SCUOLA PRIMARIA CLASSE TERZA. Da febbraio ad aprile! Discipline: Italiano Inglese Scienze Arte e immagine

CLASSE TERZA

Discipline:

• Italiano

• Inglese

• Scienze

• Arte e immagine

SCUOLA PRIMARIA

Da

febbraio

ad aprile!

OBIETTIVI PRINCIPALI

● Classificare i cibi in famiglie.

● Identificare l’origine dei diversi cibi.

● Capire l’importanza di un’alimentazione sana.

OBIETTIVI INTERDISCIPLINARI

• Migliorare la competenza digitale (uso del programma Wordle, Power Point e Word).

• Saper comunicare in forma scritta e orale in inglese.

• Incoraggiare l’autonomia e l’iniziativa personale.

• Sviluppare competenze sociali e di cittadinanza (migliorare la comunicazione tra pari).

VALUTAZIONE CRITERI

Lo studente sa...?

▪ individuare la provenienza di frutta, verdure, carne e pesce?

▪ classificare gli alimenti in base ai nutrienti contenuti?

▪ spiegare la differenza tra cibo sano e cibo non sano?

▪ analizzare un pasto tipico?

STRUMENTI

Attività quotidiane.

Test finale.

Questionario autovalutativo.

OBIETTIVI DI INSEGNAMENTO CONTENUTO

• Conoscere le diverse famiglie alimentari.

• Comprendere i livelli della piramide alimentare.

• Esplorare il viaggio del cibo dall’origine alla comparsa sulla tavola.

PROCESSI COGNITIVI IMPLICATI

• Comprendere I concetti.

• Ricordare le conoscenze.

• Dividere e classificare.

• Applicare le nuove conoscenze alla vita reale.

• Giustificare le proprie decisioni.

• Valutare l’esperienza vissuta.

CULTURA

• Diventare consapevoli dell’importanza di adottare un’alimentazione sana.

• Diventare consapevoli del fatto che l’alimentazione deve essere bilanciata.

COMUNICAZIONE

• Vocabolario di base inerente all’argomento alimentazione.

• Definizione di piramide alimentare e termini specifici (bottom, top, layers, serving…).

• Nomi dei diversi gruppi alimentari (carbohydrates, protein, fibres, dairies, fats…).

• Aggettivi connessi ai nomi dei diversi gruppi (sweet, bitter, tasty, salty, healthy, unhealthy…)

• Expressioni relative alle diverse funzioni del cibo (to provide energy, to regulate body processes, to transport oxygen…).

• Grammatica: Tempo Presente; Espressioni di frequenza; Formulare semplici domande.

Funzioni della lingua

• Spiegare l’origine del cibo (“come from”) e usare la 3^th persona singolare correttamente (“come”/”comes”).

• Esprimere in classe i propri gusti (What do you like? I like…, My favourite food is because…).

• Descrivere la propria abituale alimentazione (I often eat…, I sometimes eat…, I rarely eat…).

• Giustificare le proprie scelte (This food is unhealthy because it contains…/This food is healthy because it contains…).

• Comparare I diversi tipi di alimenti (This food contains more carbohydrates than yours…).

ASPETTATIVE DI APPRENDIMENTO Alla fine dell’attività l’alunno sarà in grado di…

Comprendere

✓ Cos’è la piramide alimentare e I suoi diversi livelli.

✓ Cosa contiene la piramide alimentare.

✓ Cibi da evitare e cibi da consumare ogni giorno.

Sarà in grado di…

✓ Programmare un pasto sano.

✓ Discriminare carboidrati, proteine, grassi.

✓ Comprendere il processo dal produttore al consumatore.

✓ Parlare delle funzioni dei nutrienti.

Sarà consapevole…

✓ Dell’importanza di una dieta bilanciata.

✓ Dell’importanza dei diversi nutrienti per la salute.

ATTIVITÀ LEZIONE 1: ATTIVAZIONE

• Conoscenze pregresse: nomi dei cibi, verbo “to be”.

• L’insegnante arriva con alcune scatole chiuse.

• I bambini devono esplorare con i cinque sensi il contenuto delle scatole e indovinarlo (What is it? It’s a peach”).

