1. Do you have a clue
where your food comes from?
Mireia Vilalta Tañà
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. 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. 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:
. Competència comunicativa lingüística i audiovisual
. Tractament de la informació i competència digital
. Competència matemàtica
. Competència d'aprendre a aprendre
. Competència d'autonomia i iniciativa personal
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:
. Competència comunicativa lingüística i audiovisual
. Tractament de la informació i competència digital
. Competència matemàtica
. Competència d'aprendre a aprendre
. Competència d'autonomia i iniciativa personal
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. 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. LESSON DEVELOPMENT:
ACTIVITY
TIME
DESCRIPTION
INTERA SKIL MATERIAL
CTION LS
Upload 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, S
2. 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.ed
3.
Food 30
travelogue
min
Bring 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!
min
T-Ss
T-S
S-T
I
IWB
http://urbanext.illinois.ed
L, S, Worksheet 1
R, W
I
9. ACTIVITY
TIME
4.
Food 20
travelogue
round.
5.
The 15
process.
6.
Evaluation
20
DESCRIPTION
INTER SKILL MATERIAL
ACTIO S
N
One 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.
I
L,
R
L,
S
S,
IWB
R, http://urbanext.illinois.
L, S, Worksheet
R, W 2
10. Bloom's Taxonomy:
Creating
Evaluating
Analising
Applying
Understanding
Remembering
ICT resources: IWB
Personal 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. REFLECTIONS
After 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. REFLECTIONS
Kids 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.
