CLILProjects COMPETITION THE SNACK · Interpreting food labels. Making a bar graph. Task 2: The...
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Do we eat a healthy diet? THE SNACK COMPETITION TEACHER'S HANDBOOK PRIMARY LEVEL II WITH WEBSITE Sample material
Transcript of CLILProjects COMPETITION THE SNACK · Interpreting food labels. Making a bar graph. Task 2: The...
Do we eat a
healthy diet?
CLILProjects engages students while helping them develop curricular skills and gain confidence in English. This dynamic approach is ideal for CLIL (Content and Language Integrated Learning) students.
CLIL Projects recomends
CLIL Readers
COMPONENTS
Website projects.santillana.comfor students and teachers: • related project information• multimedia resources • key words• project documents
and much more!
Student's logbookwith hands-on material
Teacher's handbookwith teaching tips and classroom resources
Project-based learning
Communication skills
Hands-onactivities
Cooperativelearning
Sustained enquiry
Criticalthinking
Curricularcontents
Formativeassessment
THE SNACKCOMPETITION
DIET AND HEALTH THE SNACKCOMPETITIONTEACHER'S HANDBOOK
PRIMARY LEVEL II
WITHWEBSITE
Sample material
www.clil.santillana.es
The best of both worlds
PRIMARYLEVEL II
THE SNACKCOMPETITION
Do we eat a
healthy diet?
TEACHER'S HANDBOOK
The Snack Competition project is a collective work, conceived, designed and created by the Primary Education department at Santillana, under the supervision of Teresa Grence.
WRITERBelén Garrido
CLIL CONSULTANTBelén Embid
EDITORM.ª Antonia Oliva
DIGITAL EDITORMarcos Blanco
PROJECT COORDINATIONMargarita España
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CLIL PROJECTS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5Why CLIL Projects? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6What do we offer? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8Project structure . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10How to use the Student's logbook . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
THE SNACK COMPETITION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15Project overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16Concept map . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18Curricular contents . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19Key competences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20Multiple intelligences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22Project website resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24
TEACHER'S NOTES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27The starting point . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28Task 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30Task 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32Task 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34Task 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36Task 5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38The final event . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40
PROJECT DOCUMENTS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43KWL chart . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44Template for letter to families . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45Project team contract . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46Project team work plan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47Individual assessment: logbook rubric . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48Individual assessment: final product and final event rubric . . . . . . . . 49Individual assessment: project rubric . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50Team assessment: collaborative learning rubric . . . . . . . . . . . . . . . . . . . . . . . . . 51Team assessment: oral presentation rubric . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52Snack competition judging form . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53
Contents
CLIL PROJECTS
6 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Why CLIL Projects?8 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . What do we offer?
10 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Project structure12 . . . . . . . . . . . . . . . . . . . . . . How to use the Student's logbook
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One of the most significant changes in the educational approach of the 21st century is learning to think. Today's learners are constantly searching, processing and using information. They collaborate and communicate with others. They are highly visual and they like to learn by discovery rather than being told. They prefer to explore and draw conclusions. Students in our schools like to construct their own learning. They want to be part of a community, collaborating, sharing and exchanging ideas.
New times require new strategies. Although it is assumed that education is not limited just to the school environment, teachers have to prepare future citizens of a changing world. For that purpose, students need to learn to learn. The school should facilitate learning for life: the acquisition of a number of useful skills for solving daily problems. Children need to think creatively and critically to be career-ready, and prepared for life.
Motivation plays an essential role in learning processes and, therefore, in the choice of teaching methods as well. Project-Based Learning (PBL) stimulates a taste for investigation and discovery. Doing projects cooperatively in teams constitutes a way of learning by doing, which is an essential strategy for achieving meaningful learning. Cooperative learning also promotes interpersonal relationships, individual and group accountability, group processing and a positive interdependence among teammates. It represents a very efficient and stimulating way to teach and learn.
In addition, Content and Language Integrated Learning (CLIL) is now changing educational practices across Europe. It increases students' exposure to the foreign language, and helps them to improve communicative language activities and strategies, involving listening, reading, speaking, interacting and writing. It also promotes the plurilingual and intercultural competence, which opens new horizons for new methodologies and languages across the curriculum.
