Ingelesa
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HEALTHY SNACKS
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CLIL Lesson English and Science
Primary 5th
Healthy Snacks
HEALTHY SNACKS Subject: CLIL - English and Science Topic: Food and Nutrition.Explanation texts Level: Primary 5th
Sessions: 12
Justification: This unit is aimed at students in their 5th year of Primary Education on the topic of "Food and nutrition". It has been designed as a CLIL (Content and Learning Integrated Learning) unit as we expect our students to work both on the English language, as well as on curricular contents such as food and nutrients, healthy habits and diets. Problem situation: A. Context: The percentage of overweight children is growing alarmingly in recent times. Helping kids get healthy lifestyles begins with parents and schools who lead by example. Schools become priviledged educational spaces to promote healthy habits for our students. B. Problem: We spend a lot of time at school, and most of us bring a snack for the break. Our teachers always tell us that our snack should be healthy. But, what is a healthy snack? Is what we usually bring healthy? And our friends? Do they bring healthy snacks? C. Goal: Students will gradually realise how important it is to eat healthy food for our well-being and will progressively improve their eating habits. Task: Students will carry out a survey about snacks brought to school everyday and then create (on-line or paper) displays with the gathered data. Finally, students wil present their work orally to their classmates and/or to their parents. Basic Competences: A. Transversal competences: Competence in communication (digital, verbal and non-verbal), in learning to think and learn, in living together, in initiative and entrepreneurial spirit, and in learning to be. B. Subject competences:
Linguistic competence and Scientific competence
Objectives:
To learn vocabulary about the topic To understand spoken and written information about food and nutrients To reflect on the language necessary to carry out the task
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To To To To
identify and implement the characteristics of explanation texts learn and implement the characteristics of displays, on paper and on-line express themselves and interact orally with others throughout the unit become aware of the importance of healthy food and good eating habits
Contents:
Content:
Subject content: Food / Nutrients / Food Groups / Pyramid / Healthy habits Language content: Explanation texts (spoken and written)
Cognition:
Finding and remembering information about the topic Understanding simple oral and written texts about the topic Using the information to solve questions in new situations Drawing connections among ideas presented in the unit Making judgements about healthy and unhealthy habits Using information to create a food pyramid and "eat-plate"
Culture:
Becoming aware of the importance of having a healthy diet Understanding the importance of using a foreign language Understanding links between eating habits in countries of Europe
Communication:
Language of learning: o Key vocabulary: Food (vegetables, fruits,…), pyramid, healthy, unhealthy, diet, habits, diet, nutrients, variety, nutritious food,..
o
Structures: The food groups are…/ We can find… in… / We need to…/ We should (not) eat… / Food helps/keeps us… / A healthy meal includes…
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Language for learning: o
Asking each other question: Do you eat…? Why/why not…
o
Classifying: There are different types of food / A healthy snack box includes…
o
Comparing and contrasting: We should eat…because it is healthier/less healthy than…We should not eat… because is not as healthy as…
o
Other: How do you spell…? What does … mean?
