T FOOD FOFFOOFOR RRR YOU B - XTEC · LESSON 4: Dangerous unhealthy habits. 1-Warm-up activity:...

Laura Andradas, Myriam Garcia & Montse Gómez, 2010

TEACHER’S

BOOK FOODFOODFOODFOOD FOFOFOFORRRR YOUYOUYOUYOU

UAB TED Masters Degree

i Andradas, Garcia & Gómez, 2010

This unit would not have been

possible without the precious help

of Oriol Pallarès and Teresa Socias,

whose involvement and support

have been essential in the

development of the unit.

FOOD FOR YOU

ii Andradas, Garcia & Gómez, 2010

TABLE OF CONTENTSTABLE OF CONTENTSTABLE OF CONTENTSTABLE OF CONTENTS

CLIL PLANNING TEMPLATE............................................................................................................ 1

THE PROCESS. LESSON BY LESSON ....................................................................................... 9

ICON KEY……………………….................................................................................................. ………. 11

LESSONS:

1. Food groups and nutrients..................................................................................... 12

2. Food and health........................................................................................................ 14

3. Junk food. Calculating RDAs percent.................................................................... 16

4. Dangerous unhealthy habits.................................................................................. 19

5. Multiculturalism and food...................................................................................... 21

6. We are what we eat. The influence of religion and ethics on diets.................. 24

7. Final Project: Cooking a special dish and calculating its calories.................... 26

CHECKLISTS AND RUBRICS ............................................................................................................ 28

FINAL EXAM WITH KEYS................................................................................................................. 32

ANNEXES:

- Annexe 1. Creative Commons License..................................................................... 38

- Annexe 2. Online Video List.................................................................................. 39

- Annexe 3. CD. TABLE OF CONTENTS.................................................................... 40

- Annexe 4. CD……………………………………………………………………………….................. 41

FOOD FOR YOU

1 Andradas, Garcia & Gómez, 2010

CLIL PLANNING TEMPLATECLIL PLANNING TEMPLATECLIL PLANNING TEMPLATECLIL PLANNING TEMPLATE

TITLE: FOOD FOR YOU

AUTHORS: Laura Andradas, Myriam Garcia & Montserrat Gómez

CLASS/AGE: Recommended to students from 11 to 14 years old

SUBJECTS INVOLVED: English, Maths & Science, (English and Science teacher).

NUMBER OF SESSIONS: 7 lessons of 55 minutes

COE LEVEL: Recommended for A2

INTRODUCTION TO THE TASK

In this unit we will learn about food from different perspectives. We will discover food

groups, food pyramids and nutrients. We will also learn about healthy and unhealthy

diets and how to calculate RDAs and calories. Finally, we will look at the world to

compare food traditions and religious influence on diets. And we will do a recipe!

MAIN GOALS AND COMPETENCES

By the end of this unit, the students will be able to …

- Distinguish the food groups and place them in a food pyramid. - Give pieces of advice about a healthy diet. - Identify the effects of junk food. - Learn what an RDA is and calculate percentages. - Appreciate the influence of culture, religion and ethics in diets. - Write the steps of a recipe and put them into practice. - Enhance speaking skills by working cooperatively. - Understand the main ideas of videos. - Search on the Internet for relevant information. - Participate in oral, written and audiovisual interactions. - Comprehend and express oral, written and audiovisual messages. - Use ICT resources to look for, organize and present information. - Value languages, cultures and ways of life different to students’ own ones.

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This unit contributes to the achievement of the following key competences:

- Linguistic and audiovisual communicative competence.

- Artistic and cultural competence.

- Processing information and digital competence.

- Mathematical competence.

- Learning to learn.

- Autonomy and personal initiative.

- Knowledge and interaction with the physical world.

- Social and civic competence.

SUBJECT MATTER CONTENTS:

MAIN TARGET KNOWLEDGE

1- food groups + nutrients + food

pyramid

2- healthy vs unhealthy diet

(Mediterranean diet, junk food)

3- food related to religion, ethics and

culture

4- ingredients, tools and steps in a

recipe.

SUBJECT MATTER CONTENTS:

MAIN TARGET SKILLS

1- Summarizing and understanding short

texts.

2- Expressing ideas and previous and

acquired knowledge.

3- Giving opinions and pieces of advice

4- Establishing cause-effect relationships

related to eating habits.

5- Understanding English speeches

produced by native and non-native

speakers of the foreign language.

6- Calculating percentages.

7- Understanding and producing a simple

recipe and its process.

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CONTENT OBLIGATORY LANGUAGE:

DISCOURSE GENRE (TEXT TYPE):

TO UNDERSTAND

• descriptive texts about nutrients

and diets.

• explanatory videos in the target

language without subtitles.

• mathematical processes and

operations.

TO GENERATE

• summaries

• mathematical operations

• short descriptive texts

• recipes

• oral explanation of specific texts

CONTENT OBLIGATORY LANGUAGE:

TOPIC SPECIFIC

• Food pyramid

• Nutrients

• Nutrition tracker

• Mediterranean diet

• Junk food

• RDA

• Anorexia and bulimia nervosa

• Halal, kosher, veganism,

vegetarianism

• Multiculturalism

•

ACADEMIC DOMAIN SPECIFIC

• ...was conceived in……

• Due to an increase in……

• I agree/disagree……

• In my opinion……

• I think you

should/shouldn’t……

• If I were you, I

would/wouldn’t……

• How to express the steps of a

recipe

SOCIAL & CULTURAL VALUES // PERSONAL & EMOTIONAL DEVELOPMENT

• Giving importance to healthy diets.

• Collaborative writing awareness.

• Examining the causes and effects of dangerous behaviours towards

eating habits.

• Understanding different cultures and ways of thinking.

• Valuing other cultures’ cuisine.

