food and nutrition healthy habits all about...

18 Term 1

This term explores food and nutrition. The main food groups and their nutritional roles are presented and the human digestive process is explained.There is a focus on understanding the importance of establishing healthy habits and a healthy, balanced diet. This takes account of diverse nutritional requirements, such as special diets, and raises awareness of worldwide nutrition and food waste.Children also examine food preservation methods and labelling, relating this to making informed choices about what to eat and keeping food safe.Through this term’s big question, children further explore healthy food choices and their responsibility for making these choices. The project includes collaborative work to make informative posters, create recipes and design healthy menus which they share with the wider school community.

TimingTo complete this term, we recommend dividing the work into eleven sessions. This recommendation is intended as a guide. Each teacher should adapt the recommendations based on their needs and the number of classroom hours allocated.

All about food

Pupils will be able to:

Learn the most important properties of foods.

Identify foods that are part of a balanced diet.

Learn about other type of diets and special dietary needs.

Know the different methods of food preservation.

Analyse the information in a food label.

Understand how the digestive system works and the organs involved.

Learn about and differentiate between healthy and unhealthy diet habits.

Know about malnutrition and how food habits change in different countries or cultures.

Analyse and extract information from graphs and charts.

Use new technologies to work on this term’s topics.

You’ll find the teaching programme at smMasSavia.com, in the teacher’s

resources section.

Term 1 19

All about foodCLASSROOM MATERIAL

WEB RESOURCES

DIDACTIC RESOURCES AND TASKS TO BE ASSIGNED

INTERACTIVE RESOURCES*

• Classroom planning. Teaching programme

• My Learning Notebook, pp. 4-7

• Trailer (video)• Audio. Track 1 • More resources (activities)

• Flashcards / Word cardsOpening

• My Learning Notebook, p. 8 • Food and nutrients (video; activity)

• Audio. Track 2

• Flashcards / Word cards1. Foods and nutrients

• My Learning Notebook, p. 9 • A balanced diet (video; activity)

• Food facts (web link)• Audio. Track 3

• Flashcards / Word cards

2. A balanced diet

• My Learning Notebook, p. 10 • Special diets (video; activity)• Audio. Track 4

• Flashcards / Word cards3. Special diets

• My Learning Notebook, p. 14 • Preserving food (video; activity)

• Audio. Track 54. Preserving food

• My Learning Notebook, p. 15 • Food labels (video; activity)• Audio. Track 65. Food labels

• My Learning Notebook, p. 16 • The digestive system (video; activity)

• Teeth (web link)• Audio. Track 7


6. The digestive system

• My Learning Notebook, p. 20 • Healthy eating habits (video; activity)

• Dental hygiene (web link)• Audio. Track 8


7. Healthy eating habits

• My Learning Notebook, p. 21 • Food around the world (video; activity)

• Audio. Track 98. Food around the world

• My Learning Notebook, pp. 24-31• Classroom planning. Board game

questions• Assessment. Activities, review and

rubrics• Reading comprehension. A health

campaign; Breathing and respiration

• Board game (activity)• Self-evaluation (activity)

• Flashcards / Word cards• Poster: All about food• Board game Check what you have

learnt

You’ll find all the resources at smMasSavia.com

*Teacher’s exclusive resources in black. Pupil’s resources in green.

Make a change 1

Make a change 2

Make a change 3

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AudioscriptWILLIAM: Why do our parents give us fruit and vegetables? I want

to be an adult and eat everything I like.MARAI: Fruit and vegetables are an important part of a healthy

diet!W: Can I live eating only ice cream?

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21

Let's practise• ACTION. Show the class a picture of a food label on the

interactive whiteboard or use the one shown on page 21. Explain what the values for calories, fat, carbohydrate and protein mean. Ask pupils to write down the values of the products they brought. As a class, find the products with the highest and lowest values for each category.

Ask pupils to complete the columns in their notebooks.

Value on my label

Minimum value in the

class

Maximum value in the

class

Energy value

Fats

Carbohydrates

Proteins

Wrap up• Ask pupils to write three foods that they can eat every day and

three foods that they can eat once a week in their notebooks. Ask them to share their answers with the class.

Explain to the class that they are going to make a campaign to improve the food eaten at the school by finding out how to preserve food, where it comes from and what it contains. Tell them they are going to finish the term by organising a 'Healthy Week'.

Let's get started• Ask pupils if they help their family do the shopping in the

supermarket. Ask them to say which section they like the most. Help by giving them model sentences, such as: I like the … section.

Show pupils flashcard 5 (vitamins and minerals). Ask pupils what their favourite fruit and vegetable is. Ask: Why are fruit and vegetables an important part of our diet? Make a list on the board of the different fruits and ask pupils to vote for their favourite. Count the number of votes to choose the class’s favourite fruit.

Play audio track 1.

Let's understand• In pairs, ask pupils to describe the food they brought with them

to school to their partner. As a class, ask which of them brought fruit, fruit juice, biscuits, pastries, cheese or dairy products, sandwiches, etc. and make a list on the board. Ask: Are all of these healthy snacks? Ask pupils to suggest other healthy foods they could bring.

• BIG QUESTION. Ask pupils if they know why it is important to have a balanced diet. Explain that eating an unbalanced diet can cause health problems. Ask what they know about cavities, cholesterol, food allergies, etc. After listening to their answers, ask: Can I live eating only ice cream?

Learning outcomesPupils will be able to:• Understand what makes up a healthy and balanced diet.

Teacher's resources• Flashcard: 5.• Audio.

My learning adventure Term 1

22

My learning adventure Term 1

23

Let's practise• Ask pupils to tell the class what their favourite dish is. Make a

list on the board with one column for the name of the dish in the original language, one for the name of the dish in English and one for the country of origin. You can extend the activity by adding another column for the main ingredients of the dish. Ask pupils to try to think of dishes from around the world.

Original name

English name

Country of origin

Main ingredients

Tortilla de patata

Spanish omelette

SpainEggs,

potatoes

• Show pupils flashcards and word cards 1 (carbohydrates), 3 (fats), 4 (proteins) and 5 (vitamins and minerals). In pairs, ask pupils to say the names of foods that contain these nutrients.

Wrap up• In pairs, ask pupils to tell their partners a new word from this

section that they learnt during the class. Ask them to make a sentence using this word. Help by giving them model sentences, such as: I like … ; I buy … ; I eat … ; I read … ; I brush my …

Explain to pupils that this semester we are going to design a healthy menu and make a recipe book. Ask pupils: Does anyone have a recipe book at home? Ask if any pupils have ever used a recipe book, and what they made from it.

Let's get started• Ask pupils to look at the pictures in the book and discuss with

their partner which ones they find the most interesting. Then ask them to share their ideas with the class. Help by giving them model sentences, such as: I would like to learn more about …

Ask pupils to look for a word from the section that they don’t know the meaning of. Write a list of all the words pupils don’t understand on the board and then ask if anyone else can help explain what these words mean. If there are any words that nobody knows the meaning of, ask pupils to use dictionaries to look them up.

Play the trailer (video).

Let's understand• Say the names of the sections and ask pupils to say the number

that corresponds to each. You can include the 'Make a change' sections, which are also numbered.

• WHAT DO YOU KNOW ABOUT… Choose several keywords such as food, nutrients, healthy, diet, recipe, etc. Make a list on the board and ask pupils to suggest words that they associate with these. For example, food could be associated with meat, vegetables, breakfast, etc.

Learning outcomesPupils will be able to:• Understand the various aspects of healthy eating.

Teacher's resources• Flashcards and word cards: 1, 3, 4, 5.• Trailer (video).

24

1 Food and nutrients All about food Term 1

Answer key1 a) 4; b) 2; c) 3; d) 1

2 Open answer

AudioscriptWe can get all of the nutrients we need by eating a variety of different foods. But some foods are especially good for us. This is because they contain lots of nutrients.Seafood, for example, like fish and prawns are excellent foods. They contain a lot of proteins. And they have vitamins and minerals, too.And do you know that a piece of broccoli contains more vitamin C than a lot of apples?Blueberries are also an amazing fruit. They have vitamins and minerals. And they contain nutrients for protecting our body. Eating blueberries can prevent illnesses!Avocados are different from other fruit. They contain a lot of fat, so they give us lots of energy.

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1 Food and nutrients All about food Term 1

Let's get started• Ask pupils which other types of machine they know apart from

a car. Ask if they know what type of fuel these machines use to move. Explain that like machines, humans also consume energy in order to move.

Play the video.

Let's understand• Point to the following products on the page: milk, eggs, meat,

fish, tomato, orange, yoghurt, carrots. Ask: Do you think these foods are healthy or unhealthy? Ask pupils to copy the table below in their notebooks and draw lines matching the foods with what they are good for:

Drinking milk is good for stopping you catching a cold.

Eating oranges is good for the eyes.

Eating carrots is good for the bones.

• Show pupils flashcards 1 (carbohydrates), 3 (fats), 4 (proteins) and 5 (vitamins and minerals). Ask pupils to read the text and point to the words carbohydrates, fats, proteins, and vitamins and minerals. Show pupils the corresponding word card each time so that they can see if they chose the right word.

• PAUSE. Ask: Which nutrients do you think are most important for sport? Draw the table below on the board and ask pupils to match the nutrients on the left with the functions on the right:

Learning outcomesPupils will be able to:• Describe the basic nutrients and which foods contain them.

Teacher's resources• Flashcards and word cards: 1, 3, 4, 5.• Audio.• Video.

Carbohydrates and fatshelp our body to grow

and repair itself.

Minerals and vitamins give our body energy.

Proteinsprotect our body and

prevent illness.

Now focus on the 'Pause' question. The answer should be: Carbohydrates and fats because they provide the energy needed to stay active.

• WORKSHOP. Carry out the experiment with the class. Ask which foods they have noticed leave fatty stains like the cheese.

Let's practise• Play audio track 2 to the class, and ask them to complete activity

1. Ask them to say what the benefits of the foods mentioned in the audio are.

• Ask pupils to complete activity 2 in pairs. When they are finished, ask them to tell the class about the food their partners like.