Language through learning: Skills (listening, speaking, reading and writing); and cognitive challenges (identify, describe, analyze, compare, explain, create)
Sequence of activities: A.Initial Phase: Activity 1: Food and healthy snacks Introduction and self-regulation: food and nutrition Activity 2: Food Vocabulary Vocabulary. Checking students’ previous knowledge Activity 3: My snacks Thinking about habits. Speaking. Pronunciation Activity 4: Food groups song Pronunciation. Listening to a song B. Development Phase: Activity 5: You are what you eat Reading. Comprehension activity Activity 6: Our "eat-well plate" Creating a healthy display. Application activity Activity 7: The Food guide pyramid Reading and listening. Comprehension activity Activity 8: Eating healthily is fun! Activities on-line. Exploring and application activities Activity 9: Colouring the pyramid Colouring and creating a food pyramid. Application activity Activity 10: My food pyramid Creating a food pyramid. Application activity Activity 11: The amazing lunchbox Watching a video. Comprehension activity Activity 12: How am I doing? Self-regulation. Self-assessment activity C. Application and Communication Phase: Activity 13: Is my lunchbox healthy? Reflection on their habits. Self-assessment activity Activity 14: And the others´? Conducting a survey. Exploring activity Activity 15: Let's see… Analyzing results. Structuring activity
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Activity 16: Coming to conclusions Preparing the oral presentation. Application activity Activity 17: Revising the explanation Explanation writing checlist Activity 18: Time to speak! Oral presentation. Application activity D. Generalization y transference: Activity 19: Healthy or unhealthy… that's the question! Assessment. Integration activity Activity 20: What have I learnt? Self-assesment activity Activity 21: Congratulations!! A reward for students' work Evaluation: A. Criteria: 1. Students can understand short oral and written texts about the 2. Students have learnt about other students’ reality 3. Students can use the language necessary to write explanation create displays and express all their work orally throughout the 4. Students can interact to share information and work together 5. Students have become aware of the importance of healthy good eating habits
topic texts and unit food and
B.Tools:
Initial evaluation: questions, warm-ups, brainstorms, and games Formative evaluation: everyday teacher’s observation, revision of students’ notebooks, and assessment of projects Final evaluation: integration activity (competences) and unit test (content)
https://goo.gl/Hgpc9H
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http://goo.gl/14Zo0f
HEALTHY SNACKS
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HEALTHY SNACKS Activity 1: Food and healthy snacks This unit is on food and snacks. But,… what is a snack? Look at the pictures and guess what a snack is.
We spend a lot of time at school, and most of us bring a snack for the break: a sandwich, biscuits, fruit or cakes. Our teacher always tells us that our snack should be healthy, but… what is a healthy snack? Is what we usually bring healthy? What do our friends in the other class bring?
We'll try to answer all these questions throughout the unit….
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http://goo.gl/hiJbBa
In this unit, you will think about the food you bring for snack at school and decide if it's healthy or not. Then, you will carry out a survey and see what your friends in the other class bring. Finally, you will present your conclusions in a display and present it to your classmates.
THINKING: What do you bring for snacks at school?
1st
RESEARCH: Is it healthy?
SURVEY: What do people in the other class bring for snacks at school?
2n
3rd
EXPLANATION TEXTS Analyzing results
RESEARCH: What do European students take for snacks at school?
DISPLAY PANELS / PPT Presenting results
ORAL PRESENTATION Presenting results
http://goo.gl/vijbcr
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But before we start,…. Let’s think about what we are going to do
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Activity 2:Food vocabulary Let’s watch this video.
Taken from: https://goo.gl/3Ehaho
http://goo.gl/fViSRM
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In pairs, watch the video again. How many foods that appear in the video can you remember? Can you remember any more? Make a list.
Now share your list with your classmates and tell the teacher. Your teacher will write them all on the blackboard. We’ve got a big list now!!!
.Why don’t we play a
?
Write six foods in your card. The teacher or one of your classmates will call out the food items. You must identify the word and cover the space. If you cover all the spaces, you can call…
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Activity 3: My snacks In this activity, we’ll write down what we usually bring for a snack at school. We can choose either to use the computer or to do it on a paper. What do you prefer? a) On the computer:
We are going to make a digital canvas using the “Padlet” app. (If you don’t know how to use it, watch this tutorial: https://goo.gl/q4gnjS
or this:
https://goo.gl/a9Eshz
https://goo.gl/ZDOzZA
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b) On a paper: You can use this chart to tell us what snacks you usually bring to school:
Then we’ll share it with the rest of the class. Activity 4: Food group song Now, … what about listening to a song?
Taken from: http://goo.gl/9678XI
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How many times is the word "food " repeated in the song?
