DU Title: What´s on the menu?
Subject: Natural Science Course/Level: 3rd grade of primary education
Observations: in order to take into account previous knowledge, After having studied vocabulary related to the food and the likes and dislikes.
The topic area of this didactic unit is the menu we can find in a restaurant the world. Presenting the food pyramid and being able to understand that we can find healthy and unhealthy food.
1. Learning outcomes / Evaluation criteria
● To recognize vocabulary and structures related to the menu.
● To associate the different food with the food pyramid.
● To locate different food on the food pyramid.
● To explain the food pyramid.
● To get general and specific information from a text
● To create a complete healthy menu
● To learn about healthy habits
2. Subject Content
· Food pyramid
· Food habits
· Healthy and unhealthy routines.
· CLIL: Natural and Social Science, English
3. Language Content / Communication
Nouns:
Fruits: banana, apple, strawberries, oranges,
Vegetables: carrot, lettuce, broccoli, onion, pumpkin, cucumber, tomato, mushroom
Meat: Lamb, chicken, pig
Fish: tuna, salmon,
Food: Chocolate, salad, spaghetti, tuna, ham, jam, Pasta, hamburger, pizza, soft drinks, biscuits, cereals, cake.
Proteins, fats, carbohydrates, vitamins, minerals
Verbs: to be, to contain, to provide, to eat.
Adverbs: always, sometimes, never, once/twice a week, once/twice a month.
Structures
• Grammar contents:
Cognitive Academic Language Proficiency (CALPS).
present simple:
(meat)… contains (proteins)/ (meat)… provides (proteins)
(chocolate)…. Is healthy/unhealthy
(meat)… is at the beginning / in the meddle/on the top of the pyramid
When do you eat….?/when does (s)he eat…?
I eat/(s)he eats (fish)… once a week, twice a week, once a month, twice a month, everyday, always
• Classroom management:
Basic interpersonal Communication Skills BICS: Classroom language
"hello!", "Good morning", "How are you?", "can you spell this word?", "how do you say… in English?", "can I sharpen my pencil?", "please", "Thank you", "can I go to the toilet?", "can I pull up/down blinds?", "can I switch on/off the lights?", "can I do this exercise on the board?", "can you help me please? "can you repeat?" "write the name", "match the column a and the column b)". "What do you think?", "why do you think it?", "Come on", "Try to do it", "think about it", and so on.
Discourse type
-Speech communication resources (explaining, comparing, arguing, agreeing)
Language Skills
The four basic skills: Listening, speaking, reading and writing
4. Contextual (cultural) elements
The school is located in a rural town in the West of Extremadura. It has not many facilities to access to the English language outside the classroom. The socioeconomic level of the families is medium.
We are going to compare the menu of the different restaurants
5. Cognitive (thinking) processes
According to the Bloom´s Taxonomy, Low Order Thinking Skills (LOTS) and High Order Thinking Skills (HOTS):
LOTS:
· Remembering: Listening, repeating, locating, finding
· Understanding: associating, expressing
· Applying: choosing, presenting, interviering
HOTS:
· Analyzing: correlating, calculating, advertising, questioning
· Evaluating: testing,
· Creating: writing, podcasting, composing, programming
https://www.teachthought.com/learning/what-is-blooms-taxonomy/
6a. Task/s
Theoretical sessions: working the different parts and the different aliments, Identifying the different parts of the food pyramid, Identifying the different food in each part
Practical sessions: asking about habits, Asking about healthy and unhealthy food habits.
creating a huge food pyramid, explaining it to the rest of the classes of the school, creating a giant food pyramid and explaining it.
6b. Sessions and Activities
First session:
· Brainstorming about food
· Expressing likes and dislikes while we show different flashcards by using https://www.flickr.com/search/?text=food
· Food pyramid video explanation
· Prelistening: what can you see in the picture? Displaying a picture on the digital whiteboard screen shot of the video: https://www.youtube.com/watch?v=0KbA8pFW3tg
· Whilelistening: listen and repeat, stopping. Asking different questions about the video https://www.youtube.com/watch?v=0KbA8pFW3tg
· Postlistening: complete a food pyramid on the digital whiteboard by using Live worksheet https://es.liveworksheets.com/jk2099462fn
Second session:
· Food habits genially: https://view.genial.ly/5e8b43b18b8ee90e1eb29ac0/presentation-food-vocabulary-2019-confinement
· Identifying healthy and unhealthy habits by asking questions to their classmates
· Creating a group food pyramid using realia: supermarket offer catalogues
· Creating a Huge food pyramid and explaining it
Third session:
· review through different questions
· Explanation of the huge food pyramid
· kahoot: "what do you know about the food pyramid?" https://create.kahoot.it/details/23d6c26d-7322-48cc-b650-a22fda11cb30
Fourth session:
· Presenting a healthy menú:
Utilización de Canva para la maquetación de un menú: ejemplo para los alumnos https://www.canva.com/design/DAEzFxI9YXo/J2e-EwKjM8QO1FYIiVpDvA/edit?layoutQuery=healthy+menu
· Analysing different restaurant menu. Realia: Utilizamos los menús diarios de los restaurantes del pueblo
· Completing a menu which is incomplete
Fifth session:
· Creating a healthy menu
· Explaining the different healthy menus
· co-evaluation activity: while the different groups are explaining the menus
Sixth session:
· Radio interview about healthy or unhealthy habits
· Explaining the best healthy menu on the school radio
· Self-assessment: rubric
7. Methodology
Communitive approach
Task based approach
Learner centred approach
Clil methodology
Cooperative learning
Organization and class distribution / timing
Cooperative groups: heterogenous groups of 4 students
The didactic unit will be developed in the second term, and it consists of 5 sessions.
Resources / Materials
Interactive whiteboard,
Blackboard
Interactive worksheet
flashcards
Food pyramid video
Food pyramid template
A text model: a healthy menu
Incomplete menu
Realia: Supermarket Offer catalogues,
Realia: restaurant menu
radio
Key Competences
Linguistic competence
Digital competence
Social and civic competence
Learning to learn
8. Evaluation (criteria and instruments)
Evaluation criteria:
To be able to explain the food pyramid and the food which is in each part
To be able to answer different questions about the food pyramid
To be able to create and explain the healthy menu
Instruments: Direct observation, teacher´s notebook and evaluation activities.
Evaluating activities: Oral and written activities
Oral activities:
· Exposition of the group healthy menu
· Explanation of the food pyramid
Written activities:
· Coevaluation while the different group expose their healthy menu
· Kahoot activity
· Self-assessment: rubric
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