Theme: - Scoilnet



Theme: FOOD

AT THE SUPERMARKET by Barbara Ireson

Take a trolley, push it round. Castor sugar? Get a pound.

There’s the cocoa, take a tin. Here’s a loaf, but it’s cut thin.

There’s another, that will do. Now we’ll find some jam for you.

Choose a jar, yes strawberry, Will suit your dad, and also me.

A tin of fish, a bag of rice. That cream filled cake looks very nice.

We must have soap, and toothpaste too,

This green shampoo, will do for you.

Apples and pears and two pounds of peas,

A cabbage, a swede and a turnip please.

I nearly forgot my jar of honey, I wonder if we have got enough money?

Push the trolley to the till, I’ll fetch a box for you to fill.

Leave the empty trolley here, My purse is empty too I fear.

© Michael O’Reilly. PCSP. 2003

|Strand |Objective |Stimulus |Activity |

|Drawing | | | |

| | | | |

|Infants |Make drawings based on imagination |Listen to, recite, sing and talk about nursery rhymes that feature |Draw a picture of your favourite character eating their|

| | |the theme of food |particular favourite food. |

| | |Little Miss Muffet | |

| | |The Queen of Hearts, etc | |

| | | | |

| | | | |

| | | |Make a detailed drawing about one of your shopping |

|1st and 2nd |Make drawings based on real life experiences. |Use the opening poem as a stimulus for discussions about shopping |trips – try to include as many interesting details as |

| | |trips to the supermarket and to other places. |you can. |

| | | | |

| | | | |

| | | |Invent a new product. |

| |Make drawings based on imagination. |Examine various types of packaging. |Draw a design for the packaging you will use. Think |

|3rd and 4th |Look at and respond to design in everyday situations. |Set up a display of these. |about colour, lettering, a slogan, etc. |

| | |Talk about differences / similarities. | |

| | | | |

| | | | |

| | | |Record your observations and results in a visual way |

| |Make close observational drawings. | |through the use of drawing. |

| | |A science experiment about growth in plants we use for food. ( | |

|5th and 6th | |Appendix 1 ) | |

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|Paint and Colour | | | |

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|Infants | | | |

| |Begin to learn about colour mixing. |Discuss all the colours we can see in fruit and vegetables |Paint pictures about favourite fruit and vegetables. |

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|1st and 2nd | |Experiment with adding a variety of food substances to paint. Talk |Make paintings using your new paints e.g. sugar |

| |Add substances to paint in order to create texture. |about how these change the way the paint feels and behaves |painting gives the paint a translucent look. |

| | |e.g. sugar, salt, flour. ( Appendix 4 ) | |

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| | | | |

| | |Discuss how colour is used in food packaging. |Repeat the drawing activity but this time make your |

|3rd and 4th |Look at and respond to how colour is used in everyday |Can you see any trends? |packaging design out of coloured papers – collage. |

| |situations | | |

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| | | | |

| | |Many artists have used the theme of food in their still life work. |Set up a still life arrangement of fruit / vegetables |

| | |Collect some samples to look at |and make a painting of what you see. |

|5th and 6th |Make paintings based on observation. |e.g. Cezenne | |

| |Look at and respond to the work of artists. | | |

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|Print | | | |

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|Infants |Make prints with found ( natural ) objects. |Bring in a collection of fruit and vegetables. Taste them and |Cut the fruit and veg into sections, segments, pieces |

| | |discuss favourites. |- press these into printing ink rolled out on a flat |

| | |( Appendix 2, 3 and 5 ) |surface and print onto paper. |

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| |Print with found manufactured items. | |Experiment with overprinting or with masking-out using |

|1st and 2nd | |Make a collection of objects that food is packaged in |these objects |

| | |small containers | |

| | |bottle tops | |

| | |jar lids, etc. | |

| | | | |

| | | |Use your stencils to print designs. |

| |Explore printing with stencils |Look at the shapes of different food items. |sponge print |

|3rd and 4th | |Cut stencils in these shapes. |spatter paint |

| | | |stencil brush |

| | | | |

| | | | |

| | | |Set up food still life situations and take photographs |

| |Explore other types of printmaking. |Look at the type of photography that is taken of food to illustrate|of these. |