• In questo modo si introduce l’argomento del nostro modulo CLIL.

• Fine lezione: Lo studente crea un Wordle con I nomi dei cibi.

• Valutazione: Lo studente mostra il suo Wordle alla classe.

LEZIONE 2: ATTIVAZIONE

• Conoscenze pregresse: nomi dei cibi, verbo “to be”, colori e qualità dei cibi.

• L’insegnante mostra un cruciverba alla Lim.

• Gli studenti tentano di risolvere da soli il cruciverba; in una colonna verticale apparirà la parola FOOD.

• Fine lezione: Gli studenti a coppie correggono il cruciverba.

• Valutazione: Gli studenti correggono il cruciverba in plenaria.

1

2

3

4

HORIZONTAL

1. Nemo is a specimen of this animal.

2. It’s dark and sweet.

3. It’s a yellow seasoning.

4. You make it at eight o’clock.

Guess the word! The mysterious word is ____________ .

LEZIONE 3: ATTIVAZIONE

• Conoscenze pregresse: Nomi dei cibi, verbo to like, espressioni come “My favorite food is”.

• Uno studente disegna su un cartellone una silhouette.

• Ogni studente disegna il suo cibo preferito e il nome di questo sulla silhouette.

• Fine lezione: L’insegnante chiederà: “What’s your favorite food?”; “What do you like most?”

• Valutazione: Ogni studente risponderà: “My favorite food is…”; “I like most…”.

LEZIONE 4: FORNIRE CONOSCENZE

• L’insegnante consegna ai bambini delle carte con illustrazioni di alcuni cibi. Chiede a ogni studente quale alimento è raffigurato sulla carta (What is this food?).

• Poi l’insegnante divide gli alunni in piccoli gruppi.

• Gli studenti devono dividere gli alimenti in tre categorie: cibi prodotti dalla terra, cibi prodotti dagli alberi e cibi lavorati.

• In plenaria ogni studente deve illustrare alla classe il suo lavoro (ogni studente dirà: “Carrots come from the earth”. “Cake come from the supermarket” and so on…).

• Fine lezione: Ogni studente inserirà al posto giusto gli alimenti su un cartellone.

• Valutazione: Si verifica la corretta concordanza tra soggetto e verbo (come/comes).

LEZIONE 5: FORNIRE CONOSCENZE

• L’insegnante consegna agli studenti una piramide alimentare vuota.

Spiega i nomi dei diversi componenti del cibo (fibers, proteins, dairies…) e i livelli della piramide (This is the bottom, this is the first layer, this the second layer, this the third layer…this is the top).

• Gli alunni sistemano i diversi cibi sul giusto livello della piramide. Lavorano in piccolo gruppo.

• Gli alunni visionano un filmato sulla piramide alimentare alla Lim.

• Gli alunni creano la loro piramide alimentare divisi in piccoli gruppi.

• Fine lezione: Gli studenti verificano le loro scelte precedenti.

• Verifica: Gli alunni illustrano alla classe le loro scelte (We can find pasta in the first level. We can find sugar in the top).

LEZIONE 6: GUIDA ALLA COMPRENSIONE

• L’insegnante consegna agli alunni una scheda di vero o falso.

• Gli studenti rispondono alle domande in piccolo gruppo.

• Gli studenti leggono una scheda informative sui gruppi alimentari (functions of carbohydrates, proteins, fats and fibres).

• Verifica: In plenaria gli studenti verificano la correttezza dell’esercizio di vero o falso.

LEZIONE 7: GUIDA ALLA COMPRENSIONE

• In piccolo gruppo gli studenti analizzano il loro menu settimanale. Devono motivare se il pasto è bilanciato o meno.

• Verifica: Ogni gruppo espone il suo lavoro ai compagni (The menu is balanced because we eat vegetables every day…).

LEZIONE 8: RIFLESSIONE

• Ogni studente espone ai compagni le sue abitudini alimentari (I usually eat…, I rarely eat, I sometimes eat, I often eat…).

• VERIFICA: Compilazione di un grafico con le abitudini alimentari della classe.

Lezione 9: RIFLESSIONE

• Gli studenti lavorano con le carte dei cibi.