In , students learn through investigation, experimentation, case analysis, debate, comparison of different ideas, the search for solutions or the construction of devices. Projects are related to enquiry-based learning and involve students designing, planning and carrying out an extended project that produces a final product. The process ends with a public presentation, which is a powerful motivator for both students and teachers.
This series offers projects for all Primary Education levels, in which the students become the drivers of their own learning. Each project includes a suggestion of a set of research tasks that invite students to investigate on the project website, analyse real situations and put ideas, knowledge, procedures and attitudes into play to reach an objective or end result that is collective in nature. Language support is also offered in each of the to help and guide learners as they receive and produce new content and language.
This is why was born: to offer a variety of thinking tools and hands-on activities that promote cognition and communication among the students, and provide a memorable experience for achieving meaningful learning.
Why CLIL Projects?
CLIL PROJECTS
WritingSpeaking
Formative assessment
Cooperative learning
Sustained enquiry
Curricular contents
Lifelong learning
Cognition and critical
thinking
Hands-on activities
Creativity
Memorable experiences
Key knowledge, understanding and
success skills
Student voice and choice
Communication skills Authenticity
and relevance
Culture
Public product
Interacting
Reflection
Challenging questions
Revision and feedback
CLIL
Reading
Listening
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What do we offer?
Student's logbook • Organised in independent worksheets. • Perforated pages for easier filing.• Spiral bound.• Extra material in the envelope: interactive
cards, maps, writing supports, charts, concept maps, games, etc.
For students
Student's project website• Designed specifically for
information searches. • Incorporates all the contents
needed for project development. • Includes different types of multimedia
resources: documents, videos, interactive sheets and maps, presentations, slide shows, audios, animations, etc.
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Teacher's handbook• Includes a list of the project website resources.• Includes proposals and methodological
suggestions.• Incorporates a dossier with documents and
resources for teachers.• Provides assessment rubrics.
Let's CLIL!• Teaching content and language together• Working with language assistants
For teachers
TEACHER TRAINING RESOURCES
Manual de formación docente• Introducción a la neuroeducación• Trabajo por proyectos• Aprendizaje cooperativo• Evaluación formativa
Teacher's project website• Teachers have access to
all the information contained on the student's project website.
• Includes a digital resource library where the answer key and other project documents are available in digital format.
CLIL PROJECTS
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• Each team completes their final product. It is presented or offered to their families and the rest of the school community in a public exhibition.
• Children plan how they will advertise the event and think about what roles they will take.
• Children reflect on the work they have done, on the new knowledge acquired and on how they have worked during the project.
The final event
Project review
Project structure
The introduction
• The project starts with an essential question. It both inspires and requires children to conduct serious research.
• The project summary shows what children are going to do, why they are doing it, and what the final product and the final event will be.
• The project hook is an entry event that is different from normal classes. It engages children and connects their world to the theme of the project.
• The model shows the type of product children will be creating. This allows them to know what they are aiming for.
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MEANINGFUL WORK, MEANINGFUL
LEARNING
The tasks
CLIL PROJECTS
• The research tasks involve an active, in-depth process. Over time, students find and use different resources and develop their own answers.
• New tasks developed by the teaching team can be introduced.
• In each task, teams prepare intermediate products or deliverables (a written text, a mural, some craftwork, an outline, etc.) that they will use for the final event.
• The KWL chart and topic questions activate prior knowledge and identify the interests of the children.
• Children become curious and more engaged in the learning process.
• Collaborative teams are formed and project work is planned.
The starting point
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How to use the Student's logbook
The Student's logbook is an individual portfolio for documenting progress. Children can record evidence of their learning, and experiences of the most diverse kinds can be formally recognised. The Student's logbook must show personalisation and original ideas. No two logbooks are exactly the same.
On the project website, the children search for and select the information and contents
needed for the research they have to do in the course of each project.
My word bank is a personal glossary. Children use it from the beginning of the project as a scaffolding strategy to build up their vocabulary.
The extra material in the envelope contains interactive cards to create hands-on activities, maps, writing supports, charts, concept maps, games, etc.
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At the end of each task, there is a self-assessment rubric concerning the work done individually or as a team, and the children's view of the task.
