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  • 18 Term 1

    This term explores food and nutrition. The main food groups and their nutritional roles are presented and the human digestive process is explained. There is a focus on understanding the importance of establishing healthy habits and a healthy, balanced diet. This takes account of diverse nutritional requirements, such as special diets, and raises awareness of worldwide nutrition and food waste. Children also examine food preservation methods and labelling, relating this to making informed choices about what to eat and keeping food safe. Through this term’s big question, children further explore healthy food choices and their responsibility for making these choices. The project includes collaborative work to make informative posters, create recipes and design healthy menus which they share with the wider school community.

    Timing To complete this term, we recommend dividing the work into eleven sessions. This recommendation is intended as a guide. Each teacher should adapt the recommendations based on their needs and the number of classroom hours allocated.

    All about food

    Pupils will be able to:

    Learn the most important properties of foods.

    Identify foods that are part of a balanced diet.

    Learn about other type of diets and special dietary needs.

    Know the different methods of food preservation.

    Analyse the information in a food label.

    Understand how the digestive system works and the organs involved.

    Learn about and differentiate between healthy and unhealthy diet habits.

    Know about malnutrition and how food habits change in different countries or cultures.

    Analyse and extract information from graphs and charts.

    Use new technologies to work on this term’s topics.

    You’ll find the teaching programme at smMasSavia.com, in the teacher’s

    resources section.

  • Term 1 19

    All about foodCLASSROOM MATERIAL WEB RESOURCES

    DIDACTIC RESOURCES AND TASKS TO BE ASSIGNED

    INTERACTIVE RESOURCES*

    • Classroom planning. Teaching programme

    • My Learning Notebook, pp. 4-7

    • Trailer (video) • Audio. Track 1 • More resources (activities)

    • Flashcards / Word cards Opening

    • My Learning Notebook, p. 8 • Food and nutrients (video; activity)

    • Audio. Track 2

    • Flashcards / Word cards 1. Foods and nutrients

    • My Learning Notebook, p. 9 • A balanced diet (video; activity)

    • Food facts (web link) • Audio. Track 3

    • Flashcards / Word cards

    2. A balanced diet

    • My Learning Notebook, p. 10 • Special diets (video; activity) • Audio. Track 4

    • Flashcards / Word cards 3. Special diets

    • My Learning Notebook, p. 14 • Preserving food (video; activity)

    • Audio. Track 5 4. Preserving food

    • My Learning Notebook, p. 15 • Food labels (video; activity) • Audio. Track 65. Food labels

    • My Learning Notebook, p. 16 • The digestive system (video; activity)

    • Teeth (web link) • Audio. Track 7

    • Flashcards / Word cards

    6. The digestive system

    • My Learning Notebook, p. 20 • Healthy eating habits (video; activity)

    • Dental hygiene (web link) • Audio. Track 8

    • Flashcards / Word cards

    7. Healthy eating habits

    • My Learning Notebook, p. 21 • Food around the world (video; activity)

    • Audio. Track 98. Food around the world

    • My Learning Notebook, pp. 24-31 • Classroom planning. Board game

    questions • Assessment. Activities, review and

    rubrics • Reading comprehension. A health

    campaign; Breathing and respiration

    • Board game (activity) • Self-evaluation (activity)

    • Flashcards / Word cards • Poster: All about food • Board game Check what you have

    learnt

    You’ll find all the resources at smMasSavia.com

    *Teacher’s exclusive resources in black. Pupil’s resources in green.

    Make a change 1

    Make a change 2

    Make a change 3

  • 20

    Audioscript WILLIAM: Why do our parents give us fruit and vegetables? I want

    to be an adult and eat everything I like. MARAI: Fruit and vegetables are an important part of a healthy

    diet! W: Can I live eating only ice cream?

    1

  • 21

    Let's practise • ACTION. Show the class a picture of a food label on the

    interactive whiteboard or use the one shown on page 21. Explain what the values for calories, fat, carbohydrate and protein mean. Ask pupils to write down the values of the products they brought. As a class, find the products with the highest and lowest values for each category.

