Context ESL Scope and Scales Food and Working within

NAPNew Arrivals Program Teaching, Learning and Assessment Programs �Food and Nutrition Developing an Argument

Food and NutritionDeveloping an Argument

Timeline5-7 weeks, 7 lessons per week.

This program can follow the Social Development program.

Learning AreasEnglishTexts and contexts (Everyday texts, School) (Outcomes 2.4, 3.4), Language (Outcomes 2.7, 2.8, 3.7, 3.8), Strategies (Outcomes 2.11, 2.12, 3.11, 3.12)

Health and Physical EducationHealth of individuals and communities (Outcome 1.8)

Essential LearningsInterdependenceStudents act cooperatively to achieve agreed outcomes.

ThinkingStudents use a wide range of thinking modes and develop capabilities to critically evaluate food available to them.

CommunicationStudents make effective use of language, mathematical and information and communication technology tools to communicate in a range of modes to achieve identified outcomes.

FuturesStudents build scenarios of preferred futures and a sense of optimism about their ability to actively contribute to shaping their preferred future.

EquityMulticultural perspectiveThe diversity of food bought, cooked and eaten by families of different cultural backgrounds is valued.

ContextIt is important that new arrivals are able to make informed choices about healthy food choices and understand the link to future well being.

ESL Scope and ScalesWorking within Scales 6-9

BandPrimary and Middle Years

Year LevelsYears 4–6 New Arrivals Program

Evidence• Understandings

of healthy choices through written argument on “Healthy Food” (I’m the best snack).

• Understandings of positive choices through cumulative activities inegrating understandings of both healthy food choices and social wellbeing.


Building the Field

Modelling/Deconstructing

Independent Construction

Joint C

onstructio

n

• Brainstorm, discuss and survey food habits.

• Examine and teach the structure and language of an argument.

• Produce oral arguments.• Language activities.

• Students independently plan, draft, redraft argument “Why should we eat …”

• Make collages of healthy lunch.• Jointly construct argument “… is a

healthy lunch” or “… is good for you.”

Continue building the fiel

d

Teaching and Learning CycleFood and Nutrition – Developing an Argument

• Find out what students know about what’s in food.

• Match name and nutrients and definitions.• Group/classify food items.• Discuss junk food and balanced diet and effects on body.• Compare food intake with balanced diet.• Compare messages on food packaging with nutritional value.• Develop poster/Little Book to reveal

good food choices.


Overview of language taught in the teaching, learning and assessing program

A summary of the language mostly pertaining to an argument as taught in the following teaching, learning and assessing program.The metalanguage that students may need in order to discuss the above language features is bolded.

Text in context LanguageGenre Field Tenor Mode

• Understand question / answer format of a survey.

• Learn about definitions. • Explore purpose, intended

audience, structure and language features of an argument.

• Argument structure:- introduction - argument �, 2- conclusion.

• Language to organise an argument: - conjunctions.

• Language to build cohesion:- conjunctions between

sentences- pronouns - word sets - words that go together.

• Language to expand information: - linking and binding

conjunctions.

• Everyday and technical vocabulary:- nouns - nominalisations.

• Noun groups with: - numbers / quantities- describers (colour, size,

shape, taste, type).• Countable and non-

countable nouns. • Verbs:

- action (doing)- mental - relational - sensing.

• Words expressing time. • Circumstances and clauses:

- time.• Comparatives.

• Speech functions: - questions (wh, yes/no)- statements.

• Modality:- possibility- obligation- frequency- inclination.

• Interpersonal meaning:- feelings, attitudes.

• Subjectivity / objectivity. • Verbal elements:

- pronunciation- intonation- eye contact- stance.

• Primary tense:- present- future.

• Subject–verb agreement.• Foregrounding:

- non human – topic words- condition/cause.

• Coherence: - link between introduction,

body, conclusion - topic sentences.

• Visual literacy:- interpret survey form- link between picture, colour,

text- use of images- layout.


