SUBJECT: Science

THEME: MyPlate
AGE GROUP: 5 - 6
TIME: 40 minutes
AIMS: By the end of the lesson preschoolers will be able to:
 identify the food categories used in the Food Pyramid;
 learn what foods belong in each of the food groups;
 learn the colours that represent the various food groups on My Plate;
 name the five MyPlate food groups and be able to identify food choices;
 give examples of foods in each five food groups;
 explain how MyPlate serves as a reminder to eat foods from each food group;
 create a healthy meal containing a food from each food group;
 understand that a human body needs food to function properly;
 develop an awareness of personal dietary needs.
 apply knowledge to areas of nutrition for healthy growth, development, and
maintenance.

Vocabulary: pyramid, plate

FOOD EXAMPLES
GROUP
Fruit Apple, grapes, plum, pear, cherry, melon, nut, banana, orange, peach,
strawberry, blackberry, raspberry.
Vegetables Lettuce, cabbage, spinach, carrot, potato, corn, tomato, pumpkin,
pepper, cucumber, onion, garlic.
Grains Bread, rice, cereal, pasta, spaghetti.
Protein Meat, chicken, beef, fish, seafood, beans, peas, nuts, seeds, eggs.
Dairy Milk, yogurt, cheese.

Grammar:
Short sentences and questions: „What is it?” „It is a
pear/cherry/melon/nut/banana.”, “What is your favourite food?” „My favourite food
is _______”, the Simple Present Tense questions, „Do you like _______?” opposite
and negative answers, „Yes, I do! /No, I don’t!”
Content aim:
 Making healthy eating choices using the new MyPlate icon.
Language aim: Food Pyramid, MyPlate, colours, grains, dairy, proteins, vegetables,
fruits.
Learning style: Visual Skill development
Learning skills developed: classifying; flashcards training.
Required resources: Food Pyramid Class Display; Blank Food Pyramid Class
Display; MyPlate Class Display; Food cards (each food card has the food's
name printed on the front); Colourful Board (orange, green, red, purple, blue wide
paper stripes); Additional pictures of foods from each group named in MyPlate
(supermarket advertisements, internet clip art, newspapers, magazines); white paper
plates/ white disposable paper plates (one for each student); Markers, crayons,
coloured pencils; Scissors; Glue sticks; My Menu Planner handouts (one for each
student); Computer, CD or MP3 player with speakers; Original Song & Lyrics – Do
You Like Broccoli Ice Cream; Do You Like Broccoli Ice Cream? Flashcards;
Original Song & Lyrics – I Like Food.
INTRODUCTION:
Hold a class discussion about food and its importance to the human body. Display
Food Pyramid poster to review this subject. Ask preschoolers to talk about their
favourite foods. Prompt preschoolers to think of foods they like to eat by asking
what they ate at lunch that day, or dinner the night before. In which categories do
these foods belong? Are they healthful?
Discuss why they think certain foods help them grow and stay healthy while
other foods should be enjoyed in smaller quantities. Talk with preschoolers about
good foods vs. not so good/bad foods, making sure they understand that foods that
provide vitamins, minerals and energy are better for developing bodies – helping
them grow healthy and strong. Next, teacher will display a blank Food Pyramid
poster. Have preschoolers choose a food vocabulary card, name it and then place
and glue the card on the blank pyramid. Each food card has the food's name printed
on the front. Preschoolers will match food cards with the right pyramid category.
Briefly introduce MyPlate. The MyPlate icon is an improvement over
MyPyramid. It shows a circle divided into four brightly-coloured wedges, each
labelled with the name of a food group.
VEGETABLES (green) and FRUIT (red) take up half the plate.
PROTEINS (purple) and GRAINS (orange) each gets one-quarter of the plate. Just
off to the side is a smaller blue circle for DAIRY products, looking a bit like a glass
of milk or a cup of yogurt. A fork and placemat complete the place setting.