• Complete the 'Do the challenge' activity.• Ask pupils to go to My Learning Notebook (page 8).

Wrap up• Split pupils into groups and ask them to take turns telling the

rest of the group what they had for breakfast. Ask them to discuss what nutrients these foods contain and make a list of them in their notebooks.

EPS Social Science

• Unit 1: Healthy food • All about Earth: We are part of the Universe

26

OFF BOOKFood and nutrients Dynamics Term 1

Let's practise• Divide pupils into small groups and give each pupil two pieces of

card. Assign a nutrient to each member of the group. Ask pupils to write their nutrient on one of the pieces of card and a food containing this nutrient on the other. Now ask pupils to place their cards face down on the table and mix them up. Pupils should take it in turns to turn over two cards. If they turn over a nutrient and the food containing it, ask them to read the names of the nutrient and food to the class.

Wrap up• Ask pupils: Which nutrient do you think an athlete would eat

before doing sport for a long period of time? What about an animal that needs to store energy during the winter? Listen to their ideas.

Let's practise• Divide pupils into small groups. Give each pupil a piece of card

with the name of one of the following animals that provide food rich in proteins: chicken, pig, cow, turkey and duck. Ask pupils to imitate the sound of their animal and the rest of the group to guess which it is. Ask pupils to write sentences in their notebooks using the name of the animal. Help them by giving sentences like: This is the sound that a … makes; Its meat is rich in proteins.

Wrap up• Ask each pupil to think of a food rich in proteins. Help them by

giving sentences like: A food rich in proteins is … Ask them to write the sentence in their notebooks.

Let's get started• Ask pupils: What is your favourite food? Put pupils into pairs and

ask them to name their favourite source of each nutrient. Help by giving them model sentences, such as: My favourite source of protein is fish; My favourite source of … is …

Let's understand• Divide pupils into small groups. Ask one pupil to say a nutrient

and the rest of the group to name foods that contain this nutrient. Ask pupils to write the nutrients and foods in their notebooks. Explain that if a nutrient is repeated, they will have to think of different foods that contain it. Display flashcards and word cards 1 (carbohydrates), 3 (fats), 4 (proteins) and 5 (vitamins and minerals) to help them.

Let's get started• Ask pupils: Do you know what a butcher’s shop is? Which shops

do you know of that sell food? Help them by writing words on the board such as bakers, fishmongers, etc. Listen to their ideas.

Let's understand• Write the following sentence on the board: Proteins … our …

the nutrients it needs … growth … repair. Ask pupils to write the sentence in their notebooks and fill in the gaps with the words and, give, body and for. Display flashcard and word card 4 (proteins) to help.

Learning outcomesPupils will be able to:• Differentiate foods based on the nutrients they contain.

Teacher's resources• Flashcards and word cards: 1, 3, 4, 5.

Learning outcomesPupils will be able to:• Name foods rich in protein.

Teacher's resources• Flashcard and word card: 4.

Materials• Pieces of card.


27

Food and nutrients Dynamics Term 1

Let's practise• Write the following foods on the board: apple, fish, butter,

macaroni. Divide pupils into groups of four. Give each group four pieces of card and ask them to write the following sentences on them: It is needed for growth and repair; It is needed to protect our body; It is needed to help us stay active (they can write this last sentence twice). Ask them to mix up the cards and have each pupil choose one. Say the name of one of the foods written on the board. Ask the pupil who has the card describing the function of the nutrient that this food contains to put it down on the table. Continue until there is one pupil (or two in the case of the third function). The pupil or pupils who are left lose pupil or pupils who are left lose the game. Mix up the cards again and have each pupil choose another one. Repeat the activity several times.

Wrap up• Ask pupils if they agree with the following statement: When

we cook, we mix foods that contain different nutrients. This way we make sure our diet is rich and varied. Explain to pupils that a soup that contains fish, rice, onion and pepper is rich in proteins, carbohydrates, and vitamins and minerals.

Let's get started• Explain that human beings need food to obtain energy and

help the body to grow, repair and fight off diseases. Ask the class: Which foods do you know of that are good for the body? Help by giving them model sentences, such as: Oranges are good for preventing colds and flu; Drinking milk helps to strengthen our bones; … are good for … Use flashcards and word cards 1 (carbohydrates), 3 (fats), 4 (proteins) and 5 (vitamins and minerals) to help them.

Let's understand• Write the words nutrient and food on the board forming two

columns. Split the class into pairs and ask each one to think of a nutrient and a food which contains it. Write their answers in the columns on the board. Now, as a class, count how many foods there are containing each nutrient, and explain how they help our body. For example: There are 5 foods containing protein. They help our body to grow and repair itself.

Learning outcomesPupils will be able to:• Understand the role different nutrients play in our body.



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2 A balanced diet All about food Term 1

Answer key1 John eats: cornflakes, a sandwich, an apple, pizza and salad

Samantha eats: a sandwich, chocolate, pizza and crisps

2 Open answer

AudioscriptJOHN: Hi Sam, how are you?SAM: I’m hungry. I’m always hungry at this time because I don’t

have breakfast.J: Really? I have breakfast every day. I have corn flakes. What have

you got for lunch?S: I’ve got a cheese sandwich. That’s all.J: That’s not much food. I’ve got a sandwich and an apple. You can

have my apple if you like. I can have another apple after school.S: Thanks, but I don’t like apples.J: What fruit do you like?S: I don’t really like fruit. I prefer bars of chocolate. I have some

chocolate at home. I can have it before dinner. I think there’s pizza for dinner tonight.

J: Mmm, I like pizza. We have pizza on Saturdays. But Mum serves it with a salad.

S: Really? I prefer pizza with crisps.J: OK, well, come and find me at lunch. We can eat our sandwiches

together.

3

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2 A balanced diet All about food Term 1

• WORKSHOP. Ask pupils to do the workshop activity in groups, following the steps outlined in the book. To help them complete step 4, give them model sentences, such as: My character has/doesn’t have healthy eating habits because eating … is/is not healthy.

Let's practise• Say the names of the foods in the exercise and ask pupils to

point to them on the page. Ask them to draw the table in their notebooks, but with the names of the foods instead of the pictures. Then, play audio track 3 to the class and ask pupils to complete activity 1.

• Use flashcards and word cards 1 (carbohydrates), 3 (fats), 4 (proteins) and 5 (vitamins and minerals) to revise the different types of nutrients, then ask pupils to complete activity 2 in pairs.


Wrap up• In pairs, ask pupils to take turns pointing at a section of the

food pyramid and talking about their favourite food from that section: My favourite food from this section is … It is rich in …

In groups, ask pupils to design a healthy breakfast. Encourage them to negotiate, make compromises and cooperate with each other to come up with a balanced breakfast that the whole group likes.

Let's get started• Ask the class: What’s your favourite type of cake? Could you eat

that by itself every day like Peter and stay healthy? As a class, discuss the importance of a balanced diet and how

this means eating lots of different foods. Play the video.

Let's understand• Show pupils flashcard and word card 7 (food pyramid). Ask

them to write a list in their notebooks of two foods from each group shown in the food pyramid. You can extend the activity by asking them to write the name of a food from each group that is not shown in the picture.

• FUN FACT! Ask pupils to write a list in their notebooks of the parts of the body that are exposed to the sunlight in summer and in winter. Ask them if they know what vitamin D is good for. As a class, search for more information at smMasSavia.com.

• PAUSE. In pairs, ask pupils to think about what they had to eat yesterday and write in their notebooks the foods that were rich in vitamins, minerals and carbohydrates. Now focus on the 'Pause' question. The answer should be: We must eat foods rich in vitamins, minerals and carbohydrates every day. Then ask: Did you eat foods rich in all of these nutrients yesterday? Ask pupils what they could have eaten yesterday to make their diet healthier.

Learning outcomesPupils will be able to:• Describe the components of a balanced diet and how many servings of each we

need per day.

Teacher's resources• Flashcards and word cards: 1, 3, 4, 5, 7.• Audio.• Video.• smMasSavia.com.

Materials• Scissors.• Glue sticks.

EPS Social Science


30

OFF BOOKA balanced diet Dynamics Term 1

Let's practise• Divide pupils into small groups. Ask them to make their own

food pyramid containing the following: 1 food that we should only eat occasionally, 3 foods that we should eat several times a week and 7 foods that we should eat every day. Write an example on the board: fizzy drink; eggs, cheese, chicken; tomato, lettuce, cucumber, carrot, bread, apple, grapes. Ask pupils to share their pyramids with the class. Combine all of the foods on the board to create a giant pyramid.

Wrap up• Ask pupils: Do your parents let you put sugar in your drink or on

your cereal at breakfast? If they do, do you add lots of sugar or just a little? Work together as a class. Make a list of the foods that they add sugar to at breakfast. Now ask: What could we do to make our breakfast healthier?

Let's understand• Put pupils into groups of five, give each group four pieces

of card, and ask them to write the names of one of the groups of nutrients (fats, vitamins and minerals, proteins and carbohydrates) on each. Ask them to put the cards face down on the table. Tell one pupil to say the name of a food from the food pyramid. Ask the other pupils in the group to choose a card. The pupil who has the card showing the nutrient that the food is rich in wins. Ask pupils to continue the activity until they have covered all four of the groups of nutrients.

Let's get started• Ask pupils: Which foods should you only eat occasionally and

in small amounts if you want to stay healthy? Listen to pupils’ answers and make a list on the board.

Let's understand• Say the name of a food that appears in the drawing of the food

pyramid on page 12. Ask pupils to point to it on the page. Ask: How often should we eat this type of food? Help by giving pupils model sentences: … belongs to the group of foods that we should eat … Use flashcards and word cards 1 (carbohydrates), 3 (fats), 4 (proteins) and 5 (vitamins and minerals) to show which nutrient each food is rich in.

Let's get started• Ask pupils: Do you ever eat salad for your lunch or dinner? Ask

pupils to name different vegetables, seeds, dried fruits, fruits, etc. that can be added to salads. Make a list on the board. Show pupils flashcard and word card 5 (vitamins and minerals) and explain that salads are a good source of these nutrients. Now tell pupils to image they are making a salad. Ask: What ingredients will you put in your salad? Help them by giving them a model sentence: I will put … in my salad.

