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Intensive Programme DIVUS e-Book
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Intensive Programme DIVUS 3-16 March 2013 e-Book Hogeschool-Universiteit Brussel Bart Hempen & Michèle Vanleke
RESPECT THE NATURE
Jens Anquinet
Alexandra Timofte
Marija Plavcic
Sònia Calvet Carné
INDEX
Lesson plan……………………………………………………………………………………………………………………………………. 2
Class Presentation…………………………………………………………………………………………………………………………. 5
Student’s worksheet……………………………………………………………………………………………………………………… 28
Lesson plan
THEME OF THE LESSON: Environment, Sustainability, Quality
ATTAINMENT TARGET OF THE LESSON: Search for sustainable solutions to influence and to improve the local and global environment
Time
Content of the lesson
Teacher activities
Pupils activities
10’
30’
Introduction
Instructions
We will show the pupils on a power point
presentation some pictures with daily life
problems. We will also write words so that
the pupils will associate them with the
pictures; we will also guide them with some
other solutions.
We will separate the pupils into 4-5 groups,
depending on how many pupils there are in
the classroom. We will give them an example
on what their next task will be, so each group
The pupils will give solutions to the problems
shown in the pictures.
Each pupil in the group will have something to
do (write, speak, contribute etc.). They are
allowed to speak inside the group in Dutch,
but, when saying the result, each assigned
10’
Final
will receive a worksheet which contains a
picture and a table they need to complete, by
answering the questions asked.
We will show them a clip about pollution
which is supposed to have an impact on their
next behavior related to the environment.
We also prepared a quiz about global
warming, so we will discuss with them their
answers.
If there is enough time, at the end of the
lesson we will ask them “What can you do?”,
in order to help them realize how important is
to keep our planet safe.
pupil will speak in English. The pupils from the
other groups will also be free to express
themselves if they consider they have a better
solution for a certain situation.
The pupils will try to answer the questions in
the quiz.
They will note the answer to the final
question on the worksheet, so that they will
have a broad spectrum with the specific
things they can do to contribute to
maintaining or even protecting/saving the
environment.
Class Presentation
Student’s worksheet
RESPECT THE NATURE
Activity 1: Some examples
What?
How? Where?
Activity 2: I will work on situation…
What do I see?
Which is my opinion?
How can I contribute?
RESPECT THE
NATURE
Activity 3: Video clip
1. Which of these is an effect of global warming?
Relocation of Precipitation
Melting of Ice cap
Rising Temperatures
All of the above
2. Which is an Effective way to prevent global warming?
Carpool whenever possible
Insulating your home better
Shopping locally for food.
All of the above
3. What causes Global Warming?
Precipitation
The lithosphere
Polar ice caps
Greenhouse gases
4. Which one of these animals is affected by global warming?
Polar bears
Bowhead Whales
Sub Antarctic Fur Seal
All of the above
5. Which one of these is not an effective way to prevent global warming.
Using compact fluorescent bulbs/lamps
Wash clothes in cold water and line-dry whenever possible.
Using lawn mowers with engines
Insulate your home better
6. How are lakes affected by global warming?
Precipitation
Condensation
Soil Evaporation
Erosion
7. What is degradable?
o Something that grows up
o Natural decomposition by bacteria
o Food for animals
o Something that can melt
8. Which do you think is most important for reducing waste?
o Recycling
o Throwing waste at sea
o Re-using materials
o Burning waste
9. True or False? Global Warming is caused only by natural factors:
o True
o False
10. Would you change your lifestyle for the care of the planet?
o Yes
o No
o I don’t care, I won’t be alive when something bad happens
o Maybe
Diversity
Martin SCHMUCKER – Austria
Fatma ALTINAY – Netherlands
Bahar DAGDELEN – Turkey
THEME OF THE LESSON:
ATTAINMENT TARGET OF THE LESSON:
Time Content of the lesson Teacher activities Pupils activities
DIVERSITY
Attainment target:
- The pupil can
collaborate with
others, regardless of
their social
background, gender
or ethnic origin.
5 min. We all introduce
ourselves and tell them
why we are here. By a
PowerPoint presentation
the pupils get to know us
a bit.
Introduction of ourselves in
ppt.
5 min. We’ll talk about diversity,
what is it? Do they know?
What does it mean for us,
in a class room and what
does it mean for Brussels
etc.
Introduction of the meaning of
diversity in general and school-
context. What do they think
diversity means?