WARM UP:
Listen to Do You Like Broccoli Ice Cream? Song and sing along
Lyrics and Actions
Key Gestures
Yes, I do - Thumbs up and nod your head "yes."
No, I don't - Thumbs down and shake your head "no."
♫ Do you like broccoli?
Yes, I do! [Yes gesture.]
Do you like ice cream? [Pretend to lick an ice cream cone.]
Yes, I do! [Yes gesture.]
Do you like broccoli ice cream? [Make a "yucky" face.]
No, I don't. Yucky! [No gesture.]
Do you like donuts? [Pretend to hold and eat a donut.]
Yes, I do!
Do you like juice? [Pretend to drink juice.]
Yes, I do!
Do you like donut juice? No, I don't. Yucky!
Do you like popcorn? [Pretend to eat popcorn one by one.]
Yes, I do!
Do you like pizza? [Pretend to hold a piece of pizza and eat it.]
Yes, I do!
Do you like popcorn pizza? No, I don't. Yucky!
Do you like bananas? [Pretend to peel and eat a banana.]
Yes, I do!
Do you like soup? [Pretend to eat soup from a bowl with a spoon.]
Yes, I do!
Do you like banana soup?
No, I don't. Yucky! ♫
 Make nonsense combinations of food that preschoolers will find both funny and a
little gross. Ask preschoolers:
 What sounds yummy? Does a strawberry ice cream sound yummy?
They shall say yummy, yummy, yummy.
 What sounds yucky? Does a broccoli ice cream sound yucky?
They shall say yucky, yucky, yucky.
ACTIVITIES:
Show preschoolers some versions of MyPlate. Ask preschoolers to name the
food and the food group to which it belongs (i.e., a strawberry belongs in the
“fruits” group). Ask preschoolers to list the names of all five food groups on a
colourful board.
 Orange for the grain group
 Green for the vegetable group
 Red for the fruit group
 Purple for the protein group
 Blue for the dairy group
Work together as a class to determine what food group each belongs to.
Explain that MyPlate illustrates the five food groups a person should eat each
day. Before they eat, people should think about what goes on their plate or in their
cup. Foods like vegetables, fruits, whole grains, low-fat dairy products, and lean
protein help them eat healthily and be healthy.
Listen to the I Like Food Song and sing along
Yellow, yellow,
My favourite food is yellow
It’s very very good
My favourite food is yellow
I like, I like.... I like bananas. Yum, yum, yum
Brown, brown
My favourite food is brown
 It’s very very good
My favourite food is brown
I like, I like.... I like biscuits. Yum, yum, yum
Red, red
My favourite food is red
It’s very very good
My favourite food is yellow
I like, I like.... I like apples Yum, yum, yum
Green, green
My favourite food is green
It’s very very good
My favourite food is green
I like, I like.... I like pears. Yum, yum, yum
White, white
My favourite food is white
It’s very very good
My favourite food is white
I like, I like.... I like cakes. Yum, yum, yum
Create MyPlate
Give preschoolers white disposable paper plates to make their own MyPlate.
Have the use a black marker or crayon to divide their plate into four sections as
MyPlate poster and label each section using the proper colour (orange, green, and
red, purple, blue). Allow preschoolers to arrange food cut-outs on the white paper
plate according to food groups. Preschoolers can also label the foods. When
everyone is finished, have each preschooler share his or her plate with the class and
explain why he or she chose those particular foods.
Give 15 minutes to complete MyPlate — each with a collage of a favourite
food from a different food group.
Project idea/Variation:
Let preschoolers make a healthy pizza using MyPlate model. Encourage
healthy food options! Have preschoolers make the foods. They should draw and cut
off the food shapes by their own.

Homework assignment:
As homework assignment for this lesson, have preschoolers to create My
Menu Planner. Distribute the Menu Planner handouts. Ask preschoolers to create 1
week’s worth of meals (breakfasts, lunches, dinners and snacks) based on MyPlate.
Once it is completed, bring the My Menu Planner to kindergarten to share with the
class.