Learning outcomesPupils will be able to:• Understand the elements of a balanced diet.


Learning outcomesPupils will be able to:• Identify foods that are rich in vitamins and minerals.



31

A balanced diet Dynamics Term 1

Let's practise• Write the following words on the board: chicken, rice, green

pepper, bacon, onion, tuna, bread, mushroom, cheese, potato and garlic. Split pupils into small groups. Ask them to write these foods on pieces of card and put them face down on the table. Now ask one pupil in the group to turn over three cards. Ask the group to think of a dish they could make with these three ingredients. Help them by giving suggestions, such as sandwiches, omelettes or salads. Ask pupils to write the ingredients, the name of the dish and the nutrients it is rich in. For example: Ingredients: green pepper, onion and bread; Name of the dish: vegetable soup with bread; Nutrients: carbohydrates and vitamins and minerals; Ingredients: …; Name of the dish: …; Nutrients: … Repeat the activity until each group has come up with several dishes. At the end, ask each group to share one of their dishes with the class.

Wrap up• In pairs, ask pupils to discuss which of their classmates’ dishes

from the previous activity they would like to try. Write a model sentence on the board: I want to try … because it looks tasty/healthy/rich in vitamins and minerals.

Wrap up• In pairs, ask one pupil to say the name of a nutrient and their

partner to say the name of a food that contains this nutrient or vice versa. Ask pupils to write the nutrient-food pairs in their notebooks.

Let's get started• Ask pupils if they agree with the following statement: If a food is

tasty, you can eat as much of it as you like.

Let's understand• Ask pupils: Do you remember what you ate for lunch yesterday?

Ask them to write what they had for their first course, main course and dessert in their notebooks. Ask them to write the main ingredients and nutrients each dish contained. Help them by giving examples: For the first course I ate fish soup. The ingredients of fish soup are fish and vegetables. Fish soup is rich in proteins and vitamins and minerals. Write the following model sentence on the board: For … I ate …; The ingredients of … are … and … ; … is rich in … Ask pupils to share their answers with the class. Display flashcards and word cards 1 (carbohydrates), 3 (fats), 4 (proteins) and 5 (vitamins and minerals) to help them.

Let's practise• Split pupils into small groups and ask them to make a list of

fruits and vegetables. Say a letter of the alphabet and ask pupils to write the name of a fruit or vegetable starting with one of the 3 letters after it in the alphabet in their notebooks. For example, if you say the letter 'j', pupils have to write the name of a fruit or vegetable starting with the letters 'k', 'l', or 'm'. Ask pupils to write a sentence like the following about the fruit or vegetable they choose: … is a fruit/vegetable and it is rich in vitamins and minerals.

Learning outcomesPupils will be able to:• Identify the nutritional elements a meal should contain for it to be part of a

balanced diet.



32

3 Special diets All about food Term 1

AudioscriptSALLY: Mum?SALLY’S MUM: Yes?S: Can Lucy and Rebecca come for dinner tomorrow after school?SM: Tomorrow? Yes, That’s fine! Do they like pizza and salad?S: I’m not sure … Lucy’s a celiac and there are some foods that she

can’t eat.SM: Oh yes, that’s right. She can’t eat gluten and the base of a pizza

is made from wheat. So that’s no good.S: Do you think she can eat rice? Chicken and vegetable casserole

with rice is really yummy!SM: That’s a good idea … Oh wait. Rebecca is diabetic … S: Yes, she is! Can she eat chicken, rice and vegetables?SM: Yes, that’s OK, but she can’t eat a lot of simple sugars or sweet

things.S: What can we make for dessert, then?SM: A big, fresh fruit salad? That is good for everyone.S: Mmm! Fruit salad. Yum! Can Lucy, Rebecca and I make it?

4

Answer key1 a) Lucy is celiac and Rebecca is diabetic.

b) Chicken, rice and vegetables, and fruit salad.

2 Open answer

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3 Special diets All about food Term 1

Learning outcomesPupils will be able to:• Understand the main food intolerances and allergies.• Use food labels to identify appropriate products for people with special diets.

Teacher's resources• Flashcard and word card: 8.• Audio.• Video.

Intolerance Quick reaction

Allergy Slow reaction

• Show pupils the allergen symbols and ask them to say which type of diet they correspond to. Name some foods such as omelettes, milkshakes, pizzas, prawns and peanuts, and ask pupils to point to which diet would exclude them. Display flashcard and word card 8 (food intolerances).

Let's practise• Ask pupils to read the section on people with coeliac disease

and diabetes on page 14 again. Highlight some keywords like gluten, wheat and simple sugar. Then play audio track 4 to the class and ask pupils to complete activity 1.

• Ask pupils to complete activity 2. Ask them to think about which foods everyone at the party could eat. Tell them to ask questions in the positive as well as the negative. For example: What food can you eat? We can have fruit.

• Complete the 'Do the challenge' activity.• Ask pupils to go to My Learning Notebook (pages 10-11).

Wrap up• Ask pupils what their favourite food is. Ask them to make a list

of the conditions or special diets they have studied which would mean they would have to avoid this ood. Then ask: What foods could people on these special diets eat instead?

Let's get started• Ask the class if there are any foods that they or any of their

friends and family can’t eat. Help by giving them model sentences, such as: My … can’t eat … Listen to their answers.

Play the video.

Let's understand• Split pupils into groups. Tell them they are going to become an

expert on a special diet. Ask half of the groups to write about a special diet that people with coeliac disease might follow and the other half to write about a special diet for people with diabetes. Tell them they can find the information on the page. You can help them by writing model sentences on the board: People with coeliac disease/diabetes must follow a … diet. People on this diet must avoid foods rich in/containing … such as …

• PAUSE. Focus on the 'Pause' question. Ask the pupils who wrote about diabetes in the previous activity if they know which foods coeliacs must avoid. Once these pupils have offered some answers, ask the other half of the class to help them. The answer should be: Coeliacs must avoid eating foods that contain gluten. Make a list on the board of the foods that must be avoided. Explain that although a food may not contain gluten, it can become contaminated, for example if it is cooked in the same oil as products that contain gluten.

• Draw the table below on the board and ask pupils to match the type of condition on the left with the speed of the reaction on the right. This activity should be done individually.

EPS Social Science


34

OFF BOOKSpecial diets Dynamics Term 1

Let's practise• Write the following words on the board: gluten, wheat, sugar,

nuts, lactose, dairy, eggs and shellfish. Put pupils into small groups. Hand each group 8 pieces of card and ask them to write each word on the board on one piece of card. Now hand each group another 8 pieces of card and ask them to write the name of a type of food on each one. Tell them that they should pick some foods which contain the allergens on the board, for example omelette, strawberry milkshake or cake. Ask pupils to take it in turns to pick a card from the first pile (the allergens) and show it to the rest of the group. Now ask the rest of the group to sort the cards with foods written on them into two piles: those that contain the allergen and those that don’t. Use flashcard and word card 8 (food intolerances) to help.

Wrap up• Explain that packaged foods have symbols on their labels to

inform consumers who have special dietary needs about what they contain. Ask the class: How could a person with a food intolerance or allergy eat out safely at a restaurant or a café? Listen to their ideas. Help by giving suggestions: There are allergy-related associations who provide their members with information on where to eat; They could ask staff for a list of allergenic ingredients; They could ask if there is a special menu for people with food intolerances; etc.

Let's get started• Ask pupils: Have you ever heard of someone not being able to eat

a certain food because it makes them feel unwell? Is not liking a food the same as being allergic to it? Discuss pupils’ answers to these questions as a class.

Let's understand• Ask pupils to look for food allergies and intolerances in the

'Visual summary' (pp. 32-33). Split pupils into small groups. Repeat the allergies and intolerances to each group. Ask pupils to make sentences about meals that people who have these allergies or intolerances can’t eat. Explain that if a meal contains one of the foods that those who follow a special diet need to avoid, they can’t eat it. Help by giving them model sentences, such as: People who follow a gluten-free diet can’t eat pizza made with wheat; … can’t eat … Ask pupils to share their sentences with the rest of the class.

Learning outcomesPupils will be able to:• Recognise the importance of special diets for those with food allergies and intolerances.



35

Special diets Dynamics Term 1

Let's practise• In pairs, ask pupils to write each of the following incomplete

sentences on a piece of card: … the reaction is quick; … you become ill every time you eat the food; If you suffer from a food allergy … ; … the reaction is slow; … you become ill after eating a lot of a particular food; If you suffer from a food intolerance … Ask each pupil to pick up two cards. Tell them that if they pick up two cards that form a correct sentence they should write it in their notebook. The first pupil to write the following four sentences wins:

1) If you suffer from a food allergy the reaction is quick. 2) If you suffer from a food allergy you become ill every time you

at the food. 3) If you suffer from a food intolerance the reaction is slow. 4) If you suffer from a food intolerance you become ill after

eating a lot of a particular food.

Wrap up• Ask pupils if they agree with the following statement: It’s

important that shops sell food products for people with allergies or intolerances. Listen to their ideas.

Let's get started• Ask pupils: What is your favourite breakfast food? Listen to their

answers. Ask pupils to say which diet this food would not be good for. Help them by suggesting some breakfast foods like jam, yoghurt, butter, wheat biscuits, dried fruit, etc. which are not recommended for certain diets. Provide pupils with model sentences: Milk isn’t good for people who follow a lactose-free diet; Bacon isn’t good for people who follow a cholesterol-free diet; … isn’t good for …

Let's understand• Write the words quick and slow on the board. Explain to pupils

what these words mean. Help them by giving examples, such as Snails moves slowly; Leopards move quickly. Ask pupils to find the section on food intolerances and allergies in the book and write sentences about the speed of a reaction to a certain food. Help by giving them model sentences, such as: When someone has a food allergy/intolerance their reaction is quick/slow. Use flashcard and word card 8 (food intolerances) to help them.

Learning outcomesPupils will be able to:• Recognise the difference between a food allergy and a food intolerance.



