06- APPENDIXES
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The assessment has to be determined if:
The students understand the topic and are able to classi…
The assessment has to be determined if:
The students understand the topic and are able to classify and reproduce the main nutrients and food which consist of them a lot
They actively cooperate in the classroom and propose their ideas
They read all the new words fluently
They understand the written text
Their answers are deep enough
They demonstrate interest in the topic
Students reproduce the nutrients in ENGLISH with excellent pronunciation.
01-UNIT
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... Explain why some nutrients have to be broken down before they can be used by the body and why …
...
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
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 LOOK FORTHERE IS MORE INFORMATION ABOUT THE UNIT TEMPLATE INTOIN THE OBSERVATIONSUNIT TEMPLATE
(OBSERVATIONS & OUTCOMESOUTCOMES)
01-UNIT
edited
... Explain why some nutrients have to be broken down before they can be used by the body and why …
...
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
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
LOOK FOR THE UNIT TEMPLATE INTO THE OBSERVATIONS & OUTCOMES
01-UNIT
edited
... At the end of this unit most of the children should
Name nutrients, fibre and water as part …
...
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
...
be difficult;
At the end of this unit some of the children could
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
01-UNIT
edited
... A collection of food packaging, including cereal packets showing nutritional contents
Media r…
...
A collection of food packaging, including cereal packets showing nutritional contents
Media reports, magazine, newspaper and television advertisements relating to food and diet
EXPECTATIONS:
At the end of this unit all the children must
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
Find information from selected secondary sources about food and diet; generate graphs or displays relevant to questions asked; with help
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
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;
At the end of this unit some of the children could
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
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
01-UNIT
edited
... LANGUAGE USED IN THE UNIT:
Through the activities in this unit pupils will be able to underst…
...
LANGUAGE USED IN THE UNIT:
Through the activities in this unit pupils will be able to understand, use and spell correctly:
...
intestine, stomach
•
• more specialised
...
lipid, protein
• words and phrases with similar but distinct meanings, eg absorb and take in, feeding and digestion
...
eg absorption
Through the activities pupils could:
...
unless, if
• 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
01-UNIT
edited
... • words and phrases with similar but distinct meanings, eg absorb and take in, feeding and dig…
...
• words and phrases with similar but distinct meanings, eg absorb and take in, feeding and digestion
• words that extend their vocabulary, eg absorption
...
pupils could:
• show relationships between ideas by using links which show purpose, eg in order to, so that, and reservations, eg although, unless, if
• select relevant information and link to other information, from a range of sources
...
and helpful IMPORTANT
IMPORTANT RESOURCES:
ILLUSTRATORS:
·
· Matching card system
MEDIATORS:
...
Point presentation
Posters
Posters (FOOD PYRAMID/
...
PLANT PRODUCTS)
Secondary
Secondary sources to
...
from magazines
A
A range of
...
other countries
Illustrative
Illustrative material relating
...
from magazines
Database
Database and spreadsheet software
Simulation
Simulation software illustrating
...
the blood
A collection of food packaging, including cereal packets showing nutritional contents
Media reports, magazine, newspaper and television advertisements relating to food and diet EXPECTATIONS:
At the end of this unit all the children must
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
Find information from selected secondary sources about food and diet; generate graphs or displays relevant to questions asked; with help
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
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;
At the end of this unit some of the children could
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
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
01-UNIT
edited
... Where the unit fits in:
This unit draws on ideas about food and nutrition developed in the k…
...
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.
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
• more specialised words relating to nutrition, eg carbohydrate, lipid, protein
• words and phrases with similar but distinct meanings, eg absorb and take in, feeding and digestion
• words that extend their vocabulary, eg absorption
Through the activities pupils could:
• show relationships between ideas by using links which show purpose, eg in order to, so that, and reservations, eg although, unless, if
• 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:
ILLUSTRATORS:
· Matching card system
MEDIATORS:
Power Point presentation
Posters (FOOD PYRAMID/ ANIMAL and PLANT PRODUCTS)
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
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
Illustrative material relating to advertising claims for foods, eg from magazines
Database and spreadsheet software
Simulation software illustrating digestion and transport of substances in the blood
A collection of food packaging, including cereal packets showing nutritional contents
Media reports, magazine, newspaper and television advertisements relating to food and diet
EXPECTATIONS:
At the end of this unit all the children must
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
Find information from selected secondary sources about food and diet; generate graphs or displays relevant to questions asked; with help
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
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;
At the end of this unit some of the children could
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
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
