I added coloured stickers to show which food group each item belongs to.
I followed the colours used in the Canada Food Guide.
I put velcro onto both. This can be used as a Working with Words Centre during the Daily Five.
It is also sometimes an exit pass. I give a food item to each student and they say J'aime or Je n'aime pas les ___________
and add to the right spot on the poster.
Here is an example of a visual dictionary. I make a small copy for every student in grade 1,
in kindergarten they were available to those who were ready and wanted them.
They are printed 2 per page onto 100 lb card stick, chopped apart and laminated.
One of my teaching partners collects them on a ring for each student as the year progresses for them
to use as reference as they write. I have them in a wall mounted document holder where they can
be accessed by students. Each dictionary is available in colour and in black and white.
The black and white ones can be sent home, cut up for bingo games or posted to a class website for parent to access.
We keep track of the food groups in our snack and lunches for the month of November.
Students like to tally what they have brought. There is both a poster for one class and a version that has a spot for both
morning and afternoon kindergarten to tally their snacks.
Creating these "piggyback" books based on the original story by Eric Carle is a highlight of this unit. We follow the pattern of the story.
The file with this booklet includes 2 versions, one requiring less print than the other. Making the beaded caterpillars is
something I will never leave out. It makes the student stories come alive and they act out the story as they read.
We used 11 pony beads from Walmart on green pipe cleaners. I drew the face onto bigger wooden beads.
This book had a simple assessment with only 4 criteria. Students also took time to self-evaluate their work.
We will create another book in January and this is good lead up. I always make my own book and have
purposefully left it unfinished. As I model self-evaluation I show that I got a red sad face because my work is not complete.
This just lets me know what I need to do better next time.
Our collaborative book this month had us drawing balanced meals that included
an item from each of the 4 food groups. Students were encouraged to write J'aime manger _______________
and then, c'est rouge, c'est vert, c'est bon . . . and so on.
In our journals I provided a sample sentence structure. I teach a specific sentence structure every week
and model it in guided writing and using sentence strips at centres. I find that some students
need the example right in front of them. My students who struggle with writing preferred this
explicit sample and could then follow the model by filling in their own words.
We cut food from fliers for each food group and were sure to write how many
servings of each are expected for 6-8 year olds.
This booklet helped us to determine what type of snack was the healthier choice.
A good link to our health learning outcomes. I'm sure we all realize that the only way
to get through all of those outcomes, skills, and inquiry questions is to integrate, integrate, integrate!
There are two versions of this book. My reluctant writers were given a sheet to cut and paste from.
Most students used visual dictionaries, words around the room, or words they were able to sound out
to complete their work.
We made our own caterpillars after reading The Very Hungry Caterpillar and I'm so impressed with how they turned out!
At the ECEC conference this year, Gail Bartel ("That Artist Woman") presented and this was one of her ideas. It tied in so perfectly with our food unit and I added a literacy component to practice our food vocabulary.
We had fun with all the left over bits of stuff I've collected. I keep everything in containers in true Reggio style and I'm always happy I kept the most random found items.
Bits of left over scrap book paper served as table cloths.
See the original post on Jacquelien's blog at Kids Artists
A basket of bits for each table. I pre-cut the cardboard buns, good thing because it was a tough go. Peeling off a layer of cardboard isn't as easy as you might think (to expose the corrugation). The students will have to be patient and peel and clip along the ridges with scissors.
I keep jars of lentils and pasta in my art boxes, each basket has something different so students can share and circulate to choose ingredients.
No hamburger would be complete without a menu and price. A simple list of ingredients is fine, a mouth watering description even better.
Hmmmm . . . I see descriptive writing about delicious, juicy hamburgers in the near future.
Love this site for French synonyms, it's pretty easy to use. What's a more interesting way to say bon? Grand? J'aime?
The word strips and visual dictionary from our food unit earlier in the year came in handy.
By June, when we made these, most grade 1s are sounding out words themselves.
Junk food visual dictionary. I print the two back to back.
Comments (1)
L Karpinsky said
at 8:21 pm on Oct 10, 2012
do you have anything for remembrance day?
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