|5th and 6th | |cookery books. |Use a digital camera. |

| | | |Print them out and maybe use them to illustrate a book.|

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|Clay | | | |

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|Infants |Explore and experiment with clay, marla, playdough, etc. |Talk about favourite foods and what shapes they have. ( Appendix 5 |Experiment with a piece of clay – turn it into one |

| | |) |favourite food item, then another, then another…… |

| | | | |

| |Explore pottery techniques | | |

| | | | |

| |[pic] | | |

| |[pic] | | |

| | | |Make a thumb pot. |

|1st and 2nd | |Make a variety of different pots |Decorate it by impressing pasta shapes into it. |

| | |Thumb pots | |

| | |Coiled pots | |

| | |Slab pots | |

| | |Talk about using incised decoration on pottery. | |

| | |What food items might we impress into clay to decorate it? |Make a coil pot |

|3rd and 4th | |Cereal grasses |Or a slab pot. |

| | |Pasta |Decorate it by impressing corn, wheat, or barley into |

| | | |the clay. |

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| | | |Make a still life out of salt dough |

|5th and 6th | | |a basket of fruit |

| | | |a bag of vegetables |

| | | | |

| | | |Make a salt dough / clay plaque with the theme of |

| | | |fruit. |

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|Construction | | | |

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|Infants |Play with construction games and toys. |Collect toys such as lego, duplo, building bricks, toy farms, etc. |Make models of shops, farms, kitchens, etc. |

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| | |Discuss what food items might make interesting mobiles |Make a simple mobile using your chosen elements and a |

|1st and 2nd |Explore making simple mobiles |shapes of card cut into food shapes |wire coat hanger. |

| | |sweets | |

| | |container lids etc. | |

| | | | |

| | |Look at and talk about the work of Andy Warhol. |Collect packaging from food products and use these to |

| | | |make a 3D construction or a collage emphasising |

|3rd and 4th |Look at and respond to the work of artists. | |repetition. |

| | | | |

| | | | |

| | |Discuss how books are constructed. |Use simple book binding techniques to make a book of |

| | |Collect favourite recipes ( Appendix 5 ) |recipes. Illustrate your book with drawings or photos |

| |Look at and respond to constructions we see in everyday | |and add interesting construction techniques such as |

|5th and 6th |situations – books. | |flaps or pop ups. |

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|Fabric and Fibre | | | |

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|Infants | | | |

| |Invent a costume. |Talk about what everyday situations that involve food. |Turn your playcorner into a kitchen, a restaurant, a |

| | | |shop, etc. |

| | | |Dress up as the characters in these situations using a |

| | | |dressing up box. |

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|1st and 2nd | |Invent a food alphabet. | |

| |Make simple fabric collages | |Cut out the shapes of the food you have chosen and glue|

| | | |them to fabric backgrounds to create alphabet banners. |

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| | | | |

| | | |Try out your natural dyes in tie and dye activities. |

|3rd and 4th | |Talk about how fabrics might have been coloured before the advent | |

| |Experiment with fabric dying techniques. |of commercial dyes. Research what types of natural food items might| |

| | |have been used – make up some dyes like these. ( Appendix 4 ) | |

| | | | |

| | | | |

| | |Bring in samples of various types of flour – or make your own by |Flour Batik. |

| | |crushing grains. |Mix flour with water. |

|5th and 6th |Explore a variety of ways of decorating fabrics. |( Appendix 6 ) |Use the paste to paint designs on fabric – allow to |

| | | |dry. |

| | | |Paint over with fabric inks/paints. |

| | | |When dry remove the flour paste to reveal the design. |

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APPENDIX: Integration with S.E.S.E. and S.P.H.E. ( Experimenting With Food )

1. GROWTH Whole Class / Small Groups Seed trays / Cereal seeds / Poor soil / Fertiliser

Get each group of children to set up two seed trays, one containing poor soil and one containing poor soil to which the correct concentration of fertiliser has been added – try ‘MiracleGro’ or other general fertiliser. Get the children to plant seeds in each. Work out how to make the test fair – each groups trays must be planted up similarly and kept in the same light, temperature, given the same amounts of water, etc. Further applications of fertiliser may be made to the second tray as the plants grow. Take measurements and observations on a regular basis

Record your findings visually.