Building the FieldIn Building the Field, the main objective is to connect with the prior knowledge of the students, develop understandings and the everyday and technical language related to food and nutrition.

Activities

The activities on the left column will provide particular development in these areas

Supplementary and extension activities. Comments are in italicsGenre Field Tenor Mode

Food habits• Brainstorm and discuss:

- types of food eaten by students and their families

- foods specific to their cultures- buying food- preparing food.

• Survey eating and shopping habits:- review what to do with a survey- students answer questions for self and

friend.

• Structure of survey:- question/

answer format.

• Everyday vocabulary:- types of food- names.

• Words expressing time (eg morning, afternoon, evening).

• Words connected with hygiene (eg washing, soap, detergent, wipe, refrigerate, cover, store, freeze, tie).

• Modality:- frequency

(eg always, sometimes, daily, once a week, rarely, seldom, often, never).

• Verbal elements:- pronunciation- fluency.

• Speech functions:- recognise wh..

and yes/no (do/does) questions

- respond with statements or short answers.

• Visual literacy:- interpret survey

form.

Supplementary activities:• Match food pictures with names.• List main food items on poster.• Display and add to list during

program.


Food Habits SurveyQuestions You Your friend

What is your favourite food?

What food do you like least?

When and how often do you and your family eat together?

Where do you eat your meals?• in the kitchen• in the bedroom• in the living room• in another room

Which is your favourite meal of the day?

What do you do with left over food?

At what time of the day are you most hungry?

At what time of the day do you eat the most?

Does your family buy most of the food at:• the Market (Central market, Fish market, Brickworks)• the Supermarket (Coles, Woolworths, Foodland)?• other shops (International Deli, specialty shops)?

Who buys or chooses the food you eat?

Who cooks most of the food you eat?

Do you help to choose what you eat?

What does your family do to make sure the food you eat is clean and safe?


Activities



Food choices• Provide a selection of different foods,

including healthy and unhealthy foods.• Each student selects at least three food

items that appeal to them the most. In pairs, they discuss their choices and reasons why they have chosen certain items.

Function of food. What’s in food?• On a chart record answers to KWL

questions about what’s in food and what’s the function of food.

• Revise information on the chart as unit develops.

• Discuss different forms of nutrients found in food, relying on prior knowledge.

• Through a simple listening activity, students match name and definition of nutrients and their work in ‘What’s in Food’.

• Modality:- inclination/

personal preferences (eg like, prefer, favourite, hate, fond of).

• Interpersonal meanings (eg yukky, delicious, yummy, tasty).

KWL is a series of enquiry questions:K = knowW = would like to knowL = learnt.

What’s in Food?Nutrients Goodness in food which the body can use.Energy The power we get from food which makes us able to work, grow and keeps us warm.Fat A part of food which gives us energy.Fibre A part of food which helps the body to get rid of waste.

Carbohydrates A part of food which keeps us warm and gives us energy.Protein A part of food which we need to grow and repair our body.Vitamins A part of food which help the body to grow and stay well.Minerals Natural substances, such as calcium and iron, that help the body to stay healthy.


Activities



Classifying food• In groups of 4, cut out at least 15 food

items from magazines. • Think of different criteria then sort items

into groups (eg group according to size, colour, taste, breakfast food, favourite, fruit and vegetables).

• Introduce definitions of ‘go’ ‘glow’ and ‘grow’ foods and put pictures into these categories.

• View the video ‘Food and Me’. Discuss the food groups introduced in the video.

• Complete ‘Food and Me’ listening comprehension worksheet.

• In groups orally do a 3-2-1 reflection activity. Report to whole class.

• Describers relating to physical features of food:- colour (eg

green)- size (eg small)- shapes (eg

round)- taste (eg sweet)- type (eg

healthy).• Classifiers:

- go/glo/grow foods

- meat/milk/sugar products.

• Technical vocabulary (eg products).

