T FOOD FOFFOOFOR RRR YOU B - XTEC · LESSON 4: Dangerous unhealthy habits. 1-Warm-up activity:...
Transcript of T FOOD FOFFOOFOR RRR YOU B - XTEC · LESSON 4: Dangerous unhealthy habits. 1-Warm-up activity:...
Laura Andradas, Myriam Garcia & Montse Gómez, 2010
TEACHER’S
BOOK FOODFOODFOODFOOD FOFOFOFORRRR YOUYOUYOUYOU
UAB TED Masters Degree
i Andradas, Garcia & Gómez, 2010
This unit would not have been
possible without the precious help
of Oriol Pallarès and Teresa Socias,
whose involvement and support
have been essential in the
development of the unit.
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TABLE OF CONTENTSTABLE OF CONTENTSTABLE OF CONTENTSTABLE OF CONTENTS
CLIL PLANNING TEMPLATE............................................................................................................ 1
THE PROCESS. LESSON BY LESSON ....................................................................................... 9
ICON KEY……………………….................................................................................................. ………. 11
LESSONS:
1. Food groups and nutrients..................................................................................... 12
2. Food and health........................................................................................................ 14
3. Junk food. Calculating RDAs percent.................................................................... 16
4. Dangerous unhealthy habits.................................................................................. 19
5. Multiculturalism and food...................................................................................... 21
6. We are what we eat. The influence of religion and ethics on diets.................. 24
7. Final Project: Cooking a special dish and calculating its calories.................... 26
CHECKLISTS AND RUBRICS ............................................................................................................ 28
FINAL EXAM WITH KEYS................................................................................................................. 32
ANNEXES:
- Annexe 1. Creative Commons License..................................................................... 38
- Annexe 2. Online Video List.................................................................................. 39
- Annexe 3. CD. TABLE OF CONTENTS.................................................................... 40
- Annexe 4. CD……………………………………………………………………………….................. 41
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CLIL PLANNING TEMPLATECLIL PLANNING TEMPLATECLIL PLANNING TEMPLATECLIL PLANNING TEMPLATE
TITLE: FOOD FOR YOU
AUTHORS: Laura Andradas, Myriam Garcia & Montserrat Gómez
CLASS/AGE: Recommended to students from 11 to 14 years old
SUBJECTS INVOLVED: English, Maths & Science, (English and Science teacher).
NUMBER OF SESSIONS: 7 lessons of 55 minutes
COE LEVEL: Recommended for A2
INTRODUCTION TO THE TASK
In this unit we will learn about food from different perspectives. We will discover food
groups, food pyramids and nutrients. We will also learn about healthy and unhealthy
diets and how to calculate RDAs and calories. Finally, we will look at the world to
compare food traditions and religious influence on diets. And we will do a recipe!
MAIN GOALS AND COMPETENCES
By the end of this unit, the students will be able to …
- Distinguish the food groups and place them in a food pyramid. - Give pieces of advice about a healthy diet. - Identify the effects of junk food. - Learn what an RDA is and calculate percentages. - Appreciate the influence of culture, religion and ethics in diets. - Write the steps of a recipe and put them into practice. - Enhance speaking skills by working cooperatively. - Understand the main ideas of videos. - Search on the Internet for relevant information. - Participate in oral, written and audiovisual interactions. - Comprehend and express oral, written and audiovisual messages. - Use ICT resources to look for, organize and present information. - Value languages, cultures and ways of life different to students’ own ones.
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This unit contributes to the achievement of the following key competences:
- Linguistic and audiovisual communicative competence.
- Artistic and cultural competence.
- Processing information and digital competence.
- Mathematical competence.
- Learning to learn.
- Autonomy and personal initiative.
- Knowledge and interaction with the physical world.
- Social and civic competence.
SUBJECT MATTER CONTENTS:
MAIN TARGET KNOWLEDGE
1- food groups + nutrients + food
pyramid
2- healthy vs unhealthy diet
(Mediterranean diet, junk food)
3- food related to religion, ethics and
culture
4- ingredients, tools and steps in a
recipe.
SUBJECT MATTER CONTENTS:
MAIN TARGET SKILLS
1- Summarizing and understanding short
texts.
2- Expressing ideas and previous and
acquired knowledge.
3- Giving opinions and pieces of advice
4- Establishing cause-effect relationships
related to eating habits.
5- Understanding English speeches
produced by native and non-native
speakers of the foreign language.
6- Calculating percentages.
7- Understanding and producing a simple
recipe and its process.
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CONTENT OBLIGATORY LANGUAGE:
DISCOURSE GENRE (TEXT TYPE):
TO UNDERSTAND
• descriptive texts about nutrients
and diets.
• explanatory videos in the target
language without subtitles.
• mathematical processes and
operations.
TO GENERATE
• summaries
• mathematical operations
• short descriptive texts
• recipes
• oral explanation of specific texts
CONTENT OBLIGATORY LANGUAGE:
TOPIC SPECIFIC
• Food pyramid
• Nutrients
• Nutrition tracker
• Mediterranean diet
• Junk food
• RDA
• Anorexia and bulimia nervosa
• Halal, kosher, veganism,
vegetarianism
• Multiculturalism
•
ACADEMIC DOMAIN SPECIFIC
• ...was conceived in……
• Due to an increase in……
• I agree/disagree……
• In my opinion……
• I think you
should/shouldn’t……
• If I were you, I
would/wouldn’t……
• How to express the steps of a
recipe
SOCIAL & CULTURAL VALUES // PERSONAL & EMOTIONAL DEVELOPMENT
• Giving importance to healthy diets.
• Collaborative writing awareness.
• Examining the causes and effects of dangerous behaviours towards
eating habits.
• Understanding different cultures and ways of thinking.
• Valuing other cultures’ cuisine.
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SUMMATIVE ASSESSMENT
TASKS
1. Oral participation
• Explaining Jigsaw reading text
• Quiz
• Short oral presentation
2. Group work
• Treasure Hunt
3. Class work
• Writing a summary
4. Dossier
5. Final project: cooking a recipe and
designing a prezi
6. Final exam
ASSESSMENT CRITERIA
1. Oral participation.
• Oral presentation � Rubric
• Participation � Rubric
2. Group work
• Treasure Hunt � Checklist
3. Class work
• Writing skills � Checklist
• Homework � Rubric
• Attitude � Rubric
4. Dossier � Checklist
5. Final project
• Prezi � Checklist
6. Final exam
GRADING SYSTEM summative, formative, final
- Class work 15%
• Homework
• Dossier
- Group work 15%
• Treasure Hunt
• Collaborating
- Participation 10%
- Final Project 25%
- Final Exam 30%
RESOURCES
Projector, computer, Internet Connection, Youtube.com, Google,
Microsoft Office PowerPoint, Microsoft Office Word, prezi.com,
wordle.net, moodle, treasure hunt.
