A. These songs lead to conversations for children and families to think about, observe and discuss which foods they choose during meals and snacks.  The awareness helps them consider which foods to select for healthy snacks and reminds them of the importance of water to stay hydrated.

English Songs CD Track #
22 The Food on my Plate
24 Tasty Colors
37 Snack
38 Water

1. CD Track # 22 The Food on my Plate

1. PROVERBS:
1. The fresh food of the day, gives good health and happiness
2. Health is Wealth.
2. VOCABULARY:
1. choose, wisely, well-balanced, five, moderate, portions, food, plate, salad, vegetables, fruit, protein, grains, dairy, milk
2. First and Second Language Development: Cognates: balanced/balanceada; moderate/moderada; portions/porciones; plate/plato; salad/ensalada; fruit/fruta; protein/proteína; grains/granos
3. Introduce the Song:
   Listen to the Vocabulary in Context
   Do you know how many food groups there are for good, well-balanced nutrition?
   There are five food groups; each is important, but not all are the same serving sizes for children to grow strong and adults to remain healthy:
   1. Vegetables
   2. Fruit
   3. Protein
   4. Grains
   5. Dairy products
   Let’s sing and learn about how to choose moderate portion sizes wisely on our ideal plate. The largest portions should be vegetables and fruit, very delicious in fresh salads! We can get the protein our bodies need from various foods. We can enjoy vegetables and fruits that contain protein, such as broccoli and avocado. Beans and other legumes contain lots of protein. We should eat moderate portions of meat, fish and poultry. Important grains are found in whole wheat bread and tortillas. Milk, cheese and yogurt enrich us with dairy products. People who are lactose-intolerant may drink almond milk or soy milk.
3. Let’s make our plate!
1. Provide children with a paper plate and magazines or grocery advertisements that show pictures and photos of food items that can be cut and glued onto their plates.
1. Younger children may need to have pre-cut pictures of food items.
2. Children and their family members can do this activity together. They should be encouraged to discuss the various food choices with each other as they are working on their plate activity.
3. Ask the children to look at each other’s plates and give them an opportunity to talk about the foods they chose.
1. Explain that eating a variety of foods can help their bodies to grow and be stronger as well as have energy to work and play.
4. Encourage their discussion by asking:
1. How many foods do you have on your plate?
2. What colors are the foods on your plate?
3. How do you think the food helps your body?
4. What do we need to learn about food to make healthy choices for meals or snacks?
5. What is an important liquid to drink during the day?
4. Physical Activity
1. Provide each child with ribbon, crepe paper or a scarf, alternating the colors in groups of five. If possible, color code, using:
1. green for vegetables,
2. red for fruits,
3. white for dairy,
4. orange for grains
5. purple for protein.
2. Create a large “plate” with string, masking tape or a hula hoop for children to move around.
3. Have the children stand in groups by color. As the song plays, they will move around the room, waving their ribbons. As each food group is named, they should raise their ribbons together. By the end of the song they should be in groups of five - one group for each of the five food groups.
5. Extensions at Home
1. Talk about the foods chosen on the paper plate activity (described above) made by your child. Ask your child why each food item was chosen and name which food items can be found at home.
2. As a family, make a paper platter, using photos and drawings of foods in moderate portions to paste on the plate to “serve to the family.” Remember that the largest portions should be of vegetables and fruits.
3. Serve lean protein of fish or chicken for dinner at least two or three times per week.

2. English Song CD Track # 24 Tasty Colors

1. PROVERB:
1. A colorful and friendly plate for a healthy life!
2. VOCABULARY:
   bright, colors, fruits, veggies, springtime, vitamins, minerals, meals, joy, flavors, delicious
3. First and Second Language Development: Cognates:
   colors/colores; fruits/frutas; veggies, vegetables/vegetales; natural/natural; vitamins/vitaminas; minerals/minerales; delicious/deliciosos
   Introduce the Song:
   Listen to the Vocabulary in Context
   Have you noticed that fruits and vegetables are available in many vibrant colors? Some fruit may be bright yellow, such as bananas, yet apples can shine as red, green or yellow. Some veggies are very orange, such as carrots, but beets can be purple, yellow or orange. Each fruit and vegetable is unique, delicious, full of color and full of vitamins and minerals. Each one is special and unique – just as our friends and we are all special and unique!
4. Make concrete graph of fruits or vegetables
1. Invite children to bring in a fruit or vegetable from home. Along with friends, look at and compare their favorite fruits and vegetables.
2. Favorite fruits: Line up the fruits or vegetables to make a graph and see if more than one person chooses the same favorite.
3. Fruit colors: Compare the fruits or vegetables and line them up again to make a new graph by color only.
1. Are there different fruits and vegetables that have the same color?
2. Are there similar fruits or vegetables that have a different color?
5. Family Engagement
1. Enlist an adult to cut the fruits and vegetables from the real graph as described previously into pieces to discover something new:
1. Compare and contrast:
1. Which fruits and vegetables have the same color inside?
2. Which fruits and vegetables have a different color inside than the rind or skin on the outside?
2. Think, pair and share what you have discovered.
6. Plan a field trip to a local store or market.
1. Let’s visit and search at the grocery store, market to discover how many different colors of fruits and vegetables we can find.
2. Option: If not possible to visit a store or market, use photos from food advertisements or magazines to discover the colors of fruits and vegetables.
7. Extensions at Home
1. Let’s also look at home to find which colors of fruits and vegetables we have to make our own meals.

