Didactic unit 1 - What should I eat?

1. WHAT SHOULD I EAT?

2. 1- GENERAL ASPECTS
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TITLE: What should I eat?
FORM: 2
LEVEL OF PRIMARY EDUCATION CYCLE: First cycle
TERM: 2
TEMPORALISATION: 6 Sessions

3. 2 -JUSTIFICATION
The election of the topic of food for the second level of Primary
Education is the result of a process of reflection. These are the
conclusions we have come up with:
Our pupils in the second level of Primary Education are still developing their own
personality, including their likes and dislikes. They are still discovering the world
and deciding which experiences they like and which they do not. This is
exemplified in the case of food: children are still experiencing a variety of
flavours, but at the same time they are starting to make clear what they have a
taste for or not. Our students are still fond of talking about themselves and their
preferences without inhibitions, which will facilitate our job throughout this unit.

4. Such reflections and the subtopic “healthy diet” can be placed in one of the
transverse
themes connected with this unit: Health Education. Education for Peace
(the value of
giving and sharing) .
As we will see in the development of the activities, this unit is linked to
other
core areas: Spanish language (oral knowledge and use of the vocabulary and
structures), Knowledge of the Natural and Social and Cultural Environment
(types of
food, healthy habits) and maths ( we will practice the price of the food with
a little market).
We will work on this topic at for five sessions of 60 minutes each, which will
allow our
pupils to get familiar with the vocabulary related with food, as well as the
way to
express and ask about likes and dislikes. The contents will be worked orally
and writing.

5. 3-DIDACTIC OBJECTIVES
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To identify and name some food items.
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To ask and answer about likes and dislikes.
• To know the pyramide food.
• To identify Aliments in the food chain.
• To sequence and act out differents stories about the market ( to buy, to
pay…)
• To make materials to play with them in the classroom (market).
• To practises exercises with money and different coins.
• To use ICT to practice the purchases.
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To fill in a self-evaluation sheet of the unit.

7. 4- PROCEDURES
A-Oral communication:
-Taking active part in classroom routines.
- Identifying and using the language related to food.
- Acting out a market story and dramatising short story.
- Asking about other people’s likes and dislikes..
B- Attitudes:
- Active participation and enjoyment in the classroom activities
and routines.
- Accept the likes and dislakes of other students
- Cooperating with others in group activities.
- Interest in the importance of keeping a balanced diet.

8. C- Sociocultural aspects:
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Respect towards people
Appraisal of the value and use of basic polite expressions in social
relations.
D-Transverse themes:
- Health education: a healthy diet makes us feel better.

9. 5-METHODOLOGY
-Use multiple senses: Dramas, stories, Games,
activities.
- Action-oriented (not theoretical).
-Frequent changes of activities.
-Asking questions.
-Involving the children in all the activities.
-Using the computer.

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Types of activities
1. Motivation/routines
2. Checking of previous knowledge
3. Development
4. Evaluation
5. Reinforcement
6. Extension
Types of grouping
BG: big group
IW: individual work
SW: Small group
PW: Pair work

11. 6- DEVELOPMENT OF THE UNIT
LESSON BY LESSON

12. Session 1 out of 6
Length: 55 min.
ACTIVITIES TO BE CARRIED OUT
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Presentacion of the unit - 5mn
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Asking question to the pupils about food and a healthy feeding to know
their previous knowledge Brain storm- 15mn
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Asking question to the pupils to know theirs eating habits- 10 min

13. . To show the pyramid food in the class – 15 mn
. Activity sheet – individually work - 10mn and to finish at home.

14. •
Session 2 out of 6
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Length: 55 min.
ACTIVITIES TO BE CARRIED OUT
-We start again with the pyramide food, to review the
contains of the previous sessions – 10 or 15 mn.
-Activities sheets: . Make a menu – Small group
(40mn)
. To fill the pyramide food – Pair
work
. To enumerate the story- Pair work
-Pick up the activities from this session and the previous
one.

