1. 1. Do you have a clue where your food comes from? Mireia Vilalta Ta
2. 2. INTRODUCTION:The lesson plan I present is thought to be implemented in the year 5 of primary education. It belongs to the food didactic unit of the year 5 program and it consists in two Sessions. It is advisable to develop the following activities once we've been dealing with Food vocabulary, diets etc... so that students' previous knowledge is useful for content And language learning. I think that making students reflect on the food they eat is very important and not Only in terms of healthiness but also to understand the complex food distribution Chain we have nowadays.
3. 3. LESSON PLAN . Title of the Lesson: Where your food comes from. . Date: 23/01/14 . Unit of Study: FOOD . Level and group: 5th B . Number of children: 18 . Background Information: It's a group of 18 students with different origins and different levels of English. Three of them have special needs (PI). We've been studying the food topic and that's why I think this lesson plan can be useful.
4. 4. Learning objectives: . Introduce students to the history of many of our favorite foods as well as their origins. . Understand world geography and the effects of geography on society. . Listen and read with understanding. . Write to communicate for a variety of purposes. . Use maps and other geographic representatives to gather information. . Explain why people and countries exchange goods and services and who are the people involved in the processes. . Use the present and past simple forms.Competencies involved: . Competncia comunicativa lingstica i audiovisual . Tractament de la informaci i competncia digital . Competncia matemtica . Competncia d'aprendre a aprendre . Competncia d'autonomia i iniciativa personal
5. 5. Learning objectives: . Introduce students to the history of many of our favorite foods as well as their origins. . Understand world geography and the effects of geography on society. . Listen and read with understanding. . Write to communicate for a variety of purposes. . Use maps and other geographic representatives to gather information. . Explain why people and countries exchange goods and services and who are the people involved in the processes. . Use the present and past simple forms.Competencies involved: . Competncia comunicativa lingstica i audiovisual . Tractament de la informaci i competncia digital . Competncia matemtica . Competncia d'aprendre a aprendre . Competncia d'autonomia i iniciativa personal
6. 6. Assessment: Oral participation, interest and a good attitude towards the group is essential.Each group is required to complete a worksheet. They have to discuss and agree on the answers and finally the teacher takes the worksheet of one student of the group on random and checks the responses.Oral skills take a relevant place in this lesson so, I'll focus on them more than on the written ones.
7. 7. Assessment: Oral participation, interest and a good attitude towards the group is essential.Each group is required to complete a worksheet. They have to discuss and agree on the answers and finally the teacher takes the worksheet of one student of the group on random and checks the responses.Oral skills take a relevant place in this lesson so, I'll focus on them more than on the written ones.
8. 8. LESSON DEVELOPMENT: ACTIVITYTIMEDESCRIPTIONINTERA SKIL MATERIAL CTION LSUpload the webpage and ask the T-Ss kids the question that appears on Ss-T the first picture: DO YOU HAVE A I CLUE WHERE OUR FOOD COMES FROM? And let them share their opinions.L, S2. Where is 15 somewhere min ?We go through the presentation (diapos 1-9) listening and reading at the information presented.L, R, IWB S http://urbanext.illinois.ed3. Food 30 travelogue minBring to class a food product with a product of origin label. Ask them the questions: HOW FAR DID THE PRODUCT TRAVEL? HOW MANY PEOPLE ARE INVOLVED IN THE PROCESS? WHO ARE THEY? let them discuss it in groups of 4 (normal class work groups) and write their responses on the worksheet.1. Warming 10 up! minT-Ss T-S S-T IIWBhttp://urbanext.illinois.edL, S, Worksheet 1 R, WI
9. 9. ACTIVITYTIME4. Food 20 travelogue round.5. The 15 process.6. Evaluation20DESCRIPTIONINTER SKILL MATERIAL ACTIO S NOne member of each group shares the thoughts to the S-S whole class and the teacher S-T writes their responses on the T-S board so that everyone can follow the discussion. Play diapos from 9-18 and check/ reflect if kids' T-Ss responses on activity 4 were Ss-T similar or approximate. I In the same groups, kids complete the activities proposed in the worksheet. The teacher collects 1 worksheet per group (random) as a kind of lesson evaluation.IL, RL, SS,IWB R, http://urbanext.illinois.L, S, Worksheet R, W 2
10. 10. Bloom's Taxonomy: Creating Evaluating Analising Applying Understanding RememberingICT resources: IWBPersonal notes/reminders/homework/other considerations: There are some games which students can play at home and consolidate learnings at the same time. This lesson plan could be the first lesson of a large unit of study about the origin of different foods. There are 9-10 information diapos about each food such as: cacao, tea, bananas, coffee, oranges, apples, rice, pumpkins, potatoes,
11. 11. REFLECTIONSAfter implementing the lesson for the first time, there are some aspects to take into account in order to improve for further applications.The first and most important thing to consider is the timing. It's impossible to do all the activities in only one session unless we reduce the worksheet exercises or the methodology and, instead of working in groups, we complete the worksheets the whole class altogether. I prefer the idea of working in groups and that's why I decided to develop the lesson in two sessions and it worked very well, this way! I recommend to do activities 1,2 and 3 on the first day and activities 4, 5 and 6 on the second day.There were some problems with the internet connection and the web uploaded slowly so, kids had to be patient while we were watching the presentation. This is
12. 12. REFLECTIONSKids were very excited and motivated in the topic and they worked very well. They know they must communicate in English with me and with the members of the group and they did their best, although there are some catalan interferences .The objectives are accomplished and I'm satisfied with the results. I'm going to repeat the lesson plan with year 6 students and I'm going to establish it as a part of the food didactic unit of the year 5 program..In the next pages, you have the photos and videos of the experience. I hope you like and find it useful!Mireia Vilalta.
13. 13. ACTIVITY 3 PICTURES
14. 14. ACTIVITY 3 VIDEO
15. 15. ACTIVITY 4 VIDEO ACTIVITY 4 VIDEO