10 min. Fatma will explain the
introduction game.
Introduction-game:
Pupils have to make groups
sorted by the next topics (first
three in silence):
- Shoe color (by looking)
- Color of clothing piece (by
looking)
- Eye color (by looking, eye
contact)
- Month and year of birth in
one long row (by talking)
The message during this game
will be that we are all unique
and different, but we all have
our similarities with others.
15 min. Martin will explain the
second game.
Game: other cultures – other
rules and habits.
Core part: self-
reflection(experience of
exclusion and ignorance)
We divided the group in 4. 3 -
3 - and the half of the rest.
The two small groups will go
to the corridor and get the rules
explained. They are only
allowed to answer questions
from those who are similar
from the other groups in the
classroom. Example; girl with
red sweater is only allowed to
answer questions from pupils
who wear the same color. Etc.
The other groups have to ask
questions from daily life and
have to find out why some
pupils answer questions and
why not.
10 min. Bahar will explain the last
game.
Connection game (tableau):
Pupils will search for
similarities with each other.
When they found a similarity,
they connect to each other by
touching.
5 min. EU motto explanation by
Martin.
EU MOTTO: united in
diversity.
Sarah Bindar Aniek Schiphauwer Yahya Yavasci
Austria Holland Turkey
THEME OF THE LESSON: saving the environment
1. ATTAINMENT TARGET OF THE LESSON: search for sustainable solutions to influence and to improve the local and global environment
Time Content of the lesson Teacher activities Pupils activities
5
Teachers introduce
themselves
My name is …
I am from … I am … years old.
We are teachers in our
country.
The children listen to
the teachers.
3
Explaining the
unknown terms
Teachers explain:
Environment
– All the things around
us. Nature
–animals
–plants
Teachers ask: - What is
environment?
- What is nature?
The children listen to
the teachers.
5
Brainstorming about
environment and
nature
Brainstorming:
Teachers write down
the words the students
say.
Pupils tell the
teachers what comes
into their mind about
environment and
nature.
5
Tableaux (still
picture)
The teachers act as a
lumberjack or a
hunter. They cut the
trees and kill the animals. Later they ask
the students how they
feel about the
situation.
Each student in class
can be part of the
environment. They can choose what
they want to be.
They create a huge
still image in which each student
represents a part of
the environment for
example a tree, a flower or an animal.
3
Showing a video clip
Teachers tell the
students that they
should watch the video clip carefully and find
some problems:
- Which problems did
you see?
- Do you have an
idea how to save the environment?
The students watch
the video clip
carefully/
The students say
which problems they
could find.
Then the students
tell some first ideas
how those problems could be solved.
3
Showing a video clip
Teachers show another
video with environmental
problems and possible
solutions.
The students watch
the second video and collect some possible
ideas how to save
the environment.
20
Leaflet/ Flyer:
How to save the
environment
Teachers show the
instruction on the prezi
presentation.
The students create
a leaflet/ flyer with
ideas how they could
help to save the environment.
They can write or
draw to create
awareness for saving the nature.
SAVE THE ENVIRONMENT http://prezi.com/irp_9ehryqqu/save-the-environment/?kw=view-irp_9ehryqqu&rc=ref-
13837367
http://www.youtube.com/watch?v=1-g73ty9v04
http://www.youtube.com/watch?v=tmhiglxga-4
IRIS KEULER JOHANNA STREMPFL EBRU CIFTCI
HOLLAND AUSTRIA TURKEY
THEME OF THE LESSON:
ATTAINMENT TARGET OF THE LESSON:
The pupil can…
… participate in policy making about and caring for the environment at school
… recognize sustainability issues in the nexus between economic, social and ecological aspects and recognizing the
impact of technology and policy
… seek for opportunities to a more self-sustainable use of space, materials, goods, energy, and transport
… search for sustainable solutions to influence and to improve the local and global environment
Time Content of the lesson Teacher activities Pupils activities
3 min. 15 min.
1. Topic: energy saving
2. Warm-up
We will switch off the lights without talking and we wait for a reaction from the pupils. The pupils will be guided towards to the topic. We write the topic on the blackboard, so the pupils can see the topic for the whole lesson: energy saving.
3. Video
We will show the pupils a video about energy saving (twice; because they will understand the video better).
The pupils have to guess what topic we have today. The pupils are watching a video and they have to think about energy saving.
