Context and students:
This DU is elaborated to be taught in a 3rd Secondary Education formed by 28 students, of whom 15 are girls and 13 are boys; most of them belong to a middle socioeconomic level and excepting 5 of them, this is their third year in this high school. They come from 2 schools; in one of them CLIL methodology was introduced last 3 years but in the other one, not. However, from the moment all of them arrived here, they have been taught by using CLIL, so the level is almost the same between them. Almost the whole class is able to understand cartoon movies with subtitles and the fourth part of the group, without them. They also can have a conversation (with easy struvutres) about the topic we are studying at class and they can make oral presentations with some support (power point, prezi, slideshow…)
Justification:
The fourth didactic unit (DU) of my Physical Education Programming it’s thought to be developed on rainy days or between different DDUU, because this subject is a practical one and as a teacher, I can’t teach 3 consecutive theoretical lessons, so it is almost certain that the lessons are not going to be consecutives, but this is not a problem. On the one hand, I have created this DU because the contents are defined by the official curriculum and it’s compulsory to teach them. On the other hand, this is an important topic which can help students to be aware of consequences of an unhealthy diet and a bad lifestyle, so I will try to teach them, how to build a healthier and balanced future.
Teaching objectives:
- Content objectives:
- To learn some specific concepts: differences between food and nutrition, substances that compose food and their function in the body, body composition and some nutritional disorders.
- To understand the energy and different value of certain food.
- To evaluate the energy needs of a person according to his/her daily physical activity and elaborate a balanced diet to meet her/his food needs.
- To understand the importance of a balanced diet and also the damages of a bad lifestyle
- Language objectives:
- To know the specific vocabulary of the DU: different kind of food, body composition and its needs and some nutritional disorders.
- To be able to perform a group presentation using the vocabulary learnt at class and some other found themselves.
Key competences:
- Linguistic communication related to the debate
- Mathematical related to the calculation of the nutritional requirements
- Social and civic related to the respect to people with different kind of body composition and with different lifestyle; also related to being respectful with classmates, taking into account their opinion and not being impolite.
- Learning to learn by creating a balance diet according to their needs
- Sense of initiative by looking for additional information to complete their knowledge
- Digital by using new information resources (computers, mobile phones, webs, blogs…)
Methodology:
- Teaching style: inside the centered student styles, I am going to use discovery and divergent.
- Group distribution: small group (3-4 students) and big group.
- Students participation: alternative
- Feedback: delayed
Materials and resources:
Computer, books, journals, videos, slideshow, internet (web pages, blogs, youtube…)
Student learning outcomes:
- Content:
- Food, nutrition and nutrients
- Food pyramid
- Energy and nutritional food value: calories and kcal
- Energy and nutritional needs
- Nutritional disorders
- Balance diet and healthy habits
- Culture:
- Open mind to accept changes in eating habits in order to improve our health
- Cooperate and collaborate with classmates
- Develop a critical attitude to unhealthy lifestyles
- Value and respect different kind of food cultures
- Cognition:
- Interpretation of diagrams, tables, pictures and drawings
- Understand the risks of imbalance diets and its consequences
- Calculate energy needs
- Relate what we knew with new knowledge
- Communication:
- Language for the topic:
Vocabulary:
- Food: meat, fish, fruit, vegetables
- Nutrients: fats, proteins, carbohydrates
- Nutritional disorders: obesity, anorexia, bulimia
- Healthy habits: balance diet, active lifestyle
Structures:
- The definition of… is…
- The differences between… and… are…
- This sentence is true or false?
- … has… kcal.
- My Body Mass Index (BMI) is… and it is expressed in…
- To get… (muscle, vitamins, energy…) I need to eat…
- The cause of… is…
- The consequences of… are…
- Language for interaction:
- I’m going to (talk about/describe/explain)
- Connectors:
- Contrast: although/however
- Reason and cause: because
- Exemplification: for example/for instance
- Succession; firstly, secondly/ on the one hand, on the other hand.
Lessons:
- Lesson 1: introduction to the DU and to today’s lesson (5’), distribution in groups of 3-4 people (3’) and grupal elaboration of their supposed healthy daily diet (10’) (each group will have to look for a proper food pyramid and the diet will be based on the foods they find there). After that, I will explain the differences between food and nutrition, the different kind of foods and nutrients, the energy they provide, personal energy needs and how to calculate it (30’).
- Homework: This is not a compulsory activity but it's advisable. This is an online game where students can practicse what they learnt in class; there are some different games to reinforce the contents that were taught in class. The more they pracise, the better mark they are going to get in the final assessment, so it going to be a really useful tool for them.
- Lesson 2: introduction to today’s lesson (3’) and visualization of the documentary “Jamie Oliver’s Food Revolution” – Episode 2 (30’) (English subtitles). During the playback video, the groups formed during the firt lesson, will have to take some notes which will be important for further discussion. After the video, we will spend 5’-10’ to solve understanding questions and concept doubts (some students will help some others) and then, we will discuss about the documentary: what we liked, what we didn’t, what we understood as a healthy diet before the documentary and what we think after watching it (15’).
- Lesson 3: introduction to today’s lesson (3’) after that, learning the main nutritional disorders and then, we will know different kind of healthy diets (35’). Last 15’ we will play to Kahoot, a mobile app I am going to use to check their knowledge about the contents we have learnt during the DU: correct term definitions, differences between words, nutritional needs, main features of nutritional disorders…
- Homework: they will have 3 weeks to elaborate a healthy diet, taking into account all they have learnt during the DU (contents, language, energy needs…) and a part from the resources I have given them, they will have to look for more information in web pages, journals, books… Once they have the diet, they will have to upload it to the subject’s blog and I will correct. I will solve their doubts through the forum of the subject and also with personal tutorials.
Assessment criteria:
- Participate in the debate, arguing their points by using the new content, correct structures, proper language and respecting others
- Calculating the personal energy needs, taking into account daily physical activity
- Creating a healthy and balance diet taking into account the previous point
- Participation and group score in Kahoot. Each student will have to creat an account to be able to participate.