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CREDITS
• Images from Flickr (www.flickr.com), Google Images, among other
sources.
• Rubrics from www.rubistar.4teachers.org
ACKNOWLEDGEMENTS
Special mention to our mentor, Teresa Socias, and our tutor, Oriol Pallarès.
COMMENTS
• This unit does not cover copyright of photos or original material.
• The teacher has to present and contextualise the unit goals and the
main activities that will be carried out on the first session and how
the students will be assessed.
• Some activities have been designed to address the diversity existing
in secondary education.
• At the end of the unit, students will have to do a final project, sit a
final exam (see corresponding sections) and prepare a dossier which
includes all the worksheets they have been working with.
• This unit has been designed especially for Tandem Teaching.
• This unit has been implemented in an ordinary English class taught by
3 student-teachers, but it may also be used in a Science CLIL class
together with the Science teacher.
MATERIALS
Dossier, worksheets, grids, treasure hunt, flash cards, PowerPoint,
food pyramid, board game, counters, dice, Burger King’s nutrition grid,
blue tack
ANNEXES
- CD with teacher’s and students’ materials.
- CD. Table of contents.
- Creative Commons License.
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THE PROCESS.THE PROCESS.THE PROCESS.THE PROCESS. LESSON BY LESSONLESSON BY LESSONLESSON BY LESSONLESSON BY LESSON
THE PROCESS (Tasks, interaction and approximate timing.)
LESSON-BY-LESSON INTERACTION LESSON 1: Food groups and nutrients.
1-Warm-up activity: introducing new vocabulary. T�Class 20’
2-Group discussion: Food pyramid S�S (group work) 10’
3-Explaining about nutrients. T�Class 10’
4-Jigsaw reading about nutrients. S�S (group work) 10’
5-Complete a nutrition tracker. - (individually)
LESSON 2: Food and health.
1-Giving pieces of advice about the nutrition tracker in lesson 1. S�S (pair work) 10’
2-Dictogloss about the Mediterranean diet. S�S (group work) 15’
3-Writing a summary of the dictogloss text. S�S (group work) 15’
4-Board game about healthy habits and answering some questions. S�S (group work) 15’
LESSON 3: Junk food. Calculating RDAs percentages.
1-Warm-up activity: “Supersize me” video. S�S (pair work) 15’
2-Oral discussion about text: McDonald’s position on S�S (group work) 10’
“Super Size me”.
3-Calculating RDA percentages + oral discussion. S�S (indiv./group work) 20’
4-Oral discussion about junk food. S�S (pair work) 10’
LESSON 4: Dangerous unhealthy habits.
1-Warm-up activity: healthy & unhealthy habits. S�S (pair work) 10’
2-Treasure hunt: eating disorders. S�S (pair work) 35’
3-Matching photographs with text. S�S (pair work) 10’
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THE PROCESS (Session by session plan OR task by task. Approximate timing.)
LESSON-BY-LESSON INTERACTION
LESSON 5: Multiculturalism and food.
1-Warm-up activity: oral discussion. S�S (pair work) 5’
2-Oral presentation: contributions to the world of cooking. S�S (group work) 20’
3-Explaining some facts about Asian culture. T�Class 10’
4-Sushi recipe. T�Class, S�S (pair work) 20’
LESSON 6: We are what we eat. The influence of religion and ethics on diets.
1- Warm-up activity: eliciting previous knowledge. T�Class, S�S (pair work) 10’
2- Experts’ corner: halal, kosher, veganism, vegetarianism. S�S (group work) 15’
3- Fill in the grid: to eat or not to eat. S�S (group work) 10’
4-Wrap-up activity: quiz about religion and food. T�Class (class work) 20’
LESSON 7: Final Project: Cooking a special dish and calculating its calories.
1-Choosing a recipe, cooking it and recording the process. S�S (group work)
2-Calculating its calories and placing the ingredients S�S (group work)
on the food group.
3-Designing a digital presentation with prezi.com S�S (group work)
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ICON KEYICON KEYICON KEYICON KEY
Pair work/
Discussion
Group work/
Class work
Writing
Reading
Listing
Video
ICT activity
Listening
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1.1.1.1. FFFFOOD GROUPS AND NUTRIENTSOOD GROUPS AND NUTRIENTSOOD GROUPS AND NUTRIENTSOOD GROUPS AND NUTRIENTS Objectives: -To interpret a food pyramid and place different types of food on it.
-To identify the different food groups and nutrients.
Assessment: -Participation (rubric).
Tasks: -Matching the pictures with the names, jigsaw reading, answering some
questions about nutrients and fill in a grid about what the students eat in
one day.
Products: -Answering some questions about nutrients.
-Filling in a grid with everything students’ eat during one day and place
the food on the corresponding group.
INTRODUCTION Food groups.
Description &
instructions
Warm-up activity to check students’ previous knowledge on food groups.
Teacher’s explanation of what food pyramids are with the help of PP 1.1 (see enclosed
CD). Then, the teacher shows a video to the students, about the new food pyramid:
http://www.mypyramid.gov/.
After that, the teacher explains the food groups, using Worksheet p. 3.
Materials Teacher’s: PowerPoint (see CD 1.1) + video
Students’: Worksheet p. 2 & 3
Assessment -
Skill/s addressed Interaction Grouping Timing
T� Class - 20 min
Task 1.1 What is this food?
Description &
instructions
Group discussion about food pyramids. Students are given some flashcards (CD 1.2.)
with types of food and names all mixed up. They have to put the picture together
with its name. Then, they discuss where the food should be placed in the food
pyramid. In the worksheet, there is a language box to help them begin their
sentences.
Materials Teacher’s: hand in Flashcards (see CD 1.2)
Students’: Flashcards (given by the teacher) + Worksheet p. 4
Assessment Participation.
Skill/s addressed Interaction Grouping Timing
S�S Groups of 4 10 min
Answer key - Pop corn: grain group - Celery: vegetable group
- Wild rice: grain group - Watercress: vegetable group
- Cantaloupe: fruit group - Parmesan: milk group
- Raspberries: fruit group - Ice cream: milk group
- Goose: meat group - Canola oil: fats and oils group.
- Pecans: meat group - Butter: fats and oils group.
