MODULE 1. BLOCK 3

Task section 5: CLIL Unit of Work

Javier Sánchez & Ana Manrique

1^st session: Introduction of content and activation of schemata.

1-Ask children questions like: What do you think we need to be healthy? And try to elicitate things like water, food, exercise and rest. Then, it could be done a kind of brainstorming where our pupils tell their experiences, for example, the food they usually eat, if they practice any sport, etc.

Cognition: Remember-> Recall facts and basic concepts.

2-Presenting a “wordcloud” with words like: Carbohydrates, proteins, sugar, fats…
Explain to our children that our body needs energy and ask them for what do we need to obtain this energy.  The students helped by the teacher comment on the different nutrients we need, in which type of food we can find them, etc.

Carbohydrates: Cereals, potatoes, bread, pasta, rice…

Proteins: Meet, fish, eggs, milk, yogurt, cheese…

Fats: Fats, spreads and oil.

Sugars: Foods and drinks high in fat, sugar and salt.

Vitamins and minerals: Vegetables, salad and fruits

Cognition: Understand-> Explain ideas or concepts.

3-The class is divided into two groups and parts. In each part there are some objects which represent food and different boxes, each one of them for each one of the different type of nutrients. Children have to classify the food in the boxes. Then, the groups change their sides and they have to improve the classifications of the other group. Finally all together with the teacher comment on it.

Cognition: Underestand->Classify.

4-In groups of three, SS are given some food magazines. They have to cut the different types of food and classify it in different envelopes which will be the different categories of the food pyramid. During this activity the teacher ask them questions like: How many times a day do you think we should eat these aliments?

Cognition: Underestand.

2^nd session: Food pyramids building.

1-The teacher shows a food pyramid and explain how to build it. SS, in the same groups, build it with the food cuts.

2-Once the food pyramid is finished, each group has to go to another class group in the school and explain their pyramid.

Cognition: Understand->Explain.

3^rd session:

1-Now SS in different groups are given two comics about stories of children with different diets and habits. They have to compare and contrast both and select which story fits better with a healthy way of life, explaining why. The teacher gives them different types of charts so that they can write their comparisons and visualize their ideas better.

Cognition: Analyze->Compare and contrast.

2-Then, the class is divided into two groups, one will be those who chose one comic and the other those who chose the other comic. A debate moderated by the teacher is carried out.

Cognition: Evaluate-> Argue, defend, judge and support.

4^th session: Menu creation.

In this session SS are going to create their own Mediterranean menu for a day in groups.

First of all they think of the menu: For breakfast, for lunch… Second, they think of the ingredients they need to prepare their recipes. Third, they reflect on the ingredients: if they give us the nutrients learned… Fourth, children look for the way of cooking their menus and fifth, they explained their menus presented in a sheet. Finally, a book with every menu will be created.

In order to carry out this session, children are going to use computers, to look for the ingredients, the nutrients, the way of cooking, or whatever doubt they find to do this task. They will be supervised and helped by the teacher.

Cognition: Creation->Produce, design new original work.

5^th session: Real cooking.

SS go to the school kitchen with all the ingredients they need, previously bought and cook their recipes, then they explain each of them and eat the food together inviting other classes.

6^th session: Transversal session.

During the sessions, children are recorded to finally create a kind of “video lip dub” which will be uploaded in the school blog. Learned concepts and food products must be seen on it, for example they will be recorded showing their food pyramids, creating and making their recipes, doing sport in P.E classes and so on.

Here we have some examples created by real schools for “Mediterraneamos”, campaign organized and promoted by the Spanish government that encourages kids to eat healthy food.

https://www.youtube.com/watch?v=9KL_BgXYtCY

https://www.youtube.com/watch?v=nWIIPe4c_p8

TEACHING OBJECTIVES (What I plan to teach)

Content:

-Introduction of the topic.

-Health and growth.

-Food pyramid

-Different kinds of nutrients.

-What’s Mediterranean diet.

Cognition:

- Provide learners with opportunities to remember and recall facts and basic concepts about having a healthy life.

-Enable learners to identify and classify different types of food and nutrients.

-Encourage leaners to explain the content understood.

-Comparing and contrasting different diets and habits.

- Evaluate, argue, and defend a perspective related to the content.

-Creation, design of new work (menus).

·         We have used this pyramid about Bloom’s taxonomy to select the cognitive aspects worked and try to follow a progression from LOTS to HOTS:

 

Culture:

During the different lessons teacher will comment on different cultural aspects, such as:

Different ingredients/food by culture or circumstances:

·         Indian

·         European

·         Southamerican

·         Arab/muslim

·         Southamerican

·         African

·         Asian

Different diets by choice:

·         Vegetarian

·         Vegan

·         Fast Food

·         Paleo

·         Raw Food

Impact in Society:

·         Shops/business: Butcher´s, grocery, market, supermarket, restaurant,etc

·         Habbits: Family meals, friend meals, work meals

·         Not everyone has food

Communication: 

Language FOR learning:

·         Giving advice

·         Describing

·         Comparing/Contrasting

Language OF Learning (key vocabulary):

·         Cultures

·         Food names

·         Countries

·         Human body

Language THROUGH Learning:

·         Comparing/Contrasting

·         Questioning/Answering

·         New Expressions and  vocabulary

LEARNING OUTCOMES (What learners will be able to do by the end of the lessons)

By the end of the unit, learners will be able to…

-Demonstrate understanding of what do we need to be healthy, good habits, bad habits, etc.

-Distinguish between healthy and non healthy food, good and bad habits to keep a healthy life…

-Classify food according to the nutrients.

-Compare and contrast habits of different lifestyles.

-Explain a content previously presented and practiced (food pyramid).

-Create their own menus.

MINDMAP