    Ask pupils to complete the columns in their notebooks.

    Value on my label

    Minimum value in the

    class

    Maximum value in the

    class

    Energy value

    Fats

    Carbohydrates

    Proteins

    Wrap up • Ask pupils to write three foods that they can eat every day and

    three foods that they can eat once a week in their notebooks. Ask them to share their answers with the class.

    Explain to the class that they are going to make a campaign to improve the food eaten at the school by finding out how to preserve food, where it comes from and what it contains. Tell them they are going to finish the term by organising a 'Healthy Week'.

    Let's get started • Ask pupils if they help their family do the shopping in the

    supermarket. Ask them to say which section they like the most. Help by giving them model sentences, such as: I like the … section.

    Show pupils flashcard 5 (vitamins and minerals). Ask pupils what their favourite fruit and vegetable is. Ask: Why are fruit and vegetables an important part of our diet? Make a list on the board of the different fruits and ask pupils to vote for their favourite. Count the number of votes to choose the class’s favourite fruit.

    Play audio track 1.

    Let's understand • In pairs, ask pupils to describe the food they brought with them

    to school to their partner. As a class, ask which of them brought fruit, fruit juice, biscuits, pastries, cheese or dairy products, sandwiches, etc. and make a list on the board. Ask: Are all of these healthy snacks? Ask pupils to suggest other healthy foods they could bring.

    • BIG QUESTION. Ask pupils if they know why it is important to have a balanced diet. Explain that eating an unbalanced diet can cause health problems. Ask what they know about cavities, cholesterol, food allergies, etc. After listening to their answers, ask: Can I live eating only ice cream?

    Learning outcomes Pupils will be able to: • Understand what makes up a healthy and balanced diet.

    Teacher's resources • Flashcard: 5. • Audio.

  • My learning adventure Term 1

    22

  • My learning adventure Term 1

    23

    Let's practise • Ask pupils to tell the class what their favourite dish is. Make a

    list on the board with one column for the name of the dish in the original language, one for the name of the dish in English and one for the country of origin. You can extend the activity by adding another column for the main ingredients of the dish. Ask pupils to try to think of dishes from around the world.

    Original name

    English name

    Country of origin

    Main ingredients

    Tortilla de patata

    Spanish omelette

    Spain Eggs,

    potatoes

    • Show pupils flashcards and word cards 1 (carbohydrates), 3 (fats), 4 (proteins) and 5 (vitamins and minerals). In pairs, ask pupils to say the names of foods that contain these nutrients.

    Wrap up • In pairs, ask pupils to tell their partners a new word from this

    section that they learnt during the class. Ask them to make a sentence using this word. Help by giving them model sentences, such as: I like … ; I buy … ; I eat … ; I read … ; I brush my …

    Explain to pupils that this semester we are going to design a healthy menu and make a recipe book. Ask pupils: Does anyone have a recipe book at home? Ask if any pupils have ever used a recipe book, and what they made from it.

    Let's get started • Ask pupils to look at the pictures in the book and discuss with

    their partner which ones they find the most interesting. Then ask them to share their ideas with the class. Help by giving them model sentences, such as: I would like to learn more about …

    Ask pupils to look for a word from the section that they don’t know the meaning of. Write a list of all the words pupils don’t understand on the board and then ask if anyone else can help explain what these words mean. If there are any words that nobody knows the meaning of, ask pupils to use dictionaries to look them up.

    Play the trailer (video).

    Let's understand • Say the names of the sections and ask pupils to say the number

    that corresponds to each. You can include the 'Make a change' sections, which are also numbered.

    • WHAT DO YOU KNOW ABOUT… Choose several keywords such as food, nutrients, healthy, diet, recipe, etc. Make a list on the board and ask pupils to suggest words that they associate with these. For example, food could be associated with meat, vegetables, breakfast, etc.

    Learning outcomes Pupils will be able to: • Understand the various aspects of healthy eating.

    Teacher's resources • Flashcards and word cards: 1, 3, 4, 5. • Trailer (video