Make a change 1 Term 1

36

Lets investigate1 Open answer2 Open answer


37

EPS Social Science


Let's investigate• Show pupils flashcards and word cards 1 (carbohydrates), 3

(fats), 4 (proteins) and 5 (vitamins and minerals). Ask them what they had for dinner yesterday. Ask them to write their answers in their notebooks and list the food groups that this meal contained. Ask them to share their answers with their partner. Help them by writing model sentences on the board: Yesterday I had … for dinner. My dinner was rich in …

Ask pupils which group of nutrients they would like to find out more about and split them into groups according to which they choose. Ask each group to answer the questions in the activity.

• Ask pupils to make a visual representation using the models given in activity 2 to help them. Use flashcard 7 (food pyramid) to give them ideas, but encourage them to be creative.

• I WONDER. Ask: Does everyone in your family eat their meals at the same time? Do you all eat the same things? Help pupils answer by giving them model sentences: I eat my dinner at … but my mum eats hers earlier/later. I eat more/less food than my … As a class, discuss the 'I wonder' question.

Action• For step 1, split pupils into 5 groups, and ask them to design a

healthy menu. It should be well balanced, include appropriate amounts of each nutrient, and look appetising. Ask them to choose a name for the starter, main course and dessert and to list which nutrients they are rich in. Ask students to come up with creative names for their dishes – you can see an example in the table below:

Learning outcomesPupils will be able to:• Understand the functions of the different groups of nutrients.• Describe the basic criteria for a balanced diet.

Teacher's resources• Flashcards: 1, 3, 4, 5, 7.• Word cards: 1, 3, 4, 5, 7.

Materials• Scissors.• Glue stick.• Clippings or photocopies of

supermarket catalogues.

Starter Main course Dessert

Dish Fish soupChicken fillet with

sweetcorn and peas Red apple

Name Sea surprise Farmer’s favourite Rosy delight

• For step 2, ask the groups to share their work with the class. Check each group has included all of the necessary nutrients. Copy the table below on the board, with a column for each group, and place a tick next to each nutrient included in their menu. If any groups are missing a particular nutrient, ask: Which foods could they add to their menu that are rich in … ?

Group 1 Group 2 Group 3 Group …

Proteins

Carbohydrates

Fats

Vitamins and minerals

• Ask pupils to go to My Learning Notebook (pages 12-13).

Wrap up• Ask the class to vote for their favourite starter, main course and

dessert from the ones shared with the class. On the board, write which nutrients these dishes contain.

38

4 Preserving food All about food Term 1

Answer key1 b; d; a; c

2 Open answer

AudioscriptBILL: What can we take on the camping trip? We need food for 2

days.KEVIN: Well, we can’t take food that has to be in the fridge. That

means we can’t take fresh meat or cheese.B: No, we can’t take any food that has to be in the cold.K: Tinned food is a good idea. Heat preserves it for a long time.B: Yes, you’re right. I think bread is OK, too.K: Yes, we can take bread with additives. The additives preserve it.B: Let’s take some dried fruit too. Drying fruit preserves it really well.K: Mmm … yes, dried fruit is a very good idea. And healthy and

tasty too!

5

39

4 Preserving food All about food Term 1

Learning outcomesPupils will be able to:• Understand the different methods used to preserve food.• Understand the importance of eating foods that are kept in good condition.

Teacher's resources• Audio.• Video.

Let's get started• Ask pupils if they have ever been camping. Ask: Do you

remember what sorts of food you took with you? Write the foods on the board. Ask pupils if they think it would be a good idea to take milk and other foods from the fridge on a long journey. Explain that this food would spoil quickly, then ask: What would you take instead?

Play the video.

Let's understand• Ask pupils to match the following foods with the method used

to preserve them. Write the answers on the board.

1) Dehydration 2) Vacuum 3) Artificial 4) Natural packing additives additives a) Pickled b) Pack of c) Dried fruit d) Bag of crisps gherkins bacon Now, ask pupils if they know of other foods that use the

preservation methods above.• In pairs, ask pupils to copy the table below in their notebooks

and draw lines matching the food with the appropriate preservation method.

Pasteurisation Mince meat

Refrigeration Ice lolly

Freezing Carton of milk

• PAUSE. Ask pupils to choose the correct option to complete the sentences in their notebooks: In summer it is cold/warm. Storing food at cold/warm temperatures helps preserve it better. Now focus on the 'Pause' question. Tell pupils to think abut the sentences they just wrote in their notebooks. The answer should be: Cold storage is especially important in the summer.

Let's practise• Look over the information about food preservation methods

again. Ask pupils to find the words additives, cold storage, dehydration and sterilisation on the page and read the text. Then play audio track 5 and ask pupils to complete activity 1.

• Ask pupils to complete activity 2 by telling their partner about foods that they would choose to take on a camping trip. You can help by giving them model sentences, such as: Let’s take … Yes, that’s a good idea because … / No, we can’t take … because … Make two lists on the board, one for foods that they would take and one for foods that they wouldn’t.


Wrap up• In pairs, ask pupils to think about how they would know that

a food had gone off. Ask: What might a food that had gone off smell or taste like? What colour would it be?

EPS Social Science


40

OFF BOOKPreserving food Dynamics Term 1

Let's practise• Split pupils into small groups. Write the following words on the

board: dairy products, meat, biscuits, fish, vegetables, cold meats. Ask the class: How are these foods preserved? Ask each group to write their answers in their notebooks. For example: Dairy products are preserved through pasteurisation; … are preserved …

• Now read out the names of the foods and ask pupils to raise their hands if they know the preservation method for that food. Ask the first person to raise their hand to read out their sentence about how this food is preserved. If they are correct, their group are the winners. If they are incorrect, ask the first person from another group to raise their hand. Do this for each of the foods.

Wrap up• Review the food preservation methods. Write some of them on

the board: refrigeration, freezing, natural additives. Ask the class: Do you use any of these preservation methods at home? Listen to their answers. Help by giving them model sentences, such as: At home we preserve … using …

Let's understand• Write the following sentence on the board: Substances … salt

and vinegar in … stop the … of … Ask pupils to fill in the gaps with the following words: like, growth, microorganisms and food. Tell them they can look for information on page 12 to help them.

Let's get started• Remind pupils that food can be preserved in different ways,

and that sometimes the same kind of food can be preserved in several different ways. Ask pupils: Can you think of a food that can be preserved in different ways? Help pupils by giving suggestions, for example: Fish can be frozen and it can also be preserved using salt. Write pupils’ answers on the board and ask them each to choose one to write in their notebook.

Let's understand• Ask pupils to turn to page 12 in their book. Say the name of a

food from the food pyramid. Ask pupils to think about the ways we can preserve this food. Ask them to write sentences about this in their notebooks. Help by giving them model sentences, such as: Chicken is sold refrigerated or frozen; … is sold …. Use flashcard and word card 7 (food pyramid) to help.

Let's get started• Ask the class: Have you ever tried foods preserved using salt or

vinegar? Listen to their answers. Make a list on the board of the foods they know of. In pairs, ask pupils to talk to their partner about their favourite naturally preserved food. Tell them they can use the foods on the board to help them, and give them a model sentence: My favourite food preserved with salt/vinegar is …

Learning outcomesPupils will be able to:• Describe different methods of food preservation.


Learning outcomesPupils will be able to:• Understand how natural additives are used.

41

Preserving food Dynamics Term 1

Let's practise• Divide pupils into small groups. Write the following words on

the board: plastic bag, glass jar, polystyrene tray, glass bottle, carton, plastic bottle, cardboard box. Ask pupils to write these words on pieces of card and put them face down on the table. Ask one pupil from each group to choose a card and then ask the whole group to write a sentence in their notebook about a food that comes in that type of packaging. Help by giving them model sentences, such as: Vegetable oil comes packaged in a plastic bottle; … comes packaged in …

Wrap up• Ask pupils: Do you think packaging is always necessary to preserve

foods? Ask pupils if they agree with the following statement: It is very important that food comes with lots of packaging so that it looks nice.

Wrap up• Ask the class: Do you think it's healthy to eat a lot of salt? Explain

that while salt is very useful for preserving foods, we should not eat too much of it and we should avoid putting it on our food too often.

Let's get started• Explain how important recycling our waste at home is. Explain

that food comes in lots of different types of packaging and that it is important to separate the different types so that we can recycle them. Ask pupils: Do you recycle at home? Listen to their answers. Write the following on the board: green container, blue container and yellow container. In pairs, ask pupils to write two foods that come in packages that are recycled in the blue, green and yellow containers. Help by giving them model sentences, such as: Milk comes in a carton that is recycled in the yellow container; … comes in a … that is recycled in the … container.

Let's understand• Write the following words on the board: soft, hard, heavy, light,

watertight, fragile. Divide pupils into groups of 6. Hand 6 pieces of card out to each group and ask them to write each word from the board onto one of them. Say the name of a type of package, for example: glass bottle. Ask each group to hold up the cards with the characteristics of this type of package. In this case, they would hold up the heavy, fragile and watertight cards.

Let's practise• Ask pupils to match the following foods with their preservation

method. Ask them to make two columns in their notebooks; one for salt and one for vinegar. Say the name of the following foods: cod, gherkins, onions, boiled eggs, ham, carrots. In pairs, ask pupils to write the foods in the correct column. Discuss the answers together as a class.

Learning outcomesPupils will be able to:• Understand the role of packaging in preserving food. • Consider the negative impact of the excessive use of plastics in food packaging.


42

5 Food labels All about food Term 1

Answer key1 Biscuits: best before August 6

Chicken: expiry date August 6 Ham: expiry date August 11

2 Open answer

AudioscriptMAN: Diana? Is it August the seventh today?WOMAN: Yes, it’s August the seventh. Why do you ask?M: I want to eat these biscuits. But it says best- before August the

sixth on the label. Are they OK, do you think?W: Yes, I think they are OK, but probably not very tasty. Eating

them isn’t dangerous.M: There’s some chicken in the fridge with an expiry date of

August the sixth. Can we eat it?W: No, we must not eat it. We cannot be sure that it is safe.M: Let’s have a look at this ham. This has an expiry date of the

eleventh of August. That’s OK then.W: No, wait! The packet is open! We opened it 4 days ago. What

does the label say?M: Ah! It says: After opening, keep in the fridge. Consume in 3 days.