Possible answers:
- This is celery and I think it must be placed in the Vegetable group.
- This is an ice cream and it must be placed in the milk group.
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Nutrients.
Description &
instructions
The teacher explains to the students what nutrients are with the information in
Worksheet p. 4.
Materials Students’: Worksheet p. 4
Assessment -
Skill/s addressed Interaction Grouping Timing
T�S - 10 min
Task 1.2 Let’s learn more about nutrients.
Description &
instructions
Tell the students to close their books. Make groups of 6. Hang on different parts of the
class, the 6 texts about nutrients (see CD 1.3). Each student of the group has to
memorize only one text about nutrients. Then, they have to explain it to the rest of the
group. This is a type of activity known as Jigsaw Reading. After that, students have to
answer questions a) to f) on a separate sheet of paper.
Materials Teacher’s: Texts (see CD 1.3) + blue tack
Students’: Worksheet p. 4
Assessment Check the answers.
Skill/s addressed Interaction Grouping Timing
S�S Groups of 6 10 min
Answer key a) We need minerals because they regulate body processes and fluid balance.
They also give structure to bones and teeth.
b) Proteins are found in food from animal sources such as meat, poultry, fish,
eggs and in dairy foods.
c) The most common carbohydrates are starches, sugars and fiber.
d) Vitamins help keeping the body’s tissues healthy and its systems working
properly.
e) Yes, it is, because about 50 to 60% of the body is water. It carries some
nutrients, regulates body temperature and helps to eliminate wastes.
f) Fats are a concentrated source of energy.
Task 1.3 Fill in the grid.
Description &
instructions
For homework, the teacher explains to the students how to fill in the grid on
Worksheet p. 6. They have to write down everything they eat during one day. They
have to include the exact amount of food (e.g.: 4 biscuits) and put a tick on the
corresponding food group.
Materials Students’: Worksheet p. 6
Assessment Homework done.
Skill/s addressed Interaction Grouping Timing
- Individually 5 min
Answer key
Possible answers:
Morning: 1 glass of milk and 5 biscuits milk group/grain group
Break: 1 ham sandwich meat group/grain group
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2.2.2.2. FFFFOOD AND HEALTHOOD AND HEALTHOOD AND HEALTHOOD AND HEALTH Objectives: -To identify the components of a healthy diet.
-To give some pieces of advice about eating habits.
-To recognize the constituents of the Mediterranean diet.
Assessment: -Participation & homework (rubric), writing skills (checklist)
Tasks: -Comparing students’ real eating habits, giving advice about
eating habits, ordering some pictures while the teacher reads a
text (dictogloss), writing a small text, playing a game about
eating habits.
Products: -Giving and writing pieces of advice about eating habits.
-Writing a brief text about the Mediterranean diet.
Task 2.1 Do you have a healthy diet?
Description &
instructions
In pairs, students show the grid from lesson 1, task 1.3. They swap it with
their partner. They have to check the number of servings and compare it
with the food pyramid from lesson 1 (Project it showing the PP 1.1).
Then, they give some pieces of advice to their mates with the help of the
language tip boxes and they have to write them down in the worksheet.
The teacher shows the sample grid in the PP 2.1.
Materials Teacher’s: PP (see CD 1.1 & 2.1)
Students’: Worksheet p. 7
Assessment Participation, homework done.
Skill/s addressed Interaction Grouping Timing
S�S Pair work
10 min.
Answer key Possible pieces of advice:
1. I think you should stop eating so many fats, because you are going
to gain weight.
2. In my opinion, you ate very well. You ate a lot of fruit and
vegetables.
Task 2.2 The Mediterranean diet.
Description &
instructions
Tell the students to close their books. In groups of 4, students are given
some flashcards (CD 2.2). The teacher reads a text about the Mediterranean
diet (CD 2.3), meanwhile, the students try to put the cards in order. This type
of activity is called dictogloss.
Then, the teacher corrects the activity with the help of the PP 2.1 and
students order the pictures they have in the Worksheet p. 8.
Materials Teacher’s: hand in Flashcards (see CD 2.2)+Text (see CD 2.3)+PP (see CD 2.1)
Students’: Worksheet p. 7 & 8
Assessment Participation
Skill/s addressed Interaction Grouping Timing
T�Class, S�S Groups of 4 15 min.
Answer key See PP 2.1. with the flashcards in the correct order.
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Task 2.3 Let’s see what you have learnt.
Description &
instructions
In the same group of 4 as in task 2.2, students try to write a brief summary
of the main ideas that appeared on the text about the Mediterranean diet.
Materials Students’: Worksheet p. 8 + separate sheet of paper
Assessment Participation, writing skills (see Checklist 1)
Skill/s addressed Interaction Grouping Timing
S�S Groups of 4 15 min.
Answer key Possible summary:
The Mediterranean diet is healthy for our heart. It is traditional from the
countries bordering the Mediterranean Sea. This diet is incorporates olive
oil and a glass of red wine. It also includes fruits, vegetables, fish and whole
grains.
One of the benefits of the Mediterranean diet is that it reduces the risk of
heart disease. In order to have a healthy diet, you have to do a lot of
exercise, eat with family and friends, consume healthy fats and eat fruit,
vegetables and fish and very little red meat.
Task 2.4 Do you have a healthy diet?
Description &
instructions
Distribute the board game that appears on the CD, a dice and a counter per
person. Students play to this game in groups of 4.
In the DO squares, students have to talk about the questions with the
group. Then, write down the task. In the THINK squares, students have to be
honest about their own eating habits.
Materials Teacher’s: hand in board game (see CD 2.4.)+ dice+ counters
Students’: separate sheet of paper
Assessment Participation
Skill/s addressed Interaction Grouping Timing
S�S Groups of 4 15 min.
Answer key Possible answers:
1.DO square: chocolate, sweets and fast food.
3.THINK square: A little (go forward 3 squares).
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3. J3. J3. J3. JUNK FOODUNK FOODUNK FOODUNK FOOD CCCCalculatingalculatingalculatingalculating RDAsRDAsRDAsRDAs percentages.percentages.percentages.percentages.
Objectives: -To recognize the dangers of junk food.
-To explain what RDA means.
-To calculate RDAs percentages.
-To be critic about one’s diet.
-To identify junk food.
Assessment: -Participation (rubric), checking answers
Tasks: -Watching a video, writing some sentences giving one’s
opinion, calculating RDAs percentages, writing about junk
food.
Products: -Calculating RDAs percentatges.
Task 3.1 Super Size Me Trailer.
