Transcript of Mireia vilalta project
- 1. Do you have a clue where your food comes from? Mireia
Vilalta Ta
- 2. INTRODUCTION:The lesson plan I present is thought to be
implemented in the year 5 of primary education. It belongs to the
food didactic unit of the year 5 program and it consists in two
Sessions. It is advisable to develop the following activities once
we've been dealing with Food vocabulary, diets etc... so that
students' previous knowledge is useful for content And language
learning. I think that making students reflect on the food they eat
is very important and not Only in terms of healthiness but also to
understand the complex food distribution Chain we have
nowadays.
- 3. LESSON PLAN . Title of the Lesson: Where your food comes
from. . Date: 23/01/14 . Unit of Study: FOOD . Level and group: 5th
B . Number of children: 18 . Background Information: It's a group
of 18 students with different origins and different levels of
English. Three of them have special needs (PI). We've been studying
the food topic and that's why I think this lesson plan can be
useful.
- 4. Learning objectives: . Introduce students to the history of
many of our favorite foods as well as their origins. . Understand
world geography and the effects of geography on society. . Listen
and read with understanding. . Write to communicate for a variety
of purposes. . Use maps and other geographic representatives to
gather information. . Explain why people and countries exchange
goods and services and who are the people involved in the
processes. . Use the present and past simple forms.Competencies
involved: . Competncia comunicativa lingstica i audiovisual .
Tractament de la informaci i competncia digital . Competncia
matemtica . Competncia d'aprendre a aprendre . Competncia
d'autonomia i iniciativa personal
- 5. Learning objectives: . Introduce students to the history of
many of our favorite foods as well as their origins. . Understand
world geography and the effects of geography on society. . Listen
and read with understanding. . Write to communicate for a variety
of purposes. . Use maps and other geographic representatives to
gather information. . Explain why people and countries exchange
goods and services and who are the people involved in the
processes. . Use the present and past simple forms.Competencies
involved: . Competncia comunicativa lingstica i audiovisual .
Tractament de la informaci i competncia digital . Competncia
matemtica . Competncia d'aprendre a aprendre . Competncia
d'autonomia i iniciativa personal
- 6. Assessment: Oral participation, interest and a good attitude
towards the group is essential.Each group is required to complete a
worksheet. They have to discuss and agree on the answers and
finally the teacher takes the worksheet of one student of the group
on random and checks the responses.Oral skills take a relevant
place in this lesson so, I'll focus on them more than on the
written ones.
- 7. Assessment: Oral participation, interest and a good attitude
towards the group is essential.Each group is required to complete a
worksheet. They have to discuss and agree on the answers and
finally the teacher takes the worksheet of one student of the group
on random and checks the responses.Oral skills take a relevant
place in this lesson so, I'll focus on them more than on the
written ones.
- 8. LESSON DEVELOPMENT: ACTIVITYTIMEDESCRIPTIONINTERA SKIL
MATERIAL CTION LSUpload the webpage and ask the T-Ss kids the
question that appears on Ss-T the first picture: DO YOU HAVE A I
CLUE WHERE OUR FOOD COMES FROM? And let them share their
opinions.L, S2. Where is 15 somewhere min ?We go through the
presentation (diapos 1-9) listening and reading at the information
presented.L, R, IWB S http://urbanext.illinois.ed3. Food 30
travelogue minBring to class a food product with a product of
origin label. Ask them the questions: HOW FAR DID THE PRODUCT
TRAVEL? HOW MANY PEOPLE ARE INVOLVED IN THE PROCESS? WHO ARE THEY?
let them discuss it in groups of 4 (normal class work groups) and
write their responses on the worksheet.1. Warming 10 up! minT-Ss
T-S S-T IIWBhttp://urbanext.illinois.edL, S, Worksheet 1 R, WI
- 9. ACTIVITYTIME4. Food 20 travelogue round.5. The 15 process.6.
Evaluation20DESCRIPTIONINTER SKILL MATERIAL ACTIO S NOne member of
each group shares the thoughts to the S-S whole class and the
teacher S-T writes their responses on the T-S board so that
everyone can follow the discussion. Play diapos from 9-18 and
check/ reflect if kids' T-Ss responses on activity 4 were Ss-T
similar or approximate. I In the same groups, kids complete the
activities proposed in the worksheet. The teacher collects 1
worksheet per group (random) as a kind of lesson evaluation.IL, RL,
SS,IWB R, http://urbanext.illinois.L, S, Worksheet R, W 2
- 10. Bloom's Taxonomy: Creating Evaluating Analising Applying
Understanding RememberingICT resources: IWBPersonal
notes/reminders/homework/other considerations: There are some games
which students can play at home and consolidate learnings at the
same time. This lesson plan could be the first lesson of a large
unit of study about the origin of different foods. There are 9-10
information diapos about each food such as: cacao, tea, bananas,
coffee, oranges, apples, rice, pumpkins, potatoes,
- 11. REFLECTIONSAfter implementing the lesson for the first
time, there are some aspects to take into account in order to
improve for further applications.The first and most important thing
to consider is the timing. It's impossible to do all the activities
in only one session unless we reduce the worksheet exercises or the
methodology and, instead of working in groups, we complete the
worksheets the whole class altogether. I prefer the idea of working
in groups and that's why I decided to develop the lesson in two
sessions and it worked very well, this way! I recommend to do
activities 1,2 and 3 on the first day and activities 4, 5 and 6 on
the second day.There were some problems with the internet
connection and the web uploaded slowly so, kids had to be patient
while we were watching the presentation. This is
- 12. REFLECTIONSKids were very excited and motivated in the
topic and they worked very well. They know they must communicate in
English with me and with the members of the group and they did
their best, although there are some catalan interferences .The
objectives are accomplished and I'm satisfied with the results. I'm
going to repeat the lesson plan with year 6 students and I'm going
to establish it as a part of the food didactic unit of the year 5
program..In the next pages, you have the photos and videos of the
experience. I hope you like and find it useful!Mireia Vilalta.
- 13. ACTIVITY 3 PICTURES
- 14. ACTIVITY 3 VIDEO
- 15. ACTIVITY 4 VIDEO ACTIVITY 4 VIDEO