Topics for further study might include

• The effects of fertilisers and pesticides on farming

• The sometimes detrimental effects of their use

2. A BALANCED DIET Pairs / Small Groups Labels from different foods e.g. cereal packs, tinned food / Paper/Pencils

Discuss our basic need for food with the children. Ask each child to keep a record of everything they consume over the period of a single day – this could be written in list form or recorded visually. Discuss with the children the range of foods they have eaten. Get each to divide his/her list into different categories e.g. dairy / cereal / fruit / vegetable / meat etc. This is also a good opportunity to introduce the concept of the various nutrients we need in our food – proteins / carbohydrates / fats / vitamins / minerals / fibre – and the need for a balanced diet. This links well with work in the SPHE Curriculum on Looking After Our Bodies.

Work in pairs to look at the variety of packaged food available to us. Examine labels and list contents. Do you think that the foods you examine contain a balance of what we need for a healthy diet?

• What else is in these foods?

• Might these cause problems for us?

3. BREAKFAST TIME Small Groups Samples of museli / Cereal seeds / Seed trays / Compost / Hand lenses /P&P

Discuss with the children what types of breakfast cereal they like. Work out what plants these come from – look at the labels. Look at some of the actual seeds involved – these you might get from a seed merchant or a health food shop. Again the children work in small groups to plant these seeds in seed trays in order to watch them grow. Growth can again be recorded visually

Muesli can be looked at by each group and divided into its constituent ingredients – can you match the grains with the list of ingredients on the packaging?

Tasting different types of muesli and recording favourites is another activity. What might you put in your own brand of muesli? Can you design a packaging for this?

Look for pictures of different cereals growing around the world.

• Discover the names of the different grass cereals

• What are different ones used mainly for?

4. DISSOLVING Small Groups Range of Foods e.g. sugar, flour ,salt ,curry powder ,coffee, jelly, corn flour, custard powder/

Jam jars / Spoons / Cold and warm water / Measuring cylinders / Paper and pencils.

Work in groups to discover which of your collected foods dissolve.

• How will you keep the test fair?

• How will you record your results?

• What kinds of things might I dissolve in paint in order to change its texture?

5. FOOD SURVEYS Individual work followed by small group work Notebooks / Pictures from the developing world / Graph paper

Atlases / Globe / Outline maps of the world / Pencils and paper / Coloured pencils

Discuss why children in developing countries might be short of food. Why do you think famines happen?

Again make a list of the foods you might eat in any one day in a notebook.

Categorise the food you eat under the headings – cereal / vegetable / fruit / diary / sweets / meat / poultry / fish.

Debate why you think these types of food might not be available in the developing world – use your maps, etc.

• Try to make a comparison between what you might consume and what a child in a developing country might eat.

6. BREAD Small Groups Photocopy maps of Ireland showing – Rainfall – Summer temperatures – Relief – Counties /

Photos / pictures – Wheatfields- tractors and combine harvesters at work / Wheat / Flour

All of these topics could be combined with map reading skills.

Given maps showing rainfall, temperature, relief and areas – and a set of criteria for growing a particular type of crop – can the children work out what areas of the country would be best for growing particular crops.

e.g. wheat grows best below 90 metres, where there is a rainfall of between 626 and 1000mm each year and where the summer temperature averages over 17º Celsius.

7. DAIRY PRODUCTS

8. APPLES

9. POTATOES AND RICE

Work in a similar way with all of the above topics.

Find information on the internet. In geography books. In encyclopaedias.

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SALT DOUGH RECIPE

2 level cups of plain flour

1 heaped cup of table salt

¾ of a cup of lukewarm water

1 tablespoon of wallpaper paste

1 tablespoon of vegetable oil

BULK MACHE RECIPE

Shredded up newspaper or light papers.

50/50 mixture of PVA glue and water.

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