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SUMMATIVE ASSESSMENT

TASKS

1. Oral participation

• Explaining Jigsaw reading text

• Quiz

• Short oral presentation

2. Group work

• Treasure Hunt

3. Class work

• Writing a summary

4. Dossier

5. Final project: cooking a recipe and

designing a prezi

6. Final exam

ASSESSMENT CRITERIA

1. Oral participation.

• Oral presentation � Rubric

• Participation � Rubric

2. Group work

• Treasure Hunt � Checklist

3. Class work

• Writing skills � Checklist

• Homework � Rubric

• Attitude � Rubric

4. Dossier � Checklist

5. Final project

• Prezi � Checklist

6. Final exam

GRADING SYSTEM summative, formative, final

- Class work 15%

• Homework

• Dossier

- Group work 15%

• Treasure Hunt

• Collaborating

- Participation 10%

- Final Project 25%

- Final Exam 30%

RESOURCES

Projector, computer, Internet Connection, Youtube.com, Google,

Microsoft Office PowerPoint, Microsoft Office Word, prezi.com,

wordle.net, moodle, treasure hunt.

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CREDITS

• Images from Flickr (www.flickr.com), Google Images, among other

sources.

• Rubrics from www.rubistar.4teachers.org

ACKNOWLEDGEMENTS

Special mention to our mentor, Teresa Socias, and our tutor, Oriol Pallarès.

COMMENTS

• This unit does not cover copyright of photos or original material.

• The teacher has to present and contextualise the unit goals and the

main activities that will be carried out on the first session and how

the students will be assessed.

• Some activities have been designed to address the diversity existing

in secondary education.

• At the end of the unit, students will have to do a final project, sit a

final exam (see corresponding sections) and prepare a dossier which

includes all the worksheets they have been working with.

• This unit has been designed especially for Tandem Teaching.

• This unit has been implemented in an ordinary English class taught by

3 student-teachers, but it may also be used in a Science CLIL class

together with the Science teacher.

MATERIALS

Dossier, worksheets, grids, treasure hunt, flash cards, PowerPoint,

food pyramid, board game, counters, dice, Burger King’s nutrition grid,

blue tack

ANNEXES

- CD with teacher’s and students’ materials.

- CD. Table of contents.

- Creative Commons License.

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THE PROCESS.THE PROCESS.THE PROCESS.THE PROCESS. LESSON BY LESSONLESSON BY LESSONLESSON BY LESSONLESSON BY LESSON

THE PROCESS (Tasks, interaction and approximate timing.)

LESSON-BY-LESSON INTERACTION LESSON 1: Food groups and nutrients.

1-Warm-up activity: introducing new vocabulary. T�Class 20’

2-Group discussion: Food pyramid S�S (group work) 10’

3-Explaining about nutrients. T�Class 10’

4-Jigsaw reading about nutrients. S�S (group work) 10’

5-Complete a nutrition tracker. - (individually)

LESSON 2: Food and health.

1-Giving pieces of advice about the nutrition tracker in lesson 1. S�S (pair work) 10’

2-Dictogloss about the Mediterranean diet. S�S (group work) 15’

3-Writing a summary of the dictogloss text. S�S (group work) 15’

4-Board game about healthy habits and answering some questions. S�S (group work) 15’

LESSON 3: Junk food. Calculating RDAs percentages.

1-Warm-up activity: “Supersize me” video. S�S (pair work) 15’

2-Oral discussion about text: McDonald’s position on S�S (group work) 10’

“Super Size me”.

3-Calculating RDA percentages + oral discussion. S�S (indiv./group work) 20’

4-Oral discussion about junk food. S�S (pair work) 10’

LESSON 4: Dangerous unhealthy habits.

1-Warm-up activity: healthy & unhealthy habits. S�S (pair work) 10’

2-Treasure hunt: eating disorders. S�S (pair work) 35’

3-Matching photographs with text. S�S (pair work) 10’

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THE PROCESS (Session by session plan OR task by task. Approximate timing.)

LESSON-BY-LESSON INTERACTION

LESSON 5: Multiculturalism and food.

1-Warm-up activity: oral discussion. S�S (pair work) 5’

2-Oral presentation: contributions to the world of cooking. S�S (group work) 20’

3-Explaining some facts about Asian culture. T�Class 10’

4-Sushi recipe. T�Class, S�S (pair work) 20’

LESSON 6: We are what we eat. The influence of religion and ethics on diets.

1- Warm-up activity: eliciting previous knowledge. T�Class, S�S (pair work) 10’

2- Experts’ corner: halal, kosher, veganism, vegetarianism. S�S (group work) 15’

3- Fill in the grid: to eat or not to eat. S�S (group work) 10’

4-Wrap-up activity: quiz about religion and food. T�Class (class work) 20’

LESSON 7: Final Project: Cooking a special dish and calculating its calories.

1-Choosing a recipe, cooking it and recording the process. S�S (group work)

2-Calculating its calories and placing the ingredients S�S (group work)

on the food group.

3-Designing a digital presentation with prezi.com S�S (group work)

FOOD FOR YOU


ICON KEYICON KEYICON KEYICON KEY

Pair work/

Discussion

Group work/

Class work

Writing

Reading

Listing

Video

ICT activity

Listening

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1.1.1.1. FFFFOOD GROUPS AND NUTRIENTSOOD GROUPS AND NUTRIENTSOOD GROUPS AND NUTRIENTSOOD GROUPS AND NUTRIENTS Objectives: -To interpret a food pyramid and place different types of food on it.

-To identify the different food groups and nutrients.

Assessment: -Participation (rubric).

Tasks: -Matching the pictures with the names, jigsaw reading, answering some

questions about nutrients and fill in a grid about what the students eat in

one day.

Products: -Answering some questions about nutrients.

-Filling in a grid with everything students’ eat during one day and place

the food on the corresponding group.

INTRODUCTION Food groups.

Description &

instructions

Warm-up activity to check students’ previous knowledge on food groups.

Teacher’s explanation of what food pyramids are with the help of PP 1.1 (see enclosed

CD). Then, the teacher shows a video to the students, about the new food pyramid:

http://www.mypyramid.gov/.

After that, the teacher explains the food groups, using Worksheet p. 3.

Materials Teacher’s: PowerPoint (see CD 1.1) + video

Students’: Worksheet p. 2 & 3

Assessment -

Skill/s addressed Interaction Grouping Timing

T� Class - 20 min

Task 1.1 What is this food?

