This is a Clilstore unit. You can .
Subject: Physical Education; Language: English; Level: 3rd E.S.O.; Trimester: 2nd; Sessions: 3
Aims of Unit:
Procedure and methods:
In this Unit, I use the problem resolution and direct command.
I introduce the unit and the students reflect about how they eat and how many meals a day are appropriate, concepts such as "balanced diet", "healthy or processed foods" or "Mediterranean diet." (Initial assessment).
Then I order to do a work for home during two days, where they register using a mobile application (MyFitnessPal) everything they eat during the day and exercise have made. In addition, it should be recorded in a file in writing with a brief explanation with photos of the food and the meals more abundant every day.
There are five groups and I give them a card with an empty pyramid to complete. The first student of each group will leave each point in balancing a hand sink to a point B marked by cones. When he/she has reached it correctly, he/she answer a question that will be written on a sheet on the ground. Once successful, the student catch a sealed envelope to return to the site running with the sink in hand to pass it to the next companion, will be ready to do the same. This will take about three foods that four students in the group that are the starting point must be collective place inside the pyramid.
The game ends when all groups have answered the riddles correctly and have ordered food in his pyramid. • Place the cabbage is identified pyramids in each group on the blackboard and the teacher begins to correct and give feedback to the students. The group winner will be the one who has the best organized pyramid and it HAS done in less time.
Finally, I ask questions to see that students have learned the basic concepts of the session and they tell if they think their supply adapts to the pyramid. This talk gives way to the concept of "balanced diet" to end the session by making them aware of what they eat.
I request the delivery of dietary portfolio recorded during two days. In addition, I told that the last work will give a maximum at the beginning of the 1st session of the next UD. This work will consist in creating a balanced diet with physical exercise along a week.
I draw the wheel of food on the blackboard and students say food to put them among seven sections. Once the 3 foods more or less have been placed in each section I asked students about the functions that each one can have. So they will begin the main part of the session with an overview of the variety of food that exists and what they bring.
To start, I name the different concepts of food and nutrients (macronutrients and micronutrients) and I place it the macronutrients in a graphic daily rates (Carbohydrates: 50-60%, Lipids: 25-35%, Protein: 15% approx.) highlighting that depending on characteristics of each person (sex, body structure, purpose of training ...) the percentage may vary slightly.
Once analyzed the nutrients passed to explain kcal. which provides each (1g HC 4 kcal, 1g fat: 9 kcal, 1 g protein, 4 kcal.) and I write it on the board next to the graph above. To conclude the theoretical part, I ask them some questions because they will realize that Kcal. consumed and physical activity are the main regulatory body to maintain a balance between caloric intake and expenditure. In addition, it also explains the concept of empty calories.
Below, I propose an activity carried out by groups of 3-4 students. Each group will have a card with 10 daily physical activities and sport (along with beats per minute (b/m) on average to mark the intensity) which must be ordered, from less to more, according to their calorie expenditure. Once ordered, students comment together and correct along with the whole class, making the correct order on the board.
Finally, each group will have at the back of the sheet 5 "solve problems" which will be asked questions such as: if a person plays a football match and after eat 50 grams of rice, will be in balance, or imbalance calorie? Once they answer the questions, the deliver sheet.
The session ends with questions of students and a brief explanation of the intensity as a major influence in caloric expenditure.
They ordered viewing the short documentary "Cuerpos to límite" facen home and a brief explanation about to deliver the next day. This documentary has de possibility of simultaneous translation to L2, so students should note some remarkable prhases in their writing comment about it.
This is the documentary which students have to see in their homes.
Writing comments delivered to teacher. I introduce the session discussing the various opinions of students about the documentary "Cuerpos to límite" seen at home. In addition, they were also asked about cases that know of relatives, friends or acquaintances who have had any addiction or eating disorders.
I explain the concept of disease, food addiction and eating disorder. After, I also explain the different disorders related to food and exercise (anorexia, bulimia, vigorexia, orthorexia ...) analyzing them briefly one by one.
Then form pairs and explain the operation of the mobile application Kahoot questions. The students will have to answer 10 questions with a phone with the motivation that the winning couple will have 10% added to their final score of UD.
1- What kind of macronutrient is an egg?
2- How many calories approximately have a yogurt?
3- Which of these foods is not a protein?
4- Which food is healthier?
5- What kind of macronutrient are the previous food?
6- How many liters of water is recommended per day?
7- What percentage of water is in the human body?
8- The vitamine B6 is water soluble.
9- The protein macronutrient is the best source of energy.
10- The sugar is very important to eat every day, and it is recommended to eat large quantity.
They discussed the questions one by one and why his answer.
I encourage students to attend possible cases of other students, relatives or acquaintances who may show signs of these diseases, and try to help them.
Short url: https://clilstore.eu/cs/5456