Scaffolding strategies (using language support visuals, word banks, key words, sentence starters, word balloons, writing frames and visual organisers) are ways to help and guide learners as they receive and produce new content and language.
Experiments are organised in a set of steps to test a hypothesis.
KeySearch for information on the website
Work in pairs
Work in teams or with the whole class
Look for material in the envelope
Do the experiment
Play the game
Save your teamwork
CLIL PROJECTS
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THE SNACK COMPETITION
16 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Project overview18 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Concept map19 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Curricular contents20 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Key competences22 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Multiple intelligences24 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Project website resources
Project overview
LEVELII (Primary 3 and Primary 4)
TOPICSNatural Science: Diet and health
ESSENTIAL QUESTIONDo we eat a healthy diet?
PROJECT SUMMARYThe children are going to organise and enter a snack competition to promote healthy eating at school. To be able to choose the recipe for their snack, the children will think about what a healthy, balanced diet is, and what nutrients we need. They will analyse their own diet and that of other parts of the world. After this, they will be able to detect the strong points of their own diet and what is lacking. Then, they can improve their diets.
ENTRY EVENTWhat do you eat during the break? Look in your school bag. What do you eat or drink during the break? An apple? A sandwich? Some biscuits? Some juice? A milk shake? Do you think your snack is healthy? Put all your snacks on the table and draw them or take a photo. You will need it later!
TASKSTask 1: What do we eat?
Task 2: What is our lifestyle like?
Task 3: Where does our food come from?
Task 4: What happens if we eat junk food every day?
Task 5: What do people eat around the world?
KEY CONTENTTask 1: Daily meals. Nutrients. Food groups.
Fresh food and processed food. Interpreting food labels. Making a bar graph.
Task 2: The food wheel. The NAOS pyramid. Healthy habits. Physical activity. Water on Earth.
Task 3: Fresh food and processed food. Plant nutrition. Crop farming. Types of crops. Population and the economy: industry. Describing a production process.
Task 4: Types of nutrients (fat, sugar, salt). Diet and health. Designing a healthy diet.
Task 5: Types of nutrients. Diet and health. Staple foods. Daily meals. World maps: continents and oceans.
PREDICTIVE ASSESSMENTAt the beginning of the projectStudent's logbook: • KWL chart
Teacher's handbook:• KWL chart
FORMATIVE ASSESSMENTDuring the projectStudent's logbook: • Self-assessment rubrics when each task is completed• Peer assessment: feedback sessions and rubrics
Teacher's handbook:• Teacher assessment: the logbook as a personal portfolio
The Snack Competition
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THE SNACK COMPETITION
DURATION*Approx. 6 weeks*There are different circumstances that are going to influence this duration: the number of sessions per week dedicated to the project, the task selection, the degree of thoroughness, etc.
TEAM FINAL PRODUCT(S) The healthy snack for the competitionThe presentation of their healthy snack
FINAL EVENTThe Snack Competition at the school
TEAM INTERMEDIATE PRODUCTSTask 1: A bar graph with the results of the nutrients for
the whole team's diet. Conclusions and presentation.
Task 2: A pyramid including the whole team's diet and physical activity.
Task 3: A seasonal calendar for the whole team. A poster about the most popular snacks at school.
Task 4: A poster of the junk food that they eat or drink most. A comic strip to illustrate the effects of eating too much junk food.
Task 5: A presentation about malnutrition in a continent.
SUMMATIVE ASSESSMENTAt the end of the projectStudent's logbook: • Self-assessment focused on contents• Self-assessment rubrics• Reflective writing on the project
Teacher's handbook:• KWL chart• Teacher assessment rubrics• Snack competition judging form
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Stap
le
food
s
Concept map
Proc
esse
d fo
od
The
food
wh
eel
The
NAO
S py
ram
id
Heal
thy
habi
ts
Type
s of
nutri
ents
Food
gr
oups
Daily
mea
ls
Wha
t do
we e
at?
Mal
nutri
tion
Diet
and
he
alth
Wha
t do
peop
le
eat a
roun
d th
e wo
rld?
Fres
h fo
od
Prod
uctio
n pr
oces
sCr
op
farm
ing
Whe
re d
oes o
ur
food
com
e fro
m?