Description &

instructions

Group discussion about food pyramids. Students are given some flashcards (CD 1.2.)

with types of food and names all mixed up. They have to put the picture together

with its name. Then, they discuss where the food should be placed in the food

pyramid. In the worksheet, there is a language box to help them begin their

sentences.

Materials Teacher’s: hand in Flashcards (see CD 1.2)

Students’: Flashcards (given by the teacher) + Worksheet p. 4

Assessment Participation.


S�S Groups of 4 10 min

Answer key - Pop corn: grain group - Celery: vegetable group

- Wild rice: grain group - Watercress: vegetable group

- Cantaloupe: fruit group - Parmesan: milk group

- Raspberries: fruit group - Ice cream: milk group

- Goose: meat group - Canola oil: fats and oils group.

- Pecans: meat group - Butter: fats and oils group.

Possible answers:

- This is celery and I think it must be placed in the Vegetable group.

- This is an ice cream and it must be placed in the milk group.

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Nutrients.

Description &

instructions

The teacher explains to the students what nutrients are with the information in

Worksheet p. 4.

Materials Students’: Worksheet p. 4

Assessment -


T�S - 10 min

Task 1.2 Let’s learn more about nutrients.

Description &

instructions

Tell the students to close their books. Make groups of 6. Hang on different parts of the

class, the 6 texts about nutrients (see CD 1.3). Each student of the group has to

memorize only one text about nutrients. Then, they have to explain it to the rest of the

group. This is a type of activity known as Jigsaw Reading. After that, students have to

answer questions a) to f) on a separate sheet of paper.

Materials Teacher’s: Texts (see CD 1.3) + blue tack

Students’: Worksheet p. 4

Assessment Check the answers.


S�S Groups of 6 10 min

Answer key a) We need minerals because they regulate body processes and fluid balance.

They also give structure to bones and teeth.

b) Proteins are found in food from animal sources such as meat, poultry, fish,

eggs and in dairy foods.

c) The most common carbohydrates are starches, sugars and fiber.

d) Vitamins help keeping the body’s tissues healthy and its systems working

properly.

e) Yes, it is, because about 50 to 60% of the body is water. It carries some

nutrients, regulates body temperature and helps to eliminate wastes.

f) Fats are a concentrated source of energy.

Task 1.3 Fill in the grid.

Description &

instructions

For homework, the teacher explains to the students how to fill in the grid on

Worksheet p. 6. They have to write down everything they eat during one day. They

have to include the exact amount of food (e.g.: 4 biscuits) and put a tick on the

corresponding food group.


Assessment Homework done.


- Individually 5 min

Answer key

Possible answers:

Morning: 1 glass of milk and 5 biscuits milk group/grain group

Break: 1 ham sandwich meat group/grain group

FOOD FOR YOU


2.2.2.2. FFFFOOD AND HEALTHOOD AND HEALTHOOD AND HEALTHOOD AND HEALTH Objectives: -To identify the components of a healthy diet.

-To give some pieces of advice about eating habits.

-To recognize the constituents of the Mediterranean diet.

Assessment: -Participation & homework (rubric), writing skills (checklist)

Tasks: -Comparing students’ real eating habits, giving advice about

eating habits, ordering some pictures while the teacher reads a

text (dictogloss), writing a small text, playing a game about

eating habits.

Products: -Giving and writing pieces of advice about eating habits.

-Writing a brief text about the Mediterranean diet.

Task 2.1 Do you have a healthy diet?

Description &

instructions

In pairs, students show the grid from lesson 1, task 1.3. They swap it with

their partner. They have to check the number of servings and compare it

with the food pyramid from lesson 1 (Project it showing the PP 1.1).

Then, they give some pieces of advice to their mates with the help of the

language tip boxes and they have to write them down in the worksheet.

The teacher shows the sample grid in the PP 2.1.

Materials Teacher’s: PP (see CD 1.1 & 2.1)


Assessment Participation, homework done.


S�S Pair work

10 min.

Answer key Possible pieces of advice:

1. I think you should stop eating so many fats, because you are going

to gain weight.

2. In my opinion, you ate very well. You ate a lot of fruit and

vegetables.

Task 2.2 The Mediterranean diet.

Description &

instructions

Tell the students to close their books. In groups of 4, students are given

some flashcards (CD 2.2). The teacher reads a text about the Mediterranean

diet (CD 2.3), meanwhile, the students try to put the cards in order. This type

of activity is called dictogloss.

Then, the teacher corrects the activity with the help of the PP 2.1 and

students order the pictures they have in the Worksheet p. 8.

Materials Teacher’s: hand in Flashcards (see CD 2.2)+Text (see CD 2.3)+PP (see CD 2.1)


Assessment Participation


T�Class, S�S Groups of 4 15 min.

Answer key See PP 2.1. with the flashcards in the correct order.

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Task 2.3 Let’s see what you have learnt.

Description &

instructions

In the same group of 4 as in task 2.2, students try to write a brief summary

of the main ideas that appeared on the text about the Mediterranean diet.

Materials Students’: Worksheet p. 8 + separate sheet of paper

Assessment Participation, writing skills (see Checklist 1)


S�S Groups of 4 15 min.

Answer key Possible summary:

The Mediterranean diet is healthy for our heart. It is traditional from the

countries bordering the Mediterranean Sea. This diet is incorporates olive

oil and a glass of red wine. It also includes fruits, vegetables, fish and whole

grains.

One of the benefits of the Mediterranean diet is that it reduces the risk of

heart disease. In order to have a healthy diet, you have to do a lot of

exercise, eat with family and friends, consume healthy fats and eat fruit,

vegetables and fish and very little red meat.

Task 2.4 Do you have a healthy diet?

Description &

instructions

Distribute the board game that appears on the CD, a dice and a counter per

person. Students play to this game in groups of 4.

In the DO squares, students have to talk about the questions with the

group. Then, write down the task. In the THINK squares, students have to be

honest about their own eating habits.

Materials Teacher’s: hand in board game (see CD 2.4.)+ dice+ counters

Students’: separate sheet of paper




Answer key Possible answers:

1.DO square: chocolate, sweets and fast food.