3. English Song CD Track # 37 Snack

1. PROVERBS:
1. Choose your snack wisely.
2. For a healthy and happy life, a delicious botana (snack) and also a song with a guitar and a jarana (Mexican string instrument)
2. VOCABULARY:
1. healthy snack, home, school, park, peanut butter, jelly, burrito
2. Spanish words: Jarana - string instrument, typical of Veracruz, Mexico; botana - snack

Introduce the Song
Listen to the Vocabulary in Context

Introduce the song with vocabulary development for first and second language:
What is a botana? When you need a little bit of energy, you eat a botana. Botana is a Spanish language word that means “snack.” Spanish speakers use other words to say “snack” in Spanish, depending on the region or country where they are from. Many people say “bocadillo,” “ picada” or “merienda” to explain about their snacks. A botana (also bocadillo, picada or merienda - snack) is a little bit of food to eat during the afternoon or evening, in between large meals, such as between lunch and dinner.

A botana (snack), such as a burrito with peanut butter can be a healthy treat. A botana (snack) is for you, for everyone and me.

3. Interesting Points about Regionalisms in the Spanish Language

Do you know another Spanish word to say “maní” (peanuts)? It is very interesting to compare different words and names in the Spanish language that are used in various countries and locations where Spanish is spoken. Language is influenced in different regions when people new have experiences and contact with others from other backgrounds. For example, the Spanish word in the song meaning peanut is “maní.”

People may use a variety of words to describe foods and customs, depending upon their family origins. For example in México, the word used for peanut may be “cacahuate” instead of “maní.” Cacahuate comes from “cacahuatl” the Nahuatl language of the Aztecs.

The Aztec people and the Nahuatl language have great importance and influence in the history, culture and even the Spanish language of México. When Spanish explorers arrived to the Américas and called it the New World, they found new ideas, customs and food, such as corn, cacao for chocolate and more. Nahuatl language words that end in “atl” like chocolatl, cacahuatl and aguacatl, have been adapted and transformed into Spanish words that end in “ate” such as chocolate, cacahuate and aguacate - chocolate, peanut and avocado!

4. Physical Activity
1. This song conjures the Caribbean sounds of Veracruz where the zapateado is danced. The dance uses quick steps in point and counterpoint, similar to Irish clogging and to a lesser extent tap dancing. Invite the children to move their feet in an accompanying rhythm as they dance around the room.
5. Family Engagement
1. Talk about the variety of words you have heard, including the word botanafrom the song. Are there other words in Spanish or English you know? Examples of words in Spanish might be guisantes/chícharos, china/naranja, albaricoque/chabacano, etc.
2. What words do you use in English? Are there varieties of words that mean almost the same thing? Examples: hot dog/wiener/sausage; bun/roll/hoagie, etc.
3. What word do you use to describe a botana?
   A botana (snack) is a little food to be eaten between regular meals, but is not intended to take the place of a meal. Plan some healthy and fun snacks with your children that can be prepared ahead of time. Talk about what they like when they are hungry and need some energy, such as after school. Plan together and place snacks into small bags, such as a cup of fresh or dried fruit, slices of vegetables cut into interesting shapes. Discuss where a healthy snack may be eaten for more energy, such as at school, home or a walk to a local park.

