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HEALTHY FOOD AND NUTRITION

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by

Laia Masdevall

on 30 November 2014

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Transcript of HEALTHY FOOD AND NUTRITION

Lesson 2 Our weekly diets
Lesson 1 Build up the food pyramid
Lesson 3 Health diseases
AIMS:
To distinguish the main groups of food of the pyramid and order them.
To know if we eat in a healthy way during a week approximately.
LEARNING OUTCOMES:
Will know, in a general view, what students eat during a week approximately.
Will be able to classify the food in the pyramid.
Will be aware of the role of healthy in our daily meals.
ASSESSMENT CRITERIA:
First activity based in assess what they have learned in the previous lesson.
Final discussion around the conclusions of the chart.
AIMS:
- To investigate which are the aliments that people with specific health diseases can’t eat.
- To know the main characteristics of some specific health diseases.
LEARNING OUTCOMES:
- Will know which are the aliments people with specific health diseases can’t eat and how they can substitute them
- Will be able to create a menu for people with specific Health diseases (cholesterol, diabetes, gluten and lactose intolerance)
ASSESSMENT CRITERIA:
- Presentation of one specific health disease
- Elaboration of a menu for one person with a specific health disease
- Participative and tolerant attitude through the lesson


$UdG
Monday, November 3, 2014
Vol XCIII, No. 311
Introduction
LESSON 4 International food !
HEALTHY FOOD AND NUTRITION
Let's show what we have learned
LESSON 5 The big challenge!
Aims:
- To work with all the contents of the unit.
- To encourage pupils to do their best in the last lesson of the unit.
Task 1. Fill in the food pyramid!
Classifying activity
Fill the empty parts with the correct aliments and names of their food group
Teacher will supervise the activity

Task 2. LET'S BE A NUTRITIONIST!
Roles activity: students are nutritionists.
Analyze cases of different children
Check them:
Right - Explain why it is healthy.
Wrong - Modify them in order to be healthy meals.
Task 3. Boxes' game
- Each member of the group has a box of a specific health disease with some aliments
- Choose which are the correct and discard or exchange the wrong ones with the other group mates
- If the group is composed by 5 members, one of them will be the coordinator or supervisor
Task 4. Let's fill up the fridge!
Activity that connects concepts with images
The fridge is full of definitions
Replace definitions/components of different food by the corresponding images
Teacher will supervise the task
DEALING WITH DOUBTS
Debate all together for the improvement
Topic:
Healthy food and nutrition

(content find out in the Primary school curriculum).
Context:
School located in Salt (Girona )
School Profile:
- Multicultural students.

- From low social status.


It has been detect a weak healthy food awareness. (learning through services for community. "APS" learning)
Train of thought:
- Interconnected thorough the 3As.

- Provide coherence, and a link from the first session to the last.
Analyze
Add
Apply
- Make students motivation increase.
- It is a situation problem presented by a newspaper which introduces the topic of the lesson.
Breaking news: A school in Salt ( Girona ) stands in the last position in the healtht food resarch made by the SNF
Course:
Fifth graders
General Information
:
- Aims
-
Learning outcomes
To be aware of the nutrients that food contains and the functions they develop in our

body in order to have a healthier lifestyle and a balanced diet.
-Will know:
The different nutrients groups
(fats, carbohydrates, protein, water, vitamins and minerals).
The nutrients’ functions.

Will be able to:

Create a balanced diet
Classify food through the food pyramid

- Will be aware of:

The benefits that healthy food produces in our lifestyle

- Subject:
Science

Methodology and activities' profile
Cognitive engagement
activities centred on problem solving
scaffolding and social interaction ( group activities)
Why its is
a CLIL
lesson.
.
Aims:
- To discover the previous knowledge of the
students.
- To introduce the food groups to the pupils.
- To discuss about students healthy food habits.

Learning outcome:
- Will be able to classify food into the food pyramid.
- Will be able to distinguish some nutrients that food contain.
Assessment criteria?
-Where are the main issues for assessment in CLIL
- How can/ should we asses group work?
-How can we evaluate the skills/ processes
Provided we asses in English, how can we minimize the effect of the language in the content assessment?
ASSESSMENT
Activities:
- The final task. Students have to demonstrate their knowledge learned.



- Lesson composed by 4 tasks that students will have to pass in groups.

- In every task passed they will get little by little a piece of the certificate.




- In this lesson the inspector will come and he will help teacher watching the students.
symbolic aspect
Obtain a certificate
Learning outcomes:
- Will be able to identify the different nutrients groups and their functions.
- Will be able to create a balanced diet and to classify food through the food pyramid.
- Will be able to know the benefits that healthy food produces in our lifestyle.
Assessment criteria:
- Final evaluation even though the assessment during the whole unit will be continuous.
- Some rules in order to make participate all the students.

ACTIVITIES
Warm up:
Let's build up human pyramids!

Main activity:
A chart of our diets!

Final part:
Observe and analyze the results of the charts!
Grain
group
Fruit group
Meat group
Milk group
Others group
Vegetable group
Colour guide:
AIMS:
To know different culture's meals.
To participate in the debate about the main foods of each meal.
To sum up the information that parents have given to them.
LEARNING OUTCOMES:
Will know where are situated in the world the countries of their classmates.
Will be able to classify the typical meals in the different food groups in the pyramid.
Will be aware of the differences of food between cultures.
ASSESSMENT CRITERIA:
Classification of the typical meals in the food groups.
Valuation of the flyer summing up the information -?
ACTIVITIES
Intercultural - Interdisciplinary
First part:
Participation of parents (of children of the class) explaining the main meals of their cultures.

Debating which is the composition of the meals and situating them on the pyramid.

Second part:
Creating a flyer to summarize all the information given by parents.

AFTER THAT...
Possible international food festival!
ACTIVITIES
Warm up:
Talk about some Health diseases or intolerance children of the class know or suffer.

First activity:
Discuss which items they want to investigate about each disease

Main activity:
Investigate one disease provided by one example, discover which aliments are allowed or not and plan a menu.

Final part:
Present their investigations to the rest of the class
ACTIVITIES
Warm up:
- Jump in to the box you think its less healthy.
- Jump into the box where the breakfast you have for today belongs to.

Main part:
- Learning content through
practical work
- Introduction of food groups

Final part:

- Class discussion
- Introduction of the next class framework
Helping documents!
Full transcript