Project related to Agenda 21 to work on food and sustainability with Primary 5 pupils. The relationship between product origen (transport) and the greenhouse effect.

1. RESPONSIBLE AND SUSTAINABLE
CONSUMPTION
HEALTHY & SUSTAINABLE RECIPE
Primary Education. Level 5
STARTING POINT
This task connects with the project “Eskolako Agenda 21” that
Gorondagane Intant and Primary School has been running during this
school year 2016-2017.
Our pupils have been taking part in the Agenda 21 project for a few
years. They know what it consists on, how it is organized and what we
have been working on it for.
There are a lot of materials that the A21 Project provides us with, such
as videos, questionnaires, information …
On the one hand, in the project Agenda 21, we have been working on
“Responsible and Sustainable Consumption related to food”. On the
other hand, in the English curriculum, we had to work on the topic
“Food”, that's why I have decided to include the A21 Project in the
English curriculum.
Children have heard about the impact of the cars’ and factories'
fumes... in atmosphere. The greenhouse effect, the CO2 emissions
...but what they ignore is the impact of the food in the global change
of the climate, depending on where the food comes from, how it is
transported, the types of fertilizers, herbicides, preservatives and other
substances used to grow it.
By Arantza López Santiago

2. OBJECTIVES.-
To be able to work cooperatively
To learn the different roles in the group
To work on sustainability related to food
To classify some food in the “food pyramid”
To learn vocabulary
To improve writing by making up “a healthy recipe”
To learn the usage of the imperative
To compare long/short distances on a map using the internet
To enjoy themselves preparing and eating their recipes
COMPETENCES
Learning to learn
Linguistic
Scientific
Math
Social
Technological
Art
PRESENTATION AND MOTIVATION​.-
1.-The video “​Laranja baten bidaia​” edited by a school in Bilbao (you
tube).
On the video they can see the problem clearly.
2.-Free comments about the content of the video
By Arantza López Santiago

3. First Task
Provide them with a handout with the different ​roles in the group​.
Give example for them to know ​who ​the person is: ​coordinator​,
speaker-writer​, and ​secretary ​or ​I.C.T. manager​.
They sit in groups of four.
Write-pair-switch technique
In this case the task is a brain storming about food.
a. - The coordinator reads the given instructions:
First, ​you will work individually. (The ​secretary controls the time
and the noise).
Next, ​compare and complete the list by sharing the information with
the person next to you and complete the list.
Finally, ​both pairs compare their answers and the ​writer ​completes
the list with the help of the ​ICT manager.
Using the same technique and the previous list, they will have to
classify the food into Healthy/Unhealthy food.
The Secretary​ will keep the list of vocabulary in the portfolio.
Task 2
​“Healthy Recipes- Handout 1
They will discuss about the recipe they want to make. They have to
take into account that it should be something they can make in the
class.
(Scaffolding​)
What do you prefer? I prefer….
I agree with .../don’t agree with…
I want to make…
By Arantza López Santiago

4. What do we need? We need ………….
Time is over
It’s too noisy
A list of ingredients: Vegetables, herbs, seafood, dressings…
Ones the have decided what recipe they are going to make, they will
fill in the rest of the questions.
They should go to buy the ingredients as they have to know where
they come from.
Task 3
“Food and sustainability” Handout-2
Using the technique, ​write-pair-witch, pupils will answer the
questions.
To do this task the will need a laptop.
Task 4
Small group
The “Food Pyramid”​ (​The “Food Pyramide-MODEL”​)
1.-Build up the “Food Pyramid” with the different food groups
2.-Check answers
3.-Reading about how often they can have them, how many servings
they can have and why.
● First: the teacher-all pupils in the class
● Then: the coordinator- the group
By Arantza López Santiago

5. If someone doesn’t know the vocabulary, he/she will ask the speaker
or the coordinator. If nobody knows it, they will look up the word in
the dictionary and if still, they can’t find the meaning, the speaker will
ask the teacher.
TASK 5
List of ingredients
“How to make a recipe- The layout” and the structure: Title,
Ingredients and How to make it.
Big group​ activity
The teacher will use some web pages with different recipes for them
to know how to get the information.
For this activity they need the laptop and the internet. A pen drive
will be useful, too. The ICT manager will get the needed information
and will keep it on the pen drive.
Small groups
The writer will start writing a rough copy of the recipe with the help
of the ICT manager. The coordinator will maintain the working plan
and the secretary will control the time and noise.
At the end of the session the secretary will keep the recipe in the
portfolio.
At the end of the recipe they have to mention where the ingredients
are from, if they are ecologic or any other interesting information.
By Arantza López Santiago

6. Tasks 6&7
To correct spelling mistakes, punctuation, capitalization, structures,
This should be done in each group
First they will do it (Scaffolding: checklist about it. The writer will do
it with the help of the ICT manager and the coordinator. The secretary
will control the time and noise and will provide the group with the
different material they may need: Dictionary, grammar builder,
previous lists…
Then, the teacher will do it in each of the groups.
Task 8
The writer and the ICT manager will write the recipe on a word
document and the ICT they will keep it on a pen drive.
Task 9&10
They will make the recipe following the instructions and at the end,
before they eat it either they or the teacher will take a picture for them
to insert in the text.
With all the recipes we can:
● make a book of recipes.
● make a wall chart to place it in the class, to explain the others
● upload it on the school blog…
Once all students know the ingredients of the different recipes and
where the ingredients are from, they can choose the healthiest and
most sustainable recipe in the class.
By Arantza López Santiago

7. The teacher will photocopy it in a Din A paper.
The winner group can go to different classes to explain the recipe.
By Arantza López Santiago