Salt,
suga
r an
d fa
tDi
et a
nd
heal
th
Wha
t is o
ur
lifes
tyle
like
?
Wha
t hap
pens
if
we e
at ju
nk fo
od
ever
y da
y?
THE
SNAC
K CO
MPE
TITI
ON
Do w
e ea
t a
heal
thy
diet
?
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Curricular contentsEn
glish
la
ngua
geNa
tura
l Sc
ienc
eCo
mm
on
core
• Acc
ess
to s
cient
ific
and
re
sear
ch a
ctivi
ty• P
erso
nal a
uton
omy:
deve
lopm
ent
of a
ppro
pria
te b
ehav
iour
s an
d at
titud
es• S
earc
h fo
r, and
sel
ectio
n of
, in
form
atio
n us
ing
ICT
• Tea
mwo
rk• U
se o
f fos
terin
g th
e co
hesio
n
of th
e gr
oup
skills
• Use
of c
oope
rativ
e wo
rkin
g sk
ills• W
ork-
shar
ing
arra
ngem
ents
and
co
mm
itmen
ts• P
rope
r use
of w
orkin
g m
ater
ial
• Tim
e pl
anni
ng to
ach
ieve
an
obj
ectiv
e• I
nitia
tive
and
entre
pren
eurs
hip:
pr
ojec
t pla
nnin
g an
d de
velo
pmen
t• R
efle
ctio
n on
the
lear
ning
pro
cess
• Sel
f-ass
essm
ent a
nd te
amwo
rk
asse
ssm
ent
• Dev
elop
men
t of s
trate
gies
for
peac
eful
con
flict
reso
lutio
n• D
evel
opm
ent a
nd u
se
of th
inkin
g sk
ills
• Dai
ly m
eals
• Nut
rient
s• F
ood
grou
ps• F
resh
food
and
pr
oces
sed
food
• The
food
whe
el• T
he N
AOS
pyra
mid
• Hea
lthy
habi
ts• P
hysic
al a
ctivi
ty• P
lant
nut
ritio
n• D
iet a
nd h
ealth
• A h
ealth
y di
et• S
tapl
e fo
ods
• Wat
er o
n Ea
rth:
saltw
ater
and
fre
shwa
ter
• Peo
ple
and
wate
r: re
spon
sible
co
nsum
ptio
n• C
rop
farm
ing:
type
s of
cro
ps• I
ndus
try:
a pr
oduc
tion
proc
ess
• Wor
ld m
aps:
cont
inen
ts a
nd
ocea
ns
• Usin
g in
form
atio
n an
d co
mm
unica
tion
tech
nolo
gies
(ICT
) in
a re
spon
sible
m
anne
r for
imag
e se
arch
ing,
crea
tion
and
diss
emin
atio
n• P
rodu
cing
crea
tive
work
: com
ics a
nd
post
ers
• Und
erst
andi
ng (l
isten
ing
and
read
ing)
: –
Fol
low
oral
and
writ
ten
expl
anat
ions
, dire
ctio
ns a
nd
inst
ruct
ions
– L
ook
for i
nfor
mat
ion
– D
emon
stra
te u
nder
stan
ding
of
the
mai
n id
eas
and
deta
ils
in te
xts
• Spe
akin
g (in
tera
ctio
n an
d pr
oduc
tion)
: –
Use
the
appr
opria
te vo
cabu
lary
– A
sk fo
r cla
rifica
tion
and
assis
tanc
e wh
en n
eede
d –
Vol
unte
er in
form
atio
n an
d re
spon
d or
ally
to q
uest
ions
– E
xpla
in th
e re
sults
of
expe
rimen
ts –
Hol
d co
nver
satio
ns –
Pre
pare
and
del
iver s
hort
pres
enta
tions
• Writ
ing:
– W
rite
com
plet
e-se
nten
ce
answ
ers
to d
iffer
ent t
ypes
of
que
stio
ns –
Writ
e sim
ple
expl
anat
ions
– R
epor
t con
clusio
ns a
bout
ob
serv
atio
ns a
nd e
xper
imen
ts –
Writ
e sh
ort d
escr
iptio
ns –
Writ
e a
recip
e
THE SNACK COMPETITION
Socia
l Sc
ienc
eAr
ts(M
usic,
Arts
an
d Cr
afts
)
19
Key competences
LINGUISTIC COMPETENCE
This competence is developed through communication between members of a team, requesting information from external sources, reading and selecting information, writing different types of texts and presenting conclusions or results orally.