So we can’t eat it.W: Oh no! Throwing food away is not good!

6

43

5 Food labels All about food Term 1

Learning outcomesPupils will be able to:• Understand the information given on food labels.• Understand the importance of being healthy eaters.


EPS Social Science


Let's get started• Ask the class what information we can find on a food label.

Make a list of their answers on the board. Now ask: Do you think it’s important to look at the expiry date when buying a product?

Play the video.

Let's understand• Read the ingredients of the salad to the class. Ask pupils to

choose their favourite ingredient. Ask them which ingredient they would replace if they could. Help by giving them a model sentence: I would replace the … with …

• Ask pupils to complete the following sentence in their notebooks describing the nutritional content of the product in the book: The Garden Salad is rich in …

• Ask pupils to write today’s date in the same format as the one used for the expiry date on the salad. Write the answer on the board.

• PAUSE. Ask the class if we usually have more, less or the same amount of time to eat a food after we open the packet. Now focus on the 'Pause' question. The answer should be: Opening the packet can let air in and allow microorganisms to grow.

• Write the following words on the board and ask pupils to match what happens to the product after its best-before date with the senses and body parts we use to detect the change.

What happens to product Sense of… Body part

Looks less appetising Taste Nose

Doesn’t taste as good Smell Eyes

Smells bad Sight Tongue

Let's practise• Ask pupils to find the texts about the expiry date and best-before

date and read the text. Ask them to answer the questions in activity 1.

• Before completing activity 2, ask pupils to look again at the food intolerances and allergies found on page 14. In pairs, ask pupils to discuss with their partner why people with special diets must look carefully at food labels. Help by giving them model sentences, such as: A vegetarian must check that there is no … A person with diabetes must check that there is no …


Wrap up• In pairs, ask pupils to tell their partner what their morning snack

was and if it was a packaged food or home-made. Help by giving examples: My apple wasn’t in a packet; The sandwich came wrapped in aluminium foil.

Ask pupils to discuss what they think about shops that reduce the prices of products that are about to go out of date.

44

OFF BOOKFood labels Dynamics Term 1

Let's practise• Split pupils into groups of 4. Give each pupil a card. Ask them to

write one of the following words on them: product 1, product 2, product 3 and product 4. Write the following information on the board: product 1: 3 weeks, product 2: 10 days, product 3: 1 month, product 4: 15 days. Mix up the cards and hand them out among the class. Write today’s date on the board. Ask pupils to calculate the expiry date of each product by adding the number of days corresponding to their product to the date on the board. For example, if the date is 15 May and the card they have is product 1, the expiry date will be 3 weeks later: 5 June. Give each group a calendar to help them calculate the dates.

Once pupils have all calculated the expiry date of their product you can play the ‘out of date’ game. Ask a pupil to throw the 2 dice. The numbers that come up are then multiplied. For example, if 3 and 5 come up, the result is 15. Add 15 days to the date on the board. The winners are the pupils whose products are still in date on this day. Now deal the cards again, write a different date on the board and play again.

Wrap up• Ask pupils to work in pairs and prepare a food label for a

sandwich. Ask them to choose 4 ingredients as well as the bread. The label should contain the ingredients, the nutrients it contains and a description of the product. Ask each pair to present their sandwich to the class. Vote for the class's favourite sandwich.

Let's get started• Ask the class: Have you ever seen shops selling food on offer when

it is about to go out of date? Have you heard of offers on cooked food just before closing time? Listen to pupils’ answers, then ask: Why do you think shops do this? Explain to pupils that once the food has passed its expiry date, shops cannot sell it, because it might make people ill. Ask: Do you think it’s better to sell the food for less or to throw it away because it has gone off?

Let's understand• Explain to pupils the difference between expiry date and best-

before date. Ask pupils to find the definitions for these terms in their book. Then ask them to write one sentence about each term in their notebooks. Ask them to share their results with the class.

Learning outcomesPupils will be able to:• Understand the importance of labelling on food packaging.• Understand the expiry and best-before dates on food labels.

Materials• Two dice• Calendars.• Pieces of card.

45

Food labels Dynamics Term 1

Let's practise• Explain to pupils that good labelling of products is important

so that people can stay healthy, especially people with special diets. Split pupils into small groups. Write the following words on the board: fat free, sugar free, egg free, nut free, dairy free. Read out one of the words on the board. Ask each group to prepare a product that people who follow this type of diet could eat. Ask them to write a sentence in their notebooks that assures consumers that this product is safe to eat. Help pupils by providing examples: Fish soup is sugar free. There is no risk that people who follow a sugar-free diet will get ill if they eat it; … is … free. There is no risk that people who follow a … diet will get ill if they eat it. Display flashcard and word card 8 (food intolerances).

Wrap up• Ask pupils if they agree with the following statement: I don’t read

the nutritional facts on food labels because I am young and I don’t need to take care of myself.

Let's get started• Explain that some companies that sell food include toys,

games and stickers with their food products so that people will buy them. Ask pupils whether they agree with the following statement: The toy that comes with my breakfast cereal is more important than whether the food is healthy and tastes good.

Let's understand• Write the following on the board: Ingredients, Trademarks,

Storage instructions, Description. Divide pupils into groups of four and give each group a piece of food packaging. Now give each group four pieces of card and ask them to write one of the words from the board on each one. Ask each group to mix up the cards and take one each. Now ask pupils to look at the food packaging. Ask them to take it in turns to find the element of the food label shown in their card and tell their friends about it. Help them by writing model sentences on the board, such as: The ingredients are … ; The description says … ; The trademark is … ; The storage instructions say …

• Write the following sentence on the board: If you eat food after its expiry date, there is a risk that you will get ill. Ask pupils: Will you definitely get ill if you eat food after its expiry date? What other word could you use instead of risk in this sentence? Suggest that they look for another word in the glossary on page 20.

Learning outcomesPupils will be able to:• Understand the information on food labels.


Materials• Pieces of card.• Food packaging.

46

6 The digestive system All about food Term 1

Answer key1 a) It is 6 metres long.

b) It gets its juices from the pancreas and the liver. c) Food spends 4 hours in the small intestine. d) Nutrients can pass into the blood because they are very

small.

2 Open answer

AudioscriptThe small intestine is an essential part of the digestive system. It is six metres long. Food enters the small intestine from the stomach. But the rest of the body can’t absorb the food. The pieces are too big. The small intestine breaks the food down – but it doesn’t work alone. It needs juices to do this. It gets the juices from the pancreas and liver. Sometimes, your food is in the small intestine for four hours. It becomes a thin, watery mixture. Then, the nutrients are very small and they can pass into the blood. The blood takes the nutrients to other parts of your body.

7

47

6 The digestive system All about food Term 1

Learning outcomesPupils will be able to:• Understand the functions of different parts of the digestive system.

Teacher's resources• Audio.• Video.• smMasSavia.com.

Let's practise• Before playing audio track 7 to the class, ask pupils if they know

what the small intestine is. Then review key words, such as long, juices, spend and blood, to help them answer the questions in activity 1.

• Tell pupils to read the text about digestion on page 22 and complete activity 2. Tell them that they can also look at the list of parts of the digestive system that they wrote in their notebooks earlier to help them.

• Complete the 'Do the challenge' activity.• FUN FACT! Ask the class if they remember the first time one of

their milk teeth fell out. Ask them to talk to their partners about how many of their teeth have fallen out. Help by giving them model sentences, such as: How many of your milk teeth have fallen out? … of my milk teeth have fallen out. I have … milk teeth left. As a class, search for more information at smMasSavia.com.


Wrap up• As a class, discuss whether the following actions are important

for the digestive system or not. Write the actions on the board: cleaning your teeth; brushing your hair; washing your hands before eating; sunbathing; eating healthy food; going to the toilet regularly.

Ask pupils to look at the glossary and find the words that mean the following: Not wide; Rip into pieces; Material we can’t use; Separate into small parts

Let's get started• Ask pupils if they have ever had problems related to the

digestive system. Ask: Did you feel weak when you weren’t able to eat? Explain that this is because we need to eat food to provide us with energy. Ask: Do you know what a soft diet is? Explain that this is when we eat foods that are easier to break down because our digestive system isn’t working properly.

Play the video.

Let's understand• In groups, ask pupils to think about why it is important to chew

food well and how the food we swallow is different to the food on our plate.

• Ask pupils to make sentences using the words teeth, tongue and saliva. Point to these words on the page to help them.

• Write the words oesophagus, small intestine, pharynx, stomach, large intestine and teeth on the board. In pairs, ask pupils to use the information on page 22 to write them in order in their notebooks according to where they come in the digestion process.

• PAUSE. Ask pupils to close their eyes and imagine they are chewing a piece of apple. Ask them to say how many times they chewed it before swallowing it. Ask: If you chewed it less do you think you would be able to swallow it easily? Now focus on the 'Pause' question. The answer should be: Our teeth break our food into small pieces so we can swallow it.

• WORKSHOP. Ask pupils to complete the activity. Explain to pupils that the carbohydrates are broken down into sugars, which is why they taste sweet.

EPS Social Science


48

OFF BOOKThe digestive system Dynamics Term 1

Let's practise• Divide pupils into small groups. Write each of the following parts

of the digestive on the board in a random order: mouth, pharynx, oesophagus, stomach, small intestine, large intestine, anus. Designate half of the groups as up groups and half as down groups. Now name one of the parts at random. Ask the up groups to write a list of all of the parts of the digestive system on the board that are above the one you mentioned, and the down groups to write a list of all of the parts that are below it. As soon as they have written their list one member of the group should come to the front with their answers. Whichever group comes to the front first with the correct answers wins. Now swap the up groups and down groups around and play again.

Wrap up• Ask the class: Have you ever vomited? Do you know what can

make you vomit? Explain that problems with your digestive system can make you vomit, such as when you have eaten food which was not preserved properly.