• Modality:- obligation (eg

should, need to, have to).

• Speech functions:- statements.

Before getting acquainted with the 5 food groups, children can develop their own criteria. This helps to connect prior knowledge with new information.

Definitions: ‘Go’ food – Bread and Cereals. Foods that give us energy to run, play and think.

‘Glow’ food – Fruit and Vegetables. Foods that help us look healthy, help our hair to shine and our skin to look smooth.

‘Grow’ food – Meat and meat alternatives and dairy products. Foods that helps us to grow tall and have strong bones and teeth.

3-2-1: 3 recalls 2 insights 1 question.


Listening Comprehension – Food and Me1. Fill in the sentences with missing words:

Taking care of yourself and having a ................. life are very important.With healthy food, exercise and rest you can stop yourself from getting ...................Food gives you ................. and helps you grow ................. and healthy. We have to make sure that we have enough of the ____ food. To do that we should eat a lot of ................. kinds of food. There are 5 main ................. of food.different strong healthy sick energy right groups

2. Are these sentences true or false?a. People do not need to eat much fat and oil. TRUE/FALSE

b. Milk products are good for building strong bones and teeth. TRUE/FALSE

c. We should eat a lot of cream. TRUE/FALSE

d. People should eat a lot of fruit and vegetables. TRUE/FALSE

e. We do not need a lot of water. TRUE/FALSE

f. We should eat chocolate only on special occasions. TRUE/FALSE

3. Draw the food items Joe has eaten during one day under the food group they belong to.

NAPNew Arrivals Program Teaching, Learning and Assessment Programs �0Food and Nutrition Developing an Argument

Activities



Five food groups• Draw a pie graph on a poster or

whiteboard.• Place the names of the 5 food groups on

the pie graph.• Re-sort the foods from the ‘Classifying

Food’ activity into the 5 food groups. • Put the food items given in the

appropriate section on the pie graph. • Discuss and add names of food to the

pie graph as the topic develops.

Food nutrients• Read report on food nutrients.• Complete table on food nutrients.• Identify language features.

• Technical vocabulary:- 5 food groups:

1. Fruit and vegetables2. Bread and cereals3. Fish, meat and meat alternatives4. Diary products5. Fats, oils and sweets.

• Technical vocabulary:- nutrients (eg

proteins, minerals, vitamins).

• Verbs:- relational (eg

are, is, have).

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• Modality:- possibility

(could, might, maybe).

• Primary tense:- present (eg

needs, are, help).

• Passive voice (eg are found, can be found).

Supplementary activities:• Revise types of verbs (eg action,

mental, saying, relational).• Revise/develop understanding of

passive voice.

NAPNew Arrivals Program Teaching, Learning and Assessment Programs ��Food and Nutrition Developing an Argument

Food NutrientsNutrients are found in food. Some types of foods have more nutrients than others. Our body needs nutrients to work well. There are 6 different types of food nutrients. These are called proteins, carbohydrates, minerals, vitamins, fats and water.

Protein is found in many foods. Foods that have got a lot of protein are meat, fish, eggs, poultry, cheese, milk, bread and grain products. Protein helps our body to grow.

Fibre, starch and sugar are 3 main types of carbohydrates. Fibre is found in fruit, grains, nuts and vegetables. Starch is found in cereals. Sugar is found in many foods like fruit. Carbohydrates give us energy.

Important minerals are calcium and iron. Calcium is found in milk and milk products. They help our bones to grow and stay strong. Iron is found in red meat and eggs. We need iron to think well and stay strong.

Vitamins help our body to work properly and prevent us from getting sick. They are found in fruits and vegetables, butter, cereals, nuts and seeds.

Fats are found in foods such as butter, margarine, oils and cream. They give us a lot of energy but it’s not healthy for us to eat a lot of fat.

Every part of our body needs water to work well therefore we should drink a lot of water. Some water can also be found in foods.

