LESSON 19: Snack Time in the Wild
Lesson Focus: Sequential Memory
Age Group: 2-3 years old
Duration: 30 minutes
LEARNING OBJECTIVES:

1. Remember: Match animals to appropriate foods or feeding actions
2. Understand: Show safe eating styles with calm control
3. Apply: Perform a sequence of actions
    

MATERIALS:

1. Visual cue cards: animals and foods (e.g., monkey–banana, rabbit–carrot, bird–worm, bear–fish, cow–grass, giraffe–leaves)
2. Drum or hand clapper (for start/stop cues)
3. Floor spots or tape (to define feeding zones: tree, garden, pond, field)
4. Optional: soft animal puppets or food props
5. Powerpoint:

LESSON PROCEDURES:

1) Begin with Warm-Up (3 minutes)

• Lead gentle stretches, shoulder rolls, and jaw wiggles
• Introduce the idea: “Today we’ll explore how animals find and eat their snacks!”
• Show 2–3 animal cards and invite children to copy simple mouth and hand movements (e.g., nibble, scoop, peck)

2) Present Animal-Food Matches (4 minutes)

• Display animal and food cards side by side
• Model feeding actions for each pair:
  • Monkey — climb, pick banana, peel, eat
  • Rabbit — hop, find carrot, nibble
  • Bird — fly, spot worm, peck
  • Bear — walk, scoop fish from stream, chew
  • Cow — walk, graze grass, chew slowly
  • Giraffe — reach up, nibble leaves
• Invite children to copy each feeding gesture with calm control
• Use call-and-response: “Who picks from a tree?” “Who nibbles on the ground?”

3) Demonstrate Feeding Sequences (5 minutes)

• Break each feeding into 3–4 steps:
  • Monkey: climb → pick → peel → eat
  • Rabbit: hop → sniff → nibble
  • Bear: walk → scoop → chew
  • Bird: fly → spot → peck
• Use drum to cue each step and freeze
• Narrate with rhythm: “Climb the tree… pick the banana… peel it slowly… now eat!”

4) Guide Movement to Food Zones (5 minutes)

• Set up pretend food zones:
  • Tree (banana)
  • Garden (carrot)
  • Pond (fish)
  • Field (grass)
• Invite children to travel to the zone, collect food, and return to eat calmly
• Use clear spacing and gentle cues: “Let’s walk to the pond like bears…”

5) Lead Feeding Journey Game (5 minutes)

• Narrate a pretend feeding journey:
  • “You’re a monkey in the jungle. Climb the tree, pick a banana, peel it, and eat. Now rest.”
  • “You’re a rabbit in the garden. Hop to the carrot, sniff it, nibble, and sit.”
  • “You’re a bear by the stream. Walk to the water, scoop a fish, chew, and lie down.”
• Use floor spots to define zones and cue transitions
• Invite children to follow the sequence with movement and freeze cues

6) Facilitate Teacher-Narrated Feeding Drama (6 minutes)

• Invite children to choose an animal role (e.g., monkey, rabbit, bird, bear)
• Narrate a dramatic feeding story with pauses for action:

• “You’re in the wild. You feel hungry. Your tummy rumbles. You look around… you see something! You move to the food zone. You pick it up. You eat it… oh no! It’s sour! You show your angry face. You search again… you find something new. You eat it… it’s sweet and yummy! You smile and show your happy face.”

• Use drum to cue each action
• Encourage expressive movement and facial reactions
• Repeat with 2–3 animal variations (e.g., monkey with banana, bird with worm, bear with fish)

7) End with Cool-Down and Reflection (2 minutes)

• Lead calming breaths: “Sniff like a bunny… chew like a cow… blow like a bear”
• Invite children to sit and reflect:
  • “Which animal did you feed like today?”
  • “Show me your favourite feeding pose”
• Optional: group wave or animal sound goodbye

ASSESSMENT

• Identification: Observe if learners match animals to feeding actions or foods
• Demonstration: Observe if learners perform distinct eating styles with calm control
• Control: Observe if learners maintain safe pacing and respond to cues
• Sequencing: Observe if learners follow the feeding sequence with clear transitions and expressive reactions

REMARKS

• Safety and Inclusion: Offer seated or simplified feeding actions (e.g., finger nibble, hand scoop)
• Classroom Management: Use freeze signal consistently; narrate positive examples (“I see gentle nibbling!”)
• Language Support: Pair animal names and foods with visuals and gestures; use repeated phrases
• Differentiation:
  • For emerging learners: focus on one animal and one feeding action
  • For advanced learners: combine travel, feeding, and expressive reactions
• Transitions: Pre-cue changes (“Ready to feed in 3-2-1”) to support executive function
• Environment: Use floor spots and clear feeding zones to support safe movement
• Family/Carer Note (optional): Try a home feeding game—pretend to be animals eating favourite snacks together