MATHEMATICAL COMPETENCE
Activities related to the use of numbers, basic operations and the interpretation of graphs contribute to improved mathematical competence.
SOCIAL AND CIVIC COMPETENCES
Knowing about our social environment and participating in its improvement, as well as developing the skills related to interpersonal communication, will encourage the development of these competences.
SCIENTIFIC AND TECHNOLOGICAL COMPETENCES
The acts of analysing reality, drawing conclusions, and performing simple experiments provide a first contact with the scientific method. Knowing about food and its relationship to health also contributes to the development of the scientific competence.
CULTURAL AWARENESS AND EXPRESSION
Developing creativity by producing various artworks is a way to support this competence.
LEARNING TO LEARN Selecting and using various sources of information, analysing data, taking decisions by consensus, and producing diagrams and concept maps contribute significantly to managing one's own learning effectively.
DIGITAL COMPETENCE This competence has an essential role in the project, given that ICT is used to search for and select information. In addition, various forms of digital media are used, contributing to enhanced digital skills.
INITIATIVE AND ENTREPRENEURSHIP
Time organisation, the division of labour, the ability to choose, the expression of personal opinions, critical sense, assertiveness when making proposals, as well as the skills related to team leadership, encourage autonomy, personal initiative and entrepreneurship.
20
THE STARTING POINT
What do we eat?
What is our lifestyle like?
Where does our food come from?
What happens if we eat junk food every day?
What do people eat around the world?
THE FINAL EVENT
Socia
l and
civi
c co
mpe
tenc
es
Scie
ntifi
c an
d te
chno
logi
cal
com
pete
nces
Ling
uist
ic co
mpe
tenc
e
Mat
hem
atica
l co
mpe
tenc
e
Lear
ning
to
lear
n
Initi
ative
and
en
trepr
eneu
rshi
p
Cultu
ral a
ware
ness
an
d ex
pres
sion
Digi
tal
com
pete
nce
TASK
S
THE SNACK COMPETITION
THE
SNAC
K CO
MPE
TITI
ON
21
Multiple intelligences
LINGUISTIC INTELLIGENCE
Presenting the results of an investigation, conducting an interview, preparing a written text, producing a report, making an oral presentation, participating in a debate, expressing personal tastes and preferences, etc.
INTERPERSONAL INTELLIGENCE
Participating actively in a cooperative team, accepting collective responsibilities, resolving conflicts appropriately, giving and asking for help, etc.
INTRAPERSONAL INTELLIGENCE
Planning one's own work, relating new learning with previous knowledge, managing time properly, being rigorous and demanding with one's own work, valuing achievements, recognising errors, etc.
NATURALIST INTELLIGENCE
Analysing real-life situations and drawing conclusions, being aware of health problems, identifying solutions and developing healthy habits.
LOGICAL-MATHEMATICAL INTELLIGENCE
Putting a sequence of events in order, giving reasons for a situation, making comparisons, working with numbers, comparing, classifying and interpreting data, etc.
SPATIAL INTELLIGENCE Completing diagrams with cut-outs, planning the timing of activities, using a map, making a poster, selecting images, representing ideas visually, etc.
BODILY-KINESTHETIC INTELLIGENCE
Handling different materials, dramatizing events and situations, doing handicrafts, using cut-outs, etc.
MUSICAL INTELLIGENCE Recognising sounds in one's surroundings, expressing oneself through dance, etc.
22
THE STARTING POINT
What do we eat?
What is our lifestyle like?
Where does our food come from?
What happens if we eat junk food every day?
What do people eat around the world?