Let's understand• Ask pupils if they agree with the following statement: It’s

important to chew your food well to ensure good digestion.• Write the following groups of words on the board: teeth, tongue,

saliva; stomach, gastric juices; large intestine, anus, stools; liver, pancreas, small intestine; and pharynx. In pairs, ask pupils to make sentences using these groups of words. Suggest that pupils refer to the text on page 22 to help them and display flashcard and word card 2 (digestive system).

Let's get started• Ask the class: Do you know how the water in your house reaches

the taps? Explain that the water in our homes comes through pipes. Ask: Have you ever seen the pipes in your house? Explain that our digestive system is like a long pipe that runs through our body.

Let's understand• In pairs, ask pupils to list the parts of the digestive system in their

notebooks. You can extend the activity by asking them to write the following words next to the correct part: teeth, gastric juices, saliva, stools. Use flashcard and word card 2 (digestive system) to help.

Let's get started• Ask the class: Have you ever thought about how many times

you chew your food? Explain that how much we have to chew depends on what kind of food we are eating. Ask: Which kinds of food do we have to chew a lot? Which kinds do we not need to chew as much?

Learning outcomesPupils will be able to:• Describe the different parts of the digestive system.


Learning outcomesPupils will be able to:• Understand the functions of the different parts of the digestive system.



49

The digestive system Dynamics Term 1

Let's practise• Write the following two sentences on the board: The tongue

and saliva break down food; My car breaks down. Ask pupils to explain what break down means in each of these sentences. Help by giving them model sentences, such as: When food breaks down this means … ; If a car breaks down this means …

• Ask pupils to write the following words in their notebook: stomach ache, tooth ache and acid reflux. Explain to pupils that these are all conditions that affect our digestive system. Ask: Has anyone ever suffered from one of these conditions? How did you feel? Did you want to eat? If you didn’t eat, did you feel tired? Explain that it is important to take care of our digestive system because we rely on it to get all of our nutrients and if we don’t look after it we will not be able to stay healthy.

Wrap up• Ask pupils if they agree with the following statement: You should

wash your hands before eating and after going to the toilet. Listen to their thoughts.

Wrap up• Explain to pupils that in order to drive a car, we have to put fuel

into its engine. When the car is driving, it uses the fuel to help it move. The car has an exhaust pipe where it lets out waste. Now ask pupils: Do you think this is similar to our digestive system?

Let's get started• Ask the class: Have you ever been to the dentist? Do you think it’s

important to go to the dentist? Listen to pupils’ experiences of going to the dentist and explain the importance of looking after our teeth.

Let's understand• Split pupils into small groups. Read the following incomplete

sentences out loud: 1) … tear and crush food; 2) In the … the waste becomes hard and forms stools; 3) The … breaks down food into very small pieces; 4) The … pushes the food from the pharynx down to the stomach. Write the following on the board: Sentence number … is describing the … In pairs, ask pupils to write in their notebooks the part of the digestive system that each sentence is describing. Use flashcard and word card 2 (digestive system) to help pupils.

Let's practise• Divide pupils into pairs. Write the following pairs of words on

the board: 1) teeth, tongue; 2) stomach, gastric juices; 3) small intestine, large intestine; 4) anus, stools. Now hand out eight pieces of card to each pair and ask them to write each word from the board on one piece of card. Ask them to turn all of the cards face down and mix them up on the table. Now ask each pair to take turns turning over two cards. If they turn over two cards from the same group, tell them to pick them up and put them face up next to each other on the table. The first pair in the class to turn over all of the pairs of cards wins. You could extend the activity by playing again, but this time asking each pair to play against one another. Whichever of the two collects the most pairs of matching cards is the winner.

Learning outcomesPupils will be able to:• Understand the functions of the different parts of the digestive system.


50


Let’s investigate1 Fresh foods, like meat, cheese and some vegetables need to be

kept in the fridge. Some foods need to be kept in the fridge after they have been opened.

2

FreezerZero zone (next to the freezer)

Middle shelves Fridge door Bottom drawer

Fruit and vegetables

Milk, juice

Meat, fish

Cooked food

Cheese, cold meats

51


Action• For step 1, ask pupils what their favourite dish is. Ask: Do you

know how to make it? In groups, ask pupils to think of three recipes. One simple one, one that is eaten cold, and one that is a bit more complicated. Remind them that for each recipe they should give the name of the dish, the ingredients used and how it is made. Ask them to choose one of the recipes and write it in their notebooks following the model provided in the book. Tell them that when it comes to describing the method used, they should break it down into steps. Suggest that they use healthy ingredients.

• Fors step 2, ask pupils to make a dish with their family at home. Ask them to choose a simple dish that all of their family enjoy. Ask them to take a picture of every step and bring in their pictures so that they can present the recipe to their classmates.

• For step 3, ask pupils to make a list of the ingredients from the dish they made. Ask them find out what nutrients the food they used contains and make a table in their notebook like the one shown.


Wrap up• Ask pupils to think about which of their classmates’ recipes they

would like to try making themselves. Split pupils into pairs and ask them to say which dish they would like to try and why. You can help them by suggesting model sentences: I would like to try preparing the dish that … showed us because it looks healthy/delicious/fun to make. Which dish would you like to try?

Let's investigate• Ask pupils to answer the following questions in pairs: Have you

ever been to do the shopping? Have you ever helped your parents do the shopping? Would you know where to find biscuits, milk, vegetables and potatoes?

• Ask pupils question 1 in the book. Tell them they can use the picture to help. Then ask: Can you remember what food you have in your fridge at home? Make a list on the board. Display flashcards and word cards 1 (carbohydrates), 3 (fats), 4 (proteins) and 5 (vitamins and minerals), and ask pupils which of the foods on the board contain each nutrient.

• Ask pupils if they remember where vegetables are kept in their fridge. Ask if there are any vegetables they don’t keep in the fridge. Now ask pupils to look for information to help them complete the activity. Remember that if they are going to use the internet, they should do so under adult supervision. In pairs, ask pupils to complete the table with their partner, then compare answers as a class.

• I WONDER. Ask pupils if they know which types of food are kept in the freezer. Make a list on the board of the foods they suggest. Ask them which products are bought frozen. Make another list of products that we buy fresh and then freeze later.

Explain that frozen products also have an expiry date. Ask them to look at home or in a supermarket to find the expiry date for ice cream, then discuss the 'I wonder' question as a class.

Learning outcomesPupils will be able to:• Understand how to store food correctly in the fridge.• Interpret a simple recipe.


EPS Social Science


52

7 Healthy eating habits All about food Term 1

Answer key1 Danny’s problem is that he feels dizzy and has headaches.

This is because he doesn’t eat breakfast and he doesn’t have healthy eating habits.

2 Open answer

AudioscriptDOCTOR: Good morning Danny, What’s the problem?DANNY: Well … I feel really dizzy every morning and I get terrible

headaches.DR: You feel dizzy and get headaches? Hmm… Do you have a good

breakfast?D: Erm, no, I don’t eat breakfast.DR: I see. And do you have a snack in the morning?D: Yes! I have a bag of crisps.DR: So you only have crisps all morning?D: Yes!DR: Oh dear, Danny. I know why you don’t feel good. You really do

not have healthy eating habits. What have you got for lunch?B: Well, I’ve got some more crisps, a sandwich and some …

8

53

7 Healthy eating habits All about food Term 1

EPS Social Science


Learning outcomesPupils will be able to:• Understand the basic principles of healthy eating.

Teacher's resources• Flashcard and word card: 7.• Audio.• Video.• smMasSavia.com.

• Show pupils flashcard and word card 7 (hygiene). Ask: When do you wash you hands during the day? Explain that it is very important to wash your hands after going to the toilet and before you eat.

• Now, ask pupils to read the text about hygiene and find the words avoiding and cavities. Ask pupils to look up the meaning of these two words in the glossary and then make sentences from them in pairs. To help them, you can write the different forms of the word avoid on the board.

Let's practise• Play audio track 8 to the class. Ask pupils to write the answers to

activity 1 in their notebooks. In pairs, ask pupils to discuss what foods Danny could eat for breakfast in order to stay healthy. Help them by giving example sentences: Danny could eat … for breakfast; Danny would be healthier if he ate … for breakfast; Danny shouldn’t eat …

• Ask pupils to complete activity 2 in pairs. Get them to think about whether their meals are healthy.


Wrap up• Ask pupils what other hygiene measures they know of that we

haven’t already mentioned in this section. For example, taking a shower after doing exercise, changing clothes regularly, airing your bedroom, etc.

Let's get started• Ask pupils if they have ever eaten too much and how they felt

afterwards. Then ask: Do you think you could eat all the nutrients you need for the day in just one meal? Now ask them what they think about Peter’s idea.

Play the video.

Let's understand• In pairs, ask pupils to discuss what their favourite breakfast,

morning snack, lunch, afternoon snack and dinner are. As a class, discuss whether the meals people described were healthy. Ask pupils to suggest healthier meals that their classmates might enjoy.

• Ask pupils: What foods do you know that contain a lot of sugar? Make a list on the board. Ask them if they know what light or diet drinks are. Explain that these drinks contain less sugar than normal fizzy drinks, but that water is still much healthier.

• PAUSE. Ask pupils to say what time they eat their dinner and what time they go to bed. Ask if anyone has ever eaten a big meal right before they went to sleep. If anyone says yes, ask: Did you sleep well? Now focus on the 'Pause' question. The answer should be: If you eat a big meal before going to bed, especially one containing a lot of sugar or foods that are hard to digest, it may make it harder to sleep.

• FUN FACT! Ask pupils How many times a day do you brush your teeth? Explain that brushing our teeth is important to keep them healthy. As a class, find out more about dental hygiene by visiting smMasSavia.com.

54

OFF BOOKHealthy eating habits Dynamics Term 1

expiry date; 5) Eat 5 times a day; 6) Brush your teeth; 7) Eat sweets every day at snack time 8) Don’t eat too much 9) Wash yourself regularly. Give each group 3 pieces of card. First, ask pupils to write the numbers of all the healthy habits (1, 3, 5, 6, 8 and 9) on a piece of card and hold it up in the air when they have finished. Now ask them to write the numbers of all the personal hygiene measures (3, 6 and 9) on the second piece of card and hold it up in the air. Finally, on the third piece of card, ask them to write the numbers of the personal hygiene measures that help keep our digestive system healthy (3 and 6). Use the flashcard and word card 6 (hygiene) to help.

