Healthy Diet

http://pcmlifestyle.com/wp-content/uploads/2011/08/junk-food.jpg

http://positivechangeshypnosiscenter.blogs

pot.com/2011/02/is-meat-bad-for-

you.html

http://www.shutterstock.com/pic-22204213/stock-vector--fast-food-food-and-drink.html

Introduction

• What do you have for breakfast?• Do you have a healthy diet?

• This treasure hunt will help you to be aware of the kind of food you eat and to learn about some eating disorders which are consequence of an inappropriate comsuption of food.

TASK • 1) Label the pictures

• 2) Clasify the food: healthy or unhealthy food.

chicken nuggets- lettuce- tacos- chips- hamburger- kiwis- rice- crisps- doughnuts- pizza- grapes-carrots.

• .

http://healthyrecipes.wikia.com/wiki/Milk

http://www.free-extras.com/search/1/bread.htm

http://blog.thehut.com/gifts-gadgets/chocolates-sweets-

10-tasty-treats/

http://www.food-easy-recipes.com/Healthy-food-recipes.html

http://positivechangeshypnosiscenter.blogspot.com/2011/02/is-meat-bad-for-you.html

3) Complete the food pyramid

Vegetables

Fruit

sweets

Grain/cereal/pastaDairy products

Meat and fish

4) What are eating disorders?

5) Which are the most common eating disorders?

http://www.omicsonline.org/blog/answers-for-treating-obesity-related-diseases-may-reside-in-fat-tissue-study-shows/

http://www.aurorahealthcare.org/yourhealth/healthgate/

getcontent.asp?URLhealthgate=%22103817.html%22

The big question…

• Can you plan a healthy menu???

http://www.fin

agleonline.com/

menu.php

http://www.rainydaymagazine.com/RDM2008/

Home/June/RDMHomeJune08W2.htm

http://www.ihf.ie/news/foodforkids/obesity.htm

• http://www.recipes4us.co.uk/Food%20Pyramid.htm (pyramid)

• http://www.learnenglish.de/vocabulary/food.htm

• http://www.letshavefunwithenglish.com/vocabulary/junk_food/vocabulary.html

• http://www.nimh.nih.gov/health/publications/eating-disorders/what-are-eating-disorders.shtml

Rubrics Content Unsatif Barely

satisf. Acceptable

Good Very good

Content Content is of the subject

Content is not clear at all.

Clear content/not ambitious.

Clear

content/adecuate use of theretical knowledge

Relevant content/ covered appropriately.

Language Inability to convey the target meaning

Very poor control/dificult to understand

Most of the time able to convey meaning, however lang is unambitious

Good at conveying menaing. fairly ambit. use of lang.

Confident and ambit. use of language.

Grammar Errors which impede comprehension.

Numerous errors which sometimes impede compreh.

Number of errors may be present, but are mostly non-impiding.

Some errors generally non. Impiding

Minor errors or not errors at all.

Procedural Unsatif Barely satisf.

Acceptable

Good Very good

Focus on the task

T observes student is distracted and not focused on the task at all.

T observes student barely tries to focus on the task but gets distracted

Student proves to be focused on the task and to rarely get distracted

Student demonstrates to be focused on the task and does not get distracted

Student proves and T observes he/she is completely focused on the task proposed and tries helping others to do the same.

Presentation/organization

No abstract prior to the presentation/ absence of organization

Poor abtract,not accurate enough/ incoherence in organ.

Clear presentation which evidence prior abstract.Some attent at organ.

Very clear presentation which lead to an addecuate work/ evidence of organ. and some linking of sentences.

Very clear presentation Well/evidence prior abstract.Some organised and coherent throut the use of Linking devices.

Critical thinking

No evidence Reflexion below

standard

Minimal reflection shown but acceptable theoretical and practical connection still

evident.

Good level of reflection shown. Appropriate theoretical and practical connection is evident

Very good level of reflection shown. Outstanding

theoretical and practical connection is evident.

Attitudinal Unsatif Barely satisf.

Acceptable

Good Very good

Participation No participation at all

Poor interaction and participation

Participate regularly and respect partners.

Evidence of managemnet skill in interaction and participation.

Very good management of interaction and

participation Shared respons.

No evidence of shared responsibility

Few evidence of shared responsibility

Acceptable evidence of shared responsibility

Good evidence of shared responsibility, student participates in tasks.

Very good evidence of shared responsibility: student participates in the group opinion and tasks are correctly divided and carried out.

Behaviour. Student does not behave, is disruptive and distracts classmates.

Student does not behave and is disruptive

Student makes an effort to behave when being asked, and is not generally disruptive.

Student behaves properly and is not disruptive

 Student behaves properly, is not disruptive at all and promotes classmates good behaviour.

Creditos

http://www.recipes4us.co.uk/Food%20Pyramid.htm (pyramid)http://www.learnenglish.de/vocabulary/food.htmhttp://www.letshavefunwithenglish.com/vocabulary/junk_food/vocabulary.htmlhttp://www.nimh.nih.gov/health/publications/eating-disorders/what-are-eating-disorders.shtml

Autoría: Natalia Guevara

Derechos de autor: