Didactic
programme
The food
Belén Paz Merino
Elena Gómez
Isabel Marín
Miriam Gómez
Carmen de la Fuente
1. GENERAL ASPECTS
LEVEL: 1st level of Primary Education
CYCLE: First cycle
TIMING: 4 lessons
2. JUSTIFICATION
We have chosen this topic
because:
- In
the first level of Primary Education, our pupils are still developing their own
personality, including their likes and dislikes. For this reason is a good
moment to show them the importance of a variety diet.
- In addition we must consider food as one topic that is important
because there are many children in our country with weight and cholesterol
problems due to an unbalanced diet. By working on food in this unit, we want to
collaborate to make students aware of those food items that are healthy and
those that are not.
3. AIMS
With this unit, we want to contribute to the achievement of the following objectives
in our didactic programme:
·
To
recognise the most common food in our diet.
·
To
understand that a balanced diet is essential for healthy development.
·
To
identify the different food groups.
·
To
identify the four meals of the day.
·
To
classify food into animal or vegetable.
·
To
identify the four meals of the day and relate them to the times of the day when
they are consumed.
·
To
recognise the origin of different food items.
·
To
identify the most appropriate food items to be consumed during each meal.
·
To
use specific vocabulary for oral expression.
4.
CRITERIA FOR ASSESSMENT
·
Identify
the four meals of the day and when each one is consumed.
·
Understand
the need for a healthy, balanced diet.
·
Classify
food according to its origin (animal or vegetable).
·
Identify
food which should be consumed daily.
·
Contribute
to and use a specific vocabulary in the classroom.
·
Identify
the most appropriate food items to be consumed during each meal.
·
Recognise
the origin of different food items.
·
Construct
and use question with like and dislike
5. TEACHING OBJECTIVES
Content:
-
Introduction to the topic
-
What is food?
-
Types of food.
-
Appropriate
food.
Cognition:
-
Embrace the vocabulary.
-
Associate the pictures with their meaning.
-
Be able to identify different types of food.
-
Make different activities in order to understand the
key concepts.
Culture:
-
Became aware of the importance of having a healthy
diet.
-
Understand that they can learn. It is not important
what language they are using.
Communication:
-
Language of learning: Key vocabulary: Food, healthy,
unhealthy, vegetables, fruits, pyramid, timetable, diet, habits, meals, origin.
-
Language for learning:
o
Asking each other question: Do you like…? Why/why not…
Don’t you like? Why…
o
Classifying: The different types of food according to
its origin are… The different meals of the day are…
Comparing and
contrasting: We should eat…because is healthier/less healthy than…
We should not eat…
because is not as healthy as…
o
Other: How do you spell…?
What does … mean?
-
Language through learning:
o
Understand the language for the different activities.
o
Improve the cooperation work.
o
Learn new concepts
6. LEARNING OUTCOMES
|
KNOW
|
BE ABLE
|
BE AWARE
|
|
They know new vocabulary
|
They are able to identify food
with their picture.
|
Students can difference between
healthy and unhealthy food
|
|
They know the origin of each
food
|
They are able to classify
different types of food
|
They are aware of what they
like and what they don’t.
|
|
They know how to make a
balanced diet.
|
They are able to use specific
vocabulary according to its origin
|
They are aware of the
importance of a healthy diet in their life.
|
|
They know every meal of the day
and what they should eat in each one.
|
They are able to organising
their own balanced timetable.
|
They are aware of different
types of meals
|
7. LEARNING ACTIVITIES
Lesson 1:
- Food origin: We are going to explain
where the food comes from.
- Brainstorming: Previous
knowledge of the student about this topic.
- Choose your food: Each group
will be an animal or a plant and then they will have to say what kind of food
you can take of them.
Assessment:
- Classify food according to its
origin (animal or vegetable).
-Remind students their previous
knowledge in order to assess their improvement
Lesson 2:
-We are going to explain the food
pyramid and students have to learn the differences between each step.
-Make your own timetable. Do you
think your diet is balanced during the whole week?
Assessment:
- Identify the most appropriate
food items to be consumed during each meal.
-Be able to organise their own
timetable
Lesson 3:
-Theory about healthy food.
-Each group will have a picture
of one type of food and then, they will say reasons in favour in order to
defend it.
Assessment:
-Understand the need for a
healthy, balanced diet.
-Recognise healthy and unhealthy
food
Lesson 4:
-Summary about the vocabulary of
the unit
-BINGO food! : Children will have
different types of food in a list and they will have to choose six of them. The
teacher will take one food of a box, and the student who completes his table
will win the game.
Assessment:
-Contribute to and use a specific
vocabulary in the classroom.
-Understand the relationship
between animals, food and their picture.
8. INSTRUMENTS FOR
ASSESSMENT
·
Self
and peer assessment table.
·
Learners’
interaction with a partner.
·
Learners’
participation.
·
Classroom
activities
9. RESOURCES
- Computer, projector and
whiteboard
- Flashcards and pictures card
- Pens and paper
