BRIGHT READERS PROJECTS FOR
EARLY CHILDHOOD EDUCATIONPRE-K
BOOK 2- “HAPPY DOG” by Richard Northcott
*OBJECTIVES: Students will be able to identify the types of foods
found in supermarkets and where foods come from before they
arrive at the grocery store. Ss will become aware of the different
sections of the supermarket and will also learn about eating habits,
making healthy and unhealthy food choices.
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*DRIVING QUESTION: “What Can You Find At The Supermarket?”
*PURPOSE: Introduce children to the layout of a supermarket,
Present students with a look inside a supermarket and it’s various
sections, teach about the different types of foods we can find in the
supermarket and analyse what kind of foods students eat on a daily
basis. Explain about food choices, good eating habits and what are
healthy and unhealthy foods.
*USE OF LANGUAGE- Language structure: “I see” “I like” “ I don’t
like.”
*MATHS- Teach Ss about money management and counting, show
students that for everything we buy, there’s a cost. Ss will build a
sense of how much things cost and put a price on items on their own.
*SCIENCE- Help Ss unsderstand that our food choices can affect our
health and the way we look. Explore “Good” and “Bad” foods,
understand where foods come from before they go to the
supermarket to be sold. Teach that “Good foods” make us grow
healthy and strong and “bad foods” can make us gain weight and feel
sick.
*REFLECTION- Students will learn that we buy foods at the
supermarket, they will reflect about food choices and eating habits.
What does my Family buy at the supermarket? Does my Family make
good choices? How bad food choices can affect my health? What kind
of foods do I like to eat? Are they good or bad foods? Where do foods
come from before they go to the supermarket?
*FINAL ART PROJECT- Make a fruit salad.
Lesson 1- “What Can I buy At The Supermarket?”
Objective: Teach Ss about the things we can buy at a supermarket.
Material: Picture of a supermarket and pictures of various foods we
can find at a supermarket, old magazines and supermarket weekly
ads, scissors, glue and cardboard paper( 1 for each group).
 Introduction- Gather Ss together in a circle on the floor,
start by asking Ss: “ Raise your hand if you ever gone to a
supermarket with mom or dad!” “What type of foods do you
buy at the supermarket?” “ What’s the name of the
supermarket your mom and dad goes to?” Allow Ss an
opportunity to share their responses.
 After listening to the Ss responses, tell them that they will
be hearing a story about Nina and her happy dog trip to the
supermarket, the book is called: Happy Dog.
 Present the book to class and start reading, turn the pages
slowly and wait about 20 seconds on each page so all the
students can really visualize the illustrations.
 Once you have finished reading the book, ask Ss if they
remember some of the things Nina bought at the
supermarket. Explain that there are many different sections
in the supermarket, there is the fruit and vegetable section,
the meat section , the bakery section and so on...

Using the pictures of various foods, show the children
examples of foods found in the supermarket. Tell them what
section the different types of food can be found in.
 Have them repeat the names of the foods after you say them.
For example, “This is a carrot. It can be found in the fruit
and vegetable or fresh produce section of the supermarket.
“Include items from all sections of the store including fresh
produce, meat, dairy, frozen foods, canned goods, and
bakery.(15’)
Table Activity- Ask students to gather together in groups of five.
 Explain that they will look inside the magazines and the ads
for pictures of things they can buy at the supermarket. Once
they find them, they will cut and paste the pictures on the
cardboard paper that they will receive. Model to students,
have one poster already made for them to visualize.
 Handle 1 cardboard paper to each group placing the paper
in the middle of the group circle.
 Handle old magazines and supermarket weekly ads with
food pictures for Ss to cut and paste onto the cardboard
paper.
 Handle 1 scissor and 1 glue for the whole group, make it
clear that students MUST share the scissor, the glue and take
turns on cutting and pasting. Ask students to write the
names of each group member on the bottom of the
cardboard when they finish.(25’)
 Closing- Have students gather together in a circle. Ask each
group to talk about the posters that they had just made.(10’)
Lesson 2 Math- “ How much is it?”
Objective: Talk about how much things costs, the value of money,
explain to students that you need money to buy things at the
supermarket and that each item costs a certain amount of Money.
Students will figure it out on their own how much each item on their
poster costs and will write the numbers next to each picture.
Material: Play Money, food posters from lesson 1, markers.
Introduction- Stick the posters from lesson 1 on the board, side by
side in a way where all Ss can visualize them. Have the children sit on
the floor facing the board where the posters from lesson 1 will be on.
 Review with the children what the foods are and where they
can be found in the supermarket. Read again the “Happy Dog
Story” paying special attention to the pages that show the
different food isles in the market. (Pages, 8,9,10,11,12,13.)
 Stop and explore these pages, observing what is sold on those
isles, say, “Some foods like milk, cheese, and yogurt are kept
cold, in the refrigerator. Some fruits and vegetables are kept
cold too!”
 Then ask the children some questions about where things are
in the supermarket. For example, “Is milk found next to the
meat section of the market? No, milk is found in the dairy
section.”
 Now ask students if they can tell you how much things cost, are
they expansive or cheap? How much money do you need to by
bananas for an example? Listen and write down their answers
using their posters as guide.
 Show students the play money, use single bills for $2.00, $5.00
and $10.00, you can also use $1.00 coins. Explain that for
everything found in the supermarket, there is a price we need
to pay in order to buy it.
