Page 47 - vectormsint_catalogue

Primary

Explore 1 Explore

Unit 1 1.3 How can you have a healthy
EXPLORE 1.3 A healthy meal diet?
Learning Objectives
The reason for doing this activity: HEALTHY EATING PYRAMID • Plan a healthy meal with the right type and
To plan a healthy meal with the amounts of foods and water.
right types and amounts of foods Milk, Yoghurt, Oils, Spreads Scientific Enquiry Skills
and water. Cheese
Meat, Science for All 1, Student’s Book Science for All 1, Student’s Book Science for All 1, Student’s Book Science for All 1, Student’s Book • Make suggestions and follow instructions. Science for All 1, Teacher’s Book Science for All 1, Teacher’s Book
What you will need: Bread, Rice, Fish, Eggs, Materials and Resources
Beans
Cereal,
coloured pencils (or crayons) Potatoes,
Spaghetti > WS Explore
What you have to do: > coloured pencils (or crayons)
1. Work in pairs. Fruit Instructions
2. Make a plan of a healthy meal.
3. Draw food from each food group • Draw Ss’ attention to the Explore section.
• Divide Ss into pairs.
and how much of each to eat. Vegetables • Provide Ss with the WS Explore.
4. Tell the class about your meal. • Explain to Ss that they have to make a plan of a
healthy meal, by drawing food from each food group
and how much of each to eat.
EXPLORE 1.4 Exploring our senses • Read aloud the steps of the Explore section.
• Explain to Ss that they have to follow the steps and
draw their healthy meal.
The reason for doing this activity: Do not put the • Draw Ss’ attention to the scientific words that are used
in this section.
To identify different objects by materials in • Have Ss turn to the Useful scientific vocabulary and
using our senses. your mouth. read the definitions of the scientific words underlined
in this activity.
What you will need: 4. Give your box • Give Ss some time to do the activity and then tell the
six boxes with different objects to the group class about their meal.
Ss are expected to draw a meal that has at least
inside next to you one type of food from each food group.
What you have to do: and take their
1. Work in groups. box to do the same. Repeat
2. Try to find out what is inside with all the boxes.
your box, using your senses. 5. Open all the boxes and see
3. First use the senses of smell, what is inside.
hearing, and touch. 6. Compare what you saw with what
you thought was inside each box. 88
84
1.3 How can you have a healthy diet? 1.3 How can you have a healthy diet? Unit 1
• Allow Ss some time to think about their answers.
• Encourage Ss to express their opinions, and initiate a short
discussion in class.
• Focus Ss’ attention on picture D.
• Explain to Ss that in picture D we can see a circle divided into
parts with different food in it and that each part of the circle
represents a different food group.
• Point out to Ss that this circle shows how much of each food
group they should eat, in a day or even a week in order to
have a healthy diet.
• Provide Ss with examples of healthy meals. Tell Ss that a
healthy meal can be spaghetti with beef and a fresh salad
with lettuce and peppers for the main course. For dessert,
some apple pie and yoghurt. Water should be drunk. Science for All 1, Teacher’s Book
• Be aware that at this point in the lesson there is an
opportunity for you to recognise and then reconstruct the
common student preconception that a healthy diet is only a
slimming diet.
• Read the second paragraph of the Think and learn section
aloud.
• Ask Ss to name some food from each food group (Accept all
reasonable answers. Suggested answers: Food group (bread,
rice, cereal, potatoes, spaghetti): bread, rice, cereals, potatoes,
spaghetti. Food group (fruit and vegetables): bananas, apples,
peppers, lettuce, tomatoes, grapes, onions, mushrooms,
LESSON PLAN carrots. Food group (milk, cheese, yoghurt): milk, different EXPLORE • Ask Ss questions such as What do you think diet means? (It
types of cheese, yoghurt. Food group (oils and spreads):
Think and learn butter, olive oil. Food group (meat, fish, eggs, beans): chicken, is all the food and drinks that people have.), How can you
have a healthy diet? (To have a healthy diet you have to
• Draw Ss’ attention to the Think and learn section. steak, salmon, different types of fish, eggs, beans.). Activities eat food from each food group and in the right amount and
• Point out to Ss that to be healthy, you need to eat different • You can also ask Ss Do you think that only overweight people drink lots of water.).
kinds of food and drink lots of water. need a diet? (No everybody needs a healthy diet.), What do 1. Ss are expected to tick picture B. • Have Ss turn to the Glossary and read the definitions and/or
• Focus Ss’ attention on pictures A-C. you think will happen if you don’t eat healthy meals? (I will 2. Bread, Meat, the examples of the keywords of the lesson to check their
Milk,
rice,
• Explain to Ss that in picture A we can see a girl having a meal put on weight and have health problems.). cereal, Fruit and cheese Oils and fish, answers.
with one piece of meat, c hips and salad, in picture B we can • Allow Ss some time to think about their answers. potatoes vegetables and spreads eggs
and
and
see a boy eating a burger with a plate with chicken nuggets • Encourage Ss to express their opinions, and initiate a short spaghetti yoghurt beans Overview
and a bowl of chips in front of him, and in picture C we can discussion in class. 4
see a plate with very little food on it. • Draw Ss’ attention to the Overview section.
• Read the first paragraph of the Think and learn section Science around you! 4
aloud. 4 • Read aloud the points at the end of the lesson.
• Ask Ss to compare the food the girl and the boy in the • Draw Ss’ attention to the Science around you section. • Encourage Ss to express their opinions, and initiate a
short discussion in class about what they have learnt
pictures are having (The girl is eating only one piece of • Explain to Ss that there are some kinds of food, like 4
meat, while the boy is eating a lot of meat; The girl is crisps, cakes, fizzy drinks and chocolate, that you don’t 4 in this lesson using as many keywords of the lesson as
eating a few chips, while the boy is eating a whole bowl need to eat for a healthy diet. possible.
of chips; The girl is eating salad while the boy is not;) and 4
Which meal is healthy? (Accept all reasonable answers. • Point out to Ss that these kinds of food have too much Assessment
Suggested answers: The girl’s meal is healthy because fat, salt and sugar. • Ask Ss to make a plan of a healthy dinner.
she is eating one piece of meat, with some chips and • Explain to Ss that this doesn’t mean you can’t eat crisps, Keywords • Assess Ss’ meals by making sure they have
salad, while the boy is eating a chicken burger, a lot of cakes and chocolate at all, but only now and then. included food from all parts of the healthy plate
chicken and a lot of chips and no salad.). • Read the Science around you section aloud. • Draw Ss’ attention to the box with the keywords of the and in the right amounts.
• You can also ask Ss Why do you think that the meal in • Be aware that Ss at this level will not need to recall this lesson and read them aloud.
picture C is not healthy? (Accept all reasonable answers. scientific information, as it is not part of the curriculum. It
Suggested answers: The meal in picture C is not healthy is only given to expand Ss’ knowledge.
24 because there is too little food.). 25
45
Vector-Catalogue-2026_Science.indd 45 4/2/2026 9:55:53 πµ
Vector-Catalogue-2026_Science.indd 45
4/2/2026 9:55:53 πµ