THE FINAL EVENT
Intra
pers
onal
in
telli
genc
e
Natu
ralis
t in
telli
genc
e
Ling
uist
ic in
telli
genc
e
Inte
rper
sona
l in
telli
genc
e
Spat
ial
inte
llige
nce
Mus
ical
inte
llige
nce
Logi
cal-
mat
hem
atica
l in
telli
genc
e
Bodi
ly-
kines
thet
ic in
telli
genc
e
TASK
S
THE
SNAC
K CO
MPE
TITI
ON
THE SNACK COMPETITION
23
Student's logbook taskTypeTitleWebsite
section
Food and nutrients
Food, meals and dishes Slide show Task 1 10
What are nutrients? Video Task 1 11
Food, water and nutrients Interactive presentation Task 1 11
Food wheel game card instructions PDF Task 2 16
The food groups Slide show Task 2 16
The food wheel Interactive image Task 2 16
My plate Weblink Task 2 16
What is fat? Interactive report Task 4 29
What the world eats Interactive report Task 5 34
Main staple foods Slide show Task 5 34
Daily diets around the world Weblink Task 5 34
The world's most nutritious foods Weblink The final event 42
Healthy habits
A healthy diet Video Task 2 16
What is a healthy diet? Interactive presentation Task 2 16
A healthy lifestyle Interactive presentation Task 2 16
Health and growth Weblink Task 2 16
The NAOS pyramid Video Task 2 17
Physical exercise Slide show Task 2 17
Looking after your body Video Task 2 17
How to brush your teeth Video Task 4 30
Malnutrition
What is junk food? Interactive image Task 4 28
Types of junk food Slide show Task 4 28
Foods high in saturated fat, salt and sugar Weblink Task 4 28
Effects of an unhealthy diet Interactive presentation Task 4 31
What does junk food do to your body? Weblink Task 4 31
What is malnutrition? Interactive presentation Task 5 36
Nutritional deficiencies Slide show Task 5 36
Impact of hunger Weblink Task 5 36
What is hidden hunger? Weblink Task 5 36
Malnutrition around the world Interactive image Task 5 37
Project website resources
Page
24
Student's logbook taskTypeTitleWebsite
section
Fresh food and processed food
Fresh food Slide show Task 1 12
Processed food Slide show Task 1 12
Preserving foods - adding preservatives Video Task 1 12
Interpret food labels Video Task 1 12
How to read a food label Interactive presentation Task 1 12
Food labels Interactive image Task 1 12
Where does food come from? Slide show Task 3 22
Farming and fishing Slide show Task 3 22
Seasonal fruit and vegetables Interactive presentation Task 3 22
Seasonal fruit and vegetables calendar PDF Task 3 22
Easy herbs to grow Interactive image Task 3 23
Where does bread come from? Animation Task 3 24
How is olive oil made? Video Task 3 24
How is orange juice made? Slide show Task 3 24
Water
You need water Interactive image Task 2 18
Water on Earth Interactive image Task 2 18
The water cycle Video Task 2 18
How we use water Slide show Task 2 18
Easy ways to save water Slide show Task 2 18
Healthy cooking
Cooking terms Slide show The final event 42
Healthy snacks Weblink The final event 42
Change4Life Weblink The final event 42
Extras
Songs to relax and concentrate Interactive presentation
The starting point
8
Logo gallery Slide show The starting point
8
Interpret and draw a bar graph Interactive presentation
Task 1 13
Create your own comic Weblink Task 4 31
World map Interactive map Task 5 34
Page
THE SNACK COMPETITION
25
TEACHER'S NOTES
28 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . The starting point30 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Task 132 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Task 234 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Task 336 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Task 438 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Task 540 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . The final event
• Goal: to identify the eating habits of children.
• Page summary: the children write everything they ate the day before and the number of glasses of water they drank. They will use this information throughout the task and the project.
• Project website resources: Food, meals and dishes.
• Additional material: scissors for cutting out My word bank (pp. 49-56).
What do I eat in a day? Page 10
• Goal: to make a bar graph of the nutrients for the whole team's diet.
• Page summary: the children complete the chart about the nutrients in their diet. In teams, they use this information to make a bar graph. They write and present their conclusions to the class.
• Project website resources: Interpret and draw a bar graph.
• Additional material: team material for presenting their conclusions.
What is really in our food?
Page 13
• Goal: to classify types of nutrients.
• Page summary: the children look for information about nutrients on the project website, summarise the information on the chart and play.
• Project website resources: What are nutrients?; Food, water and nutrients.
• Material in the envelope: What nutrients are they rich in? (card 1).
• Additional material: scissors, glue and a split pin.
What do we get from food? Page 11
• Goal: to read a food label.
