01-UNIT



 This unit correspond to the subject **Biology and Geology of 3rd of ESO**. The students should realise the importance of nutrition. They are supposed to classify the main nutrients, analyze their eating habits and food pyramid. Secondary they should be quiet well informed about food technology and preservation. All these items are taught with their vocabulary and grammar. This unit can build on student´s previous experience. ** In this unit pupils learn: ** • about different foods and how they can be combined to produce a balanced diet • how food is broken down by digestion so it can be used by the body, for energy, growth and repair ** In scientific enquiry pupils: ** • consider the extent to which evidence about diet can lead to firm conclusions • use a model to explore digestion • use chemical tests to identify food types • present and interpret data from secondary sources • draw conclusions from observations and explain these using scientific knowledge • investigate a question about nutrition using secondary sources of information This unit is expected to take approximately 8 hours. || ** Where the unit fits in: **  This unit draws on ideas about food and nutrition developed in the key stage 2 programme of study. It builds on unit 5A ‘Keeping healthy’ in the key stage 2 scheme of work and on unit 7A ‘Cells’. The particle model of matter is introduced in unit 7G ‘Particle model of solids, liquids and gases’ and is revisited in this unit in the context of digestion. The unit relates to other units that focus on life processes in humans: unit 8B ‘Respiration’ and unit 9B ‘Fit and healthy’, which revisits the concept of a healthy diet. The energy transfer ideas of unit 7I ‘Energy resources’ are used in the context of digestion. Energy should be distinguished from ‘stuff’ (food as the energy resource or fuel). This unit relates to unit 8A ‘Exploring materials (food)’ and unit 9A ‘Selecting materials (food)’ in the design and technology scheme of work.
 * ABOUT THE UNIT:

PRIOR LEARNING It is helpful if pupils:
 * know that food is needed for activity and growth, and that an adequate and varied diet is needed to maintain health
 * know that matter, including food, consists of particles, //eg molecules,// which can differ in size
 * recognise that food provides energy for the body

LANGUAGE USED IN THE UNIT: Through the activities in this unit pupils will be able to understand, use and spell correctly: • scientific words relating to the structure of organisms, //eg intestine, stomach// <span style="color: black; display: block; font-family: 'Comic Sans MS'; font-size: 12pt; line-height: normal; margin: 0cm 0cm 0pt 8.5pt; text-align: justify;">• more specialised words relating to nutrition, //eg carbohydrate, lipid, protein// <span style="color: black; display: block; font-family: 'Comic Sans MS'; font-size: 12pt; line-height: normal; margin: 0cm 0cm 0pt 8.5pt; text-align: justify;">• words and phrases with similar but distinct meanings, //eg absorb and take in, feeding and digestion// <span style="color: black; display: block; font-family: 'Comic Sans MS'; font-size: 12pt; line-height: normal; margin: 0cm 0cm 0pt 8.5pt; text-align: justify;">• words that extend their vocabulary, //eg absorption// <span style="color: black; display: block; font-family: 'Comic Sans MS'; font-size: 12pt; line-height: normal; margin: 0cm 0cm 0pt; text-align: justify;">Through the activities pupils could: <span style="color: black; display: block; font-family: 'Comic Sans MS'; font-size: 12pt; line-height: normal; margin: 0cm 0cm 0pt 8.5pt; text-align: justify;">• show relationships between ideas by using links which show purpose, //eg in order to, so that//, and reservations, //eg although, unless, if// <span style="color: black; display: block; font-family: 'Comic Sans MS'; font-size: 12pt; line-height: normal; margin: 0cm 0cm 0pt 8.5pt; text-align: justify;">• select relevant information and link to other information, from a range of sources • distinguish facts from hypotheses/theories/opinions and consider how far information is complete and helpful

IMPORTANT RESOURCES:

<span style="display: block; margin: 0cm 0cm 0pt 17.8pt; mso-list: l0 level1 lfo1; text-align: justify; text-indent: -18pt;"> ILLUSTRATORS:
 * <span style="display: block; margin: 0cm 0cm 0pt 17.8pt; mso-list: l0 level1 lfo1; text-align: justify; text-indent: -18pt;"> Matching card system