Useful links:
http://choosemyplate.gov/print-materials-ordering.html
http://www.learningzonexpress.com/documents/EnergyEverydayforEveryone/MyPl
ateLessonPlans.pdf
http://www.superhealthykids.com/myplate-meal-ideas/
https://www.agclassroom.org/rainbow/pdf/main.pdf
https://happilyhope.wordpress.com/2013/07/03/menu-planner-2/
Do You Like Broccoli Ice Cream? | Super Simple Songs
http://supersimplelearning.com/songs/original-series/three/do-you-like-broccoli-ice-
cream/
https://www.youtube.com/watch?v=frN3nvhIHUk
I Like Food Song
https://www.youtube.com/watch?v=7lKclr67ajY
SUBJECT: Arts & Crafts
THEME: Animal Bookmark
AGE GROUP/ LEVEL: 4-5 years
GROUP SIZE: 20-25 preschoolers
TIME: 40 mins
OBJECTIVE:
By the end of the lesson students will make a bookmark and learn the meaning of
new vocabulary words.
VOCABULARY: book, bookmark, dog – doggy, cat – kitty, rabbit – bunny, mouse
– mousy, pig-piggy, sheep.
GRAMMAR: diminutive/pet name, onomatopoeia (woof, meow, squeak, baa, oink)
Short sentences and questions: „What is it?”, „It is a cat/dog/mouse/sheep/rabbit.”,
“What does a cat/dog/mouse/sheep/pig/rabbit say?”, „A dog says woof-woof.”, „A
cat says meow-meow.”, ‚A mouse says squeak- squeak.”, „A sheep says baa-baa.”,
„A pig says oink-oink.”, „A rabbit is silent.”, „Silence, please!”
CONTENT AIM:
 choosing and assembling the bookmark;
 recognition of animals and their sounds, parts of the body and colours.
LANGUAGE AIM: bookmark, animals, animal body parts (head, face, nose, eyes,
tail, paws), colours.
LEARNING SKILLS DEVELOPED:
 flashcards training;
 verbal instructions;
 pasting and craft assembling.
INTRODUCTION: Ask students to define the word bookmark. Discuss how
people use bookmarks. Tell students that they are going to make animal bookmarks.
WARM UP: Teacher and students sit in a circle in classroom. Teacher must attract
students’ attention through activity. Teacher has all the flashcards ready. Teacher
shows pictures to students and ask them to recognise the domestic animals. It is
helpful to check whether students can recognise the animals so ask them what
sound each animal makes. Give students cards showing different animals or stuffed
animals. Each time their animal is mentioned, ask students to jump up and make the
sound for that particular animal. Make a farm sound. Ask students to be silent by
calling their animals using diminutiveness („Silence, doggy, silence!”).
PROCEDURE:
Students choose an envelope. There is everything they need to assemble the animal
bookmark pieces. They assemble the bookmark according to the teacher’s dictation.
ACTIVITIES:
Assembly Craft
1. Paste ears on the back of animal face.
2. Paste assembled head on body/bookmark.
3. Paste small nose (a ready-made pompon) on animal face.
4. Paste googly eyes to animal face.
5. For sheep, paste cotton-wool on its head.
6. For cats and dogs, paste tail on the back of body/bookmark.
7. For mice and pigs, use a pipe cleaner as tail. Poke it through the hole and tie
it on the end so it can’t pull back out.
8. Optional: Write your name down in the body or behind the bookmark.

PROJECT IDEAS/VARIATIONS:
Variation 1
Let students choose materials to decorate their bookmarks. Encourage creativity!
Have students make bookmarks from felt or from pieces of various types of
material.
Variation 2
Have students make bookmarks related to themes of specific holidays (Easter,
Christmas, Mother’s Day, Valentine’s Day).