Food Nutrients

Name of nutrient Where can you find it? What does it do for our body?

Protein

Carbohydrates

Minerals

Vitamins

Fats

Water

NAPNew Arrivals Program Teaching, Learning and Assessment Programs �2Food and Nutrition Developing an Argument

We need energy• To keep us warm• To build new blood cells and

replace old ones• To keep our internal organs

working and keep blood and nerves pulsating

• To think• To move and exercise• To breathe

Activities



Energy• Brainstorm why we need energy:

- what we know- what we would like to know.

• Match pictures and labels of why we need energy.

• Technical vocabulary:- nouns (eg

cells, breathing, exercise, internal organs, blood, nerves, circulation, fuel).


Activities



Junk food• Divide class into 3 groups. • Each group discusses an aspect of PMI

on junk food. • Record and share findings with the whole

class.• Make a class definition of junk food. • List reasons why we eat junk food.• List places to purchase junk food.

Balanced diet• Interpret the recommended amount of

daily food servings from the National Heart Foundation.

• Discuss what we should eat most often, in moderation and least often. Why?

Weekly food intake• Children keep a personal record of their

weekly food intake. • Construct a graph in Excel using the

information recorded.• Analyse and compare with the

recommended daily intake.

• Structure definition (Junk food is …).

• Conjunctions:- binding (eg

because).

• Nouns:- names junk

food (eg pies, pasties, chips)

- international food (eg tacos, kebabs, yiros)

- places (eg McDonalds, KFC, Pizza Hut).

• Describers:- junk food (eg

takeaway, convenience, popular, fast, cheap, time saving).

• Verbs:- relational (eg

is).• Countable (eg

lollies) and uncountable nouns (eg bread).

• Comparatives (eg more, less).

• Modality- inclination: (eg

like, prefer, favourite, hate, fond of).


• Modality: - obligation (eg

should, need to, must, shouldn’t, don’t need to)

- frequency (everyday, more/less often).

• Subject verb agreement (eg Bread is, Lollies are).

P = Plus, M = Minus, I = Interesting.

When analysing the data children should use their knowledge of modality and quantity words (eg I need to eat more fruit and vegetables. I should eat less lollies).


Vegetables 12%

Bread12%

Fruit12%Milk12%

Cheese13%

Meat 13%

Eggs, beans 13%

Sweets 13%

Rice 0%

Chips 0%

Foods I EatFood I Eat

Foods Mon Tues Wed Thurs Fri

Rice 0 0 0 0 1

Bread 1 2 2 2 0

Vegetables 1 1 0 0 0

Fruit 1 2 1 1 1

Milk 1 1 1 1 1

Cheese 1 1 1 1 1

Meat 1 1 1 0 0

Eggs, Beans 1 0 0 0 0

Sweets 1 1 1 1 1

Chips 0 0 0 0 0


Activities



Effects on the body• Divide a page in half.• On each side cut and paste a photo

of yourself- one with a happy, healthy image, the other with an unhappy, unhealthy image.

• Around the unhappy image cut and paste unhealthy food and pictures of an unhealthy person in different situations (eg school—falling asleep, not able to concentrate, not enough energy to run).

• Around the happy image cut and paste healthy food and pictures of a healthy person in different situations (eg school—alert and active).

• Comparatives (eg bigger, stronger, faster, slower, more energetic, creative, better thinker, quicker).

Food PackagingPackage �...........................

Package 2...........................

Package �...........................

WordsWritingLogosPackage insertsLarge printBright coloursPicturesFamous peopleCartoon charactersPrize offersNutrition informationOther information


Activities



Food packaging• From food packages, identify and record:

- product- target audience - advertising techniques - nutritional information.

Cereal tasting• Provide a selection of at least 4 different

cereals for tasting. • After the taste tests, as a class survey

and rank the cereals from the most to least favourite.

• Examine the nutritional value of each cereal and record the information on a worksheet.