4. English Song CD Track # 38 Water

1. PROVERBS:
1. Water is the perfect drink for a long lasting life.
2. Water is life, it must not be wasted.
2. VOCABULARY:
   perfect drink, drink clean fresh water, nutrients, removes food wastes, protects vital organs, regulates body temperature
3. Introduce the Chant:
1. Write the chant onto a large chart, or onto sentence strips placed into a pocket chart.
2. Divide the sentences of the chant to be read by small groups or team.
3. Have each team think of a movement to demonstrate the meaning of the sentence.
4. Read and chant along with the recording following the same rhythm, and act out the meaning through the movement.
5. Think and share with a partner:
   “Water is the perfect drink for a long lasting life. One way water helps my body is ______________.”
4. For Further Research, Family Engagement and Extensions at Home
1. How do we know which water is safe to drink?
2. Can we drink water from a river? How do we know?
3. Why can’t we drink water from the ocean?
4. Drink water instead of sugary drinks
5. Discuss and practice drought-saving techniques to conserve water

This theme follows the Theme II “What’s on My Plate for Balanced Nutrition?” Post the lyrics on charts and involve families by providing individual songbooks to sing at home and practice early literacy activities in Spanish and English.

Students and families have spent time getting to sing and talk about a healthy plate with moderate portions from the five food groups. Now focus further on the exploration and tasting of foods from the five food groups.

A. Vegetables
B. Fruit
C. Grains
D. Protein
E. Dairy Products

English Songs CD Track #
Vegetables
26 Veggies
27 Fresh Salad (Also for fruits)
Fruit
25 The Fruit Conga
30 Compadre, buy me a coconut
Grains
34 Oatmeal
35 Whole Grain Bread
36 Tortilla
Protein
28 Juanito’s Chicken
31 The Legumes Dance
Dairy Products
32 Milk

“Veggies”
from ¡Come Bien! Eat Right! (2015) | SFW45077

A. Vegetables
1. English Song CD Track # 26 Veggies

1. PROVERBS:
1. With veggies life endures. With veggies life is good.
2. With veggies and greens, we keep strong and lean.
2. VOCABULARY:
   ages: kale, spinach, chard, broccoli, cucumbers, cauliflower, cilantro, lettuce, bok choy, zucchini, nopales, carrots, bell peppers, avocado, celery, pumpkins, green beans, cabbage, tomatoes, sweet potatoes, asparagus, eggplant, artichokes, beans, beets, corn
3. First and Second Language Development: Cognates:
   brócoli/broccoli, coliflor/cauliflower, tomates/tomatoes
4. Words that keep the same meaning, do not change language and are used universally by their original term:  cilantro, bok choy, frijoles
5. For Research and Discussion:
1. What are vegetables? How do we know something is a vegetable?
2. How do vegetables grow? What is the best climate or conditions for vegetable to grow?
3. Explore different ways to prepare vegetables
4. Use your senses to compare how vegetables look, feel and taste.
5. What happens to vegetables over time? Observe and draw how you see vegetables change over a 3 week time period.
6. Family Engagement and Extensions at Home
1. Observe and taste vegetables named in the song.
2. Look for photos in magazines and newspapers to cut out and make flashcards for a class alphabet of wall cards.
3. Make a Vegetable “Veggie” Alphabet Book, using names and beginning letter of vegetables representing each letter. Example: A-Asparagus, B-Beet, C-Cauliflower, etc.

2. English Song CD Track # 27 Fresh Salad (Also for fruits)

1. PROVERBS:
1. Eat to live, don’t live to eat.
2. Fresh salad of the day, for good health and happiness.
2. VOCABULARY:
   fresh salad, lettuce, carrots, tomato, onion, salt, pepper, lemon
3. First and Second Language Development: Cognates: ensalada/salad, tomate/tomato, sal/salt
4. Introduce the Song
1. Before listening to the song, have children practice clapping.
2. Practice on different surfaces, maintaining the rhythm (on the table, on the floor, on their lap …)
3. Ask them to listen for the different sound effects.
5. For Further Research and Discussion:
1. Explore different types of salads. Which combinations of vegetables and dressings do you like best? Make a recipe with photos or drawings.
2. How do you know if a salad is fresh?
3. Make a recipe book on how to prepare delicious salads. Make sure to include what you like or don’t like in the salad.
6. Family Engagement and Extensions at Home
1. Observe and taste fruits named in the song.
2. Memory game:
1. Look for photos in magazines and newspapers to make flash cards.
2. Make two copies each of every vegetable “veggie” into a flash card.
3. Play in pairs of two students. Place all cards face down, then each player flips two cards over at a time, revealing the photos. The objective is to find matches of pairs of identical flashcards.
4. Continue playing until all pairs have been found. The winner is the person who has most pairs of matching cards when all cards are turned over.