Description &
instructions
The teacher shows the Trailer of the movie Super Size Me:
http://www.youtube.com/watch?v=I1Lkyb6SU5U
Then, students have to circle the words in the wordle (Worksheet p. 10), which were
mentioned on the trailer. After that, students complete the sentence that the doctor
tells to the main character.
Finally, students write about their opinion regarding eating just McDonald’s products
during 30 days. They are given some language starters.
Materials Teacher’s: Video
Students’: Worksheet p. 10
Assessment Participation, correct answers
Skill/s addressed Interaction Grouping Timing
S�S Pair work
15 min.
Answer key -Effects of just eating fast food according to the movie:
Addiction, liver, heart, blood, death.
-Doctor’s words:
“You are gonna die. You’ve got to stop”.
-Possible answers about the effects of just eating fast food:
- If you eat too much meat, you can have a heart disease.
- When you eat a lot of fats, then you gain weight.
- If you do not eat any vegetables, you will have a lack of vitamin A.
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Task 3.2 Now read the following text about McDonald’s in small groups.
Description &
instructions
In groups of 4, students have to read the text that appears on Worksheet p. 11 and
discuss with their partners the questions about it.
TANDEM TEACHING: If it is possible, invite another teacher to the class. Tell the
students to close their books. One teacher stays at the front of the class and the other
at the back. Don’t explain to the students what you are going to do. One of the
teachers starts reading the text aloud and 5 seconds later, the other teacher begins
reading, too. The students will have to pay attention to one of the teachers and try to
understand the text.
Materials Students’: Worksheet p. 11
Assessment Participation, check the answers
Skill/s addressed Interaction Grouping Timing
S�S Groups of 4 10 min.
Answer key Possible answers:
- Mc Donald’s thinks that the film is not realistic. Nobody eats 5000
calories a day and stops all physical activity.
- In my opinion Mc Donald’s position is right. Fast food is not
dangerous if you eat it from time to time.
Task 3.3 Burger King. Calculating RDA percentages.
Description &
instructions
a)Hand in to the students a calorie grid from the trays in Burger King (see CD or ask
them to bring one the previous day). They have to choose 4 products.
b) The teacher explains what RDA means and how to calculate RDAs (see boxes in
Worksheet p. 12). Students calculate the percentages of the products they have
chosen and write them on the grid.
c) Finally, in groups of 4, students discuss the questions that appear on the
Worksheet and write them on a separate sheet of paper.
Materials Teacher’s: Tray calorie grid from Burger King (see CD 3.1)
Students’: Worksheet p. 11 & 12 + separate sheet of paper
Assessment Participation, check the answers.
Skill/s addressed Interaction Grouping Timing
T�Class, S�S a)&b)Individually
c) Groups of 4
20 min.
Answer key Possible answers:
a) & b):
Product Kcal. RDA% Proteins
RDA% Carbohydrates RDA% Fats Rda%
Whopper 598.3 25.4% 28.7 55.1 45.4 13.7 33.5 50.7
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C)- In my opinion my menu is not healthy because the hamburger contains the
25% of recommended Kcal for one day.
- I believe that eating hamburgers every day is not healthy, because they can
cause heart diseases.
- I can make my menu healthier reducing the amount of fats.
Task 3.4 Junk food.
Description &
instructions
The teacher shows PP 3.2 about junk food. Then, students discuss and write
down what they think about this type of food.
Materials Teacher’s: PP (see CD 3.2)
Students’: Worksheet p. 12 + separate sheet of paper
Assessment Participation, correcting the answers.
Skill/s addressed Interaction Grouping Timing
S�S Pair work 10 min.
Answer key Possible answers:
3. We think that junk food is bad if you eat it every day.
4. Most of us eat junk food once a week.
5. Types of junk food: hamburgers, hot dogs, French fries, pastries...
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4.4.4.4. DANGEROUS UNHEALTHY HABITSDANGEROUS UNHEALTHY HABITSDANGEROUS UNHEALTHY HABITSDANGEROUS UNHEALTHY HABITS Objectives: -To distinguish healthy and unhealthy eating habits.
-To explain some diseases caused by dangerous eating habits.
Assessment: -Participation (rubric), correcting the answers, Treasure Hunt (checklist )
Tasks: -Identifying healthy and unhealthy eating habits, treasure hunt on
dangerous eating habits, matching the famous character with his/her
eating problem.
Products: -Writing about dangerous habits and some diseases related to them.
Task 4.1 What can be considered as unhealthy eating habits?.
Description &
instructions
In pairs, students have to write a “U” to the concepts in the box they
consider as unhealthy eating habits and an “H” to the ones they consider
healthy habits.
Materials Students’: Worksheet p. 13
Assessment Participation, correct the answers
Skill/s addressed Interaction Grouping Timing
S�S Pair work
10 min.
Answer key 6. Eating a variety of food: H - Having breakfast: H
7. Having sugary drinks: U - Eating 3 times a day: U
8. Having family meals: H - Not doing exercise: U
9. Eating fast food: U - Eating slowly: H
10. Eating whenever you feel hungry: U
Task 4.2 Treasure Hunt. Let’s learn more about dangerous habits.
Description &
instructions
Take the students to the computer room. In pairs, students have to follow
the instructions on a Treasure Hunt:
http://poster.4teachers.org/worksheet/view.php?id=145047&page=1
They have to surf over the given web pages to answer the questions. The
Answers must be written on a separate sheet of paper.
Materials Teacher’s: Internet connection +Treasure Hunt (see CD 4.1)
Students’: Worksheet p. 13 + separate sheet of paper
Assessment Participation, Treasure Hunt (see checklist 2)
Skill/s addressed Interaction Grouping Timing
S�S Pair work 35 min.
Answer key Possible answers:
1. An eating disorder is a dangerous mental illness, a diet gone wrong
or a fad.
2. There are many types of eating disorders: anorexia and bulimia
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nervosa, binge eating, anorexia athletic or over exercise.
3. The causes of eating disorders are a combination of psychological,
genetic, social, and family factors.
4. Anorexia is an eating disorder where people starve themselves.
5. The effects of anorexia and bulimia nervosa are dramatic weight
Fluctuations and damaging of vital body functions.
6. Some signs are preoccupation with body or weight, obsession with
Calories, constant dieting or compulsive exercising.
Task 4.3 Real cases of dangerous eating habits.
Description &
instructions
Students have to match the famous person with his/her problem related to
eating habits and underline the eating disorder mentioned in each case.
