DIDACTIC SEQUENCE.pdf

TEACHING UNIT

SUBJECT

HEALTHY FOOD

Science

CONNECTION TO OTHER SUBJECTS English

Task

Length

Making an healthy diet

4 sessions

Justification

Methodology

According to the OMS, in Spain there are 16.1% of obese children between 6-12 years. We have chosen this topic because we think it is a notable matter in our actual society. We want to make aware to children about the importance of having a well-balanced diet and eat healthy food. We have chosen to design this teaching unit in the area of Science to facilitate the interaction between students and teachers in the superior cycle through the English. We believe it can be a fun theme in which children can be motivated by the factor of working with food. Also they can be able to use the English as an essential language in the everyday life.

CYCLE / AGE OF GROUP Superior/ 11-12 years

This didactic unit is based on a CLIL approach. The methodology used is focus on the psycho educational source of the curriculum: the type of grouping students, the material resources, the different activities, group work, the length… In this DU is very important the students' prior knowledge and also the restructuration of their mindsets regarding the balanced diet. For this reason, the student must maintain an active attention during the process of the DU. Furthermore we believe that the key is the student learns favourably/better with the social interaction between studentstudent and between student-teacher. During the DU the students have to work in groups, alone and in pairs to promote different kind of interaction and communication. Also we bet on learning by doing through the direct experimentation with the nature and all that composed our environment.

BASIC COMPETENCES 1. Basic competence of knowledge and interaction with the physical world

OBJECTIVES

-To understand the importance to follow a well-balanced diet. -To distinguish between healthy and unhealthy food. -To make aware of the main illness suffered by the children: childhood obesity.

2. Communicative, linguistic and audio-visual basic competence

3. Information processing and digital basic competence

-To allow to interact and dialogue with other properly.

CONTENTS

ASSESSMENT CRITERIA At the end of the didactic sequence the student has to be able to: -The comprehension of the importance to - The student should be able to understand the importance to follow a wellfollow a well-balanced diet. balanced diet. -Distinction between healthy and unhealthy - The student should be able to distinfood. guish between healthy and unhealthy -Knowledge of the main illness suffered by the food. children: childhood obesity. - The student should be able to make aware of the main illness suffered by the children: childhood obesity. -The correct interaction in the dialogue with -Discuss and participate in different others. contexts.

-To express observations, explanations, opinions, thought and arguments about experiences.

-Communicate their points of view, experiences and thoughts with solid arguments

-Make an adequate communication about their ideas.

-To learn some vocabulary related to meals.

-Related to each meal: breakfast, lunch, dinner... -Related of types of food: vegetables, fish, fruits... -Ability to find information and build a selfcritical opinion. -Knowledge about different foods and a wellbalanced diet.

-Know vocabulary related to food.

-Find the correct information in their search. -Know the different foods and a wellbalanced diet.

-Use ICT for searching information on Internet

-Make use of ICT for searching

-To evaluate information from different sources to form their own opinion, which allows them to express themselves critically about food and a well-balanced diet. -To make use of ICT for searching

information on Internet about healthy food.

about healthy food.

information on Internet about healthy food.

DIDACTIC SEQUENCE DEVELOPMENT ACTIVITIES

SOCIAL ORGANIZATION OF THE CLASS

MATERIALS AND RESOURCES NEEDED

PRE-TASK - The game of aliments and a debate: the teacher deals some pictures of meals to each student, and then she makes the question: what did you eat yesterday? The students have to choose some pictures and classify them in two lists (healthy and unhealthy food) which will be on the black board. After that, the teacher can start a debate about healthy and unhealthy food.

-Whole group

- Computers - Projector -Pictures of meals - Video http://www.youtube.com/watch?v=KBMxpD bp51A

-Individually: look for information on computers

- Computer - Informative websites

- Some information about childhood obesity: this information can be treated during the debate. - A video TASK PREPARATION - Search for information on the Internet about different types of aliments: individually the students look for information about the topic “healthy and unhealthy food”, also they can search some picture that is different to teacher’s cards.

- Go to the vegetable garden: here the students can see some examples of healthy food. Although the vegetable garden is not property of the school, the students can sow some seeds. TASK REALIZATION - An activity related with food vocabulary: the children have to resolve soups of letters, crosswords… - “Making a menu”: each group makes a menu that it will have a breakfast, a mid-morning, a lunch, an afternoon snack and a dinner. POST TASK - Exposition in groups of the menu: each group has to present its menu to all the class. - Choose a food of each menu to make a group menu: the whole group has to choose the best menu for health. - Individual assessment of this project: each student must to answer individually some questions about the topic.

-All the class together: go to the vegetable garden

-In pairs

Mural (paint to make it, pencils, colours, pictures...)

- Whole group: discuss and choice about the different menus

-In groups: presentation of the menu chosen by the group. - Group class: choosing the best menu for a wellbalanced diet. - Individually: answer questions about the topic.

- Evaluation sheets - Projector - Computer