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.Activity 5: You are what you eat
FOOD GROUPS All living things need food. We need to eat a variety of food to stay healthy. We also need to drink lots of water. The food we eat contains the substances our body needs to live and grow. These substances are called nutrients. Not all foods contain the same nutrients, so we need to eat a variety of foods.
http://goo.gl/jdfHbD
The key to healthy eating is to enjoy a variety of nutritious foods from each of the 5 food groups. If you eat a variety of foods from each of these groups, your body will receive all the nutrients and vitamins it needs to function. The five food groups are:
Grain (cereal) foods (bread, rice, potatoes and pasta): always choose wholegrain and/or
high fibre varieties of breads, cereals, rice, pasta, etc. Refined grain products (such as cakes or biscuits) can be high in added sugar, fat and sodium.
Vegetables, legumes and beans: vegetables should make up a large part of your daily food
intake and should be encouraged at every meal (including snack times). They provide vitamins, minerals, dietary fibre and nutrients present in plants to help your body stay healthy.
Fruit: fruit provides vitamins, minerals, dietary fibre and many nutrients that help your
body stay healthy.
Proteins (meat, fish, eggs, and beans): our body uses the protein we eat to make
specialised chemicals such as haemoglobin and adrenalin. Protein also builds, maintains, and repairs the tissues in our body. Muscles and organs (such as your heart) are made of protein.
Milk and dairy foods: the foods in this group are excellent sources of calcium, which is
important for strong, healthy bones. Not many other foods in our diet contain as much calcium as dairy foods.
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Now…
sort these foods into the correct group:
https://goo.gl/XFkZfx
Healthy Snacks
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Activity 6: Our "eat-well plate" We have learnt about the food groups. Why don't we make an "eat-well plate" all together? Bring your magazine or newspaper cuttings from home and we will do the food wheel to hang up on the wall of the classroom. This is the food wheel we have to do. Can you add two more items in each piece of the "plate"?
Let's hang up our "Eatwell plate" on the wall.
https://goo.gl/BgH13f
Healthy Snacks
Activity 7: The Food Pyramid
http://goo.gl/wU2ttn
You can listen to this reading on: https://goo.gl/liCo5X
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And you can also watch this video about the topic: https://goo.gl/WKR638
http://goo.gl/swZVQh
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Activity 8: Healthy eating is fun! Let's play on-line to learn more about food groups: 1) Nutrition for kids: Food groups name:
Taken from: http://goo.gl/oY8bSG
2) Healthy eating: Kids Games Activities:
Taken from: http://goo.gl/OE7E9I
3) Nourish interactive:
Taken from: http://goo.gl/nX30XG
4) British Council:
Taken from: http://goo.gl/HOyd0t
5) Food: a fact for life:
Taken from: http://goo.gl/yW5ZWo
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Activity 9: Colouring the pyramid
http://goo.gl/3lkleY
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http://goo.gl/9rho8W
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Activity 10: My food pyramid Would you like to make a pyramid as the one in the picture? Cut out the cardboard shapes, glue the triangles to the square and glue the triangles together. Something like this: http://www.wikihow.com/Build-a-Pyramid-for-School
http://goo.gl/IXooOc
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Activity 11: The amazing lunchbox We will watch a video about Mrs Flynn and her class exploring healthy lunchboxes.
Taken from: https://www.youtube.com/watch?v=eACqBFrW0N8
We have this power point presentation to understand the story more easily: https://goo.gl/wHHU3G
Can you now answer these questions?
Questions: Open: o What is a healthy lunchbox? o Name 5 important points of a healthy lunchbox. o What is The eatwell plate? o Why were Alisha, Ronnie, Jordan and Nicola puzzled? Closed o What is in Alisha’s wrap? o What is the name of the plate that Mrs Flynn shows the class? o How many groups are shown on The eatwell plate? o Name one of the healthy lunchbox check list points. o What did Ronnie’s Granddad have to eat when he was at school? o Where does a bento box originate? o What is Jordan’s favourite food? Own experience: o What does your lunchbox contain? o Who has a healthy lunchbox? o Has anyone seen a bento box before?
