Diet and nutrition

I have developed a didactic unit which title is "Diet and nutrition" for the subject Biology and Geology of 3rd of ESO.

I have chosen this unit because of the direct impact it has on the students.With it I try to improve their way of feeding and know the consequences and possible diseases that can lead to poor diet.

For this, they must first know the vocabulary.Then, we will work out which nutrients predominate in each food, helping us with the food wheel. Later, we will see what foods are healthy and unhealthy, linking with the knowledge of a balanced diet.Some types of diets will also be worked on, highlighting the benefits and characteristics of the Mediterranean diet. At the end of the unit will be investigated on possible consequences and diseases derived from poor diet.

For this unit we will dedicate approximately 7 sessions. Following the scaffolding method, they are going to propose simple activities that are going to be complicated little by little.

In session 1, vocabulary activities are carried out, words are combined with images, explanatory videos are displayed, ... while the verb tenses in English (present, past and future) are reviewed. In this session we mainly work on the listen and speak skills.

In session 2 we continue with this dynamic, but we add the skill "read", reading an article that serves at the same time to increase the vocabulary. In addition, we work in English "Do you like ...?", with possible answers.

In session 3 we focus on the "food wheel", trying to understand their meaning well because it is important to ask many questions about it (speak). In this session, as in the previous ones, we will use the normal board, to make schemes, and the digital board, to project images and videos (listen).

In session 4 the concepts of diet and balanced diet are explained. In addition, questions will be asked (speak) in groups, the answers will be written down (write) and there will be a sharing. In this session, in addition to speaking and writing, they work in groups, which allows instilling respect for others and socialization. At the end of this session, they are explained how to prepare an oral presentation about a disease (description, causes and prevention), which must be done at home and will be presented in session 6.

In session 5 the most used skill is "write", with fill-in-the-blank exercises and writing an e-mail (which also allows me to review this way of writing in English). We will complete this session with an activity different from the other proposals so far. It consists in the visualization of a video of a person with anorexia, and then reflect in common on it. With this, we work on sensitivity and reflection.

At home, they should get into my symbaloo, to see a video that I posted, which summarizes everything we have learned so far in this unit.

Session 6 is purely oral (speak). With this activity we will get them to investigate and expose the disease they have chosen (use of TIC'S), in addition to facing an exhibition in front of their classmates (a fact that usually costs them a lot). It is a couple activity, which is usually more enjoyable and encourages companionship.

At home, they should look for information on the benefits of the Japanese diet.

Session 7 completes the unit by viewing a video on the Mediterranean diet. Afterwards, the benefits of the Japanese diet are shared and we compare both diets.

Finally, they will carry out an interactive exercise with educaplay, which serves as an evaluation of the unit.

As an extension activity you can propose that they prepare a menu for a week, following the patterns of the Mediterranean diet. This activity can be done in pairs or small groups (3 people).

In the following links I present my unit and my activities:

3.1. Didactic unit template:  https://drive.google.com/open?id=1t1-_EToy90b4OOl1iqLzJsIc38AATAxZ

3.2. Design of materials: https://drive.google.com/open?id=1IP_nevNzY59WfX5HT9Dj5aqd-Il4wWSE

By Amparo Cabrera Gómez.

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