Materials Students’: Worksheet p. 13 & 14
Assessment Participation
Skill/s addressed Interaction Grouping Timing
S�S Pair work 10 min.
Answer key 1. Victoria Beckham- d) lose weight and stay slim.
2. Kelly Clarkson- e) bulimia
3. Elton John- b) bulimia, chewing and spitting.
4. Kate Winslet- c) weight problems.
5. Alanis Morissette- a) anorexia and bulimia.
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5. M5. M5. M5. MULTICULTURALISM AND FOODULTICULTURALISM AND FOODULTICULTURALISM AND FOODULTICULTURALISM AND FOOD
Objectives: -To acknowledge the importance of other culture’s cuisine.
-To identify some typical dishes and ingredients from other
countries.
-To compare the food traditions of their country with another
country in the world.
-To discover some facts about Asian culture.
-To prepare a recipe: sushi.
-To familiarize with some cooking language.
Assessment: -Participation(rubric), oral skills (rubric), checking answers
Tasks: -Writing about typical dishes of some countries and about
students’ own country, answering some questions about Asian
culture, putting in order the steps of a recipe.
Products: -Doing an oral presentation.
Task 5.1 Dishes of the world.
Description &
instructions
In pairs, students have to discuss with their partner which typical dishes from
other countries we have incorporated into our cuisine. They have to write at
least 5 sentences saying which these dishes or ingredients are and which
country they come from.
Materials Students’: Worksheet p. 15
Assessment Participation
Skill/s addressed Interaction Grouping Timing
S�S Pair work
5 min.
Answer key -I think that pizza is a typical dish from Italy.
-In my opinion, rice is a typical dish from China.
-I honestly think that curry is a typical ingredient from India.
-I think that frijoles is a typical ingredient from Mexico.
-In my opinion, roast beef is atypical dish from England.
Task 5.2 Contributions to the world of cooking.
Description &
instructions
a)In groups of 4, distribute to the each group one flashcard about different
countries’ contributions to the world of cooking (CD 5.1). They have to write
the name of the country and the contributions on Worksheet p.15. Then, they
have to memorize them.
b)Oral presentation. The teacher projects the PP 5.2 with pictures of the
contributions. Each group explains to the rest of the class which was the
country they had on the card and explains the contributions which appear on
the PP. Students write down other groups’ explanations.
c)Students write on Worksheet p.16 which their country’s contributions to the
world of cooking are and try to give a possible translation in English. The
teacher shows them the PP 5.2 with some pictures, to help students.
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19 Andradas, Garcia & Gómez, 2010
Materials Teacher’s: Flashcards (see CD 5.1) + PP (see CD 5.2)
Students’: Worksheet p. 15 & 16
Assessment Participation, oral skills (see rubric 1)
Skill/s addressed Interaction Grouping Timing
S�S Groups of 4 20 min.
Answer key Possible answers:
a) & b) Italy’s contributions to the world of cooking: pizza, tiramisu, pasta,
Lambrusco, mozzarella, cappuccino, risotto....
c)Spain’s contributions: jamón (cured ham), paella (coloured rice
with vegetables and seafood or chicken), sangria (red witne punch)
Task 5.3 Learning about Asian cooking.
Description &
instructions
The teacher shows PP 5.3. The teacher explains some facts about Asian
culture with the help of the PP. Students answer the questions on Worksheet
p.17.
TANDEM TEACHING: If it is possible, invite to the class an expert on Asian
culture to explain about its traditions and cuisine.
Materials Teacher’s: PP (see CD 5.3)
Students’: Worksheet p. 17
Assessment Participation, check the answers
Skill/s addressed Interaction Grouping Timing
T�Class, S�S Pair work 10 min.
Answer key a) Some countries that can be included on the Asian cooking are Japan,
Vietnam, China, Thailand...
b) Asia’s biggest crop is rice.
c) The most common ingredients are fish, squid, shrimp and octopus.
d) Three typical features:
- Chinese people eat dogs.
- They eat a variety of dim sum, which means small dishes, usually with
family and friends.
- Asian people use chopsticks instead of forks.
Task 5.4 How to do an international dish: sushi.
Description &
instructions
a)Students write on Worksheet p. 17, the ingredients they think are needed to
prepare sushi.
b)The teacher projects the PP 5.3 with the recipe about sushi. If it is possible,
invite an expert to prepare sushi in front of the class. The teacher or the expert
explains the sushi kitchen tools and the ingredients needed to cook sushi. The
teacher can also show a video of some children cooking sushi (see Extra
Worksheet about it on CD 5.4.):
http://www.kids-cooking-activities.com/Asian-cooking.html (2nd video
that appears on the web page).
c)Students order the pictures by writing a number on the boxes. Either the
process of cooking is explained with the help of the PP or it is shown in the
class with the real ingredients.
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20 Andradas, Garcia & Gómez, 2010
Materials Teacher’s: PP (see CD 5.3) + optional video with extra worksheet (see CD 5.4)
Students’: Worksheet p. 17 & 18
Assessment Participation
Skill/s addressed Interaction Grouping Timing
T�Class, S�S Pair work 20 min.
Answer key b) The ingredients are:
- sushi meshi (the vinegared rice) also called shari.
- Neta (the toppings: raw fish).
- Nori (the sea vegetable).
c) 1. 2. 3. 4. 5.
6. 7. 8. 9. 10.
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21 Andradas, Garcia & Gómez, 2010
6. WE ARE WHAT WE EAT6. WE ARE WHAT WE EAT6. WE ARE WHAT WE EAT6. WE ARE WHAT WE EAT The influence of religion anThe influence of religion anThe influence of religion anThe influence of religion and ethics on diets.d ethics on diets.d ethics on diets.d ethics on diets.
Objectives: -To recognize the relationship between diet and ethics.
-To identify different eating styles.
-To value different ways of thinking.
Assessment: -Participation (rubric)
Tasks: -Expert’s corner, matching the food with the person who can
eat it, answering some questions about religion, ethics and
food.
Products: -
Task 6.1 How much do you already know about...?
Description &
instructions
Warm-up activity to check students’ previous knowledge on religion and
food. The teacher shows PP 6.1. Ask the students if they recognize the
symbols and pictures.
Materials Teacher’s: PP (see CD 6.1.)
Students’: Worksheet p. 19
Assessment Participation, check answers
Skill/s addressed Interaction Grouping Timing
T� S, S�S Pair work
10 min.
Answer key Possible answers:
- I think that this symbol is a religious symbol.
- Maybe this picture refers to food in an Arab country.
Task 6.2 The expert’s corner.