REQUIRED RESOURCES
 Books;
 Flashcards (cat, dog, mouse, sheep, pig, rabbit);
 Stuffed animals (cat, dog, mouse, sheep, pig, rabbit);
 Cardstock or heavy construction paper;
 Bookmark templates (traditional sized bookmark measuring 2-3 inches wide;
use a hole-punch to create a hole at the top of the bookmark for the mouse
and pig ones)
 Glue sticks;
 Colourful ready-made pompons;
 Cotton-wool;
 Colourful pipe cleaner or chenille stem;
 Googly/wiggle eyes;
 Pencils.
 PLAN DE ACTIVITATE CLIL

DOMENIU EXPERIENȚIAL: Estetic-creativ

TEMA: Semne de carte
GRUPA DE VÂRSTĂ: 4-5 ani
DIMENSIUNEA GRUPEI: 20-25 preşcolari
TIMP: 40 de minute
OBIECTIV:
Până la sfârșitul activitǎții, preşcolarii vor confecționa un semn de carte și ȋşi vor
activiza vocabularul cu noi cuvinte ȋn limba englezǎ.
VOCABULAR: book, bookmark, dog – doggy, cat – kitty, rabbit – bunny, mouse –
mousy, pig-piggy, sheep.
GRAMATICA: diminutivele animalelor date, onomatopee (woof, meow, squeak,
baa, oink)
Propoziții simple enunțiatie şi interogative: „What is it?”, „It is a cat/dog/mouse/
sheep/pig/rabbit.”, “What does a cat/dog/mouse/sheep/pig/rabbit say?”, „A dog says
woof-woof.”, „A cat says meow-meow.”, ‚A mouse says squeak- squeak.”, „A
sheep says baa-baa.”, „A pig says oink-oink.”, „A rabbit is silent.”, „Silence,
please!”
CONȚINUTUL ȊNVǍȚǍRII:
 semn de carte;
 animalele domestice, sunetele lor, părți ale corpului;
CONȚINUTUL CLIL: semn de carte, animale domestice, pǎrțile componente ale
corpului animalelor (cap, fațǎ, nas, ochi, coadǎ, labe), culori.
Abilități de învățare dezvoltate:
 atenție;
 ȋnțelegerea instructajului verbal;
 memorie.
INTRODUCERE: Cereți preşcolarilor să explice semnificația şi utilitatea semnului
de carte. Discutați modul în care oamenii folosesc semnele de carte. Se anunțǎ tema
activitǎții şi se enunțǎ, pe ȋnțelesul copiilor, obiectivele urmǎrite.

