NUTRITION FUNCTION

Nutrition Function                                   

 

          

 

 

Subject: Natural Science

Level:4^th primary school

The main objective will be the student becomes aware of the need to have a healthy diet

Learning outcomes

v  To identify the main organs of the sytems involve in  Nutrition  Function

v   To know different food groups

v  To clasify food according each group

v  To recognize healthy habits

 

Subject Content

v  Nutrition function: digestive system, respiratory system,  circulatory sistema and excretory system

v  Food classification

v  Healthy diet and health

v  Food pyramide

v   Nutrients

 

1st SESSION

·         Braisntorm to know the previous knowledge of the students around the subject.

·         Presentation of the different  sytems involve in  Nutrition  Function: digestive system, excretory system, circulatory system and respiratory system, with visual support

·         We will  watch the video "How the Digestive System Works"

    https://www.youtube.com/watch?v=VwrsL-lCZYo

 

·          Identification organs of different systems and match with their names: stomach, esophagus, kidney, lung, heart, veins…They will work in groups of four

·          We will have a discussion about de activity

 

2nd SESSION

 

·         Presentation of the different food groups  with visual support and their main characteristics .I Will I will present this content on the digital board

·         .They will copy  the food wheel and will write the different food groups: vitamins, proteins, carbohydrates and fats.

·          Complete sentences about the different groups, to summarize what they learned.

·         We will listen a song about the food groups. https://www.youtube.com/watch?v=cORkrfqK10s

·         We will try to learn the song

 

3rdSESSION

·          Presentation a of "nutritional pyramid" on the digital blackboard.  I will explain it, and then we will read the different foods aloud.

·         Game: "The nutritional pyramid". We will do groups of four students. We use plastic bricks and hide them in the class.

       *The yellow ones symbolize "the carbohydrates"

       *The green ones "the vitamins"

       *The orange ones "the proteins"

       *The red ones "the fats"

All group members holding hands have to go to find the hidden bricks, when they are told the type of brick they can take each time. Then, each group will build their nutritional pyramid.

 

4th SESSION

The students will carry out  a mural where they collect the different food groups.They will use images of food from supermarket magazines, and will write their names: meat, fish, milk, eggs, bread, flour, sweets, chocolate, olive oil, yogurt, butter, fruit, vegetables ...

Then, each group will explain their work to their classmates..

 

5th SESSION

·         We will  watch the video "healthy lifestyles": You will learn about "Balanced Diet" in this video. A diet, which contains all the nutrients, namely carbohydrates, proteins, vitamins, minerals and fats in right amounts,  is called a balanced diet. It should also contain sufficient amounts of dietary fibre and water. https://www.youtube.com/watch?v=YimuIdEZSNY

·         In pairs, they will write sentences to give advices to carry out a balanced diet.

You should eat…

            Yo shouldn´t eat…

·         In large group will write several questions about healhty diet. Each student will ask the questions to his partner and write the answers

	partner
How many times do you eat….
How often do you eat …

 

6th SESSION 

·         Speaking about eating habit, (in large group).The teacher will encourage the students to interact

·          Games about learned concepts

http://es.nourishinteractive.com/nutrition-games/childrens-educational-healthy-food-games

http://www.mundoprimaria.com/juegos-de-ingles/juegos-sustantivos-alimentos/

https://www.eslgamesplus.com/food-vocabulary-crossword/

 

Methodology

The unit will be distributed in 6 sessions of 50 minutes.

Class methodology will be active and participatory, creating a safe classroom climate. It will be flexible, establishing realistic challenges depending on each student and using the appropriate scaffolding for each activity.

·         In all the activities we will speak in English

·         We will use specific vocabulary

·         We will use images to relate the vocabulary

·         We will encourage group work

 

 

https://drive.google.com/file/d/1-B1ndaRKTga5_iBI8vOFkB_fwCaIKQDu/view?usp=sharing

 

 

Carmen Mª Quintanilla Terrones