MEDIATORS:
 * <span style="display: block; margin: 0cm 0cm 0pt 17.8pt; mso-list: l0 level1 lfo1; text-align: justify; text-indent: -18pt;"> Power Point presentation
 * <span style="display: block; margin: 0cm 0cm 0pt 17.8pt; mso-list: l0 level1 lfo1; text-align: justify; text-indent: -18pt;"> Posters (FOOD PYRAMID/ ANIMAL and PLANT PRODUCTS)
 * <span style="display: block; margin: 0cm 0cm 0pt 17.8pt; mso-list: l0 level1 lfo1; text-align: justify; text-indent: -18pt;"> Secondary sources to explore the constituents of food, //eg diet software, CD-ROMs, dietary information leaflets, video clips of TV advertisements, other literature//, //which may include articles from magazines//
 * <span style="display: block; margin: 0cm 0cm 0pt 17.8pt; mso-list: l0 level1 lfo1; text-align: justify; text-indent: -18pt;"> A range of foodstuffs for testing, sufficient to provide several samples rich in each of the major chemical groups in food, including foods that are found in the diet of other countries
 * <span style="display: block; margin: 0cm 0cm 0pt 17.8pt; mso-list: l0 level1 lfo1; text-align: justify; text-indent: -18pt;"> Illustrative material relating to advertising claims for foods, //eg from magazines//
 * <span style="display: block; margin: 0cm 0cm 0pt 17.8pt; mso-list: l0 level1 lfo1; text-align: justify; text-indent: -18pt;"> Database and spreadsheet software
 * <span style="display: block; margin: 0cm 0cm 0pt 17.8pt; mso-list: l0 level1 lfo1; text-align: justify; text-indent: -18pt;"> Simulation software illustrating digestion and transport of substances in the blood
 * A collection of food packaging, including cereal packets showing nutritional contents
 * <span style="display: block; margin: 0cm 0cm 0pt 17.8pt; mso-list: l0 level1 lfo1; text-align: justify; text-indent: -18pt;"> Media reports, magazine, newspaper and television advertisements relating to food and diet

EXPECTATIONS:

<span style="display: block; line-height: normal; margin: 0cm 0cm 0pt; mso-pagination: widow-orphan; text-align: justify; text-indent: 0cm;"> Find information from selected secondary sources about food and diet; generate graphs or displays relevant to questions asked; with help || <span style="display: block; line-height: normal; margin: 0cm 0cm 0pt 0.65pt; mso-pagination: widow-orphan; tab-stops: 35.4pt; text-align: justify; text-indent: 0cm;"> Use secondary sources of information to generate graphs or displays relevant to questions asked; recognise that interpretation of evidence about questions of health and diet may be difficult; || <span style="display: block; line-height: normal; margin: 0cm 0cm 0pt 0.65pt; mso-pagination: widow-orphan; tab-stops: 35.4pt; text-align: justify; text-indent: 0cm;"> Choose secondary sources to provide the information needed about food and diet; explain why interpretation of evidence about questions of health and diet may be difficult ||
 * <span style="display: block; margin: 0cm 0cm 0pt; mso-element-anchor-horizontal: margin; mso-element-anchor-vertical: paragraph; mso-element-frame-hspace: 7.05pt; mso-element-left: 10.8pt; mso-element-top: 8.75pt; mso-element-wrap: around; mso-element: frame; mso-height-rule: exactly; text-align: justify;"> At the end of this unit all the children must || <span style="display: block; line-height: normal; margin: 0cm 0cm 0pt 0.65pt; mso-pagination: widow-orphan; tab-stops: .65pt; text-align: justify; text-indent: 0.65pt;"> Name some groups of nutrients and identify some examples of foods in which they are found; describe a balanced diet; recognise that blood transports products of digestion around the body
 * <span style="display: block; margin: 0cm 0cm 0pt; mso-element-anchor-horizontal: margin; mso-element-anchor-vertical: paragraph; mso-element-frame-hspace: 7.05pt; mso-element-left: 10.8pt; mso-element-top: 8.75pt; mso-element-wrap: around; mso-element: frame; mso-height-rule: exactly; text-align: justify;"> At the end of this unit most of the children should ||  Name nutrients, fibre and water as part of a balanced diet, identifying examples of foods in which they are found, and describe the role of the main nutrients in the body; use a model to describe how large molecules are broken down during digestion and describe the role of blood in transporting products of digestion around the body
 * <span style="display: block; margin: 0cm 0cm 0pt; mso-element-anchor-horizontal: margin; mso-element-anchor-vertical: paragraph; mso-element-frame-hspace: 7.05pt; mso-element-left: 10.8pt; mso-element-top: 8.75pt; mso-element-wrap: around; mso-element: frame; mso-height-rule: exactly; text-align: justify;"> At the end of this unit some of the children could || <span style="display: block; margin: 0cm 0cm 0pt 0.65pt; mso-element-anchor-horizontal: margin; mso-element-anchor-vertical: paragraph; mso-element-frame-hspace: 7.05pt; mso-element-left: 10.8pt; mso-element-top: 8.75pt; mso-element-wrap: around; mso-element: frame; mso-height-rule: exactly; tab-stops: .65pt; text-align: justify; text-indent: 0.65pt;"> Explain why some nutrients have to be broken down before they can be used by the body and why some foods cannot be digested by humans