3.THINK square: A little (go forward 3 squares).

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3. J3. J3. J3. JUNK FOODUNK FOODUNK FOODUNK FOOD CCCCalculatingalculatingalculatingalculating RDAsRDAsRDAsRDAs percentages.percentages.percentages.percentages.

Objectives: -To recognize the dangers of junk food.

-To explain what RDA means.

-To calculate RDAs percentages.

-To be critic about one’s diet.

-To identify junk food.

Assessment: -Participation (rubric), checking answers

Tasks: -Watching a video, writing some sentences giving one’s

opinion, calculating RDAs percentages, writing about junk

food.

Products: -Calculating RDAs percentatges.

Task 3.1 Super Size Me Trailer.

Description &

instructions

The teacher shows the Trailer of the movie Super Size Me:

http://www.youtube.com/watch?v=I1Lkyb6SU5U

Then, students have to circle the words in the wordle (Worksheet p. 10), which were

mentioned on the trailer. After that, students complete the sentence that the doctor

tells to the main character.

Finally, students write about their opinion regarding eating just McDonald’s products

during 30 days. They are given some language starters.

Materials Teacher’s: Video


Assessment Participation, correct answers


S�S Pair work

15 min.

Answer key -Effects of just eating fast food according to the movie:

Addiction, liver, heart, blood, death.

-Doctor’s words:

“You are gonna die. You’ve got to stop”.

-Possible answers about the effects of just eating fast food:

- If you eat too much meat, you can have a heart disease.

- When you eat a lot of fats, then you gain weight.

- If you do not eat any vegetables, you will have a lack of vitamin A.

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Task 3.2 Now read the following text about McDonald’s in small groups.

Description &

instructions

In groups of 4, students have to read the text that appears on Worksheet p. 11 and

discuss with their partners the questions about it.

TANDEM TEACHING: If it is possible, invite another teacher to the class. Tell the

students to close their books. One teacher stays at the front of the class and the other

at the back. Don’t explain to the students what you are going to do. One of the

teachers starts reading the text aloud and 5 seconds later, the other teacher begins

reading, too. The students will have to pay attention to one of the teachers and try to

understand the text.


Assessment Participation, check the answers




- Mc Donald’s thinks that the film is not realistic. Nobody eats 5000

calories a day and stops all physical activity.

- In my opinion Mc Donald’s position is right. Fast food is not

dangerous if you eat it from time to time.

Task 3.3 Burger King. Calculating RDA percentages.

Description &

instructions

a)Hand in to the students a calorie grid from the trays in Burger King (see CD or ask

them to bring one the previous day). They have to choose 4 products.

b) The teacher explains what RDA means and how to calculate RDAs (see boxes in

Worksheet p. 12). Students calculate the percentages of the products they have

chosen and write them on the grid.

c) Finally, in groups of 4, students discuss the questions that appear on the

Worksheet and write them on a separate sheet of paper.

Materials Teacher’s: Tray calorie grid from Burger King (see CD 3.1)

Students’: Worksheet p. 11 & 12 + separate sheet of paper

Assessment Participation, check the answers.


T�Class, S�S a)&b)Individually

c) Groups of 4

20 min.


a) & b):

Product Kcal. RDA% Proteins

RDA% Carbohydrates RDA% Fats Rda%

Whopper 598.3 25.4% 28.7 55.1 45.4 13.7 33.5 50.7

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C)- In my opinion my menu is not healthy because the hamburger contains the

25% of recommended Kcal for one day.

- I believe that eating hamburgers every day is not healthy, because they can

cause heart diseases.

- I can make my menu healthier reducing the amount of fats.

Task 3.4 Junk food.

Description &

instructions

The teacher shows PP 3.2 about junk food. Then, students discuss and write

down what they think about this type of food.

Materials Teacher’s: PP (see CD 3.2)

Students’: Worksheet p. 12 + separate sheet of paper

Assessment Participation, correcting the answers.


S�S Pair work 10 min.


3. We think that junk food is bad if you eat it every day.

4. Most of us eat junk food once a week.

5. Types of junk food: hamburgers, hot dogs, French fries, pastries...

FOOD FOR YOU


4.4.4.4. DANGEROUS UNHEALTHY HABITSDANGEROUS UNHEALTHY HABITSDANGEROUS UNHEALTHY HABITSDANGEROUS UNHEALTHY HABITS Objectives: -To distinguish healthy and unhealthy eating habits.

-To explain some diseases caused by dangerous eating habits.

Assessment: -Participation (rubric), correcting the answers, Treasure Hunt (checklist )

Tasks: -Identifying healthy and unhealthy eating habits, treasure hunt on

dangerous eating habits, matching the famous character with his/her

eating problem.

Products: -Writing about dangerous habits and some diseases related to them.

Task 4.1 What can be considered as unhealthy eating habits?.

Description &

instructions

In pairs, students have to write a “U” to the concepts in the box they

consider as unhealthy eating habits and an “H” to the ones they consider

healthy habits.


Assessment Participation, correct the answers


S�S Pair work

10 min.

Answer key 6. Eating a variety of food: H - Having breakfast: H

7. Having sugary drinks: U - Eating 3 times a day: U

8. Having family meals: H - Not doing exercise: U

9. Eating fast food: U - Eating slowly: H

10. Eating whenever you feel hungry: U

Task 4.2 Treasure Hunt. Let’s learn more about dangerous habits.

Description &

instructions

Take the students to the computer room. In pairs, students have to follow

the instructions on a Treasure Hunt:

http://poster.4teachers.org/worksheet/view.php?id=145047&page=1

They have to surf over the given web pages to answer the questions. The

Answers must be written on a separate sheet of paper.

Materials Teacher’s: Internet connection +Treasure Hunt (see CD 4.1)


Assessment Participation, Treasure Hunt (see checklist 2)




1. An eating disorder is a dangerous mental illness, a diet gone wrong

or a fad.

2. There are many types of eating disorders: anorexia and bulimia

FOOD FOR YOU


nervosa, binge eating, anorexia athletic or over exercise.

