Educational Project Plan: LIKES AND DISLIKES VS HEALTHY AND UNHEALTHY FOOD
Grade: 2nd Grade (Primary)
Main Issue: Students will express their likes and dislikes related to food and learn to distinguish between healthy and unhealthy foods.
Scenario: Community
Methodology: Community-Based Project Learning
Articulating Axis: Healthy Living
Phase 1: Planning
| Moment | Duration | Activities | Description & Adaptation for 2nd Grade |
|---|
| Moment 1: Identification | 1 hour | Community Food Survey | - Introduce basic vocabulary: "food," "healthy," "unhealthy," "likes," "dislikes."<br>- Use pictures of various foods. <br>- Students share what foods they like or dislike with peers. <br>- Adaptation: Use visual aids and simple language. |
| Moment 2: Recovery | 45 mins | Sharing Personal Food Preferences | - Students draw or bring pictures of their favorite foods.<br>- Share in small groups about their preferences.<br>- Use sentence starters like "I like..." and "I don't like..." to facilitate speaking.<br>- Adaptation: Use guided questions and visual supports. |
| Moment 3: Planning | 45 mins | Designing a Community Food Chart | - Collaborate with students to create a simple chart categorizing foods as healthy/unhealthy and liked/disliked.<br>- Decide how to display it in the classroom or community space.<br>- Involve students in decision-making to promote ownership.<br>- Adaptation: Use large poster boards and pictures for easier understanding. |
Phase 2: Action
| Moment | Duration | Activities | Description & Adaptation for 2nd Grade |
|---|
| Moment 4: Approach | 1 hour | Visit to Local Food Vendors or Community Garden | - Organize a classroom visit or virtual tour to local markets or community gardens.<br>- Discuss with vendors about healthy vs. unhealthy foods.<br>- Students observe and ask simple questions.<br>- Adaptation: Use storytelling and guided questions to keep engagement high. |
| Moment 5: Comprehension and Production | 1.5 hours | Create a Healthy & Unhealthy Food Poster | - Students make posters or collages showing healthy and unhealthy foods.<br>- Practice sentences: "Healthy food is..." / "Unhealthy food is..."<br>- Group work encourages collaboration.<br>- Adaptation: Provide pre-cut pictures and sentence frames. |
| Moment 6: Recognition | 1 hour | Food Sorting Game | - Use flashcards or real food pictures to sort into healthy/unhealthy and like/dislike categories.<br>- Reinforce vocabulary through a fun game.<br>- Adaptation: Use tactile objects and visual cues. |
| Moment 7: Correction | 45 mins | Feedback & Clarification | - Review student work, correct misconceptions, clarify doubts.<br>- Use simple questions: "Is this healthy or unhealthy?"<br>- Reinforce understanding through repetition and visual aids.<br>- Adaptation: Use thumbs-up/down and peer feedback. |
Phase 3: Intervention
| Moment | Duration | Activities | Description & Adaptation for 2nd Grade |
|---|
| Moment 8: Integration | 2 hours | Community Food Fair | - Organize a small food fair where students bring healthy snacks.<br>- Students explain their favorite foods and categorize them.<br>- Invite family and community members to participate.<br>- Adaptation: Use simple language, visual displays, and support from teachers. |
| Moment 9: Dissemination | 1 hour | Create a Class Food Guide | - Students assemble a simple guidebook or poster with pictures and sentences about healthy foods.<br>- Share with classmates and community members.<br>- Adaptation: Use easy-to-read fonts and colorful illustrations. |
| Moment 10: Considerations | 45 mins | Reflection Circle | - Students share what they learned about their likes/dislikes and healthy foods.<br>- Discuss how they can choose healthy foods at home and in the community.<br>- Encourage use of English sentences: "I learned that..."<br>- Adaptation: Use sentence starters and visual cues. |
| Moment 11: Progress | Ongoing | Follow-up Activities & Home Involvement | - Send simple activity sheets home for family participation.<br>- Encourage students to practice talking about healthy foods with their families.<br>- Monitor and praise their progress.<br>- Adaptation: Provide bilingual support if needed, simple instructions, and visual reminders. |
Summary Table of Activities and Times
| Phase | Moment | Duration | Main Activity | Adaptation Notes |
|---|
| Planning | Identification | 1 hour | Food survey & discussion | Visual aids, simple language |
| Recovery | 45 mins | Sharing preferences | Drawings, sentence starters |
| Planning | 45 mins | Designing food chart | Poster, pictures |
| Action | Approach | 1 hour | Community visit | Guided questions, storytelling |
| Comprehension & Production | 1.5 hours | Poster creation | Pre-cut images, sentence frames |
| Recognition | 1 hour | Sorting game | Tactile objects |
| Correction | 45 mins | Feedback & clarification | Visual cues, peer feedback |
| Intervention | Integration | 2 hours | Food fair | Visual displays, family involvement |
| Dissemination | 1 hour | Class food guide | Colorful, simple language |
| Considerations | 45 mins | Reflection circle | Sentence starters, visuals |
| Progress | Ongoing | Home activities & follow-up | Simple instructions |
Educational Goals & Expected Outcomes
Students will express their food likes/dislikes in English.
Students will identify and categorize foods as healthy or unhealthy.
Students will develop awareness about healthy living through community engagement.
Enhanced vocabulary related to food and health.
Increased confidence in speaking and sharing in English in community contexts.
Note: All activities are designed to be interactive, visual, and simple to ensure comprehension and engagement of 2nd-grade learners, fostering a community environment that promotes healthy living.