CAPTAREA ATENȚIEI: Profesorul și preşcolarii stau într-un cerc pe covor. Sunt

arătate, pe rȃnd, jetoanele și se cere preşcolarilor să recunoască şi sǎ denumeascǎ
animalele domestice. Este indicatǎ reactualizarea cunoştințelor copiilor ȋn privința
animalelor domestice. Ȋn continuare, se oferǎ preşcolarilor jetoane sau animale
domestice de pluş. De fiecare dată cȃnd un animal domestic este menționat, se cere
preşcolarilor să sară în sus o datǎ și sǎ imitǎ sunetul specific acestuia. Se cere sǎ se
facǎ linişte, folosind diminutivele animalelor domestice ("Silence, doggy, silence!").
Etapele activității:
1. Lipiți urechile pe spatele feței animalului.
2. Lipiți capul pe corp/semnul de carte.
3. Lipiți botul animalului (un pompon colorat) pe fațǎ.
4. Lipiți ochii mobili pe fața animalului.
5. Pentru oaie, lipiți vata coloratǎ pe cap.
6. Pentru pisici și câini, lipiți coada pe partea din spate a corpului/semnului de carte.
7. Pentru șoareci și porci, folosiți o tijǎ coloratǎ de sȃrmǎ drept coada.
8. Opțional: Scrie-ți numele pe semnul de carte.
IDEI DE PROIECT/VARIANTE:
Varianta 1 – Preşcolarii aleg singuri materialele pentru a decora semnele de carte.
Încurajați creativitatea! Cereți copiilor să foloseascǎ pâslă sau diferite tipuri de
materiale textile pentru confecționarea semnului de carte.
Varianta 2 – Cereți preşcolarilor să confecționeze semne de carte legate de teme de
vacanță specifice (Paşte, Crǎciun, Ziua Mamei, Ziua Îndrăgostiților).
RESURSE NECESARE
 cărți;
 jetoane (pisică, câine, șoarece, oaie, porc, iepure);
 animale de pluș (pisică, câine, șoarece, oaie, porc, iepure);
 carton colorat;
 șabloane (semn de carte tradițional ca dimensiuni);
 pastǎ de lipit;
 pompoane colorate;
 vată coloratǎ pentru demachiat;
 chenille (tije de fire de sȃrmǎ maleabilǎ rasucite, ȋn interiorul cǎrora se aflǎ
fire textile sintetice);
 ochi creativi mobili;
 creioane.
SUBJECT: Science
THEME: How’s the weather?
TOPIC: Weather words & sentences
TIME: 40 mins
AGE GROUP: 5/6 years
LEVEL: Preschool
GROUP SIZE: 20
OBJECTIVE:
 By the end of the lesson preschoolers will learn the meaning of new
vocabulary words and will be able to express the weather, using weather
expressions.
REQUIRED RESOURCES
 interactive board;
 weather heavy paper symbols;
 a big chest containing all kind of clothes and accessories for children (sun
hat/cap, sunglasses, umbrella, raincoat, rain boots, mittens, scarf, swimming
ring, skirt, flip-flops, warm cap);
 heavy paper sun and clouds in big sizes (one cloud with raindrops and one
cloud with snowflakes);
 a ball, a tennis racket, a skipping rope, a baby doll;
 a heavy paper window;
 Meteo Cube – weather conditions are presented with pictures pasted on cube
faces (hot & cold pictures);
 paper fans;
 CD player;
 Rain, Rain Go Away Song on a CD.
VOCABULARY: rain, sun, cloud, hot, snow, wind, cold, wet, rainy, sunny,
cloudy, snowy, windy
GRAMMAR: Adjectives describing weather conditions end in –y e.g. sun – sunny,
cloud – cloudy, snow – snowy, wind – windy. In this activity, preschoolers take
nouns and turn them into weather adjectives.
Short sentences and questions: ’It’s a sun/ cloud.’, ’It’s rain/ wind.’, ’How’s the
weather?’, ’It’s sunny/ rainy/ cloudy/ windy.’, ’It’s hot/ cold. ’
CONTENT AIM:
 match the weather symbol for each different types of clothing;
 choose different clothes for different weather conditions;
 classify different clothes by weather;
LANGUAGE AIM: nouns and adjectives that describe weather
STRATEGIES:
 Visuals
 Repetition
 Practice
 Singing
LEARNING SKILLS DEVELOPED:
 Symbols training;
 Motor images;
 Simple rhymes.
INTRODUCTION: Teacher and preschoolers sit in a circle in classroom. Tell
preschoolers that they are going to learn how to express weather conditions in
English. Ask preschoolers to look out the window and tell you if it is rainy today.
Express your joy if it isn’t a rainy day or express your dissapointment if it is a rainy
day. Explain why – you want to go out and play. And all your family wants to go
out and play – mummy, daddy, your brother and sister and even the baby.
WARM UP: Rain, Rain, Go Away Song
Teacher must attract preschoolers’ attention through activity. Teacher plays
the Rain, Rain, Go Away Song from the music CD and sing along. Four adults
dressed-up will perform the roles of mummy, daddy, brother and sister characters of
the song. Next, teacher and preschoolers sing along with the music and perform
different moves:
Rain, rain, (Move your fingers down like falling rain.)
go away. (Push your hands out, as if you were pushing the rain away.)
Come again another day. (Make a "come here" motion with your hands.)
Daddy wants to play. ( An adult comes in front and mimics playing tennis, holding a
tennis racket)
Rain, rain, go away. (Move your fingers down and then push away the rain.)
Rain, rain, (Move your fingers down like falling rain.)
go away. (Push your hands out, as if you were pushing the rain away.)
Come again another day. (The sun comes)
Mummy wants to play. (An adult comes in front and mimics playing tennis, holding
a tennis racket)
Rain, rain, go away. (Move your fingers down and then push away the rain.)
Rain, rain, (Move your fingers down like falling rain.)
go away. (Push your hands out, as if you were pushing the rain away.)
Come again another day.
Brother wants to play. (An adult holds a ball and mimics playing.)
Rain, rain, go away. (Move your fingers down and then push away the rain.)
Rain, rain, (Move your fingers down like falling rain.)
go away. (Push your hands out, as if you were pushing the rain away.)
Come again another day.
Sister wants to play. (An adult holding a skipping rope, skips.)
Rain, rain, go away. (Move your fingers down and then push away the rain.)
Rain, rain, (Move your fingers down like falling rain.)
go away. (Push your hands out, as if you were pushing the rain away.)
Come again another day.
Baby wants to play. (An adult holds a baby doll and mimics playing.)
Rain, rain, go away. (Move your fingers down and then push away the rain.)
 Rain, rain, (Move your fingers down like falling rain.)
go away. (Push your hands out, as if you were pushing the rain away.)
Come again another day.
All the family wants to play. (The adults come in front and mimic playing.)
Rain, rain, go away. (Move your fingers down and then push away the rain.)