3. The causes of eating disorders are a combination of psychological,

genetic, social, and family factors.

4. Anorexia is an eating disorder where people starve themselves.

5. The effects of anorexia and bulimia nervosa are dramatic weight

Fluctuations and damaging of vital body functions.

6. Some signs are preoccupation with body or weight, obsession with

Calories, constant dieting or compulsive exercising.

Task 4.3 Real cases of dangerous eating habits.

Description &

instructions

Students have to match the famous person with his/her problem related to

eating habits and underline the eating disorder mentioned in each case.

Materials Students’: Worksheet p. 13 & 14




Answer key 1. Victoria Beckham- d) lose weight and stay slim.

2. Kelly Clarkson- e) bulimia

3. Elton John- b) bulimia, chewing and spitting.

4. Kate Winslet- c) weight problems.

5. Alanis Morissette- a) anorexia and bulimia.

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5. M5. M5. M5. MULTICULTURALISM AND FOODULTICULTURALISM AND FOODULTICULTURALISM AND FOODULTICULTURALISM AND FOOD

Objectives: -To acknowledge the importance of other culture’s cuisine.

-To identify some typical dishes and ingredients from other

countries.

-To compare the food traditions of their country with another

country in the world.

-To discover some facts about Asian culture.

-To prepare a recipe: sushi.

-To familiarize with some cooking language.

Assessment: -Participation(rubric), oral skills (rubric), checking answers

Tasks: -Writing about typical dishes of some countries and about

students’ own country, answering some questions about Asian

culture, putting in order the steps of a recipe.

Products: -Doing an oral presentation.

Task 5.1 Dishes of the world.

Description &

instructions

In pairs, students have to discuss with their partner which typical dishes from

other countries we have incorporated into our cuisine. They have to write at

least 5 sentences saying which these dishes or ingredients are and which

country they come from.




S�S Pair work

5 min.

Answer key -I think that pizza is a typical dish from Italy.

-In my opinion, rice is a typical dish from China.

-I honestly think that curry is a typical ingredient from India.

-I think that frijoles is a typical ingredient from Mexico.

-In my opinion, roast beef is atypical dish from England.

Task 5.2 Contributions to the world of cooking.

Description &

instructions

a)In groups of 4, distribute to the each group one flashcard about different

countries’ contributions to the world of cooking (CD 5.1). They have to write

the name of the country and the contributions on Worksheet p.15. Then, they

have to memorize them.

b)Oral presentation. The teacher projects the PP 5.2 with pictures of the

contributions. Each group explains to the rest of the class which was the

country they had on the card and explains the contributions which appear on

the PP. Students write down other groups’ explanations.

c)Students write on Worksheet p.16 which their country’s contributions to the

world of cooking are and try to give a possible translation in English. The

teacher shows them the PP 5.2 with some pictures, to help students.

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Materials Teacher’s: Flashcards (see CD 5.1) + PP (see CD 5.2)


Assessment Participation, oral skills (see rubric 1)




a) & b) Italy’s contributions to the world of cooking: pizza, tiramisu, pasta,

Lambrusco, mozzarella, cappuccino, risotto....

c)Spain’s contributions: jamón (cured ham), paella (coloured rice

with vegetables and seafood or chicken), sangria (red witne punch)

Task 5.3 Learning about Asian cooking.

Description &

instructions

The teacher shows PP 5.3. The teacher explains some facts about Asian

culture with the help of the PP. Students answer the questions on Worksheet

p.17.

TANDEM TEACHING: If it is possible, invite to the class an expert on Asian

culture to explain about its traditions and cuisine.

Materials Teacher’s: PP (see CD 5.3)


Assessment Participation, check the answers


T�Class, S�S Pair work 10 min.

Answer key a) Some countries that can be included on the Asian cooking are Japan,

Vietnam, China, Thailand...

b) Asia’s biggest crop is rice.

c) The most common ingredients are fish, squid, shrimp and octopus.

d) Three typical features:

- Chinese people eat dogs.

- They eat a variety of dim sum, which means small dishes, usually with

family and friends.

- Asian people use chopsticks instead of forks.

Task 5.4 How to do an international dish: sushi.

Description &

instructions

a)Students write on Worksheet p. 17, the ingredients they think are needed to

prepare sushi.

b)The teacher projects the PP 5.3 with the recipe about sushi. If it is possible,

invite an expert to prepare sushi in front of the class. The teacher or the expert

explains the sushi kitchen tools and the ingredients needed to cook sushi. The

teacher can also show a video of some children cooking sushi (see Extra

Worksheet about it on CD 5.4.):

http://www.kids-cooking-activities.com/Asian-cooking.html (2nd video

that appears on the web page).

c)Students order the pictures by writing a number on the boxes. Either the

process of cooking is explained with the help of the PP or it is shown in the

class with the real ingredients.

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Materials Teacher’s: PP (see CD 5.3) + optional video with extra worksheet (see CD 5.4)




T�Class, S�S Pair work 20 min.

Answer key b) The ingredients are:

- sushi meshi (the vinegared rice) also called shari.

- Neta (the toppings: raw fish).

- Nori (the sea vegetable).

c) 1. 2. 3. 4. 5.

6. 7. 8. 9. 10.

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6. WE ARE WHAT WE EAT6. WE ARE WHAT WE EAT6. WE ARE WHAT WE EAT6. WE ARE WHAT WE EAT The influence of religion anThe influence of religion anThe influence of religion anThe influence of religion and ethics on diets.d ethics on diets.d ethics on diets.d ethics on diets.

Objectives: -To recognize the relationship between diet and ethics.

-To identify different eating styles.

-To value different ways of thinking.

Assessment: -Participation (rubric)

Tasks: -Expert’s corner, matching the food with the person who can

eat it, answering some questions about religion, ethics and

food.

Products: -

Task 6.1 How much do you already know about...?

Description &

instructions

Warm-up activity to check students’ previous knowledge on religion and

food. The teacher shows PP 6.1. Ask the students if they recognize the

symbols and pictures.

Materials Teacher’s: PP (see CD 6.1.)