B. Fruit
1. English Song CD Track # 25 The Fruit Conga

1. PROVERBS: An apple a day keeps the doctor away.
2. VOCABULARY:
   fruit, conga, bright colors, delicious flavors, salad, paletas, aguas frescas,
   Red fruits - strawberries, cherries
   Green fruits – apples, pears
   Yellow fruits – bananas, pineapples
   Purple fruits - figs, grapes
   Orange fruits – peaches, oranges
   White fruits – coconuts, lychees
3. First and Second Language Development:  Cognates conga/conga,  fruta/fruit, banana/banana, lichi/lychee
4. Bonus words that have some similarities: piña/pineapple, coco/coconut, pera/pear, higo/fig
1. Spanish names of foods and beverages that are sometimes used with an English pronunciation: paletas - frozen fruit treats; aguas frescas - a delicious drink made of fresh fruit
5. Practice the names of the fruits from the song, plus real fruit, plastic fruit, photos or drawings to:
1. classify fruits by color
2. make a graph, sorted by various colors of fruits
3. make a graph according to students’ favorite fruits
6. Physical Activity
1. Dance and enjoy the song’s rhythm! Children will surely want to get up and dance!
2. Provide each child with a colored square or circle mentioned in the song: red, green yellow, purple, orange, and white.
3. Ask them to line up two-by-two, matching the color of another child. Create two conga lines and dance to the song. Try to end up next to someone with the same color.
7. Family Engagement
1. Invite families to talk about variations of names, pronunciations and types of fruit, such as apricot or tomato in English
8. Extensions at Home
1. Dance and share different rhythms and types of dances that can be done in group following a leader, such as a conga line, other line dancing, square dancing, etc.

2. English Song CD Track # 30 Compadre, Buy Me a Coconut

1. PROVERBS
1. He who plants a coconut tree, plants food and drink, vessels and clothing, a home for himself and a heritage for his children.
2. VOCABULARY:
   coconut, I buy
   Amounts - Very little, few
   Little – more – most
3. Physical Activity:
1. Using cups and pencils follow the beat of the song and walk around the room. As the song accelerates, move more quickly. Children can also snap their fingers.
2. This is a great song to play a hand game. Sit facing a partner and start by each clapping once, then reach across and touch the left hand to the other person’s right; then the right to the left. Tap twice on own legs and start over. This can be done in many variations--how intricate can you make the game?
3. If possible, use dried coconut half-shell cups and other student-made instruments to add interesting sounds.
4. Family Engagement and Extensions for Home
1. Share “tongue twisters” that family members know in English.
2. Talk about families and relationships among friends. What does the word Compadre” mean?

C. Grains
1. English Song CD Track # 34 Oatmeal

1. PROVERB:
   Oatmeal makes a good morning meal.
   - José-Luis Orozco
2. VOCABULARY: oatmeal, almond
1. Compound word: oatmeal
3. Cognates: almendra/almond
4. Physical Activity
1. Organize the children to stand in a circle and play “Oatmeal.”
2. Start by moving to the left, then stop and crouch down when you hear “with fruit and almonds.”
3. Then move to the right, stomp and crouch down the next time you hear “with fruit and almonds.”
4. Continue back and forth, switching directions each time you hear “with fruit and almonds.”

2. English Song CD Track # 35 Whole Grain Bread

1. PROVERB: Sorrow tastes better with bread
2. VOCABULARY:
   bread, whole grain, hot, delicious, baker
1. Word families: bake, baker, bakery
3. Family Engagement and Extensions at Home
1. Five senses
1. Ask family members to describe if they have memories of:
1. the fragrance of freshly baked bread,
2. the sound of the Baker’s bell on a bicycle or in a Bread Truck
3. Interview someone who remembers seeing a baker deliver bread in Mexico or any other country.
4. various shapes of bread loaves
5. different textures of bread or other baked goods

3. English Song CD Track # 36 Tortilla

1. PROVERB: When there is no bread, there is a tortilla.
2. VOCABULARY:
   corn tortillas, flour tortillas, (mami) mommy, papi (pappy), quesadilla, taco, tostada, enchilada, chilaquiles, nachos, burritos, sopapilla
3. First and Second Language Development Observation:
   Spanish words that are names of food have become widely used with an English pronunciation, such as tortilla, quesadilla, taco, tostada, enchilada, chilaquiles, nachos, burritos, sopapilla, etc.
4. Innovations: Build your own sentences:
   If you want ____________, you need a tortilla.
   If you want ____________, you need a tortilla.
   Tortilla, tortilla, you need a tortilla.
5. Physical activity
1. Pretend to make tortillas, rolling them out at the beginning of the song and then clap your hands while making tortillas.
6. Family Engagement and Extensions at Home
1. Observe the changes in the shape of a tortilla when it is heated to be served for a meal
2. Make flour or corn tortillas with the help of an adult

