FOOD AND NUTRIENTS

Subjects: Science/English

Teacher: Federica Brandner

School: Primary “Piero Bertolini” Zola Predosa

(Project: Indicazioni Nazionali IC Monte San Pietro 2014)

Sub-topic

What’s in the human body?

It’s pizza time!

Content objectives

• identifying food properties (nutrients) and their role in a

healthy diet

• identifying elements our body is made of

• identifying principles of a healthy diet

• being aware of the importance of a healthy diet

• inventing a new pizza according to given criteria

Linguistic objectives

• naming nutrients and their role in our diet

• speaking about likes and dislikes; healthy and unhealthy

food

• reading for information

• writing simple sentences

• describing and sequencing stages to make pizza

• listening and understanding instructions

Language (functions and

lexis)

“I remember that there is/are the 67% of water in the human

body”; Green it’s ok! Red isnot!; proteins/carbohydrates….give/

make/help my body….; Is it healthy? I think….; I like/I don’t like; my

favourite…

Food words; proteins, carbohydrates, vitamins, fibres, fats, water,

lipids, percentage; human body; I made a pizza with…; slice, take,

add, bake, eat.

Pre-knowledge

Basic information about the human body and food education

Stages Steps Materials

PRE-TASK

Tuning in

Activating prior- knowledge

Brainstorming. The students, in groups of

four, recall some knowledge they acquired

about the content by using a discussing grid

(see annex 1): “I think/remember that there

is/are 67% of water in the human body”.

Annex 1

TASK

1. Finding out

2. Sorting out

- The students check their hypothesis by

reading a text (see annex 2) and colour in the

human body according to the percentage of

each substance: If we could assemble the

human body’s substances all in one we’d

realize this drawing.

- The teacher leads the discussion to

nutrients and activates students’ prior

knowledge by using the Placemat strategy.

Each group is given a placemat with a

different nutrient written in the centre and a

short definition of it (proteins,

carbohydrates, vitamins, fibres, fats); each

student has to think individually and

draw/write in its own space on the placemat

the foods that give that nutrient to the body;

then the group has to share the ideas and

choose which foods have to be placed in the

centre of the placemat in order to share

ideas with the class.

- Students check predictions by reading fact-

files - they discuss about principles for a

healthy diet

- What do you eat when you eat pizza? Pizza

is part of our Mediterranean diet. It gives

carbohydrates, proteins and vitamins/fibre if

you add vegetables. Give the students annex

4 and ask to sequence the stages of the

process of making pizza.

- Ask the students to invent a new kind of

pizza containing all the nutrients.

- Organize a pizza lunch with different kinds

of pizza made by the students

Annex 2

Annex 3

Annex 4

- Creating diets for different needs (sport,

celiac, allergies, etc.)

3. Reflection

Green is for ok – red is not ok!

Students highlight the sentences in red or

green according to principles for a healthy

diet.

Matching words to definitions. Students have

to cut out the cards, match words with

definitions, glue them on the exercise book

and draw some foods in each nutrient box.

Annex 5

Annex 6