Didctica de langls com a Tercera Llengua

TASK 4: U.P

LESSON PLAN: DIET AND NUTRITION

INTRODUCCTION
This lesson plan is addressed to students of 3th of ESO, in a school
located in Poblenou, Barcelona.
1. Class group: 24 students, with two PI students
2. Classroom management:

6 sessions: Five classes of 50 minutes, and one class for an

evaluation exam. Only four of this classes will be developed.
Tasks development: in groups of four, in pairs and individually,
depending on the activity.
Vehicular Language: English
Communicative approach: encourage students to feel
comfortable to express their opinions and to help students with
their oral communication in the foreign language.

3. Lessons goals:

Content Objective:
- The acquisition of the knowledge relating the interchange of
matter and energy between the individual and the
environment.
- Identify the importance of the food as a source of energy for
the cell, and the importance of the balanced diet for our
body.

Language Objective:
- Use of English in the real-life situations relating the diet and
digestion.
- Make the student be competent enough to explain the basic
concepts of nutrition and diet in their daily life.

Motivate students with the relation of the activities to their

social and personal life. Students motivation will come from
their desire to communicate in meaningful ways about
meaningful topics (like diets, food, nutrition, and necessities
which are concepts theyre used to hear and speak about in
their daily life)

Alexia Basso, Paula Fernndez, Alba Montserrat and M Paz

Vilaplana.

Didctica de langls com a Tercera Llengua

TASK 4: U.P

Student must be aware of his/her process to learn, and has to

build his/her own knowledge:
- Student will consolidate the new concepts
- Student will be able to use them whenever the situation is.

Make the lesson plan attractive, clear and enjoyable to help

students following the lesson in an unpressured environment.

Take into account PI students, adapting the content to their

level in each of the activities.
No book will be followed. Teacher will give file notes about the
lesson plan.

4. ASSESMENT
Criteria of evaluation:

Process:
- Students performance during the task: their contributions in
group works
- Do they communicative tasks? Cooperative tasks?
- How do they use the language?
Product:
- Accuracy on the concepts
- Students result of the task: have they reach the goal of the
task? How are their presentation of the task?
- Final activity: exam
Self-evaluation: make students to be aware of their evolution
and learning

Activity 1:
Advices
(10p)

Activity 3:
Labels
(10p)

Activity 4:
Diet
(30p)

Activity 6:
Attitude
FINAL EXAM:
(10p)
Michael
Phelps (40p)
If students
If
students If they have
Students must Following the
present the
bring
the finished their
answer the
rubric below
advices (0 or labels
diet (0 or 10)
questions.
5)
(0 or 5)
Some are
Quality of the Work
in Quality of the deductive and
work done
groups
work done
some are not.
(1-5)
(1-5)
( 1-20)
PI students
have their
own final
exam.
The table below can help the teacher check if the students are
following the process, marking several tasks, including the final exam.
The table is up to 100 points distributed in the areas we want to
evaluate.
Alexia Basso, Paula Fernndez, Alba Montserrat and M Paz
Vilaplana.

Didctica de langls com a Tercera Llengua

TASK 4: U.P

EXAMPLE OF RUBIC THAT WE CAN USETO EVALUATE THE ATTITUDE

Alexia Basso, Paula Fernndez, Alba Montserrat and M Paz

Vilaplana.

Didctica de langls com a Tercera Llengua

TASK 4: U.P

DAY ONE - ACTIVITY 1

10

We will start classes introducing the lesson plan that will be done the
following days relating Diet and Nutrition. The files of notes about the
lesson plan will be given to students now. The rules of assessment that will
be carried out during this weeks will be also explained and given to
students in the front page of the files given.

INTRODUCTIONS ACTIVITY:
Fat Food?

Fast food is the same as

Objective of the activity: Activate the previous knowledge about the

nutrition and diet.
Content
objective:
Language
objective:

Think about the consequences of Fast Food on

diet.
User the proper linguistic form for advising.

CLASSROOM
MAGMENT

Work with all group and in pairs.

ACTIVITY
40

Students are told that theyll watch some sequences about the
documental: Super size ME (Morgan Spurlock, 2004), in which the
protagonist follows a fast food diet during a month. The documental
shows the effects of this diet on the physic and psychological health
on the protagonist.

