Lesson Plan for Primary 3 - Prevocational Studies - ood Groups: Sources, Foods That Belong To More Th

### Lesson Plan: Prevocational Studies for Primary 3 **Topic**: Food Groups: Sources, Foods That Belong to More Than One Group --- #### **Objective** By the end of the lesson, students will: 1. Understand different food groups. 2. Identify sources of food. 3. Know food items that belong to more than one food group. --- #### **Materials Needed** - Chart paper and markers - Pictures or flashcards of various foods - A food pyramid or plate chart - Glue sticks - Scissors - Notebooks and pencils for students - Example foods (apple, cheese, bread, milk, etc.) --- #### **Introduction** *(10 minutes)* 1. **Greeting and Warm-Up**: - Welcome students and briefly discuss the importance of food. - Ask students to name some of their favorite foods. 2. **Introduction to Food Groups**: - Explain that foods are divided into groups based on their nutrients. - Show a simplified food pyramid or plate and briefly describe the major food groups (fruits, vegetables, grains, protein foods, dairy). --- #### **Main Activity** *(30 minutes)* 1. **Group Discussion** *(10 minutes)*: - Discuss the sources of food (plants, animals). - Show pictures/flashcards of various foods and ask students where they think each food comes from. 2. **Identifying Food Groups** *(10 minutes)*: - Display pictures of different foods. - Ask students to help place each picture in the correct food group on the chart paper. - Explain that some foods belong to more than one group, like cheese (protein and dairy) or beans (protein and vegetables). 3. **Hands-On Activity** *(10 minutes)*: - Divide students into small groups. - Hand out pictures of different foods and food group labels. - Ask each group to sort and glue the pictures onto chart paper according to the correct food group. - Encourage them to think of foods that might fit into multiple groups and discuss their reasoning briefly. --- #### **Assessment** *(10 minutes)* 1. **Quick Quiz**: - Ask students to individually list or draw at least one food item for each group in their notebooks. - Ask students to identify any food item they know that belongs to more than one group. 2. **Class Presentation**: - Have students present their sorted food charts and explain their choices to the class. --- #### **Conclusion** *(10 minutes)* 1. **Summary**: - Recap the different food groups and their sources. - Highlight the importance of eating a balanced diet with foods from all groups. 2. **Interactive Questioning**: - Ask students questions like: "Why do we need vegetables?", "Can you name a food that belongs to two groups?", etc. 3. **Homework**: - Ask students to draw their favorite meal and label the food groups it includes. - Remind them to bring their drawings for the next class to share. --- ### **Reflection** - **Teacher's Note**: Consider how well students participated and understood the sorting activity. Were they able to correctly identify foods that belong to more than one group? Adapt future lessons based on these observations. --- This lesson plan aims to engage primary school students by having them actively participate in learning about food groups and their sources, fostering a practical understanding of how foods can overlap between categories.