• L’insegnante mostra i cibi alla classe.

• Gli studenti con una paletta verde da un lato e rossa dall’altro dicono se un determinato cibo è sano o meno, motivando la loro scelta (This food in unprocessed. This food is natural. This food has got lots of vitamins).

• VERIFICA: I bambini provano a costruire il menu di un’intera giornata.

LEZIONE 10: RIFLESSIONE

• Gli studenti disegnano nuovamente la loro silhouette su un cartellone. Al suo interno devono questa volta disegnare alimenti buoni e sani.

• Gli alunni motivano la loro scelta (I like this food. This food is healthy because…).

LEZIONE 11: VERIFICA

• Gli studenti devono effettuare una verifica scritta (domande su the families of foods, vero o falso su healthy foods, un breve scritto su food habits and brevi risposte su the origin of foods)

LEZIONE 12: VERIFICA

• I bambini compilano un questionario di autovalutazione.

MATERIALI E RISORSE

LIM

Carte illustrate

Materiale scolastico di base Cartelloni

Sala computer

ISTITUTO COMPRENSIVO

SUORE MANTELLATE

(MILANO)

3 ^th Grade

From February to April!

Subjects:

• Italiano

• English

• Science

ISTITUTO DI

MILANO

AIMS

● To classify different foods in food groups.

● To identify the origin of different foods.

● To understand the importance of a health nutrition.

TRANSFERABLE SKILLS

• To improve the digital competency (Use of Wordle, Power Point and Word).

• To communicate both in oral and written form.

• To encourage autonomy and personal initiative.

• To develop social competence and citizenship (improve peer communication).

ASSESSMENT CRITERIA

Can students...?

- talk about the provenance of fruits, vegetables, meat, eggs and fish?

- categorize food according to the nutrients they contain?

- explain the difference between healthy and unhealthy meals?

- analyse his daily meal?

INSTRUMENT Daily Activities.

Final test.

Questionnaire – Every pupil is requested to give his feedback about the activity.

TEACHING OBJECTIVES CONTENT

• Name the groups of foods.

• Understand the levels of the pyramid food.

• Explain the journey of food from the origin to our daily menu.

• Name the nutrients and the water contained in foods (carbohydrates, proteins, fibres…).

COGNITION

• Understanding concepts and knowing

• Remembering and memoring

• Dividing and categorizing

• Applying the new concept to their real life

• Justifying decision-making with reasons

• Evaluating their experience CULTURE

• To become aware of the importance to make healthy food choices.

• To become aware that a good nutrition has to be balanced.

COMMUNICATION

Language of Learning (specific, content-obligatory language) Essential vocabulary / grammar associated with the topic.

• Definition of Pyramid food and specific terms (bottom, top, layers, serving…).

• Names of different groups of foods (carbohydrates, protein, fibres, dairies, fats…).

• Adjectives connected to the different groups of foods (sweet, bitter, tasty, salty, healthy,unhealthy…)

• Expressions related to the different functions of foods (to provide energy, to regulate body processes, to transport oxygen…).

• Grammar: Present Tense; Expressions of frequency; How to ask simple questions.

Language for Learning (functional language)

• Explaining the origin of foods (“come from”) and using the 3^th person singular in the correct way (“come”/”comes”).

• Explaining personal food tastes to the class (What do you like? I like…, My favourite food is because…).

• Describing the weekly menu (I often eat…, I sometimes eat…, I rarely eat…).

• Giving reasons (This food is unhealthy because it contains…/This food is healthy because it contains…).

• Comparing different types of food (This food contains more carbohydrates than yours…).

Language through Learning (process language)

LEARNING OUTCOMES By the end of the unit learners will be able to…

Pupils

• will know

 what PYRAMID FOOD is and its different layers.

 what different types of food contains.

 food to avoid and food to consume every day.

• will be able to

 Plane a healthy menu.

 Discriminate between carbohydrates, fibres, fats, protein and dairies.

 Understand the process of food from producer to customer.

 Talk about the functions of the different nutrients.

• will be aware of

 The importance of a balanced diet.

 The importance of the different nutrients for our health.

Procedure: TEACHING AND LEARNING ACTIVITIES LESSON 1: Activating

● Previous knowledge: names of foods, verb “to be”.