Alexia Basso, Paula Fernndez, Alba Montserrat and M Paz

Vilaplana.

Didctica de langls com a Tercera Llengua

TASK 4: U.P
1. In order to introduce the main topic, well give some pamphlets of fast
food of the main companies which are offering many dishes at a very
low price. Well make them read them and we ask them:
What is the documental going to speak about?

2. With the teachers helping them to activate their previous knowledge,

and their vocabulary, students must tell about their ideas. Teacher will
write the ideas in the blackboard, correcting the vocabulary, and
giving them some new one.
3. Teacher puts the following sequences about the documental:
Minute
4.06-5.36
13.3014.13
15.1715.38

Topic
Presentation
of
documental.
1st
breakfast
of
the
protagonist
Rules
to
be
followed
during this month.

4. Teacher
encourages
students to make a brainstorming and reflect, relating the film. It will help
them for the homework.
5. Homework: They have to think about 2 advises they will give to

people who is having fast food very frequently. They will have to bring
it back the next day.

ASSESSMENT
Activity 1: advises (10p)
If they present the advises (0 or 5)
Depends of the result (1-5)

DAY TWO ACTIVTY 2

First of all, teacher collects the advices and starts the lesson.
50
h

Students will work on the different concepts relating the nutrients

and food definitions, the necessity of having different nutrients for our
cells, through activities in couples in which students can evaluate
their peer, and see how much have they understood about the new
concepts, and what do they need to reinforce. At the end of the class
an abstract questionnaire will be given to debate in couples in order
to consolidate the concepts again.
Alexia Basso, Paula Fernndez, Alba Montserrat and M Paz
Vilaplana.

Didctica de langls com a Tercera Llengua

TASK 4: U.P
At the end of the class the teacher will distribute a flash card to each
student with a name of a nutrient written (protein, vitamins &
minerals, lipids, and carbohydrates). They will be asked to bring to
class labels of the food they believe contains the nutrient of this/her
flashcard.
The students with PI will be given the flash card about Carbohydrates.
They will be asked to compare the label of pasta, oil and tuna, and
bring the label of the product that has a higher number of
carbohydrates.

DAY THREE- ACTIVITY 3

AWARENESS OF
providing you?

CONCEPTS:

What

is

each

food

Objective of the activity: Be aware of the necessities of different

nutrients and their quantities to our body, using as a reference, the
label they have brought.
Content
objective:
Language
objective:

Know the different necessities of each nutrient.

CLASSROOM
MAGMENT

Work in groups of 4.

To be able to listed information.

ACTIVITY:

Alexia Basso, Paula Fernndez, Alba Montserrat and M Paz

Vilaplana.

Didctica de langls com a Tercera Llengua

TASK 4: U.P
1. To start the activity, groups of 4 students will be made considering the
PI students, which must be separated in different groups, and taking
into account the groups formed are balanced enough. To assure it,
teacher will give the names of the students of each group. Teacher
has done the groups before, and has delivered the flash cards
consciously to each student (taking into account the PI students, as it
is mentioned in day 2)
2. Each group will put their products on a bag (that will be called their
shopping bag) and will analyse their labels. The shopping bags will
jump from one group to another every 3minutes, while students are
filling in the table below.

Group
number
3
3

CARBO
HYDRATES

VITAMINS &
MINERALS

2
3

LPIDS

PROTEINS

5
6

3. The speaker of every group will write their shopping bag results on
the digital board, guided by the teacher. They will comment on it.
10

4. The teacher will give students some concepts relating nutrients provided by
the food, the quantities of each nutrient and kilocalories needed every day
thorough the files notes:

20

NUTRIENT THEORIC NECESSITIES

(DAILY)

CALORIC
DISTRIBUTION (DAILY)

Carhohidrates 50-60%

Breakfast: 25%

Lipids: 30-35%

Lunch 35%

Proteins: 10-15%

Snack: 15%

Rest: Water, and mineral and vitamins.

Dinner: 25%

Alexia Basso, Paula Fernndez, Alba Montserrat and M Paz

Vilaplana.