Description &
instructions
Tell the students to close their books. Arrange the class in groups of 4.
Hang on the wall, in 4 different corners, the texts about Halal, Kosher,
Vegetarianism and Veganism (CD 6.2). Each member of the group goes to
one of the corners and tries to memorize the information. Then, they have
to explain it to the rest of the group.
Materials Teacher’s: Texts(see CD 6.2.) + blue tack
Students’: Worksheet p. 19 & 20
Assessment Participation
Skill/s addressed Interaction Grouping Timing
S�S Groups of 4 15 min.
Answer key -
Task 6.3 To eat or not to eat.
Description & The teacher shows PP 6.3. Students have to complete the grid on
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22 Andradas, Garcia & Gómez, 2010
instructions Worksheet p. 20, on a separate sheet. They have to decide who can it
each of the foods, in the same groups of 4 as in the previous activity.
Materials Teacher’s: PP (see CD 6.3.)
Students’: Worksheet p. 20 + separate sheet of paper
Assessment Participation
Skill/s addressed Interaction Grouping Timing
S�S Groups of 4. 10 min.
Answer key Chicken: Jews, Muslims
Ham (pork): -
Alcohol: Jews, Vegans, Vegetarians
Artichoke: Jews, Muslims, Vegans, Vegetarians
Cheese: Jews, Muslims, Vegetarians
Seafood: Muslims
Fish: Jews, Muslims
Ribs: Jews, Muslims
Wine: Vegans, Vegetarians
Walnut: Jews, Muslims, Vegans, Vegetarians
Milk: Jews, Muslims, Vegetarians
Honey: Jews, Muslims, Vegetarians
Task 6.4 We are what we eat.
Description &
instructions
Wrap-up activity to test the students’ knowledge on religion, food and
ethics. The teacher projects the quiz 6.4 and all the class together answer
the questions.
Materials Teacher’s: Quiz (see CD 6.4.)
Students’: Worksheet p. 20
Assessment Participation
Skill/s addressed Interaction Grouping Timing
T� S Class work 20 min.
Answer key 1-c) 2-c) 3-c) 4-b)
5-b) 6-c) 7-a) 8-a)
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23 Andradas, Garcia & Gómez, 2010
7. FINAL PROJECT
Cooking a special dish and calculating its calories
Objectives: -To write recipes.
-To develop the process of a recipe.
-To cook a dish with the help of an adult.
-To count the calories of the ingredients.
-To calculate the RDA % of calories.
-To classify each ingredient on its food group.
-To improve their abilities with ICT.
Assessment: -Checklist
Tasks: -Choosing a recipe, preparing the ingredients, cooking it with
the help of an adult, record themselves with a video camera,
calculating calories and RDAs, designing a digital
presentation.
Products: -Cooking a dish and recording themselves.
-Calculating RDA calories.
-Designing a digital presentation, using Prezi.com
Task 7.1 Cooking a dish
Description &
instructions
The teacher explains the project in worksheet 7.0. This project must be done as
homework. In groups of 3, students choose a recipe, prepare the ingredients
needed and with the help of an adult, they cook it.
Students have to record all the process and explain it to the camera. All 3 and
the adult should appear on the video. The final product should appear as well.
Materials Teacher’s: Worksheet (see CD 7.0)
Students’: Worksheet p 21 &22 +Recipe+ ingredients + video camera +
cooking tools
Assessment See Checklist 3
Skill/s addressed Interaction Grouping Timing
S�S Groups of 3+ adult
It varies depending on the
difficulty of the recipe
Answer key -
Task 7.2 Calculating calories.
Description &
instructions
Students look on a webpage (see worksheet p. 21), to find out the calories that
the dish contains. They introduce the ingredients and the quantity needed. It
automatically will calculate the calories. Then, they have to sum all the calories
FOOD FOR YOU
24 Andradas, Garcia & Gómez, 2010
to discover the total amount. Finally, the students calculate the RDA % of
calories and determine to which food group each of the ingredients belongs to.
Materials Students’: Worksheet p. 21 & 22+ Internet connection
Assessment See Checklist 3
Skill/s addressed Interaction Grouping Timing
S�S Groups of 3 It varies depending on the amount of
ingredients.
Answer key -
Task 7.3 Put all the information together using Prezi zooming presentation.
Description &
instructions
Students must create an account on Prezi.com. They have to organize all the
information together in a nice way (ingredients, tools, steps, calories, RDA%,
food groups...) with this digital presentation. They also have to upload the video.
Finally, they have to copy the link to the prezi.
After explaining all the process, the teacher shows an example of a Prezi:
http://prezi.com/6pp8biuf3nsi/lets-make-rice-pudding/
Materials Teacher’s: Internet connection +sample of Prezi
Students’: Internet connection + video +
Assessment See checklist 3
Skill/s addressed Interaction Grouping Timing
S�S Groups of 3 It may vary.
Answer key Show sample of Prezi to the students.
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25 Andradas, Garcia & Gómez, 2010
CHECKLISTSCHECKLISTSCHECKLISTSCHECKLISTS ANDANDANDAND RUBRICSRUBRICSRUBRICSRUBRICS....
CHECKLIST 1: Writing skills.
YES NO
1. Accuracy in the use of English. 2. Correct use of grammar. 3. Rich range of vocabulary and structures. 4. Use of her/his own words. 5. The text is well structured. 6. Appropriate content related to the topic. 7. It meets the requirements asked in the instructions.
TOTAL:
/7
CHECKLIST 2: Treasure Hunt.
YES NO
1. Accuracy in the use of English. 2. Use of her/his own words. 3. Rich range of vocabulary and structures. 4. Appropriate content related to the topic. 4. It meets the requirements asked in the instructions. 5. All the questions are answered.
TOTAL:
/5
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26 Andradas, Garcia & Gómez, 2010
CHECKLIST 3: Final Project (Prezi)
YES NO
1. The ingredients are shown on the Prezi.
2. The three components of the group appear on
the video.
3. The adult appears on the video.
4. The adult manipulates the fire when cooking.
5. All the steps are shown on the video.
6. The final product is shown on the video.
7. The calories have been calculated and they are
illustrated on the Prezi.
8. All the ingredients are placed in the
corresponding food group.
9. Students speak clearly to the camera.
10. Students use accurate English.
11. The Prezi has an original and creative layout.
12. The project has been handed in on time.
TOTAL: /12
CHECKLIST 4: Dossier
The dossier... YES NO
1. …has a cover with name, date, subject and title.
2. … has a table of contents.
3. … has page numbers.
4. …has a nice presentation.