Assessment Participation, check answers


T� S, S�S Pair work

10 min.


- I think that this symbol is a religious symbol.

- Maybe this picture refers to food in an Arab country.

Task 6.2 The expert’s corner.

Description &

instructions

Tell the students to close their books. Arrange the class in groups of 4.

Hang on the wall, in 4 different corners, the texts about Halal, Kosher,

Vegetarianism and Veganism (CD 6.2). Each member of the group goes to

one of the corners and tries to memorize the information. Then, they have

to explain it to the rest of the group.

Materials Teacher’s: Texts(see CD 6.2.) + blue tack





Answer key -

Task 6.3 To eat or not to eat.

Description & The teacher shows PP 6.3. Students have to complete the grid on

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instructions Worksheet p. 20, on a separate sheet. They have to decide who can it

each of the foods, in the same groups of 4 as in the previous activity.

Materials Teacher’s: PP (see CD 6.3.)




S�S Groups of 4. 10 min.

Answer key Chicken: Jews, Muslims

Ham (pork): -

Alcohol: Jews, Vegans, Vegetarians

Artichoke: Jews, Muslims, Vegans, Vegetarians

Cheese: Jews, Muslims, Vegetarians

Seafood: Muslims

Fish: Jews, Muslims

Ribs: Jews, Muslims

Wine: Vegans, Vegetarians

Walnut: Jews, Muslims, Vegans, Vegetarians

Milk: Jews, Muslims, Vegetarians

Honey: Jews, Muslims, Vegetarians

Task 6.4 We are what we eat.

Description &

instructions

Wrap-up activity to test the students’ knowledge on religion, food and

ethics. The teacher projects the quiz 6.4 and all the class together answer

the questions.

Materials Teacher’s: Quiz (see CD 6.4.)




T� S Class work 20 min.

Answer key 1-c) 2-c) 3-c) 4-b)

5-b) 6-c) 7-a) 8-a)

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7. FINAL PROJECT

Cooking a special dish and calculating its calories

Objectives: -To write recipes.

-To develop the process of a recipe.

-To cook a dish with the help of an adult.

-To count the calories of the ingredients.

-To calculate the RDA % of calories.

-To classify each ingredient on its food group.

-To improve their abilities with ICT.

Assessment: -Checklist

Tasks: -Choosing a recipe, preparing the ingredients, cooking it with

the help of an adult, record themselves with a video camera,

calculating calories and RDAs, designing a digital

presentation.

Products: -Cooking a dish and recording themselves.

-Calculating RDA calories.

-Designing a digital presentation, using Prezi.com

Task 7.1 Cooking a dish

Description &

instructions

The teacher explains the project in worksheet 7.0. This project must be done as

homework. In groups of 3, students choose a recipe, prepare the ingredients

needed and with the help of an adult, they cook it.

Students have to record all the process and explain it to the camera. All 3 and

the adult should appear on the video. The final product should appear as well.

Materials Teacher’s: Worksheet (see CD 7.0)

Students’: Worksheet p 21 &22 +Recipe+ ingredients + video camera +

cooking tools

Assessment See Checklist 3


S�S Groups of 3+ adult

It varies depending on the

difficulty of the recipe

Answer key -

Task 7.2 Calculating calories.

Description &

instructions

Students look on a webpage (see worksheet p. 21), to find out the calories that

the dish contains. They introduce the ingredients and the quantity needed. It

automatically will calculate the calories. Then, they have to sum all the calories

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to discover the total amount. Finally, the students calculate the RDA % of

calories and determine to which food group each of the ingredients belongs to.

Materials Students’: Worksheet p. 21 & 22+ Internet connection

Assessment See Checklist 3


S�S Groups of 3 It varies depending on the amount of

ingredients.

Answer key -

Task 7.3 Put all the information together using Prezi zooming presentation.

Description &

instructions

Students must create an account on Prezi.com. They have to organize all the

information together in a nice way (ingredients, tools, steps, calories, RDA%,

food groups...) with this digital presentation. They also have to upload the video.

Finally, they have to copy the link to the prezi.

After explaining all the process, the teacher shows an example of a Prezi:

http://prezi.com/6pp8biuf3nsi/lets-make-rice-pudding/

Materials Teacher’s: Internet connection +sample of Prezi

Students’: Internet connection + video +

Assessment See checklist 3


S�S Groups of 3 It may vary.

Answer key Show sample of Prezi to the students.

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CHECKLISTSCHECKLISTSCHECKLISTSCHECKLISTS ANDANDANDAND RUBRICSRUBRICSRUBRICSRUBRICS....

CHECKLIST 1: Writing skills.

YES NO

1. Accuracy in the use of English. 2. Correct use of grammar. 3. Rich range of vocabulary and structures. 4. Use of her/his own words. 5. The text is well structured. 6. Appropriate content related to the topic. 7. It meets the requirements asked in the instructions.

TOTAL:

/7

CHECKLIST 2: Treasure Hunt.

YES NO

1. Accuracy in the use of English. 2. Use of her/his own words. 3. Rich range of vocabulary and structures. 4. Appropriate content related to the topic. 4. It meets the requirements asked in the instructions. 5. All the questions are answered.

TOTAL:

/5

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CHECKLIST 3: Final Project (Prezi)

YES NO

1. The ingredients are shown on the Prezi.

2. The three components of the group appear on

the video.

3. The adult appears on the video.

4. The adult manipulates the fire when cooking.

5. All the steps are shown on the video.

6. The final product is shown on the video.

7. The calories have been calculated and they are

illustrated on the Prezi.

8. All the ingredients are placed in the

corresponding food group.

9. Students speak clearly to the camera.

10. Students use accurate English.

11. The Prezi has an original and creative layout.

12. The project has been handed in on time.

TOTAL: /12

CHECKLIST 4: Dossier

The dossier... YES NO

1. …has a cover with name, date, subject and title.

2. … has a table of contents.

3. … has page numbers.

4. …has a nice presentation.

5. … includes all the materials and worksheets

completed.

6. …meets all the requirements asked in the instructions.