Didctica de langls com a Tercera Llengua

TASK 4: U.P

ASSESSMENT
Activity 3: labels (10p)
If they bring to class the labels (0 or 5)
Work in groups ( process) ( 1-5)

DAY FOUR - ACTIVITY 4

CONSOLIDATION OF CONCEPTS: Deign your own
menu
Objective of the activity: Consolidate the concepts given through a
practical activity such as evaluating a menu of a peer.

Content
objective:

Language
objective:
CLASSROOM
MAGMENT

Consolidation of the concepts learnt, by using them

in an ordinary situation: the study of a menu of a
peer. Later they will evaluate it, and if theres
anything they find is not beneficial for them,
according to what they have learnt, they can
change it.
Use the new vocabulary.

To help the students with the activity, a guide will

be given to follow the steps to create a balanced
menu, failing to consider all the aspects (age,
height, kind of sport done if any, etc). They will
work in the groups of 4 people previously done,
because in that activity, sharing opinions and
concepts with each other will help them
consolidating the main ideas of the lesson.

Alexia Basso, Paula Fernndez, Alba Montserrat and M Paz

Vilaplana.

Didctica de langls com a Tercera Llengua

TASK 4: U.P

ACTIVITY:
50

1. To start the activity, the groups of 4 students done for the last activity must
be done again.
2. Choose one peer of the group and analyse what he/she ingested yesterday
on the whole day. Write it on a paper, and, according to the guide, evaluate
it. At the end, if you want to change any of the meals you can propose
changes, justifying them. When you evaluate it, you will realize if the menu
could be healthier, more balanced for your body, or more accurate for the
necessities of your cells.
3. At the end of the class, the teacher will collect the exercise to check it with
calm, and realize if the concepts have been acquired or the class or some
students need a review on some aspects.

GUIDE
STEPS

DONE

1. Who is this menu for? (age, habits, sport, etc).

2. Basal and Total Energetic Expenditures
3. How are kilocalories going to be distributed in the whole
day? Take into account how many meals you do.
4. Write the sources of nutrients you ate (food you
ingested yesterday).
5. Is your meal well balanced in kilocalories and different
nutrients, according to the theory studied?
6. Is it an assorted proposal of menu? (different sources of
nutrients)
7. Did you take into account the water needs?
8. Would you change something of the original menu?

ASSESSMENT
Activity 4: diet (30p)
If they give back the diet finished (0 or 10)
Depend of the result ( 1-20)

DAY FIVE ACTIVITY 5

Alexia Basso, Paula Fernndez, Alba Montserrat and M Paz
Vilaplana.

Didctica de langls com a Tercera Llengua

TASK 4: U.P

REVIWING CONCEPTS: Think about our previous

tasks.
ACTIVITY:
50

Teacher will spend this class to deliver the activity 3, Design your own
menu, and correct it with the students. The groups will write a big poster
card with their corrected proposals of menus, to be hanged in class.
While doing the chart and depending on the results obtained, teacher will
work a little with every group, or will work individually with every student to
review the aspects that are not understood.
As today is the last they of the lesson, now it is the time to review the 2
advices they thought the first day of class, after watching the documental
Super Size ME . In their groups, teacher will deliver the advices and they
will have to decide the two they want to include. According to what they
have learnt, they have to justify their advices, and write them at the end of
their big posters of the Menu.

DAY SIX - ACTIVITY 6

EVALUATION OF CONCEPTS: Why Michael Phelps has
a diet of 10000 KCAL during the Olympic Games?
Objective of the activity: Evaluate the concepts given through a practical
activity.

Content
objective:
Language
objective:

Consolidation of the lesson plan through a

practical task.
Write correctly the new vocabulary done. Write
a correct advice

CLASSROOM
MAGMENT

Separated desks. They can use their notes. As we

have mixed-ability in class, the text is given in
Spanish. This way we reduce the stress in order to
let them concentrate on exam.

Alexia Basso, Paula Fernndez, Alba Montserrat and M Paz

Vilaplana.

10

Didctica de langls com a Tercera Llengua

TASK 4: U.P

ACTIVITY: FINAL EXAM

50

You will read an article about the swimmer Michael Phelps and his diet
during the Olimpic Games. Individually you will have to answer the
questions bellow. You can use your file notes while doing it.

Alexia Basso, Paula Fernndez, Alba Montserrat and M Paz

Vilaplana.