 Table Time Activity - Ask students to gather in groups, the
same groups from lesson 1, the group names should be written
on each poster.
 Place the play money in the middle of the groups so students
can look at them to help with the activity.
 Tell students to think of prices for each food on their poster.
They will brainstorm and figure out together prices for each of
their items, after they come up with the prices, have them write
the prices on the poster, next to each picture.
 Closing- Once all the groups have finished pricing their items,
ask all the Ss to sit in a circle next to their group members to
show and tell all the classmates the prices they have come up
with for their foods.
Lesson 3- “ Where do foods come from?”
Objective: Have a reflection to where foods come from before they
go to the supermarket, Bring up a discussion “Where does the milk
come from? Does it come form a plant or from an animal?” Explain to
Ss that some foods come from plants and others from animals.
Material: Variety of empty food containers or packages to use for
play groceries like: empty milk cartons, empty ketchup or tomato
paste containers, empty yogurt containers and so on...
Introduction: Have the students sit in a circle on the floor. Using the
same pictures of foods from the previous activity, review what the
foods are and where they can be found in the grocery store. Now ask
Ss: “Where do foods come from?” Who can tell me where foods come
from before they arrive at the supermarket? Wait for their responses
and say: “Some foods are from plants and some are from animals.”
Show Ss the individual empty packages of food and tell them where
they come from, always focusing on whether the food comes from a
plant or animal. For example, while showing a carton of milk ask, “Do
you know where milk comes from? Yes! That’s very good; milk comes
from a cow. Is a cow an animal or a plant?” Let the children respond
and then say, “ All right, good answers!” Continue using other
examples of foods by saying, “Do eggs come from plants or animals?
Do oranges come from plants or animals?”(15’)
Activity 1/ Body Movement: Select an open area in the classroom to
create a play store. You may want to collect additional empty cans,
food containers, and packages with pictures on them which help
identify foods. Ask parents to donate these items or cut pictures from
magazines. Students can use boxes or shopping baskets to stack these
items. Have the children sort the items according to each section of
the grocery store they belong in. Playing store teaches children social
skills such as cooperating and taking turns.
Have the children get up and sort the empty food packages to show
which come from plants and which come from animals. (15’)
Closing- Once the students have finished sorting through the empty
containers, have them gather together in a big circle on the floor,
place the baskets/boxes in the middle of the circle and go through
the items one by one, revising which comes from a plant and which
comes from an animal. (15’)
Lesson 4- “ Good foods, bad foods, what do you choose?”
Objective: Students will be able to identify and have a reflection
about their eating habits plus what are healthy and unhealthy foods.
Material: Healthy and unhealthy foods flash cards, tape, healthy and
unhealthy foods coloring worksheet.
Introduction- Tell students that today they will be discussing
healthy and unhealthy foods, explain that good foods and healthy
foods are the same thing, also, bad foods and unhealthy are the same
thing.
 Assess prior knowledge by asking the class who ate something
healthy today.
 Show students various flash cards or plastic healthy and
unhealthy foods and invite them to come up one by one and
identify if they think the food they selected is healthy or
unhealthy.
 On a whiteboard or chalkboard, make two columns. One
column should be labeled "healthy" or “good” and one column
should be labeled "unhealthy” or “bad.” Put a smiley face next
to the word healthy and a sad face next to the word unhealthy
to help students understand the chart.
 Then, call students up one by one to select flash cards of
different foods and decide whether they are healthy or
unhealthy.
 When they choose one, discuss with the class why they think
that is correct or incorrect. Then, help students tape them to
the right side of the chart.
 Continue until each student had a turn or until you have used
all of the pictures. (25’)
Table Time Activity- Ask students to sit on their chairs, give each
student one worksheet and various color crayons and color pencils.
 Have students color the healthy and unhealthy foods. (15’)
Review and closing- Call students in a circle, review the healthy and
unhealthy foods seen in the lesson.
 Ask students individually to get up, go to the board and touch
their favorite healthy food and say the name of it. (10)
Lesson 5- “ Let’s Make A Fruit Salad!”
Objective: Review fruit vocabulary and make together a fruit salad.
Material: Various fruits, cutting board, a bowl, a few plastic knives, a
mixing spoon, disposable small bowls and disposable spoons (1 for
each student).
Introduction- Start a conversation about fruit preferences, ask Ss
what are their favorite fruits are and if they’ve made a fruit salad
before. Show students “The Wiggles video, fruit salad”
https://www.youtube.com/watch?v=iRu1Yp2br00
 After watching the video together, invite Ss to help you make a
fruit salad. (10’)
Table Activity- Have students sit together on a long table, explain that
in order to make a fruit salad we’ll need a big bowl, a big spoon,
different kinds of fruit and a knife for cutting the fruit.
 With the help of an adult, invite Ss individually to help cut the
fruit in tiny pieces repeating the names of each fruit and how
healthy/good fruits are.
 Once all the fruit is cut, have Ss pour and mix them all together
in a big bowl.
 Ask some helpers to help serving the fruit salad to their
classmates, use the disposable bowls or cups and disposable
spoons. (30’)
Closing- After Ss finish eating, have them sit on the floor in a
circle. Ask Ss what did they like the most about making a fruit
salad, ask them if they liked the taste of the fruit salad they made
and if they can name all the fruits in it. (10’)