Wrap up• Ask the class: Do you practice all of the hygiene measures that we

have studied? Is there one that you sometimes forget about? In pairs, ask pupils to discuss their answers with their partner. Help by giving them model sentences, such as: Sometimes I forget to …

Let's practise• Tell pupils they are going to play the game '5 meals a day’. Write

the following words on the board: breakfast, morning snack, lunch, afternoon snack and dinner. Split pupils into pairs and give each pair 5 pieces of card. Ask them to write the name of each meal on a piece of card. Ask one of the pupils to place the lunch

Let's get started• Ask the class to imagine that they have been playing outside

with their friends and they come inside for dinner. Ask: Should I sit straight down and start eating? Is there something I should do first? Ask pupils to think about the personal hygiene measures they learnt from page 27.

Let's understand• Ask pupils what they think about the following statement: After I

go to the toilet I wash my hands without soap because it’s quicker. Ask: If you wash your hands without soap will they be clean?

Let's practise• Split pupils into small groups. Write the following hygiene habits

on the board: 1) Always have a proper breakfast; 2) Stay up late watching television; 3) Wash your hands; 4) Eat food after its

Let's get started• Ask the class: What is your favourite afternoon snack? Ask pupils

to discuss what they have for their afternoon snack in pairs and write their answers in their notebooks. Help by giving them model sentences, such as: My favourite afternoon snack is … but I often have … ; I eat my afternoon snack at …

Learning outcomesPupils will be able to:• Understand the basics of personal hygiene.


Learning outcomesPupils will be able to:• Understand the importance of eating five meals a day.



55

Healthy eating habits Dynamics Term 1

Let's practise• Now tell pupils: Imagine that you drink a fizzy drink every day

at snack time and you don’t brush your teeth in the morning. Can you act out having toothache? Ask pupils: How do you think it would feel? Now, in pairs ask pupils to act out a healthy habit that would help prevent them from getting toothache or cavities. Ask their partner to guess which activity they are acting out. Write a model dialogue on the board: I think you are brushing your teeth. That’s right, I am brushing my teeth/No, I’m not brushing my teeth. Have another guess.

Wrap up• Ask pupils: If you didn’t have any teeth would you be able to eat

all of the same food? Make a list on the board of foods it would be difficult to eat without teeth.

Wrap up• Ask pupils to write a tip to help us improve the way we eat in

their notebooks. Help by giving examples: My healthy tip is to eat 5 times a day; My healthy tip is to not eat too many fats and sugars; My healthy tip is …

Let's get started• Ask pupils: Do you know what a cavity is? Listen to their answers.

Explain to pupils the importance of having good oral hygiene. Ask pupils to write a sentence about going to the dentist in their notebooks. Write a model sentence on the board to help them: I went to the dentist for a check-up; I went to the dentist with … because my tooth was hurting.

Let's understand• Ask pupils: What kind of foods should you not eat too much of

if you don’t want to get cavities? Write a list on the board of the foods that could give you dental problems if you eat them too regularly, such as sweets, fizzy drinks and chocolate. Now make a list of foods that you could eat instead of these to help improve your oral hygiene.

card face up on the table. Then, ask them to mix up the other four cards and share them out so that each of them has two cards. Now ask the other pupil in the pair to choose before or after and then turn over one of their cards. If they said before and the card they turned over is before lunch (breakfast or morning snack) then they win their first meal of the day, and they should write breakfast in their notebook. But if it is after then it is their partner’s turn to choose before or after. Once someone has a point, mix up the cards and play again. The first person to write all 5 meals in their notebook wins.

Learning outcomesPupils will be able to:• Understand the importance of practicing good oral hygiene.


56

8 Food around the world All about food Term 1

Answer key1 a) False

b) True c) True

2 Open answer

AudioscriptGIRL: Hey Bill! Why are you throwing those sandwiches in the bin?BOY: I had too many and I can’t eat them all.G: That’s terrible. Do you know how much food we waste in

Europe? Each person puts nearly 100 kilos of good food in the bin every year!

B: 100 kilos? Every year? That is a lot!G: Yes, it’s terrible. Especially as there are millions of people in the

world suffering malnutrition.B: Why do we waste so much food?G: Well, we buy too much food. And we can’t eat all the food we

buy. And sometimes we don’t pay attention to food labels and the food goes bad.

B: We must be more careful with food.

9

57

8 Food around the world All about food Term 1

EPS Social Science


Learning outcomesPupils will be able to:• Understand more about other cultures through the food they eat.• Understand the different causes of malnutrition around the world, and the link

between malnutrition and poverty.


board. These could include: People don’t have enough money to buy food; Food can’t grow because of droughts.

• Ask pupils: Do you or any of your friends not eat a certain type of food? Is it because they are allergic or have food intolerance, or is it for cultural reasons? Ask the class to suggest alternatives to eating pork, beef or all meat. Help them by writing model sentences on the board: You could eat … instead of …

Let's practise• Play audio track 9 to the class. Ask them to complete activity 1

in their notebooks. Then ask: How many kilos of good food do Europeans throw away every year?

• For activity 2, ask pupils to discuss their family’s food waste in pairs. Ask each pair to come up with one way they could reduce their food waste and share it with the class, for example: We will finish all of the food on our plates; We will read the labels on our food and eat it before it goes off.


Wrap up• Ask the class if they have ever eaten at a foreign restaurant or one

in another country. Make a list of international dishes on the board.

Let's get started• Display the photos that pupils have brought of them having

breakfast and of people having breakfast around the world. Write a list of some of the differences on the board. These could include the type of cutlery, the type of food, or where they are eating.

Play the video.

Let's understand• Ask pupils to read the text to find out what the word

malnutrition means. Ask pupils to point to a country with a high level of malnutrition on the map. Now ask them to point to a country with a low level of malnutrition. Ask: Which of these countries do you think is a rich country and which do you think is a developing country? Ask: Can you find Spain on the map? What level of malnutrition does it have?

• Now ask pupils why they think some people in rich countries suffer from malnutrition. Ask: Which types of food do you think they might not be eating enough of? Which do you think they might be eating too much of? Tell them to think about what they have learnt about the importance of a balanced diet.

• PAUSE. Ask pupils to look at the map again and read the text about malnutrition in poor and developing countries. Ask: What is the most common cause of malnutrition in these countries? Pupils should answer that the main cause is a lack of food. Now focus on the 'Pause' question. The answer should be: Because people do not have access to all of the different types of food all year round. Now ask pupils: Why do you think people in poor countries suffer from a lack of food? Write the answers on the

58

OFF BOOKFood around the world Dynamics Term 1

Let's practise• Show pupils a map of the world on the board, or on the wall

of the classroom if you have one. Choose four countries which have different levels of malnutrition as shown in the map on page 28, for example: Madagascar (very high), India (high), Ecuador (low) and France (very low). First, write the names of the four countries on the board and show pupils where they are on the map. Now split pupils into small groups and ask them to look for each country on the map on page 28. Tell them to use the map to write a sentence about the level of malnutrition in each country. Write a model sentence on the board to help them: … has a … level of malnutrition.

Wrap up• Ask pupils to discuss in pairs what they think the main causes

of malnutrition are in the country with the highest and lowest levels of malnutrition from the previous activity (for example Madagascar and France): The main cause of malnutrition in … is probably …

Let's understand• Write the following words on the board: cultures, meat, food,

people, other. Read out the following sentence and ask pupils to fill in the gaps with these words: … from some … do not eat certain types of …, such as beef or pork. Many … people choose not to eat any … at all. Tell them that they can use the information from page 19 to help them.

Let's get started• Ask the class: Have you heard of obesity and heart disease?

Explain that these are health problems caused by poor nutrition, and that they are caused by having the wrong quantities of certain foods.

Let's understand• Explain to pupils that rich countries and poor countries have

different nutrition problems. Ask: Do you think that heart disease and obesity are the main nutrition problems in poor countries? Explain that in fact these conditions tend to be caused by malnutrition in rich countries. Ask: What is the main cause of malnutrition in poor countries? Tell pupils to answer the question in pairs and write the answer in their notebooks. Suggest that they look at the information on page 28 to help them.

Let's get started• Ask pupils: Do you know of any special diets people follow for

cultural reasons? Ask pupils to share their experiences with the class. Listen to what they know about foods that certain people can’t eat for cultural reasons.

Learning outcomesPupils will be able to:• Understand the problems associated with nutrition around the world.• Understand the relationship between poor nutrition and health.

Learning outcomesPupils will be able to:• Recognise that people have the right to be offered alternative menus.


Materials• World map.

59

Food around the world Dynamics Term 1

Let's practise• Split pupils into small groups. Ask them to look at page 10 and

find the functions of the different nutrients in our body. Ask them to write sentences in their notebooks describing how a lack of a certain nutrient can affect how the body functions. Help by giving them model sentences, such as: If you don’t eat protein, your body can’t grow and repair; If you don’t eat … , your body can’t … Ask pupils to share their sentences with the rest of the class. Use flashcards and word cards 1 (carbohydrates), 3 (fats), 4 (protenis) and 5 (vitamins and minerals).

Wrap up• Ask pupils if they agree with the following statement: In rich

countries, malnutrition could be helped by teaching people how to eat more healthily.

Wrap up• Explain to the class that we must respect other people’s

cultures and how that affects what they can eat and drink. Ask pupils what they think about this. Help by giving them model sentences, such as: We must respect people who… ; I don’t mind if people from other cultures don’t eat …

Let's get started• Remind pupils that malnutrition can cause nutrient deficient

diseases. These diseases can damage the vital organs and the way the body functions. Ask pupils which organs they think could be affected by malnutrition. Listen to their answers. Help by giving them model sentences, such as: Malnutrition can damage the …

Let's understand• Write the following on the board: malnutrition, nutrient deficient

diseases, a diet that is not balanced, don´t get adequate nutrients from their diets. In pairs, ask pupils to write sentences in their notebooks using these phrases. Tell them they can make up their own sentences or find the phrases in the texts on page 29 and copy the sentences.