11

Didctica de langls com a Tercera Llengua

TASK 4: U.P

Alexia Basso, Paula Fernndez, Alba Montserrat and M Paz

Vilaplana.

12

Didctica de langls com a Tercera Llengua

TASK 4: U.P

Additional information:
Peso Michael Phelps: 88kg
Altura: 1.93m
Edad en las Olimpiadas(2012): 27 aos
Consumo calrico durante rendimiento fsico Olimpiadas: 8.00010.000kcal/da.

Desayuno = 2660kcal

Comida = 3884 kcal

Cena = 3884 kcal

TOTAL = 10428 kcal

Hidratos de carbono = 8246kcal

Proteinas = 1146kcal

Grasas = 666kcal

Sanwiches 666kcal (atencin dividido entre

HC, G, i Prots)

Sanwiches 666kcal (atencin dividido entre

HC, G, i Prots)

Sanwiches 666kcal (atencin dividido entre

HC, G, i Prots)

Panqueques: 360kcal

Tortilla de cinco huevos: 480kcal

Tostadas 240kcal
Tazn avena: 180kcal
Pasta: 6000 kcal
Bebidas Energizantes:168 kcal
Pizza 800kcal

QUESTIONS
1.

Answer the questions below, relating the menu of

Michael Phelps:
a. Calculate Michael Phelps Basal Energy and Total Energy.
4

b. According to what you have studied, do calories must be

distributed like this: Breakfast: 2660kcal, lunch:
3884kcal, and Dinner: 3884kcal?
8

Alexia Basso, Paula Fernndez, Alba Montserrat and M Paz

Vilaplana.

13

Didctica de langls com a Tercera Llengua

TASK 4: U.P

c. Do you believe that the theoretical necessities of

nutrients are accomplished in this diet?
8

2.

If Michael Phelps was Celiac, what would he have to

change from his diet? Why?

10

3.

you eat the same if you are doing sport or you are
not? Why?
Do

4.

Give 1 advice to someone that wants to follow

Michael Phelps diet.

Alexia Basso, Paula Fernndez, Alba Montserrat and M Paz

Vilaplana.

14

Didctica de langls com a Tercera Llengua

TASK 4: U.P

QUESTIONS FOR PI Students

1.

Answer the questions below, relating the menu of

Michael Phelps:
a. Calculate Michael Phelps Basal Energy and Total Energy.

b. How do calories must be distributed in a day? (Give

percentages)
Breakfast
Lunch
Snack
Dinner

2.

Do you know what kind of foods CELIACS cannot eat?

3.

you eat the same if you are doing sport or you are
not? Why?

4.

Give 1 advice to someone that eats every day in MC

Donalds.

Do

Alexia Basso, Paula Fernndez, Alba Montserrat and M Paz

Vilaplana.

15

Didctica de langls com a Tercera Llengua

TASK 4: U.P

Alexia Basso, Paula Fernndez, Alba Montserrat and M Paz

Vilaplana.

16

Didctica de langls com a Tercera Llengua

TASK 4: U.P

WE ANALYSE
THEORY

OUR

LESSON

PLAN

RELATING

THE

WE DIVIDED THE LESSON PLAN IN 4 STEPS (According to the

following article: Rodrguez , Claudia and Robles Esther Alicia
(2013). Preparing an English Class)
The article presents 4 steps to be divided in one lesson, but we have
applied these steps in all our lesson plan.
STEP 1: WARM UP- activity 1
It asks for shorts activities that demand an active involvement from
the students. We use a warm activity (activity 1) where students get
their brains ready to use a different language (thanks to the film) and
to think about a new content (and helps them to know their
preconceived ideas).
STEP 2: PRESENTATION- activities 2 and 3
Here we find activities where the students get familiar with new
vocabulary, while teacher can introduce different aspects of the new
topic according to his/her teaching objective.
STEP 3: PRACTISE- activities 4 and 5
We give to the students the opportunities to practise some of new
skills making use of new language to achieve the competence aimed.
STEP 4: FEEDBACK/WARM UP- activities 5 and 6
In order to conclude with the topic, direct questions are done to
students through activities that might prove the students have gotten
the competence intended.
WE USE DEDUCTIVE AND INDUCTIVE APPROACH:
ACTIVITY
1

FAST FOOD

ACTIVITY
2

CONTENTS
RELATING
NUTRIENTS

ACTIVITY
3

ANALYSE
LABELS

We use the deductive approach

because students reflect
relating the film and to begin
thinking about a good diet.
Inductive approach because the
teacher give the contents and
students practise to understand
them.
THE Deductive approach because the
students practise with the different
types of nutrients and think about
them. And inductive approach
because in the last of the class the

Alexia Basso, Paula Fernndez, Alba Montserrat and M Paz

Vilaplana.