• Compare the results of most and least favourite survey with the nutritional values. Discuss whether the class’ most favourite cereal is also the most nutritious.

• Technical vocabulary:- advertising

techniques (eg slogans, logos, angles, packaging, inserts, gimmicks, prizes, offers)

- advertising terms (eg targeted audience, motives, selective information)

- food terms (eg nutritional content)

- visual literacy terms (eg visual, image, graphics, text, layout, colour).

• Relationship between advertising techniques and target audience.

• Modality:- inclination (eg

like, prefer, favourite, hate, fond of).


• Visual literacy:- relationship

between picture, colour and text.

The aim is to make children realise that the most appealing or tasteful product may not be the most nutritious and that slogans may contradict nutritional content.

Extension activity:• View and discuss video on food

packaging ‘Sooper Goop’. Video source: SA Video and Film Collection.


Activities



Food detectives• In groups of 4, analyse and compare

lunches. • Use survey form to rate lunches

according to nutritional value.• Explore what has been learnt through

questions such as: - How does it connect with something

you already know?- How might you use it in the future?

Poster• As a class choose one type of food (eg a

fruit).• Jointly list key words/reasons to state

why it is healthy or good for the body (eg rich source of vitamins, high in fibre, fat free, tasty).

• Discuss advertising techniques in model poster.

• Use model to design own poster.

• Build cohesion:- words that go

together.

• Comparatives (eg more fat, less sugar, high in, low in).

• Verbs: - mental (eg

think).

• Technical vocabulary:- relational verb

(eg contains)- noun groups

(eg full of …, free of …, a great source of …, a natural source of …).

- describers (eg nutritious)

- nominalisation (eg goodness)

names of food (eg kebabs, soup, vegetarian sandwich, pasta with vegetable sauce, casserole).

• Modality: - possibility (eg I

think…, maybe I could …).

Poster


Rate your own lunch Your lunch Person #2

Glow Foods – Does your lunch have anyFruits?Vegetables?Go Foods – Does your lunch have anyBread?Pasta?Rice?Cereal?Grow Foods – Does your lunch have anyMeat?Eggs?Beans/LentilsFish?Nuts?Yoghurt?Cheese?Milk?Fats and Oils – Does your lunch have anyLollies?Ice blocks?Chips?Chocolates?Other sweets?

Points Scored

To Score1. Give yourself 2 points

for each item that you have from the Glow, Go and Grow food groups.

2. Give yourself � point for each item that you have from Dairy products.

3. Take away � point for each item you have from the Fats and Oils food group.


Activities



Healthy alternatives• As a class list all possible food items

children normally bring for recess and lunch. Highlight unhealthy items and brainstorm healthier alternatives (eg instead of eating ice blocks have a tub of yoghurt, drink water instead of soft drinks).

• Make a Little Book with an unhealthy food choice then a healthier alternative. For example:- title: Healthy Alternatives- page 1: Instead of lollies- page 2: I can have strawberries- page 3: Reflections on what has been

learnt about food using 3-2-1:3 things I have learnt2 things I found interesting or surprising1 question.

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NAPNew Arrivals Program Teaching, Learning and Assessment Programs 20Food and Nutrition Developing an Argument

Modelling/Text DeconstructionIn Modelling/Deconstruction, the main objective is to develop students’ understandings of the purpose, structure and language features of an argument.

Activities



Deconstruction of argument• Identify structure, language features of a

simple argument (exposition).

Oral argument• Review aspects about food (eg

appearance, taste, nutritional value, energy source).

• In pairs, choose two different foods you would eat for a snack (eg ice-cream vs apple).

• Using sentence starters such as ‘I believe’, ‘As well as this…’ construct arguments to convince your partner why s/he should eat your choice of food.

• Present your argument to the class. As a class decide which argument was more convincing.

Language activities• Follow-up with a range of language

activities as required.

• Argument structure:- introduction- argument 1,2 …- conclusion.