• Page summary: the children look for information about processed food and food labels on the project website to analyse one of them.
• Project website resources: Fresh food; Processed food; Interpret food labels; How to read a food label; Food labels; Preserving foods - adding preservatives.
• Additional material: a food label and sticky tape.
What do my favourite biscuits contain? Page 12
TASK 1. What do we eat? pp. 9-14
Teacher's notes
30
LANGUAGE
Key words
Daily meals
• breakfast• snack• lunch• dinner
Food and dishes
• a bowl of cereal
• a plate of spaghetti
• some biscuits
• a slice of pizza
• a piece of fruit
• a yogurt
Nutrients
• carbohydrates
• proteins• fats• vitamins• minerals
Key structures
• What nutrients are
oranges rich in? Oranges
are rich in vitamins.
• Milk contains proteins,
vitamins and minerals.
• I'm going to talk about…
First,… Then,…
For example,…
Finally,… In conclusion,…
Communicative language activities
• Ask for clarification
and assistance when
needed.
• Demonstrate understanding of details.
• Report conclusions.
• Deliver a short
presentation about
the team's diet.
Student's logbook: • Self-assessment rubrics when each task is completed (p. 14)Teacher's handbook:
• Teacher assessment: logbook rubric (p. 48)• Teacher assessment: oral presentation rubric (p. 52)
ASSESSMENT
A bar graph with the results of the nutrients for the whole team's diet. Conclusions and presentation. Each team will need this information to design their snack to improve their diet.
TEAM INTERMEDIATE PRODUCTS
British people have three main meals a day:• Breakfast (between 7:00 and 9:00). Nowadays many children in the United Kingdom eat a bowl of cereals at breakfast.
• Lunch (between 12:00 and 13:30). Many children have a packed lunch at school. This may consist of a sandwich, a piece of fruit and a drink.• Dinner (between 18:00 and 20:00). Dinner is the main meal. A typical British dinner is meat and vegetables.
CULTURE
Notes:
TEACHER'S NOTES
31
PROJECTDOCUMENTS
44 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . KWL chart 45 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Template for letter to families 46 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Project team contract 47 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Project team work plan 48 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Individual assessment: logbook rubric 49 . . . "Individual assessment: final product and final event rubric 50 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Individual assessment: project rubric 51 . . . . . . . . . . . . . . . . . . Team assessment: collaborative learning rubric 52 . . . . . . . . . . . . . . . . . . . . . . . . . . Team assessment: oral presentation rubric 53 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Snack competition judging form
These documents are also available in digital format on the teacher's project website.
KWL
char
tW
HAT
DO W
E KN
OW
?W
HAT
DO W
E W
ANT
TO K
NOW
?W
HAT
HAVE
WE
LEAR
NT?
PROJECT DOCUMENTS
KWL chart
Photocopiable material © 2018 Santillana Educación, S. L.44
PROJECT DOCUMENTS
Template for letter to families
45
Dear Family,
I am writing to inform you about an exciting project we are carrying out in our class.
As you might know, in our school we use to engage children in their learning. In these projects, children learn through investigation, experimentation, case analysis, debate, comparison of different ideas, the search for solutions, the construction of devices and the public presentation of their work. Projects promote creativity, critical thinking and communication among children, providing a memorable experience for achieving meaningful learning. We are trying to prepare future citizens of a changing world.
Our project is called The Snack Competition and it will last approximately 6 weeks. The children will learn about food, nutrition and health. The project's essential question, which focuses our work, is Do we eat a healthy diet? Your child will work in a team, guided by me.
At the end of the project, the children will create a healthy snack and will present it in a cooking competition. This event will take place at school. We will provide you further details about the event later. We would be delighted if you could join us.
Children will be assessed on their work on the logbook and the project, their collaboration skills and their presentation skills. I have attached the rubrics we will use to assess the children's work. You may find these useful for understanding what we are aiming to do, and supporting your child during the project. Please talk about the project at home, encourage your child to work hard, and ask questions about their project. You can also contribute to the project by being part of the competition judging panel or engaging experts (professional chefs, nutritionists, doctors, etc.) who could help the children.
If you would like more information about this project, please contact me. Thank you for your continued support!