TOTAL: /6

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RUBRIC 1: Attendance, Participation & Work Skills

4 3 2 1

Attendance Always comes to

class (95-100%)

Almost always

comes to class (80-

94%)

Often comes to

class (60-79%) Sometimes comes

to class (0-59%)

Attitude Never is publicly

critical of the project

or the work of

others. Always has a

positive attitude

about the task(s).

Rarely is publicly

critical of the

project or the work

of others. Often

has a positive

attitude about the

task(s).

Occasionally is

publicly critical

of the project or

the work of

other members

of the group.

Usually has a

positive attitude

about the

task(s).

Often is publicly

critical of the

project or the

work of other

members of the

group. Often has

a negative

attitude about the

task(s).

Homework Always does the

homework assigned.

Often does the

homework

assigned.

Occasionally

does the

homework

assigned.

Rarely does the

homework

assigned.

Participation &

Contributions

Routinely provides

useful ideas when

participating in the

group and in

classroom

discussion. A definite

leader who

contributes a lot of

effort.

Usually provides

useful ideas when

participating in the

group and in

classroom

discussion. A

strong group

member who tries

hard!

Sometimes

provides useful

ideas when

participating in

the group and

in classroom

discussion. A

satisfactory

group member

who does what

is required.

Rarely provides

useful ideas when

participating in

the group and in

classroom

discussion. May

refuse to

participate.

Quality of work Provides work of the

highest quality

Provides high

quality work.

Provides work

that occasionally

needs to be

checked/redone

by other group

members to

ensure quality.

Provides work

that usually needs

to be

checked/redone

by others to

ensure quality.

Problem

Solving

Actively looks for

and suggests

solutions to

problems.

Refines solutions

suggested by

others.

Does not

suggest or

refine solutions,

but is willing to

try out solutions

suggested by

others.

Does not try to

solve problems or

help others solve

problems. Lets

others do the

work.

TOTAL: /24

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RUBRIC 2: Oral Presentation

CATEGORY 4 3 2 1

Speaks Clearly Speaks clearly and

distinctly all (100-

95%) the time, and

mispronounces no

words.

Speaks clearly and

distinctly all (100-

95%) the time, but

mispronounces

one word.

Speaks clearly and

distinctly most (

94-85%) of the

time.

Mispronounces no

more than one

word.

Often mumbles or

cannot be

understood OR

mispronounces

more than one

word.

Vocabulary Uses vocabulary

appropriate for the

audience. Extends

audience vocabulary

by defining words

that might be new

to most of the

audience.

Uses vocabulary

appropriate for

the audience.

Includes 1-2 words

that might be new

to most of the

audience, but does

not define them.

Uses vocabulary

appropriate for

the audience.

Does not include

any vocabulary

that might be new

to the audience.

Uses several (5 or

more) words or

phrases that are

not understood by

the audience.

Uses Complete

Sentences

Always (99-100% of

time) speaks in

complete sentences.

Mostly (80-98%)

speaks in

complete

sentences.

Sometimes (70-

80%) speaks in

complete

sentences.

Rarely speaks in

complete

sentences.

Content Shows a full

understanding of

the topic.

Shows a good

understanding of

the topic.

Shows a good

understanding of

parts of the topic.

Does not seem to

understand the

topic very well.

Fluency Speaks without

reading the notes

all (100%) of the

time.

Speaks without

reading the notes

most (80-99%) of

the time.

Sometimes speaks

without reading

the notes (50-

79%).

Rarely speaks

without reading

the notes.

TOTAL: /20

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FINAL EFINAL EFINAL EFINAL EXAM WITH KEYSXAM WITH KEYSXAM WITH KEYSXAM WITH KEYS

FOOD FOR YOU TOTAL: _______ /68

A/ Match the following foods with their food group:

Grain Group canola oil

yogurt

Vegetable Group cantaloupe

goose

Fruit Group celery

raspberries

Milk Group pecans

butter

Meat Group wild rice

watercress

Fats and Oil Group corn

milkshake

___ /

12

B/ Write at least one sentence about each type of nutrient. These are some

keywords that may help you.

animal sources supply of energy undiscovered regulate body processes

about 50 to 60 percent glucose 90 percent water dairy food

PROTEINS- CARBOHYDRATES- MINERALS- FATS- WATER- VITAMINS

___ / 6

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C/ Write a short text explaining the most important features of the

“MEDITERRANEAN DIET”.

___ / 10

D/ Calculating RDA percentages. Write down the steps you follow.

___ / 8

E/ Write a list with 5 healthy eating habits.

1……………………………………………………………………………….

2……………………………………………………………………………….

Product Kcal. RDA % Proteins RDA % Carbohydrates RDA % Fats RDA* %

Crispy chicken 363 15 41 30

RDA: Recommended Diary

Allowance

Kcal: 2,350

Proteins: 52 g

Carbohydrates: 330 g

Fats: 66 g

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3……………………………………………………………………………….

4……………………………………………………………………………….

5……………………………………………………………………………….

___ / 5

F/ Write 10 typical dishes from different cultures we have seen in class and also

the country they come from. Write complete sentences.

E.g.: Pizza is a typical dish from Italy.

1…………………………………………………..…. 6……………………………….…….…………..…….

2……………………………………………………... 7………………………………………….…………….

3……………………………………………………… 8…………………………………………….………….

4……………………………………………………… 9……………………………………………….……….

5……………………………………………………… 10…………..…………………………………….……

___ / 10

G/ Choose the correct option from the questionnaire below about Asian

culture:

1. Asia’s biggest crop is…………....

a) Soy

b) Rice

c) Pepper

2. One of the most common Asian

ingredients is…….……..….

a) Wasabi

b) Eggs

c) Fish

3. ……………………………….. eat dogs.

a) Chinese people.

4. Dim sum means…………………………

a) Chopsticks.

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b) Japanese people.

c) Indian people.

b) Big dishes.

c) Small dishes.

5. One of the ingredients of sushi

is Nori, which

is…………………………………

a) The seaweed or sea

vegetable.

b) The raw fish.

c) The vinegared rice.

6. When mixing the rice, it is

advisable to…………………………

a) Press the rice.

b) Fan the rice.

c) Pour oil over the rice.