17

Didctica de langls com a Tercera Llengua

TASK 4: U.P

ACTIVITY
4
ACTIVITY
5
ACTIVITY
6

teacher gives the contents about the

calories.
TO DO A DIET
Deductive approach because
students derive theory through
practice.
THINKS
ABOUT Inductive approach because they
THE
PREVIOUS apply the concepts which they have
TASKS
previously learnt.
EVALUATION
OF Inductive approach because they
CONCEPTS
apply the concepts which they have
previously learnt.

WE USE A COMMUNICATIVE APPROACH AND MECHANICAL

APPROACH
Generally we use the communicative approach. Students work in
groups and pairs developing activities which are in real context
because the contents are closely linked to daily life (activities 1, 3 and
4). However, when we need to give theoretical contents, we are
using the mechanical approach (activities 2, 5 and 6)
FLUENCY AND ACCURACY
We encourage students to be able to communicate and to use
Grammar in the development of the communicative tasks, working in
groups and writing down the task.
USE A GAP ACTIVITY- CLT
We apply the gap activity structure to the Activity 3 (Bring Labels).
Students need to communicate to obtain the information.
ROLES
The lesson plan is focus on the student-centered-learning, which, in
our opinion, is the most profitable for the student, although it may be
more difficult for the teacher, in terms of assessment. We are
facilitators of knowledge, and we let the students arrive to get it by
themselves at their own time.

FINAL CONCLUSIONS
According to all we have learnt during the module, we designed our
lesson plan the more communicative we could, taking into account
every single task and the necessities of the students for each of them.
Having this idea on mind, we realized of the importance of the
deductive approach if we want our students to build their knowledge,
step by step. Since this idea, we have built our lesson plan, focusing
Alexia Basso, Paula Fernndez, Alba Montserrat and M Paz
Vilaplana.

18

Didctica de langls com a Tercera Llengua

TASK 4: U.P
on the best way to motivate our students, foster our students
communication to be creative, and guiding them in brainstorming
activities which are close and meaningful to them.
Moreover, basing on Cummins theory, we were aware of the
importance of the second language while teaching. Thats the reason
why we thought not only to focus on a content objective but a
language objective aswell. As we know the basis of their L1 is good
enough, we took advantage of it to ask them for further effort in their
L2. Thats why we emphasized (and assessed) the task of the
Advices (theyve done it in Catalan subject), and we focus on get
them familiar with the new vocabulary (which is quite similar to the
catalan translation).
In addition, we have also learnt about the importance of the role of
the student while we were planning it. We had a clear idea about it,
and although all of us have been taught following a teacher centered
approach, we know that the best role for teaching nowadays is base
the student in the center of the process of learning. Making him
protagonist of its own learning, observing, being receptive and being
able to change whatever previous idea he/she had. As a result, the
activities are guide to let the student get the knowledge, and change
in any moment the old perceptions he/she had about the topics
studied.
As we felt agents of social change, we also planned the best way to
make a non-threatening learning environment, to assure the best of
our students. Thats why we let them work in groups or pairs (to feel
free to speak and express their opinions in reduced groups), we acted
as learning resources but not as controllers, and tried to promote their
self-confidence without focusing on their competences. It that way
they could achieve successes while doing their tasks and be
motivated to continue with the tasks.
Weve also seen that a continuous assessment is no way the best way
for student to learn and to achieve the knowledge, although it means
more work for the teacher. An excellent assessment must take into
account the process and the content, and as long as we can, well try
to introduce that methodology in our classes.
On the whole, we used the theory done and read during the module,
to apply it into our lesson plan, to make it the most meaningful and
useful for our students. We are proud enough with the results, and we
are all willingly to use this lesson plan in class adapted to each one of
our necessities.

Alexia Basso, Paula Fernndez, Alba Montserrat and M Paz

Vilaplana.

19