LESSON 7

1. We revise the content of the last lesson refreshing their vocabulary throughout the use of some games.

http://kidshealth.org/kid/stay_healthy/food/fgp_interactive.html

http://www.nourishinteractive.com/kids/healthy-games/15-matching-meals-food-groups-game

2. In groups they have to build a food pyramid ( drawing the food, designing the pyramid , writing the words and color them)
   

LESSON 8

1. ROLE PLAYING “ supermarket”

In pairs they have to make a list of food to buy for one day “menu”. After that, they have to go to the supermarket and buy all that food. To get this objective, we will create a supermarket in which the students can practice different structures related to that lesson, and overall, they can develop their oral skills performing a daily activity.

2. To finish the entire unit in pairs, they have to elaborate a menu through this game.

http://www.nourishinteractive.com/kids/healthy-games/6-kevins-build-a-meal-game-balanced-meals

3. Finally the students will revise the whole unit playing some games in pairs.

http://www.loveyourgut.com/games/gut_week_game.php

http://www.loveyourgut.com/games/digestive_game.php

             http://kidshealth.org/kid/htbw/_bfs_DSquizsource.html

EXTRA ACTIVITIES FOR FAST- FINISHERS:

*Fill the legs of the spider writing in order the parts of the digestive system. Then number and color it.

Games:

http://www.softschools.com/science/human_body/digestive_system/

http://www.vtaide.com/png/digestiveF.htm

http://kidshealth.org/kid/games/mission_nutrition.html#cat20918

GLOSSARY

 

BREAK INTO- romper en

Ex: the glass breaks into small pieces

CHANGE- cambiar

Ex: I change my clothes

MASH- machacar

Ex: the food is mashed in my mouth

MIX- mezclar

Ex: I mix all the ingredients

PASS INTO- pasar hacia

Ex: the food passes into the pharynx

BEGIN- comenzar

Ex: In the mouth begins the process of the digestion

SHALLOW- tragar

Ex: I shallow my saliva all the time.

BREAK DOWN- romper

Ex: in the stomach breaks down the food into liquid

RELEASE OF- liberación

Ex: in the anus produces the release of waste

PROVIDE – proporcionar

Ex: My mother provide me with food

ASSESSMENT

ASSESSMENT

Evaluation criteria:

1. Distinguish mouth, esophagus, stomach, small intestine and large intestine

2. Know the functions of the parts of the digestive system 

3. Recognize the main nutrients and the food where they are contained

4.Classify food according to the nutrients they provide us

5.Identify how the food guide pyramid works.

Assessment

My assessment is based on two models of rubrics which will allow the teacher to evaluate the students in our area of interest throughout an oral presentation. With the first one, the students are scored on a scale of 1- 4 in three major areas.  (Delivery, Content / organization and Audience awareness)

• The first area is Delivery, which includes eye contact, and voice inflection. 

• The second area, Content/Organization, scores students based on their knowledge and understanding of the topic being presented and the overall organization of their presentation. 

• The third area, Enthusiasm/Audience Awareness, assesses students based on their enthusiasm towards the topic and how well they came across to their intended audience. 

In our case that assessment would be carried out during some parts of the unit, not only at the end of it. 

 

According to that, this will happen when students have to make a comic in groups and then present it to the class, so in that moment each member have to talk and explain something about their story related to the digestive system; 

Meanwhile, the other one will be associated with two activities. The first one is assessed through the elaboration of the food pyramid; another one is the oral description of the photos related to the healthy and unhealthy food, where in groups they have to reach an agreement; and finally the other moment to do that assessment will be when they have to perform the role of being sellers and customers on a market, that corresponds to one of the 4 C’s of CLIL, culture.

 

The second model of rubrics will be really useful to carry out, overall when the group as a whole is planning, interacting and thinking about the project. Here the students will be focused on their assignments while the teacher would only be monitoring and  walking around the class observing how things develop in each team.

Finally, although I do not think that it is necessary, I will provide them with two final tests, to follow the traditional way of assessment in case the teacher notices that some students are not achieving the goal of the lesson and they do not feel comfortable with their performance in class. So instead of becoming burnt-out students, a good method would be to hand out both sheets and they will be able to do the tests correctly at home using their material. Then the teacher has to correct them and give some feedback based on the progress of each one, but without any marks.

For saying goodbye!

Here , there are two games to consolidate the vocabulary in a funny way.

http://www.ecokids.ca/pub/eco_info/topics/climate/quiz/play_climatequiz3.cfm


http://www.bbc.co.uk/sn/hottopics/climatechange/climate_challenge/index_1.shtml

* the last is a good game in which the pupils  can apply the knowledge about the last 2 sesions, having an  important role in it.

A bit of theory ! ( Sesion 7)

Now the pupil have funny theory about the Climate change, for consolidating the vocabulary and the important aspects of the last sesion.

