DICATIC UNIT: THE DIGESTIVE SYSTEM

SESSION 1
OBJECTIVES
Understand the difference between
healthy and unhealthy food as well
as importance of having a balanced
diet.

W-UP

4 SESSIONS
SESSION 2

VOCABULARY

OBJECTIVES
VOCABULARY
Recognize that different foods have Tissues
Calcium
different types of nutrients.
Carbohydrates
Fats
Energy
Overweight
Understand that all nutrients are Minerals
Proteins
important in order to have a healthy Pulses
Vitamins
diet.
Grow
BRAINSTORMING: The teacher asks the students about the pictures W-UP The teacher plays a song about the different nutrients our body
in a poster. ELICITING ACTIVITY: What do you see in the picture?
needs in order to have the attention of the students.
Snack
Fizzy drinks
Healthy
Unhealthy

PRE

LOCKSTEP: The teacher traces two circles on the blackboard: PRE

HEALTHY/UNHEALTHY. Then he/she sticks different flashcards on
the blackboard about different food. The students, in turns, classify
the flashcards.

LOCKSTEP: The teacher traces a food guide pyramid in the white

board. Then he sticks different word-cards that contain the names
of the different kinds of nutrients and the students debate which
nutrients could be related with which step of the pyramid.

WHILE

IN PAIRS: The students design a table and classify the food they eat WHILE
along the weekend into HEALTHY/UNHEALTHY.

GROUPS: The teacher plays a video about the different food that
provides us with the different nutrients. The students, on a
photocopy given by the teacher draw/write in each step the food
mentioned in the video.

POST

INDIVIDUALLY: Following a model given by the teacher, the student POST

draws a picture about what she/he eats during a day and write the
food we should/shouldnt eat.

GROUPS: (CLIL:ARTS&CRAFTS) The students cut different pieces of

food magazines out. Then, they design and create their own Food
Guide Pyramid and label it. Then, all the pyramids are presented to
the class and stuck on the class walls.

SESSION 3
OBJECTIVES
Understand the importance of
having a healthy, balanced diet.

VOCABULARY
Brown bread
Diet
Essential
Products
Poultry
Quantity
Servings

SESSION 4
OBJECTIVES
Identify the main characteristics of
the digestive system and the
excretory system as well as explain
the main functions.

VOCABULARY
Anus
Bladder
Digestive System
Excess
Excretory system
Gastric juices
Wide
Kidneys
Large intestine
Oesophagus
Saliva
Small intestine Stomach
Ureters
Urethra
Urine
Waste

W-UP

TPR ACTIVITY: The teacher mentions different types of food and

the students do a disgusting gesture if it a unhealthy and a positive
gesture if the food is healthy.

W-UP

ELECITING ACTIVITY: The teacher presents a poster of a body and

asks the students to locate where the digestive system is.
The teacher asks the students if they know the name of any part of
the digestive system and how it works.

PRE

GROUP: Some graphs from a survey are presented. The survey is

about the diet people follow. The students in groups debate about
the interpretation of this graphs and what this results mean.

PRE

WHILE

INDIVIDUALLY: The students walk around the class asking their

partners about the snacks they bring to school in order to collect
data.

WHILE

POST

(CLIL-MATHS)INDIVIDUALLY: The students interpret the data and

create a graph about

POST

LOCKSTEP: The teacher projects an image about the digestive

system. The students are coming out and touching the different
parts following the logical order. Everytime a part is touched it
lights and a description of it is given.
INDIVIDUALLY: In a photocopy given by the teacher with the
digestive system drawn, the students label the different organs in
the digestive system. Then they fill key words needed to complete
the explanation of the digestion process.
PAIRS: The students explain the digestive process to their pairs.
Then, the pair write together the digestive process in their tablets.