5. … includes all the materials and worksheets
completed.
6. …meets all the requirements asked in the instructions.
TOTAL: /6
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27 Andradas, Garcia & Gómez, 2010
RUBRIC 1: Attendance, Participation & Work Skills
4 3 2 1
Attendance Always comes to
class (95-100%)
Almost always
comes to class (80-
94%)
Often comes to
class (60-79%) Sometimes comes
to class (0-59%)
Attitude Never is publicly
critical of the project
or the work of
others. Always has a
positive attitude
about the task(s).
Rarely is publicly
critical of the
project or the work
of others. Often
has a positive
attitude about the
task(s).
Occasionally is
publicly critical
of the project or
the work of
other members
of the group.
Usually has a
positive attitude
about the
task(s).
Often is publicly
critical of the
project or the
work of other
members of the
group. Often has
a negative
attitude about the
task(s).
Homework Always does the
homework assigned.
Often does the
homework
assigned.
Occasionally
does the
homework
assigned.
Rarely does the
homework
assigned.
Participation &
Contributions
Routinely provides
useful ideas when
participating in the
group and in
classroom
discussion. A definite
leader who
contributes a lot of
effort.
Usually provides
useful ideas when
participating in the
group and in
classroom
discussion. A
strong group
member who tries
hard!
Sometimes
provides useful
ideas when
participating in
the group and
in classroom
discussion. A
satisfactory
group member
who does what
is required.
Rarely provides
useful ideas when
participating in
the group and in
classroom
discussion. May
refuse to
participate.
Quality of work Provides work of the
highest quality
Provides high
quality work.
Provides work
that occasionally
needs to be
checked/redone
by other group
members to
ensure quality.
Provides work
that usually needs
to be
checked/redone
by others to
ensure quality.
Problem
Solving
Actively looks for
and suggests
solutions to
problems.
Refines solutions
suggested by
others.
Does not
suggest or
refine solutions,
but is willing to
try out solutions
suggested by
others.
Does not try to
solve problems or
help others solve
problems. Lets
others do the
work.
TOTAL: /24
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28 Andradas, Garcia & Gómez, 2010
RUBRIC 2: Oral Presentation
CATEGORY 4 3 2 1
Speaks Clearly Speaks clearly and
distinctly all (100-
95%) the time, and
mispronounces no
words.
Speaks clearly and
distinctly all (100-
95%) the time, but
mispronounces
one word.
Speaks clearly and
distinctly most (
94-85%) of the
time.
Mispronounces no
more than one
word.
Often mumbles or
cannot be
understood OR
mispronounces
more than one
word.
Vocabulary Uses vocabulary
appropriate for the
audience. Extends
audience vocabulary
by defining words
that might be new
to most of the
audience.
Uses vocabulary
appropriate for
the audience.
Includes 1-2 words
that might be new
to most of the
audience, but does
not define them.
Uses vocabulary
appropriate for
the audience.
Does not include
any vocabulary
that might be new
to the audience.
Uses several (5 or
more) words or
phrases that are
not understood by
the audience.
Uses Complete
Sentences
Always (99-100% of
time) speaks in
complete sentences.
Mostly (80-98%)
speaks in
complete
sentences.
Sometimes (70-
80%) speaks in
complete
sentences.
Rarely speaks in
complete
sentences.
Content Shows a full
understanding of
the topic.
Shows a good
understanding of
the topic.
Shows a good
understanding of
parts of the topic.
Does not seem to
understand the
topic very well.
Fluency Speaks without
reading the notes
all (100%) of the
time.
Speaks without
reading the notes
most (80-99%) of
the time.
Sometimes speaks
without reading
the notes (50-
79%).
Rarely speaks
without reading
the notes.
TOTAL: /20
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29 Andradas, Garcia & Gómez, 2010
FINAL EFINAL EFINAL EFINAL EXAM WITH KEYSXAM WITH KEYSXAM WITH KEYSXAM WITH KEYS
FOOD FOR YOU TOTAL: _______ /68
A/ Match the following foods with their food group:
Grain Group canola oil
yogurt
Vegetable Group cantaloupe
goose
Fruit Group celery
raspberries
Milk Group pecans
butter
Meat Group wild rice
watercress
Fats and Oil Group corn
milkshake
___ /
12
B/ Write at least one sentence about each type of nutrient. These are some
keywords that may help you.
animal sources supply of energy undiscovered regulate body processes
about 50 to 60 percent glucose 90 percent water dairy food
PROTEINS- CARBOHYDRATES- MINERALS- FATS- WATER- VITAMINS
___ / 6
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30 Andradas, Garcia & Gómez, 2010
C/ Write a short text explaining the most important features of the
“MEDITERRANEAN DIET”.
___ / 10
D/ Calculating RDA percentages. Write down the steps you follow.
___ / 8
E/ Write a list with 5 healthy eating habits.
1……………………………………………………………………………….
2……………………………………………………………………………….
Product Kcal. RDA % Proteins RDA % Carbohydrates RDA % Fats RDA* %
Crispy chicken 363 15 41 30
RDA: Recommended Diary
Allowance
Kcal: 2,350
Proteins: 52 g
Carbohydrates: 330 g
Fats: 66 g
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31 Andradas, Garcia & Gómez, 2010
3……………………………………………………………………………….
4……………………………………………………………………………….
5……………………………………………………………………………….
___ / 5
F/ Write 10 typical dishes from different cultures we have seen in class and also
the country they come from. Write complete sentences.
E.g.: Pizza is a typical dish from Italy.
1…………………………………………………..…. 6……………………………….…….…………..…….
2……………………………………………………... 7………………………………………….…………….
3……………………………………………………… 8…………………………………………….………….
4……………………………………………………… 9……………………………………………….……….
5……………………………………………………… 10…………..…………………………………….……
___ / 10
G/ Choose the correct option from the questionnaire below about Asian
culture:
1. Asia’s biggest crop is…………....
a) Soy
b) Rice
c) Pepper
2. One of the most common Asian
ingredients is…….……..….
a) Wasabi
b) Eggs
c) Fish
3. ……………………………….. eat dogs.
a) Chinese people.
4. Dim sum means…………………………
a) Chopsticks.
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32 Andradas, Garcia & Gómez, 2010
b) Japanese people.
c) Indian people.
b) Big dishes.
c) Small dishes.
5. One of the ingredients of sushi
is Nori, which
is…………………………………
a) The seaweed or sea
vegetable.
b) The raw fish.
c) The vinegared rice.