GLOBAL WARMING AND GREENHOUSE EFFECT The Earth is wrapped in a blanket of air called the 'atmosphere', which is made up of several layers of gases. The sun is much hotter than the Earth and it gives off rays of heat(radiation) that travel through the atmosphere and reach the Earth. The rays of the sun warm the Earth, and heat from the Earth then travels back into the atmosphere. The gases in the atmosphere stop some of the heat from escaping into space. These gases are called greenhouse gases and the natural process between the sun,the atmosphere and the Earth is called the 'Greenhouse Effect', because it works the same way as a greenhouse. The windows of a greenhouse play the same role as the gases in the atmosphere, keeping some of the heat inside the greenhouse. THE NATURAL GREENHOUSE EFFECT The atmosphere has a number of gases, often in tiny amounts, which trap the heat given out by the Earth. To make sure that the Earth's temperature remains constant, the balance of these gases in the atmosphere must not be upset. The Greenhouse gases are very important: water vapour :occurs naturally in the atmosphere. carbon dioxide: produced naturally when people and animals breathe. Plants and trees absorb carbon dioxide to live. Volcanoes also produce this gas. Carbon dioxide is not the same as carbon monoxide. methane: comes from cattle as they digest their food. The gas also comes from fields where rice is grown in paddy fields. nitrous oxide: when plants die and rot, nitrous oxide is produced.  THE ENHANCED GREENHOUSE EFFECT Some of the activities of man also produce greenhouse gases. These gases keep increasing in the atmosphere. The balance of the greenhouse gases changes and this has effects on the whole of the planet. Burning fossil fuels - coal, oil and natural gas - releases carbon dioxide into the atmosphere. Cutting down and burning trees also produces a lot of carbon dioxide. A group of greenhouse gases called the chlorofluorocarbons, - which are usually called CFCs, because the other word is much too long! - have been used in aerosols, such as hairspray cans, fridges and in making foam plastics. They are found in small amounts in the atmosphere. They are dangerous greenhouse gases because small amounts can trap large amounts of heat. Because there are more and more greenhouse gases in the atmosphere, more heat is trapped which makes the Earth warmer. This is known as GLOBAL WARMING. A lot of scientists agree that man's activities are making the natural greenhouse effect stronger. If we carry on polluting the atmosphere with greenhouse gases, it will have very dangerous effects on the Earth. THE EFFECTS With more heat trapped on Earth, the planet will become warmer, which means the weather all over Earth will change. For example, summers will get hotter, and winters too. This may seem a good idea, but the conditions we are living in are perfect for life, and a large rise in temperature could be terrible for us and for any other living thing on Earth. At the moment, it is difficult for scientists to say how big the changes will be and where the worse effects will occur. The Weather In Britain, winter and summer temperatures will increase and the weather will be warmer. In winter it may also rain more but in summer it may become drier. In other parts of the world, the effects will be different, some places will become drier and others will be wetter. Although most areas will be warmer, some areas will become cooler. There may be many storms, floods and drought, but we do not know which areas of the world will be affected. All over the world, these weather changes will affect the kind of crop that can be grown. Plants, animals and even people may find it difficult to survive in different conditions. Sea Levels Higher temperatures will make the water of the seas and oceans expand. Ice melting in the Antarctic and Greenland will flow into the sea. All over the world, sea levels may rise, perhaps by as much as 20 to 40 cm, by the beginning of the next century. Higher sea levels will threaten the low-lying coastal areas of the world, such as the Netherlands and Bangladesh. Throughout the world, millions of people and areas of land will be at danger from flooding. Many people will have to leave their homes and large areas of farmland will be ruined because of floods. In Britain, East Anglia and the Thames estuary will be at risk from the rising sea. Farming The changes in the weather will affect the types of crops grown in different parts of the world. Some crops, such as wheat and rice grow better in higher temperatures, but other plants, such as maize and sugarcane do not. Changes in the amount of rainfall will also affect how many plants grow. The effect of a change in the weather on plant growth may lead to some countries not having enough food. Brazil, parts of Africa, south-east Asia and China will be affected the most and many people could suffer from hunger. Water Every where in the world, there is a big demand for water and in many regions, such as the Sahara in Africa, there is not enough water for the people.Changes in the weather will bring more rain in some countries, but others will have less rain. In Britain, the Southeast will be at risk from drought. IN DANGER! Plants & Animals It has taken million of years for life to become used to the conditions on Earth. As weather and temperature changes, the homes of plants and animals will be affected all over the world. For example, polar bears and seals, will have to find new land for hunting and living, if the ice in the Arctic melts. Many animals and plants may not be able to cope with these changes and could die. This could cause the loss of some animal and plant species in certain areas of the world or everywhere on Earth. People The changes in climate will affect everyone, but some populations will be at greater risk. For example, countries whose coastal regions have a large population, such as Egypt and China, may see whole populations move inland to avoid flood risk areas. The effect on people will depend on how well we can adapt to the changes and how much we can do to reduce climate change in the world. http://www.clean-air-kids.org.uk/information.html