● The teacher will come in the classroom with some closed bags.

● The pupils have to touch them and to guess the contents with the five senses. Then they will name the food in the bags (What is it? It’s a peach”).

● In this way the teacher introduced the argument of the CLIL module.

● Ending the lesson: The students will create a Wordle with the names of foods.

● Lesson 1 Assessment: The students will show their Wordle to the classroom.

LESSON 2: Activating

• Previous knowledge: names of food, verb “to be”, colours and some qualities of foods.

• The teacher will show a crossword puzzle on the IWB.

• The students will solve the crossword puzzle by themselves; at the end the word “FOOD” will appear in the crossword.

• Ending the lesson: The students will correct the crossword puzzle in pair groups.

• Lesson 2 Assessment: The students will correct the crossword puzzle in plenary session.

LESSON 3: Activating

• Previous Knowledge: Names of food, verb to like, expression “My favorite food is”.

• A pupil will draw a silhouette on a board.

• Every student will draw and name his favorite food inside the silhouette.

• Ending the lesson: The teacher will ask: “What’s your favorite food?”;

“What do you like most?”

• Lesson 3 Assessment: Each student will say: “My favorite food is…”; “I like most…”.

LESSON 4: Providing input

• Previous knowledge: Names of food.

• The teacher will give to the pupils some flashcards with pictures of foods.

She will ask each student what is on the card (What is this food?).

• Then the teacher divides the students in small groups.

• The students have to categorize these foods in three families: food from earth, food from animals and food from supermarket.

• In plenary session each groups will share his work in front of the other classmates (each student has to say: “Carrots come from the earth”.

“Cake come from the supermarket” and so on…).

• Ending the lesson: In the end the class will work together on a poster and will put in the correct order the foods.

• Lesson 4 Assessment: Each student has to use in the correct way the singular and the plural form.

Lesson 5: Providing input

• The teacher will show to the students an empty pyramid food. She explains the components’ names of food (fibers, proteins, dairies…) and the pyramid’s layers (This is the bottom, this is the first layer, this the second layer, this the third layer…this is the top).

• The pupils have to put their flashcards in the correct food groups. They will work in small groups.

• The students will watch a video about pyramid food on iwb.

• Ending the lesson: The students will check their choices.

• Lesson 5 Assessment: The students will explain their choices (We can find pasta in the first level. We can find sugar in the top).

Lesson 6: Guiding understanding

• The teacher will give to the students a card with a series of true-or-false question.

• The students will answer the questions in small groups.

• Then the students will read a card about food groups (functions of carbohydrates, proteins, fats and fibres).

• Lesson 6 Assessment: The students will check the true-or-false questions in small groups and in plenary session.

Lesson 7: Guiding understanding

• The students will analyse the weekly menu of their school canteen in peer groups. They have to explain if this menu is balanced or not and why.

• Lesson 7 Assessment: Each group will explain to the classmates his work (The menu is balanced because we eat vegetables every day…).

Lesson 8: Reflecting

• Each student works individually and explain to the classmates his foods’

habits (I usually eat…, I rarely eat, I sometimes eat, I often eat…).

• Lesson 8 Assessment: The students will complete together a graphic with the Word program.

Lesson 9: Reflecting

• The students will work with the flashcards again.

• The teacher shows to the class a food.

• The students will say if this food is health or unhealthy with a spade. They have to say the reason of their choice (This food in unprocessed. This food is natural. This food has got lots of vitamins).

• Lesson 9 Assessment: The teacher shows the correct answer with a Power Point.

Lesson 10: Reflecting

• The students will draw again a silhouette on a board. Now they have to draw only good and healthy foods.

• Lesson 10 Assessment: Each student will justify his choice (I like this food.

This food is healthy because…).

Lesson 11: Assessment

• The students will respond to a text with different exercises (close about the families of foods, true or false about healthy foods, a short writing about personal food habits and short sentences about the origin of foods) .

Lesson 12: Assessment

• The teacher will prepare a questionnaire.

• Every pupil is requested to give his feedback about the CLIL module.

Materials and Resources

IWB

Food flashcards Computer room Felt-tips

Posters

Video on YouTube