6. When mixing the rice, it is
advisable to…………………………
a) Press the rice.
b) Fan the rice.
c) Pour oil over the rice.
7. The spicy green sauce is
called……………..
a) Soy sauce.
b) Sawabi sauce.
c) Wasabi sauce.
___ / 7
H/ Fill in the gaps. Use the words in the following box. There are some
which you do not need to use.
Jewish Shinto Torah Islamic Judaism testin
rights Schechita Hinduism meat Dhabiha Halal
diet ethical
1) ___________ refers to any object or action which is allowed according to the Sharia, the
2) __________ law. Islam has laws regarding which foods can and cannot be eaten. On the
other hand, Kosher foods are those produced according to the 3) __________ religion.
Kashrut is the name of the Jewish food laws. Many of these laws come from the 4)
__________, which are the Judaism religious texts.
Veganism is a 5) _________ and lifestyle that excludes the use of animals for food,
clothing and animal 6) _________ in laboratories or any other purpose. The most common
reasons for becoming a vegan are 7) _______ or moral. Vegans are worried about animal 8) ____________environment and human health.
Vegetarianism is a plant-based diet. A vegetarian does not eat 9) _______ or animal-
derived products. Vegetarianism may be adopted for ethical, health, environmental,
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33 Andradas, Garcia & Gómez, 2010
religious or cultural reasons. 10) _________ and Buddhism teach vegetarianism
as moral conduct.
___ / 10
KEYSKEYSKEYSKEYS
A/ Match the following foods with their food group:
Grain Group wild rice corn
Vegetable
Group
celery watercress
Fruit Group cantaloupe raspberries
Milk Group yogurt milkshake
Meat Group goose pecans
Fats and Oil
Group
canola oil butter
B/ Write at least one sentence about each type of nutrient. These are some
keywords that may help you.
PROTEINS: Lots of proteins come from animal sources.
CARBOHYDRATES: Glucose is the main component of carbohydrates.
MINERALS: Minerals are needed to regulate body processes.
FATS: Fats are a great supply of energy.
WATER: About 50 to 60 percent of our body is water.
VITAMINS: Some vitamins may still be undiscovered.
C/ Write a short text explaining the most important features of the
“MEDITERRANEAN DIET”.
Important features
- Eating with family and friends.
- Drinking red wine
- Doing exercise
- Eating grains, fruits and vegetables.
- Using olive oil or canola oil.
- It is healthy for your heart.
- etc.
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34 Andradas, Garcia & Gómez, 2010
D/ Calculating RDA percentages. Write down the steps you follow.
E/ Write a list with 5 healthy eating habits.
F/ Write 10 typical dishes we have seen in class and the country they come
from. Write complete sentences. E.g.: Pizza is a typical dish from Italy.
G/ Choose the correct option from the questionnaire below about Asian
culture:
1. B 2. C 3. A 4. C 5. A 6. B 7.C
H/ Fill in the gaps. Use the words in the following box. There are some which
you do not need to use.
1) Halal 2) Islamic 3) Jewish 4) Torah 5) Diet
Product Kcal. RDA % Proteins RDA % Carbohydrates
RDA
% Fats
RDA*
%
Crispy chicken 363 15.4% 15 28.8% 41 12.4% 30 45.4%
• Eating a variety of food
• Not having sugary drinks
• Having family meals
• Avoiding fast food
• Not eating whenever you feel hungry
• Having breakfast
• Eating 4-5 times a day
• Doing exercise
• Eating slowly
Tiramisu-Italy Fondue-France Tofu-China
Fish and Chips-Britain Frijoles-Mexico Mousse-France
Moussaka-Greece Mozzarella-Italy Falafel-India
Curry-India Pita bread-Turkey Chili-Mexico
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35 Andradas, Garcia & Gómez, 2010
6) Testing 7) Ethical 8) Rights 9) Meat
10) Hinduism
ANNEXESANNEXESANNEXESANNEXES
ANNEXE 1. CREATIVE COMMONS LICENSEANNEXE 1. CREATIVE COMMONS LICENSEANNEXE 1. CREATIVE COMMONS LICENSEANNEXE 1. CREATIVE COMMONS LICENSE....
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36 Andradas, Garcia & Gómez, 2010
http://creativecommons.org/licenses/by-nc-sa/3.0/
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37 Andradas, Garcia & Gómez, 2010
ANNEXE 2. ONLINE VIDEO ANNEXE 2. ONLINE VIDEO ANNEXE 2. ONLINE VIDEO ANNEXE 2. ONLINE VIDEO LISTLISTLISTLIST....
� Food pyramids. [Video]. http://www.mypyramid.gov/ (accessed April 6, 2010)
� Super Size Me trailer. [Video]. http://www.youtube.com/watch?v=I1Lkyb6SU5U (accessed April 9, 2010)
� Cooking sushi. [Video]
http://www.kids-cooking-activities.com/Asian-cooking.html (accesed
March 28, 2010
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38 Andradas, Garcia & Gómez, 2010
ANNEXE 3ANNEXE 3ANNEXE 3ANNEXE 3. . . . CDCDCDCD. TABLE OF CONTENTS . TABLE OF CONTENTS . TABLE OF CONTENTS . TABLE OF CONTENTS
• Folder 1. Lesson 1.
o 1.0. Worksheets
o 1.1. PowerPoint o 1.2. Flashcards o 1.3. Nutrients Text
• Folder 2. Lesson 2.
o 2.0. Worksheets
o 2.1. PowerPoint o 2.2. Flashcards o 2.3. Mediterranean Diet Text
o 2.4. Board game
• Folder 3. Lesson 3.
o 3.0. Worksheets
o 3.1. Burger King’s Grid o 3.2. PowerPoint
• Folder 4. Lesson 4.
o 4.0. Worksheets
o 4.1. Treasure Hunt
• Folder 5. Lesson 5.
o 5.0. Worksheets
o 5.1. Flashcards o 5.2. PowerPoint o 5.3. PowerPoint o 5.4. Extra Worksheet
• Folder 6. Lesson 6.
o 6.0. Worksheets
o 6.1. PowerPoint o 6.2. Diet Styles Texts o 6.3. PowerPoint o 6.4. Quiz
• Folder 7. Final Project and Exam
o 7. 0. Final Project Instructions o 7. 1. Final Exam o 7.2. Final Exam Keys
• Folder 8. Rubrics and Checklists
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39 Andradas, Garcia & Gómez, 2010
ANNEXE 4. ANNEXE 4. ANNEXE 4. ANNEXE 4. CD.CD.CD.CD.
Find the CD attached to the book.