Let's practise• Ask pupils: What foods do you know of that have to be replaced

in certain diets for cultural reasons? Explain that soy, pulses like chickpeas and tofu are plant-based foods rich in protein. Explain that people who do not eat meat often eat these foods instead. Ask pupils to write two foods rich in protein that could be eaten as part of the following diets. Display flashcard and word card 4 (proteins). Help by writing the following sentences on the board: If someone can’t eat pork, they could eat … and … instead; If someone can’t eat meat, they could eat … and … instead; If someone can't eat beef, they could eat … and … instead.

Learning outcomesPupils will be able to:• Understand that malnutrition can be caused by having too little and too much of

certain foods.


60


Let’s investigate1 Suggested answer:

North America South America Africa Europe Asia

bread, potatoes, vegetables, hamburgers,

fizzy drinks, lots of meat, donuts

maize (corn), beans, meat, fruit, coffee,

potatoes, chocolate

yams, cassava, plantains, fruit

vegetables, not much meat, spices, couscous

meat, fish, bread and other cereals, cheese, paella, olives, cakes

rice, noodles, vegetables, lentils, seafood. not much

meat, spices, tea, curry

61


Action• For step 1, tell pupils they are going to become experts on one

aspect related to healthy eating habits and healthy food. Divide pupils into groups, and ask each one to choose the topics they wish to include in their poster. Suggest topics such as nutrients, labelling, food intolerances, a balanced diet, malnutrition, hygiene, digestion. Ask them to look for information on their chosen topic. Suggest that they use the 'VIsual summary' (pp. 32-33) for ideas on how to organise their information. Ask them to choose a spokesperson to present the information in their poster to the class. Tell them they can use flashcards and word cards 1 (carbohydrates), 3 (fats), 4 (proteins) and 5 (vitamins and minerals), 6 (hygiene), 7 (food pyramid) and 8 (food intolerances) to help present their information.

• For step 2, decorate the walls of the canteen with pupils’ posters. Tell pupils they can show the posters to their friends and tell them about healthy eating.


Wrap Up• In pairs, ask pupils to discuss what they liked about their

classmates’ posters: I liked the poster about … because it was interesting/beautiful/colourful.

As a class, ask pupils what they learnt about healthy eating from each other’s posters. Write their answers on the board.

Let's investigate• Divide the class into groups and assign each group a continent.

Tell them they are going to become experts on the principal food of this continent. Once the groups have finished their research, draw a table on the board like the one in activity 1 and list all of the food products for each country in it.

• Ask pupils to make a map of their continent and decorate it with actual food or pictures. You could use templates to make sure the world map is correctly proportioned.

• Ask all groups to put their maps together to make a world map. Ask each group to tell the class what the principal food product from their continent is. You can help by giving them a model sentence: The principal food from … is …

• I WONDER. Study the foods from each continent as a class. Ask: Do you think you could grow or produce these foods anywhere in the world? Explain that some foods have to been grown/produced in specific conditions, so food that is produced in Africa, for example, might be difficult to produce in Europe. Ask pupils if they can think of a food that is not produced in Spain.

Learning outcomesPupils will be able to:• List the principal food products of each continent.• Research and present information about healthy eating.

Teacher's resources• Flashcards and word cards: 1, 3, 4, 5, 6, 7, 8.

EPS Social Science


Materials• Pulses and cerals (or pictures of

them) for food map.• Glue stick.• Card.

62

Visual summary

Let's practise• Ask pupils to form small groups. Say the name of one of

the subtopics from the visual summary, for example wheat intolerance, expiry dates, packaging or hygiene. In small groups, ask pupils to write a sentence about each subtopic that you name. Tell them to look for information in the previous epigraphs. Write the sentences on the board one by one and correct them together as a class.

• Ask pupils to write the names of the different parts of the digestive system in order in their notebooks, with arrows showing the direction food travels through our bodies.

• Ask pupils what they remember about food intolerances and allergies. Ask them which foods people should avoid if they follow a low-cholesterol diet, a low-calorie diet, a gluten-free diet, or suffer from diabetes.


Wrap up• Ask pupils to form small groups. Ask each group to choose a

dish. Ask them to make a label showing the ingredients, which nutrients it contains and a description of the product. Tell them they can use the information given on page 20 to help them.

Divide the class into small groups and assign each group a food allergy or intolerance. Ask each group to come up with a recipe that they could prepare for someone suffering from this allergy or intolerance.

Let's get started• Ask pupils: What is your favourite food? What nutrients is it rich

in? Is it a fresh or packaged food? Ask them to write their answers in their notebooks and then share them with their partner.

Ask pupils what the most interesting thing they have learnt this term is. Tell them to write their answers in their notebooks. Help by providing model sentences, such as: I enjoyed learning about … ; I learnt a lot about … ; I was very interested in …

Let's understand• Say the name one of the topics from the visual summary:

nutrients, food labels, healthy eating habits, malnutrition, food intolerances, preserving food and the digestive system. Ask pupils to find it on the page and pick an aspect of this topic to tell their classmates about. Suggest that they pick one they feel they know a lot about. Use the flashcards and word cards to prompt them if needed.

Ask pupils if they go shopping with their family. Ask them to write about their experience in their notebooks. Help by giving them model sentences, such as: In my family we go shopping after school/at the weekend/in the morning; We usually buy … ; I help my … to carry the shopping bags.

63

Review All about food Term 1

8 From top to bottom: mouth, pharynx, oesophagus, stomach, liver, small intestine, large intestine.

9 Suggested answer: A bolus is a soft ball of food mixed with saliva. It forms in the mouth. Our teeth crush the food, then our tongue pushes it into a soft ball and mixes it with saliva.

10 Suggested answer: The condition of our teeth is important. We need them to break our food into small pieces. Brushing our teeth keeps them strong and healthy so we can eat properly.

11 Suggested answer: The path of the milk should be in order through the digestive tract:

mouth, pharynx, oesophagus, stomach, small intestine, large intestine.

Chocolate would take the same path (though children might add action of teeth and tongue).

12 a) This food contains carbohydrates, proteins, vitamins and minerals.

b) Fat is missing. c) It has carbohydrates for energy, vitamins and minerals to

protect our body and prevent illnesses and proteins for growth and repair.

13 Suggested answers: Dinner is the most important meal: Not right. Breakfast is

because we need energy to keep us going until lunch time. We shouldn’t eat snacks between means: Not right: We need to

have snacks but they need to be healthy snacks. I only eat what I like. That’s why I am so strong: Not right. We

need to eat a balanced diet with all types of nutrients.

Answer key1 a) carbohydrates

b) proteins c) fats d) vitamins and minerals2 We must eat food at the top of the food pyramid in small

quantities and only occasionally. We must eat food at the bottom of the food pyramid every day. We can eat food in the middle of the pyramid several times a week.

3 a) Cornflakes (c) are good because they have a lot of carbohydrates for energy.

b) Fruit (a) is good because it has a lot of vitamins and minerals. c) Milk (b) is good because it has a lot of protein for growth.4 The salami.

WORKSHOP: Step 1: He does not have too much sugar or fat. He has foods

with proteins, vitamins and minerals. All of the food on his menu is healthy.

Step 2. The chips aren’t very healthy because that have a lot of fat. The cake isn’t very healthy because it contains a lot of sugar.

5 a) Food contains nutrients b) Carbohydrates and fat give us energy. c) We must eat 5 times a day. d) A balanced diet means eating all types of nutrients.6 Suggested answer: Don’t eat between meals; don’t skip meals,

especially breakfast; don’t eat too much.7 Suggested answer: I should buy tinned food, dehydrated food

or food with additives that does not need cold storage.

64

Making the change Term 1

65

Making the change Term 1

Learning outcomesPupils will be able to:• Understand the benefits of a balanced diet.• Become healthy eaters.

EPS Social Science


Action• For step 1, ask pupils to decide on a date for 'Healthy Week'.

Suggest that they talk to the school canteen staff to make sure they pick a date when they will be able to prepare the menus they have chosen.

• For step 2, explain that the model invitation is just a guide and that pupils can add other details they think should be included. Make a list of the information they suggest including on the board and prepare the invitation as a class. Ask pupils to put the dates they have chosen on the invitation.

• For step 3, divide pupils into three groups and ask each group to check one of the points on the checklist to make sure everything is ready.


Wrap up• Ask pupils what they are most looking forward to about 'Healthy

Week'. In pairs, ask pupils to write a sentence about what they are most looking forward to. If necessary, offer examples: We are looking forward to the food; We are looking forward to teaching our friends about healthy eating; We are excited about seeing all of the posters.

You could extend the activity above by preparing a class poster with all of the pupils’ sentences to use as an advert for 'Healthy Week'.

Big question• Ask pupils to work in teams collecting the information they have

about the ‘I wonder’ questions. You can help them by suggesting how they might approach each question.

− Do my grandma and I need the same nutrients? Ask pupils to think about the functions of the different nutrients and the different needs people have according to their age.

− How long can you keep an ice cream in the freezer? Ask pupils to think about how the expiry date of a fresh product differs from the expiry date of a frozen product, and the difference between an expiry date and a best-before date.

− Why are people´s diets different around the world? Ask pupils which foods they remember from other parts of the world, and why the same foods can’t be produced everywhere.Ask each group to appoint one spokesperson for each topic to present their information to the class.

• Consider different ways the pupils could present their information to the class, such as through a video or podcast, as suggested in the book, or by making a poster or Power Point presentation. Ask pupils to come up with their own ideas on how to present their information. If pupils decide to present their information through a video or Power Point, remind them that the body language they use to convey the information is important.

• ONE STEP FOWARD. Remind pupils that when they look for information, they should do so under the supervision of an adult. Ask them to look for organisations that set up food banks and soup kitchens. For example, 'Acción contra el hambre'. Explain that volunteers are crucial to its success. Ask pupils what they think about volunteer work.

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