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Activity 12: How am I doing? We are in the middle of the unit. How do you feel?
http://goo.gl/Q3dTQr
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Activity 13: Is my lunch box healthy? According to what we have seen in the unit up to now, do you think that what you bring to school everyday is healthy? Before answering, let's remember what is "healthy and unhealthy" food, by playing this game: http://goo.gl/RjZVjo (Now go back to Activity 1 and think about the question)
http://goo.gl/qRYb21
"Build a balanced lunch" game: http://goo.gl/DB6NPl
Food: a fact for life: http://goo.gl/7s8GCA
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Activity 14: And the others'? Now, we will do a survey to our mates in our class and other classes at school, so as to know what the others bring to eat during the break:
Snacks at my school Name:_____________________________________________ Class: _________________ Date: _________________
Answer these questions, please
Snack-box checklist What do you usually bring for a snack at the break (name two things):
1. biscuits or pastries 2. a sandwich 3. sweets 4. fruit (apple, bananas, oranges, etc) 5. a portion of milk or dairy food, e.g. individual cheese portion or a pot of yogurt 6. a drink
Why did you choose these foods and drinks?
---------------------------------------------------You can also build your own survey in Google Drive-Forms:
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Activity 15: Let's see…
http://goo.gl/y5d6GA
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Now draw a graph to show the results of your surveys:
You can use this tool if you want: http://goo.gl/8MnqC5
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You can do something like this:
And now, you will explain your results. In order to do that, let's take into account the features of explanation texts:
Explanation texts What is an explanation text? An explanation text is a non-fiction text which describes a process, for example: the water cycle, how bees make honey or the results of a survey, as in this case. Explanation texts: features Explanation texts usually include these features:
Written in the present tense, in formal language
Text arranged into numbered points
Sub-headings to separate sections of text
Time connectives, such as: first, then, next, later, finally.
Technical vocabulary (sometimes in bold).
Glossary to explain technical vocabulary
Diagrams with labels
Pictures with captions
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Activity 16: Coming to conclusions So now , write a draft text with all the information you gathered in the survey. You can use these phrases to write it:
According to our survey, and as you can see in this graph… . In question I, we can see X people / most of the class / half of the class / a few people…. which represent more than 50% …..bring fruit for snack. . In question number two, most part answered…. which means…. . First, Then, After that, finally,… . To conclude,… . To sum up, and according to the figures of the survey, we bring….
You can write the writing sketch here:
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Activity 17: Revising the explanation
http://goo.gl/GBxKWJ
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Activity 18: Time to speak!!! Time has come to present the conclusions to your classmates. First, write the conclusions of the survey on a display (somehing like this….)
http://goo.gl/RuyUzz
..or you can use a digital tool (Power Point, Prezi, Powtoon,…)
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Second, organize your oral presentation. Take into account these tips:
http://goo.gl/qOPQvn
You can also watch this video to see tips for good and bad presentations: https://goo.gl/K2beoh
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Now…
Will you present your conclusions orally to your class, to other classes or even to your parents?
http://goo.gl/B4SbJn
You have done excellent up to now. You will surely do a great job now!
http://goo.gl/aLmM7w
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Activity 19: Healthy or unhealthy… that's the question! A day will come when you go to a restaurant with your parents. Now you know a lot about food, good or bad food for your health. Could you compare the following two menus and decide which one is healthier and why?
Write a short paragraph with your opinion
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Activity 20: What have I learnt? Do you want to see what you have learnt? Read the following statements and mark your progress in this unit.
http://goo.gl/UJHpYj
Activity 21: Congratulations! You've done a great job! Do receive your "Certificate of completion" for all the things you have done. You deserve it!!
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