D. Protein
1. English Song CD Track # 28 “Juanito’s Chicken”

1. PROVERB: Which came first, the chicken or the egg?
2. VOCABULARY:
   egg, lit, fire, brought, salt, cook, chubby one, ate it all up, lays ten eggs
   Counting 1- 10, count, clap
3. For Further Research and Discussion:
1. What food products do animals give us? Examples: chickens give us eggs; cows give us milk, etc.
4. Physical Activity
1. Make a large circle and dance in place. When the chicken starts to sing (counting “co”s), jump for each “co”.
5. Extensions at Home
1. Explain the saying: Which came first, the chicken or the egg?
   Ask family member to recall and recite nursery rhymes, finger plays and favor sayings.

2. English Song CD Track # 29 “Let’s Go to the Sea”

1. PROVERB:
   If someone gives you a fish, you will have food for one day. If you learn how to fish, you will have food all your life.
2. VOCABULARY:
   sea, fresh fish, tasty, red-mouth fish, wooden dish
   Word families: mar - marine - marina
3. Build your own sentences:
   Let’s go to [noun: place/location]________
   To eat ___ [noun: food] ______
   ___[adjective]___ , ___[adjective]___
   In a ___ [noun] ________
4. Physical activity
1. Ask the children to sit in a circle and pretend they are going to the sea to fish. Between the actions they can tap their hands on their legs or the floor to emphasize the “tun tun” sound.
2. Alternate: children can walk to the sea, fish, and put the fish into a dish then take big steps for the “tun tun” between the phrases.

Video: José-Luis Orozco & Friends Play “The Legumes Dance”

3. English Song CD# 31 “The Legumes Dance – We Have Fiber”

1. PROVERB: Beans, beans, they are good for your heart.
2. VOCABULARY:
   beans, heart, cha cha cha beat, pinto bean, legumes, fiber
   Counting – one, two, three
   Directions - Right, left, front, back, full turn
   Heel, toe, steps, hop
3. First and Second Language Development: Cognates: legumbres/legumes
4. Physical Activity: Learn to dance the Cha Cha Cha!
1. Partner as characters from the song:
1. Sr. Little Pinto Bean with his partner Sra. Lentil
2. Sr. Chickpea with partner Sra. Lima Bean
3. Sr. Little Green Pea with partner Sra. Alfalfa
2. Practice the steps with the children and then enjoy the dance.
3. Either clap or wiggle hips each time you hear Cha Cha Cha:
   This is the dance of the legumes
   Heel and toe with the right foot
   Heel and toe 3times, cha, cha, cha
   Heel and toe with the left foot
   Heel and toe 3times, cha, cha, cha
   
   Three steps to the right/left
   One step, two steps, three steps, cha cha cha
   Full turn to the right/left,
   Three hops to the front, one, two, three, cha, cha, cha
   Three hops to the back, one, two, three, cha, cha, cha
   Heel and toe
5. Family Engagement and Extensions at Home
1. Dance and move to follow along the lyrics of the song.
2. Make up your own dance movements!

E. Dairy Products
English Song CD# 32 “Milk&lrdquo;

1. PROVERB: Milk for healthy and strong bones.
   - José-Luis Orozco
2. VOCABULARY:
   ranch, milk, calcium, bones, strong, healthy, almond milk, soy milk, rice milk, coconut milk, cow milk, goat milk; to buy ________
3. First and Second Language Development:
1. Sequence – forward and backwards, role play
2. Cognates: calcium/calcio; sane/sano; almond/almendra; soy/soya; coconut/coco
4. Family Engagement and Extensions at Home
1. Go shopping to a Dairy or dairy section in supermarket: look for various types of milk and milk products.
2. Find how many types of milk named in the song are available
3. Find how many products derived from milk and containing calcium are available, such as cheese, cottage cheese and yogurt, etc.
4. Compare the amounts of calcium, vitamins and sugar contained in cow’s milk and other types of milk named in the song.
1. Which type of milk has more nutrients?