amazing food

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ONESTOPCLIL / Young Learners / Amazing world of food / Introduction and project map

Macmillan Publishers Ltd 2011

This page has been downloaded from www.onestopenglish.com

Introduction

The project extends over a minimum o six lessons and leads to a nal outcome o children creating a group

e-zine (or magazine) with the title Amazing world o ood. In each lesson, children nd out about dierent

aspects o the world o ood and produce a piece o work which results rom their learning to include in theire-zine (or magazine).

At the start o the project, it is suggested that you divide the class into project groups o e.g. 3-6 children

(depending on the size o the class) to work on their e-zine (or magazine). The project groups work together

when it comes to choosing, preparing, selecting and writing material or their e-zines (or magazines) but they

do not necessarily need to work together at other times during lessons.

There are a number o possibilities as to how to go about creating the e-zines (or magazines) and its best to

choose what is most easible, convenient and motivating or the children in your context. Children can create

the content or their e-zines on computers using Word or PowerPoint, or example, and the internet as a source

o inormation and visuals. Alternatively, children can write and draw pictures and these can be scanned into

computers in order to create an e-zine, or they can produce a paper magazine. I you like, instead o an e-zine

or magazine, children can also create a class blog or a website with the material they create and build upduring the project.

Introduction and project map

Amazing world of foodby Carol Read

Where foodcomes from

(Lesson 1)

The foodpyramid

(Lesson 2)

Fruit andvegetables

(Lesson 3)

Our sense

of taste(Lesson 4)

Processedfood

(Lesson 5)

Food aroundthe world

(Lesson 6)Amazing

world of

food


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Lesson Children will

learn to:

Main outcome Cognitive skills Main language Main

vocabulary

classiy ood

which comes rom

animals and plants

recognize and

identiy ood that is

imported rom other

countries

describe where

imported ood

comes rom andhow ar it travels to

get there

Children make a

poster showing

ood imported to

their country

predicting,

classiying,

applying

knowledge,

identiying and

describing,

researching,

labelling

I like ... (too) / I

dont like ... (either).

Whats this?

Where does / do ...

come rom?

It comes rom /

They come rom ...

Its / Theyre

imported rom ...

It travels a long /

short way / 3,000

kilometres.

plants, animals,

butter, oil, yoghurts,

bananas, ice cream,

eggs, nuts, bread,

chicken, potatoes,

sausages, carrots,

beans, sh,

pasta, meat, milk,

cheese, apples,

rice, names o

countries, numbersin thousands, ood

miles, energy,

carbon dioxide

identiy and

describe ood

groups and what

you need to eat

to have a healthy,

balanced diet

recognize and

understand the role

o nutrients in ood

plan a healthy

picnic

Children plan, draw

and write about a

healthy picnic

predicting,

matching,

reasoning,

deciding,

planning,

justiying

I think its in the ...

group.

You need to eat

most / a lot / some ...

You should only eat

very little ...

You get ... rom ...

Weve got ...

because ...

grains, dairy

products, meat and

beans, vegetables,

ruit, cereals,

ats, oils, sweets,

sugar, starch,

proteins, vitamins,

calcium, iron, bre,

carbohydrates,

at, minerals, oodpyramid, nutrient,

energy, digest,

mineral, body cell,

red blood cell,

organs, oxygen,

lung, bones, teeth,

weight, heart

disease, healthy,

balanced, picnic

identiy and

describe dierent

types o ruit based

on climate, howthey grow and the

type o seeds

identiy parts

o plants where

vegetables are

rom and whether

we cook them or

eat them raw

design a leafet to

promote eating ruit

and vegetables

Children design

and write a

leafet to promote

eating ruit andvegetables

predicting,

applying

knowledge,

deducing,

comparing and

contrasting,

classiying,

describing,

creating

I think its ...

because ...

They are ... / They

have ... / They growon ...

Its got ...

... is /are the ... o

the plant.

Do you cook / eat

... raw?

We think we cook ...

/ eat ... raw.

names o ruit

and vegetables,temperate,

subtropical,tropical, seeds,

stone, bush,

tree, ground, big,

medium size, small,

colours, parts o

plant (root, stem,

leaves, fower, ruit,

bulb, seed, tuber),

cook, raw, calories,

at, vitamins, bre,

variety, snack,

natural sugar,

sweet

Project map

1Wherefoodcomesfrom

2Thefoodpyramid

3Fruitandvegetables


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EONESTOPCLIL / Young Learners / Amazing world of food / Introduction and project map





learn to:


vocabulary

understand the

role o taste buds

in our experience o

eating ood

identiy our basic

tastes and relate

them to dierent

parts o our tongue

carry out a tasting

experiment

Children write

up the tasting

experiment

predicting,

comparing,

contrasting,

hypothesising,

experimenting,

explaining

What ...?

Where ...?

How ...?

How many ...?

How oten ...?

You taste ... things

on the ... o our

tongue.

We think ... are ...

... identied / didntidentiy ... when

he/she wore ... /

held ...

... helps ...

taste, ood, bitter,

salty, sweet, sour,

tongue, ront, back,

sides, middle, taste

buds, sensory

organ, sensitive,

microscopic, hair,

roo, mouth, lips,

cheek, message,

brain, sense,

see, sight, smell,experiment,

hypothesis,

results, conclusion,

blindold, nose,

chocolate, crisps,

cake, popcorn,

lemon, vinegar,

coee, raw onion

recognize

the dierences

between natural

and processed

oodidentiy processed

ood that is good

and bad or you

understand

and sequence

stages involved in

processing ood

Children design

a fow chart to

show how ood is

processed

predicting,

matching,

deducing,

sequencing,applying

knowledge,

deciding,

reasoning

Its / Theyre ...

It has ... / makes

you ...

What have you got?

Ive got ...

... is / are taken /

added / collected /

put ...

First, next, then,

ater that, nally ...

What happens rst,

next ...?

processed, natural,

junk, ast, organic,

names o ood,

rerigerated,

tinned, rozen,dried, convenient,

sae, vitamin,

mineral, home,

actory, restaurant,

good, bad,

sugar, saccharin,

aspartame,

sodium, salt, trans

at, saturated at,

risk, overweight,

obesity, disease,

additives, cow,

dairy arm, milk,

machine, cream,

pasteurized,

homogenized,

cartons, tetrapak,

shelves, shopper

Project map

4Oursenseoftaste

5Processedfood


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learn to:


vocabulary

recognize that

people rom

dierent countries

eat dierent ood

identiy and

describe a typical

dish rom their

country

understand basic

issues related toworld hunger

Children design

a poster to draw

attention to world

hunger

predicting,

ordering,

describing,

explaining,

comparing,

creating

A typical dish is ...

Its made rom /

by ...

You eat it with ...

This is ... / These

are ...

Id like to try ...

I think people are

hungry because ...

names o countries,

names o ood,dish, takeaway,

roasted, ried,

grilled, grated,

mashed, blend,

soup, raw,

rereshing,

summer, tasty,

typical, herbs,

spices, cocoapowder, batter,

vinegar, garlic,

stew, hunger,

malnutrition,

poverty, poor,

women, children,

natural disasters,

drought, food, war,

disease, nutrients,

calories, proteins,

carbohydrates,

vitamins, minerals,

healthy, school,underweight,

economy

Project map

6Foodaroundtheworld

ONESTOPCLIL / Young Learners / Amazing world of food / Introduction and project map



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