Author: Sharon Janulaw
Overview: Students taste foods, some of which are familiar
foods and some of which are uncommon foods. They compare and contrast the tastes and graph
their likes and dislikes.
- We learn about the natural world using our senses and extensions of our senses.
Grade Span: K2
- Familiar foods such as orange, apple, cheese, banana, pickle
- Uncommon foods such as papaya, fresh coconut, kiwi, pine nuts
- Knife for cutting
- Napkin for each student
- Plate for foods
- Squares of paper for each student
- Class Foods We Like graph
- Class Foods We Dislike graph OR
- Individual Foods I Tasted graphs
Prepare graphs for recording.
Cut squares of paper for class graphs.
Time: 40 minutes
Grouping: Whole class and small groups
Our senses of taste and smell are related. The tongue can
distinguish only four basic tastes: sweet, sour, salty, bitter. Other tastes are a combination
of the four basic tastes or a combination of taste and smell. The flavor originates primarily
from the foods smell. Molecules of the food move up the back of the mouth to the smelling cells
in the nose. Our sense of smell is important in helping us differentiate among the many foods we
eat. For example, if you cant use your sense of smell, your sense of taste may not tell you the
difference between an apple and an onion. If you have a cold, food tastes bland and things taste
Explore this link for additional information on the topics covered in this lesson:
NOTEBefore beginning tasting activities, check students health records
to determine which, if any, students have food allergies. Decide whether you are going to make class
graphs or individual graphs and prepare the necessary record sheets. You could have individuals make
graphs and also make the class graphs.
Vocabulary: taste, names of any foods with which students are unfamiliar
- Talk with students about tastes they like and
tastes they dislike. Tell them about any foods you disliked as a child
that you now like.
- Tell students that you have brought foods that
they may have already tasted and foods that they may not have tasted,
but are safe to eat. Tell them that you would like them to try each
of the foods that you have brought and they should think about how
the food tastes.
- Give each student as many squares of paper as
foods they are going to taste. Tell students that they will taste
a food and then draw a picture of the food they tasted. They will
put the picture of the food in a stack for foods they like or a stack
for foods they dislike.
- If you are going to make class graphs, have
students bring their stacks of likes and dislikes to the discussion
circle. Place the two class graphs on the floor. Name a food and have
all those who like that food place their picture of it in a square
on the Foods We Like graph. Have all who disliked the food place their
picture of the food in a square on the Foods We Dislike graph. Continue
this procedure until all of the foods that were tasted have been named.
- Discuss tastes and the likes and dislikes that
students have for the same food. Use the graphs to compare likes and
dislikes, numbers of students that liked or disliked a particular
food, number of foods that everyone liked or disliked, etc.
- If you are going to have students make individual
graphs, give each student a Foods I Tasted graph. Have
students draw the foods they like in squares in the Liked
column and foods they dont like in the Disliked
column. Discuss tastes and the likes and dislikes that students have
for the same food. Use the graphs to compare likes and dislikes, numbers
of students that liked or disliked a particular food, number of foods
that everyone liked or disliked, etc.
Send a letter home inviting parents to bring, or send to school with their child, a
food that is unusual or that students would not usually have tasted. If the parents are willing to bring
the food to class, they can tell about the food, its history or cultural significance or any other
information they would like to share about the food. If the student is going to share the food, parents
can send the information for the student to share.
Updated October 31, 2003
What's new |
About UCMP |
History of Life |