• Language to organise text:- rhetorical

conjunctions (eg Firstly, Secondly, Thirdly, In conclusion).

• Conjunctions to link sentences (eg Also, Therefore).

• Conjunctions to expand clauses:- binding (eg

because, therefore).

• Verbs:- mental (eg I

think, believe) - relational (eg is,

has)- sensing (eg

tastes).• Comparatives (eg

less, more than, better).

• Technical vocabulary (eg protein, energy, mineral).

• Noun groups:- with quantities

(eg a can of coke, a piece of fish).

- with describers, classifiers (eg fresh juicy Italian tomatoes).

• Subjectivity (eg I believe).

• Objectivity (eg It’s high in …).

• Interpersonal meanings:- attitude (eg

delicious, refreshing, yummy, the best).


must, have to)- possibility (eg

will, I am sure).• Verbal elements:


• Coherence:- topic sentence

linking introduction and conclusion.

• Tenses:- simple present

and future.• Foregrounding:

- non-human elements (eg Ice-cream tastes …, Apples belong to ... , The high sugar level of … is…).

NAPNew Arrivals Program Teaching, Learning and Assessment Programs 2�Food and Nutrition Developing an Argument

Activities



Healthy lunch• In groups, make a collage of a healthy

lunch using illustrations and pictures.

Joint construction• Use a range of collages to plan and

jointly construct expositions ‘… is a healthy lunch’ or ‘ … is good for you’. Justify choices according to nutritional value.

• Argument structure:- introduction- argument 1,2 …- conclusion.

• Language to organise text:- rhetorical

conjunctions (eg Firstly, Secondly, Thirdly, In conclusion).

• Conjunctions to link sentences (eg Also, Therefore).

• Conjunctions to expand clauses:- binding (eg

because, therefore).

• Verbs:- mental (eg I

think, believe) - relational (eg is,

has)- sensing (eg

tastes).• Comparatives (eg

less, more than, better).

• Technical vocabulary (eg protein, energy, mineral).

• Noun groups:- with quantities

(eg a can of coke, a piece of fish).

- with describers, classifiers (eg fresh juicy Italian tomatoes).

• Subjectivity (eg I believe).

• Objectivity (eg It’s high in …).

• Interpersonal meanings:

- attitude (eg delicious, refreshing, yummy, the best).


must, have to)- possibility (eg

will, I am sure).• Verbal elements:


• Coherence:- topic sentence

linking introduction and conclusion.

• Tenses:- simple present

and future.• Foregrounding:

- non-human elements (eg Ice-cream tastes …, Apples belong to ... , The high sugar level of … is).

Alternatively, the poster on food can be used to jointly construct an exposition.

During joint construction, the teacher supports students to use what they have learnt about food and arguments.

Joint ConstructionIn Joint Construction, the teacher and students construct a written argument together. Through this process, the teacher scaffolds the students’ choices and at the same time moves them towards independent construction.

NAPNew Arrivals Program Teaching, Learning and Assessment Programs 22Food and Nutrition Developing an Argument

Activities



Food choices• Given the same selection of foods as

earlier in the program (see Food choices in Building Field section), each child identifies 3 preferred food items.

• In small groups, compare with their initial choice, discuss new choices and state reasons why.

• KNN reflection: One thing I knew One things that’s new One thing I don’t know

Set task• Set topic: Why should we eat…?

Independent construction• Individually students:

- select food- plan argument- draft argument- word process the text- use feedback to redraft text.

Independent ConstructionIn Independent Construction, students independently construct an argument as the summative task for this topic for this teaching, learning and assessing program.

EXPOSITIONWhy should we eat vegetable salad?

I think we should eat vegetable salad very often because it’s good and healthy for our body.

Firstly, it’s high in vitamins therefore it helps our skin to glow. Also, it’s high in fibre, therefore it keeps our body regular.

Secondly, it’s healthy and natural so it keeps us from getting sick.

