Didactic unit about food and nutrition aimed to the 4th grade of Primary Education.

1. CLIL didactic unit template
Subject: Science
Teacher: Isabel Torrijos Silva
Title of the Unit: FOOD AND NUTRITION
1. Learningoutcomes
/ Evaluationcriteria
2. Subject Content
Course / Level: 4th Primary
1. To distinguish between healthy and unhealthy meals.
2. To learn about the nutrients contained in different foods.
3. To identify the parts of the digestive system.
4. To learn about the process of digestion
5. To understand what healthy, balanced meals consist of.
6. To learn why a balanced diet is important to one’s health.
7. To identify the parts of the mouth.
8. To lean the importance of good oral hygiene.
The process of nutrition and food (food and nutrients).
The digestive system (function and main organs).
The process of digestion (stages).
The importance of a healthy, balanced diet.
The parts of the mouth.
The importance of good oral hygiene.
3. Language Content / Communication
Vocabulary
Nouns: salad, tomato, lettuce, bread, butter, fruit, pasta, rice,
vegetables, yoghurt, cheese, egg, water, food wheel, breakfast,
lunch, snack, dinner, starter, main course, dessert, diet, nutrient,
calcium, carbohydrates, fats, oils, sugars, minerals, proteins,
vitamins, mouth, teeth, gums, tongue, oesophagus, stomach,
large intestine, small intestine, anus, digestion, gastric juices,
saliva, blood.
Adjectives: favourite, healthy, unhealthy, balanced, overweight,
underweight.
Verbs: lose, put on, eat, chew, cut, break down, absorb, mix,
leave, begin, end, clean, taste, travel.
Structures
Where does this food come from? It comes from…
We need to…
We should (not) eat…
Food helps/gives/keeps us…
The food groups are…
We can find… in…
A healthy meal includes…
We use our… to…
…is bad for your teeth.
Food travels down the… to the…
How long is…? The… is approximately…centrimetres long.
Language skills
Listening, speaking, reading and writing.
4. Contextual (cultural) The main cultural element is the link between the unit and the
students’ eating habits. We may also compare Spanish vs. British
element

2. and American eating habits.
5. Cognitive (thinking)
processes
Identify, describe, analyze, compare, explain, create.
6. (a) Task(s)
Final Project: in groups of 4, design a healthy menu including the
different meals of the day and describe it orally to the class.
6. (b) Activities

(actividadelabor
ada con
learningapps)

(actividadelabor
ada con
learningapps)
1. Ask students to brainstorm foodsthey already know to activate
prior knowledge. (Class work)
2. Practise some food vocabulary(Individual work)
3. Play the game. Sorting healthy and unhealthy food (Class
work)
4. Compare two menus and decide which one is healthier and
why. Menu 1 vs. Menu 2(Class work)
5. Listen and draw the menu. Then decide if it is healthy or not.
(Individual work)
6. Invent a role-play at a restaurant using the menu from the
previous activity. (Pair work)
7. Play these games about the food groups. Game 1Game 2
(Class work)
8. Revise the nutrients(Individual work)
9. Read and complete the text(Pair work)
10. Digestive system wordsearch. (Individual work)
11. Label the digestive system diagram. (Individual work)
12. Put the organs in the correct place(Pair work)
13. Order the stages of the digestion process(Pair work)
14. Healthy eating quiz(Pair work)
15. Build a balanced lunch game (Individual work)
16. Learn the parts of the mouth (Individual work)
17. Teeth interactive word search(Individual work
18. Students bring toothbrushes to class and mime how to brush
their teeth properly. (Class work)
19. Listen and sing the song (Class work)
20. Carry out an experiment about teeth. (Class work)
21. Revision game (Individual work)
7. Methodology
Organization and class Nine lessons of 55 minutes in three weeks (3 lessons per week).
The groupings will vary depending on the type of activity (see
distribution / timing
details above).
Resources / Materials
Student’s book
Food flashcards
IWB
Computer room
Worksheets

3. CD player
Food groups video
Food groups information
Talking food pyramid
Digestive system diagram
Digestion process animation
Mouth and teeth diagram
How to brush your teeth video
Other materials: pencils, crayons, scissors, glue, paper, offers
leaflets, toothbrushes, eggs, toothpaste, vinegar.
Key Competences
8. Evaluation (criteria
and instruments)
 Competence in knowledge of and interaction with the physical
world.
 Competence in linguistic communication.
 Cultural and artistic competence
 Processing information and digital competence.
 Social competence and citizenship.
 Autonomy and personal initiative.
 Learning to learn competence.
Criteria
Instruments
Explain the difference between healthy
and unhealthy meals. (Obj. 1)
Name types of food according to the
Daily work (50%)
nutrients they contain. (Obj. 2)
Explain how different nutrients help the
Final task (25%)
body. (Obj. 2)
Name the organs of the digestive system. Test (25%)
(Obj. 3)
Describe the process of digestion. (Obj. 4)
Describe what healthy, balanced meals
consist of. (Obj. 5)
Explain the connection between diet and
health. (Obj. 6)
Name the parts of the mouth. (Obj. 7)
Understand the importance of good oral
hygiene. (Obj. 8)
Un primer modelo de esta plantilla ha sido publicado en:
Pérez Torres, I. 2009. "Apuntes sobre los principios y características de la metodología AICLE" en
V. Pavón, J. Ávila (eds.), Aplicaciones didácticas para la enseñanza integrada de lengua y
contenidos. Sevilla: Consejería de Educación de la Junta de Andalucía-Universidad de
Córdoba.171-180.