17. •
Session 3 out of 6
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Length: 55 min.
ACTIVITIES TO BE CARRIED OUT:
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We make a small review of the previous contents- 5mn
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We made a new brain storm, asking the pupils about the differents
types of food and what they know about their prices- 10mn
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Then we show them some photographs of food with his prices-10mn

20. -
I explain that it is very important to know the prices of
the differents products and to have a purchase list before
going to the market – 15 mn.
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Activity sheet: First to make a purchase list 15 mn –Small
group.

21. La compra saludable
Elabora una lista de alimentos necesarios para una semana
aproximadamente.
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Session 4 out of 6
Length: 55 min.
ACTIVITIES TO BE CARRIED OUT
-One pupil of each group will read the purchase list.- (10 or
15 mn).
-To make a dramatisation: We have created a market in
the classroom. Some pupils going to make the purchase and
other they will be the cashier- Big group – Time: 30mn
-We make a reflection about what we have learn. Big
group – 10 or 15 mn.

23. DRAMATIZATION

24. •
Session 5 out of 6
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Length: 55 min.
ACTIVITIES TO BE CARRIED OUT
- The pupils in this session will go to the Aula Medusa
(ICT) to do exercices in the computer. Time: during all
the session.
These are some of the page that we have used:
http://www.skoool.es/content/science/healthy_eating/index.html
http://roble.pntic.mec.es/arum0010/temas/alimentos.htm
http://mentamaschocolate.blogspot.com.es/2012/08/actividades-para-tra

27. •
Session 6 out of 6
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Length: 55 min.
ACTIVITIES TO BE CARRIED OUT
-Evaluation of the unit:
•Activity sheet: different types of food – individually – 15 mn
•Activity sheet: Fill in the pyramide food- Small Group -15 mn
•How we do the purchase food – Small group -15 mn
•Group work evaluation 10mn

28. Hay diferentes tipos de
alimentos,vamos a escribir y dibujar tres
ejemplos de cada uno:
Frutas:
-Pescados:
-Verduras:
Carnes:
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---Legumbres:
----Cereales:
---
-Lácteos:
----

30. Ejercicio:ordene las siguientes frases de manera que tengan una
secuencia lógica:
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— Entrar en el supermercado.
— Coger el monedero y las llaves de casa.
— Revisar la lista de la compra por si me he dejado algo
por comprar.
— Volver a casa.
— Pagar.
— Devolver el carro de la compra.
— Coger el carro de la compra.
— Hacer la lista de la compra.
— Poner la compra en bolsas.
— Bajar a la calle.
— Sacar la lista de la compra e ir buscando las cosas para
comprar.

31. Group Work Evaluations: Simple questionnaires used to collect
feedback on students’ reactions to group work.
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1. Overall, how effective did your group work together on this
assignment? (Check the appropriate
response)  Poorly  Adequately  Well  Extremely well
2. How many of the four? group members participated actively most
of the time? (Check the appropriate response)  0  1  2  3  4 
5
3. How many of you were fully prepared for the group­work most of
the time? (Check the appropriate response)  0  1  2  3  4  5
4. Give one specific example of something you learned from
the group that you probably wouldn’t have learned working alone.
5. Give one specific example of something the other group members
learned from you that they probably wouldn’t have
learned otherwise.
6. Give one specific change that the group could make to improve its
performance.

32. 7-EVALUATION
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Quizzes: Essay questions to measure knowledge of basic
concepts -
- Where the fruit and vegetables grow.
- To know the pyramide food.
- To make a purchase (maths exercices)
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Self-Evaluation :honest look at their work and determine
how well they think they did.

33. AT THE END OF THE UNIT PUPILS
MUST KNOW
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To identify and name some food items.
To ask and answer about likes and
dislikes.
To know the pyramide food.
To identify Aliments in the food chain.
To sequence and act out differents
stories about the market ( to buy, to
pay…)
To make materials to play with them in
the classroom (market).
To use ICT to practice the purchases.
To fill in a self-evaluation sheet of the
unit.

34. SOME ACTIVITIES:REINFORCEMENT
AND EXTENSION

40. ITEMS AND ACTIVITIES
IN ENGLISH THAT YOU
CAN USE!!!