Thirdly it’s delicious, nice, yummy and colourful. Also, it has different tastes and textures.

In conclusion, I believe vegetable salad is high in vitamins, high in fibre, and that’s why it is healthy for our body.


Activities



Responsibilities• Discuss and briefly brainstorm teachers

and parents’ responsibilities.• Discuss and list children’s responsibilities

regarding their health, families and friends.

• As a class select one of the responsibilities of students. Identify a problem that might be encountered in fulfilling this responsibility, find a solution by working through the decision making process. For example:- Responsibility: stay healthy.- Barriers: being lazy, eating junk food,

watching television.- Consequences: conflict with parents

and getting fat.- Solution: playing sport, eating good

food.

• Display choices as poster. • Action verbs (eg eat, look after, feed, clean, wash, buy, help, learn).

• Modality:- frequency (eg

never, always).

• Visual literacy:- links between

illustrations and text.

Culminating activitiesThe following activities integrate understandings across two programs – Social Development and Food and Nutrition.


Activities



Choices• Record personal activities undertaken

during one day on a proforma.• Colour green, activities which involved

personal decision, and in a different colour, activities which involved other people making decisions.

• In groups, identify the personal choices.• As a class group the decisions students

are allowed to make: At school, At home, Elsewhere.

What if…?• Choose 3 activities from the personal

activity record in ‘Choices you can make everyday’.

• Look at what would happen if you acted differently (eg What if you chose to talk to your friend instead of working on your task? What if you chose to put your lunch in the bin instead of eating it?).

• Binding conjunctions (eg it, when, because, even if).


should)- possibility (eg

could, can, may, would).

• Foregrounding:- condition (eg If

other children, If I chose to…).


Activities



Think for yourself!• Children to complete quiz ‘How often do I

think for myself?’.• Share result and discuss positive and

negative peer pressure.


Activities



Responsible choices• Using a fish bone diagram analyse the

positive and negative consequences of choices we make under the headings of food, relationships, success and positive thinking.

• Write the headings on an A3 recording paper outlining consequences of:- making healthy choices- making unhealthy choices- having positive relationships- having negative relationships- being persistent and hard working- not being persistent or hard working- positive thinking- negative thinking.

• Give each pair/group a heading to work on.

• After a given time pass the recording sheet to a different group. Continue until every group has had the opportunity to add their ideas to each sheet.

• Collate and record ideas on a class Fish Bone diagram.

• Technical words relating to food, relationships, success, positive thinking.

• Multimedia:- layout- visual images.

What choices can I make to be happy and healthy

Make a poster of how you will be in 20 years illustrating the differences in consequences between responsible and irresponsible choices (eg on one side draw yourself eating junk food, therefore, looking unhealthy, overweight and tired, on the other side draw yourself eating healthy food, looking fit, playing your favourite sport with a lot of friends).

Relationships Success Positive ThinkingFoodAble to afford

things you like

Good marks at school

Achieving set goals

Lots of supportive

friends

Caring

Happy

Job of your choice

Give up easily

Fit

Healthy

Loving

Energetic

In control of your emotions

Persistent

Becoming better at what you do

Willing to team and try new things

Choices

Not bothering

Unfit

Tired

Overweight

Insecure

Irresponsible

FriendsLonely

No jobs

Problems a school

Unable to buy what

you want

Selfish

Self centred


Activities



Happy Healthy Me!• Make a magic book about things you can

do to be happy and healthy now and in the future.

• Write key ideas under the headings of food, relationships, success and positive thinking.

For example:1. Food:

- eat a lot of fruit and vegetables- don’t have too many sweet treats.

2. Relationship:- be a helpful and loyal friend- be yourself.

3. Success:- keep trying to achieve your goal- don’t give up.

4. Positive thinking:- when something goes wrong think

of a different way of doing it- how can you change it so that it’s

better next time?- what is one good thing you can see

from what has happened?

Documents

Context ESL Scope and Scales Food and Working within