7. The spicy green sauce is

called……………..

a) Soy sauce.

b) Sawabi sauce.

c) Wasabi sauce.

___ / 7

H/ Fill in the gaps. Use the words in the following box. There are some

which you do not need to use.

Jewish Shinto Torah Islamic Judaism testin

rights Schechita Hinduism meat Dhabiha Halal

diet ethical

1) ___________ refers to any object or action which is allowed according to the Sharia, the

2) __________ law. Islam has laws regarding which foods can and cannot be eaten. On the

other hand, Kosher foods are those produced according to the 3) __________ religion.

Kashrut is the name of the Jewish food laws. Many of these laws come from the 4)

__________, which are the Judaism religious texts.

Veganism is a 5) _________ and lifestyle that excludes the use of animals for food,

clothing and animal 6) _________ in laboratories or any other purpose. The most common

reasons for becoming a vegan are 7) _______ or moral. Vegans are worried about animal 8) ____________environment and human health.

Vegetarianism is a plant-based diet. A vegetarian does not eat 9) _______ or animal-

derived products. Vegetarianism may be adopted for ethical, health, environmental,

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religious or cultural reasons. 10) _________ and Buddhism teach vegetarianism

as moral conduct.

___ / 10

KEYSKEYSKEYSKEYS

A/ Match the following foods with their food group:

Grain Group wild rice corn

Vegetable

Group

celery watercress

Fruit Group cantaloupe raspberries

Milk Group yogurt milkshake

Meat Group goose pecans

Fats and Oil

Group

canola oil butter

B/ Write at least one sentence about each type of nutrient. These are some

keywords that may help you.

PROTEINS: Lots of proteins come from animal sources.

CARBOHYDRATES: Glucose is the main component of carbohydrates.

MINERALS: Minerals are needed to regulate body processes.

FATS: Fats are a great supply of energy.

WATER: About 50 to 60 percent of our body is water.

VITAMINS: Some vitamins may still be undiscovered.

C/ Write a short text explaining the most important features of the

“MEDITERRANEAN DIET”.

Important features

- Eating with family and friends.

- Drinking red wine

- Doing exercise

- Eating grains, fruits and vegetables.

- Using olive oil or canola oil.

- It is healthy for your heart.

- etc.

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D/ Calculating RDA percentages. Write down the steps you follow.

E/ Write a list with 5 healthy eating habits.

F/ Write 10 typical dishes we have seen in class and the country they come

from. Write complete sentences. E.g.: Pizza is a typical dish from Italy.

G/ Choose the correct option from the questionnaire below about Asian

culture:

1. B 2. C 3. A 4. C 5. A 6. B 7.C

H/ Fill in the gaps. Use the words in the following box. There are some which

you do not need to use.

1) Halal 2) Islamic 3) Jewish 4) Torah 5) Diet

Product Kcal. RDA % Proteins RDA % Carbohydrates

RDA

% Fats

RDA*

%

Crispy chicken 363 15.4% 15 28.8% 41 12.4% 30 45.4%

• Eating a variety of food

• Not having sugary drinks

• Having family meals

• Avoiding fast food

• Not eating whenever you feel hungry

• Having breakfast

• Eating 4-5 times a day

• Doing exercise

• Eating slowly

Tiramisu-Italy Fondue-France Tofu-China

Fish and Chips-Britain Frijoles-Mexico Mousse-France

Moussaka-Greece Mozzarella-Italy Falafel-India

Curry-India Pita bread-Turkey Chili-Mexico

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6) Testing 7) Ethical 8) Rights 9) Meat

10) Hinduism

ANNEXESANNEXESANNEXESANNEXES

ANNEXE 1. CREATIVE COMMONS LICENSEANNEXE 1. CREATIVE COMMONS LICENSEANNEXE 1. CREATIVE COMMONS LICENSEANNEXE 1. CREATIVE COMMONS LICENSE....

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http://creativecommons.org/licenses/by-nc-sa/3.0/

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ANNEXE 2. ONLINE VIDEO ANNEXE 2. ONLINE VIDEO ANNEXE 2. ONLINE VIDEO ANNEXE 2. ONLINE VIDEO LISTLISTLISTLIST....

� Food pyramids. [Video]. http://www.mypyramid.gov/ (accessed April 6, 2010)

� Super Size Me trailer. [Video]. http://www.youtube.com/watch?v=I1Lkyb6SU5U (accessed April 9, 2010)

� Cooking sushi. [Video]

http://www.kids-cooking-activities.com/Asian-cooking.html (accesed

March 28, 2010

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ANNEXE 3ANNEXE 3ANNEXE 3ANNEXE 3. . . . CDCDCDCD. TABLE OF CONTENTS . TABLE OF CONTENTS . TABLE OF CONTENTS . TABLE OF CONTENTS

• Folder 1. Lesson 1.

o 1.0. Worksheets

o 1.1. PowerPoint o 1.2. Flashcards o 1.3. Nutrients Text


o 2.0. Worksheets

o 2.1. PowerPoint o 2.2. Flashcards o 2.3. Mediterranean Diet Text

o 2.4. Board game


o 3.0. Worksheets

o 3.1. Burger King’s Grid o 3.2. PowerPoint


o 4.0. Worksheets

o 4.1. Treasure Hunt


o 5.0. Worksheets

o 5.1. Flashcards o 5.2. PowerPoint o 5.3. PowerPoint o 5.4. Extra Worksheet


o 6.0. Worksheets

o 6.1. PowerPoint o 6.2. Diet Styles Texts o 6.3. PowerPoint o 6.4. Quiz

• Folder 7. Final Project and Exam

o 7. 0. Final Project Instructions o 7. 1. Final Exam o 7.2. Final Exam Keys

• Folder 8. Rubrics and Checklists

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ANNEXE 4. ANNEXE 4. ANNEXE 4. ANNEXE 4. CD.CD.CD.CD.

Find the CD attached to the book.

T FOOD FOFFOOFOR RRR YOU B - XTEC · LESSON 4: Dangerous unhealthy habits. 1-Warm-up activity:...

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