Subject: Science Teacher: Nuria Cases
Title of the Unit: Healthy Eating
Habits Course /
Level: 4th of Primary Education
1. Learning outcomes / Evaluation criteria
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- To know
the vocabulary related with food.
- To distinguish between
healthy and unhealthy food and give some examples.
- To identify the food categories and give 1-2 examples of each
category.
- To
classify food according to the five food groups.
- To
encourage healthy eating habits.
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2. Subject Content
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- Healthy
and unhealthy food
- Food
Groups
- Nutrients
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3. Language Content / Communication
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Vocabulary
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Food
(vegetables, rice, fruit, bread, meat, fish, cereals, cheese, milk, water,
snacks, chocolate, drinks), carbohydrates, proteins, minerals, vitamins,
breakfast, lunch, dinner, calories, diet, dish, meal, fats, junk food, low-fat, healthy,
unhealthy, nutrients, weight.
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Structures
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- Verb To
Be
- Verb Have
Got
- Classifying:
carbohydrates are…
- Comparing and contrasting: eating
vegetables is healthier than eating snacks…
- Asking each other questions: What do you usually have for
breakfast? ...
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Discourse type
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Descriptive,
Exposure, Looking for information on the internet
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Language skills
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Read,
Listen, Write, Debate, Analyze
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4. Contextual (cultural) element
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- To know the
typical food of your own country and other countries.
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Become aware of the importance of a healthy diet.
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5.
Cognitive (thinking) processes
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-
Understanding the key concepts and applying them in different contexts.
- Identifying
different words related to food.
- Comparing different meals.
- Vocabulary
building, learning and using.
- Arouse
learner curiosity – creative use of language learner questions.
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6. (a) Task(s)
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- Create a food
pyramid in Glogster.
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6. (b) Activities
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Introduction activity
1. Hot Potatoes Activity
Match the names of the food with the
pictures:
Development activity
2. Speaking – Debate.
Create to lists distinguishing between
healthy and unhealthy food and then write it down.
3. ESL Video
Watch the following video about the food
groups and after that answer the questions in it:
4. See this Glogster to clarify ideas:
Assessment activity
5. Webquest
Watch this Webquest of the main food
groups and play the online games attached:
6. Compare different diets.
Research and collect information
about the food of the Mediterranean diet and the British one, compare.
Which one do you think is
healthier?
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7. Methodology
|
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Organization and class distribution
/ timing
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Activity 1:
individually / 15minutes
Activity 2:
in two big groups/ 1hour
Activity 3:
individually / 30 minutes
Activity 4:
individually / 15 minutes
Activity 5:
in pairs / 1hour
Activity 6:
in pairs / 1 lesson
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Resources / Materials
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- Notebook
and paper
-
Blackboard
- Computer
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Key Competences
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Linguistic, Social, Digital, Cultural, Autonomy, Learn to Learn
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8. Evaluation (criteria and instruments)
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1. Formative assessment:
Oral review (asking questions to the whole class).
- Distinguish between healthy and
unhealthy food.
- Identify the main food groups and
classify food into them.
- Learn the functions of each food group
and what they provide the body with.
- Write simple sentences about the unit.
- Understand the meaning and pronounce
correctly the key vocabulary of the unit.
2. Peer assessment:
Pair activity focused on brief revision
of the unit.
Performed at the end of the unit:
students will be asked to work in pairs, we establish the first turn (“who
starts”), this student will ask questions, the other one will answer “True”
or “False”. They are encouraged to use all the resources during this
activity.
After a limited time (1-2 minutes), they
change their turns.
This kind of assessment minimizes
aspects of competition and encourages trust among children.
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