Yours sincerely,
Photocopiable material © 2018 Santillana Educación, S. L.
This letter is available in English and Spanish on the teacher's project website.
PROJECT DOCUMENTS
PROJECT TEAM CONTRACT
Our team's golden rules:
Team member signatures:
Photocopiable material © 2018 Santillana Educación, S. L.
If someone on our team repeatedly fails to follow
these rules, the team may have a meeting and ask the person to keep our
agreement. If the person still breaks the rules, we will ask
our teacher to help find a solution.
School:
Project:
Team:
Date:
Members:
•
•
•
•
Our roles:
Team logo
Name Roles
46
PROJECT DOCUMENTS
PROJECT TEAM WORK PLAN
THE STARTING POINT
TASK 1
TASK 2
TASK 3
TASK 4
TASK 5
THE FINAL EVENT
Notes
Photocopiable material © 2018 Santillana Educación, S. L.
What do we need to do?
Who will do what? Deadline Done
School:
Project:
Team:
Date:
47
PROJECT DOCUMENTS
Presents their work with care
All the work was done suitably and a lot of care has clearly been taken in its presentation.
Most of the work has been done adequately, neatly and with care taken in its presentation.
The exercises are not messy or torn, but the work is not presented with care. Some activities are incomplete.
The work included in the logbook is messy (torn or creased). The presentation is not neat. Many activities are incomplete.
Executes activities correctly
All the activities were done correctly. The proposals made by the team and the teacher were taken into account.
Most of the activities have been done correctly. The proposals of the team and the teacher have been taken into account.
Various activities have been done incorrectly. Some of the proposals of the team and/or the teacher have been taken into account.
Some of the activities have not been done, others are incomplete or unsolved and the proposals of the team and the teacher have not been taken into account.
Shows evidence of learning
The logbook reflects a thorough, meaningful assimilation of all the contents covered in the different project tasks.
The logbook reflects the assimilation of most of the contents covered in the different project tasks.
The logbook reflects assimilation of some of the contents covered in the different project tasks.
The logbook does not reflect assimilation of the contents covered in the different project tasks.
Shows personalisation and original ideas
Additional detail, colour and creativity demonstrate quality work. Extra details were added beyond the basic requirements.
Some detail, colour and creativity demonstrate good work. Some attempt to add details beyond the basic requirements.
Detail, colour and creativity meet the basic requirements.
Little or no attempts in the area of creativity.
Reflects on their own learning
Reflects fully on their learning process, showing that they are aware of their achievements and difficulties. Shows interest in improving.
Assesses their progress in learning based on the work done. Is aware of the difficulties they had.
Makes some assessment of their learning and the work done, but it is superficial or not well reasoned. Only recognises some of the difficulties they encountered.
Student is not able to suitably assess the work done. Student does not identify the difficulties they encountered.
Excellent performance
(4)
Good performance
(3)
Low performance
(1)Assessment percentage
Average performance
(2)
Individual assessment: logbook rubric
Project:
Student:
Date:
Team:
Photocopiable material © 2018 Santillana Educación, S. L.48
NOTES
NOTES
NOTES
© 2018 by Santillana Educación, S. L. / RichmondAvda. de los Artesanos, 6 28760 Tres Cantos, Madrid
Richmond is an imprintof Santillana Educación, S. L.
Printed in Spain
CP: 900899
Richmond 58 St Aldate'sOxford OX1 1STUnited Kingdom
Do we eat a
healthy diet?
CLILProjects engages students while helping them develop curricular skills and gain confidence in English. This dynamic approach is ideal for CLIL (Content and Language Integrated Learning) students.
CLIL Projects recomends
CLIL Readers
COMPONENTS
Website projects.santillana.comfor students and teachers: • related project information• multimedia resources • key words• project documents
and much more!
Student's logbookwith hands-on material
Teacher's handbookwith teaching tips and classroom resources
Project-based learning
Communication skills
Hands-onactivities
Cooperativelearning
Sustained enquiry
Criticalthinking
Curricularcontents
Formativeassessment
THE SNACKCOMPETITION
DIET AND HEALTH THE SNACKCOMPETITIONTEACHER'S HANDBOOK
PRIMARY LEVEL II
WITHWEBSITE
Sample material
www.clil.santillana.es
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