ACTIVITY
Teacher has all the weather symbols ready. Teacher shows weather symbols
to preschoolers and ask them to recognise the sun, cloud, rain, snow and wind.
Teachers explains that we add -y to the words of these symbols to describe weather
conditions (e.g. sun – sunny, cloud – cloudy, snow – snowy, wind – windy).
Teacher discovers a a big chest containing all kind of clothes and accessories
for children (sun hat/cap, sunglasses, umbrella, raincoat, rain boots, mittens, scarf,
swimming ring, skirt, flip-flops, warm cap). The game will be played in pairs. First
two teachers and then two preschoolers.
One teacher takes out a cloud from the chest and asks What is it?. The
dialogue continues between the two teachers:
’It’s a sun.’
’How’s the weather?’
’It’s sunny.’
Teacher chooses the proper clothes for the weather conditions and puts them
on (e.g. a sunhat, sunglasses). The game continues with the other weather symbols.
Next, the first teacher changes the rules and gets dressed with different types
of clothing asking How’s the weather?. The second teacher answers. The game will
be continued by preschoolers (in pair).
Teacher uses the Meteo Cube and gives to each preschooler a handmade
paper fan. Teacher throws the cube and if it shows pictures describing hot weather
conditions preschoolers should use the fan and if it shows pictures describing cold
weather conditions, they should pretend shivering.
 They repeat after teacher ‘It’s hot!/ It’s cold!’. Then, teacher asks
preschoolers to classify different clothes by hot/ cold weather.
Good Morning Song
There in front of preschoolers will be placed a baby doll and a window. Dolly
sleeps and when teacher says Good morning, Dolly!, this wakes up, goes to the
window and starts singing:
Good morning, good morning
What a sunny morning!
Good morning, good morning!
Teacher says Good night, Dolly! and the baby doll goes to sleep. Next,
teacher and preschoolers say Good morning, Dolly! and the doll wakes up and sings:
Good morning, good morning
What a rainy/ windy/ cloudy morning!
Good morning, good morning!

USEFUL LINKS
http://supersimplelearning.com/songs/original-series/three/rain-rain-go-away-play-
with-it/
http://www.eslgamesplus.com/videos/weather-esl-video-lesson/
https://www.youtube.com/watch?v=LFrKYjrIDs8
https://www.youtube.com/watch?v=NBuA6YIQHCs
https://en.wikipedia.org/wiki/Rain_Rain_Go_Away
http://www.nurseryrhymes.org/rain-rain-go-away.html