15 min. 5 min. 5 min.
http://www.youtube.com/watch?v=1-g73ty9v04 After the video we ask some questions:
- Do you like the video? - Do you understand what it is
about? - Do you do the same things like the
people in the video? On the blackboard we will write down some words what the pupils say about the video: switch off the lights, not using so much water.
We will go around and help the pupils by making a poster.
6. Game We will throw the ball into one of us to show them how it works.
The pupils talk about the video and the things they do to save energy.
4. Building groups The pupils make groups. Every group will get a big sheet to create their own poster about saving energy. They can draw or write whatever they want about the topic.
5. Evaluation posters
The pupils will talk about the topic and their posters.
The pupils will say their names when they catch the ball and say what they do to save energy. They can read the examples from the blackboard.
5 min.
7. Ending The pupils get a sheet where they can write down what they did on each day to save energy.
Vocabulary List
E n g l i s h D u t c h
Energy saving Energiebesparen
Switch off the lights De lichtenuitdoen
Cfls (Compact florescent blumbs) Spaarlampen
Heathing low De verwarming laag zetten
Take the bus Met de bus gaan
Go by bike Met de fietsgaan
Take the stairs Met de trappen naar boven gaan
unplug the computer, tv etc. De stekker van de computer, tv etc.
eruithalen
(We write these sentences on the board and they first write these sentences and then use while playing game)
I ride my bicycle.
I use Cfls.
I take on the bus.
I unplug off my computer.
I heat at low oC.
I unplug off the TV.
I use little water.
I save energy.
I switch off the lights.
Draw a happy face when you do these activities.
Draw an unhappy face when you do not do these activities.
Monday Tuesday Wednesday Thursday Friday Saturday Sunday
I ride my bicycle.
I use Cfls.
I take on the bus.
I unplug my computer.
I heat at low oC.
I switch off the lights.
I use little water.
I save energy.
H U B R U S S E L
2012-2013
Cultural diversity Júlia Sola (Spain), Josipa Kolega (Croatia),
Stefana Iordache (Romania), Jolien
Verschueren (Belgium) Jolien Verschueren
IP DIVUS programme
THEME OF THE LESSON: Cultural diversity : Júlia, Josipa, Stefana, Jolien
ATTAINMENT TARGET OF THE LESSON: 3., 4.8, 4.11
Time CONTENT OF THE LESSON TEACHER ACTIVITIES PUPILS ACTIVITIES
5’
Orientation: 1. Student teachers
presentation
Students represent
themselves.
The pupils watch the
power point presentation.
5’
2. Drawing on sheet of paper with box on it.
“ Draw things that make you who you are.”
Every pupil gets a sheet of paper with a box on it. When they are ready, some pupils show their box to the others and tell them why they have drew it.
5’
3. Presentation of the draws (similarities and differences)
“ When you look to the different drawings, do you see any differences and similarities?” “ How many different cultures are
presented in this classroom?” “ Do you know something about each other’s culture? What do you know?”
When they are ready, some pupils show their box to the rest and tell them why they have drew it.
15’
4. Pictures from the market: the exhibition “Mixtus” is an exhibition where 12 persons, who work at the “Abattoir”, are photographed with a box in their hands. Those are 12 persons from another culture and another function in the firm. They got ten minutes to go home and put stuff in the box that tell something about themselves. In the front of the picture you can see different people with a box and on the other side of the picture you see what is in the boxes.
The teachers show some pictures of the exhibition “Mixtus”. “ When we look at the different boxes, we see some kind of a cultural mix. Can somebody tell me what this could mean?” “ Is there a mix inside your box?” “ So can anybody tell me what diversity means? Is it positive or negative?”
“ There’s a cultural mix because we work together as countries, we use each other’s products, marks, we immigrate, …”
15’
5’
The middle part :
1. The class is divided in 4 groups. A teacher ask the pupils the questions and they must answer it with yes or no.
2. Video about diversity
Reflection :
1. “ Me in the future”
Teacher shows a
picture of a hungry child. “ Do you think we need to help people who are hungry, and don’t have a house, …? ” “ We can conclude that we, as people on this planet, need to work together, so everybody can be equal and happy.”
Every teacher is
responsible for one table.
The teacher give some facts and sentences.
A teacher shows to pupils a video about diversity.
“ What are the differences and similarities with the other pupils?”
The pupils answer the right
answer to a question.
The pupils watch the video about diversity. They write down what they think is important.
The pupils get a sheet of
paper. The pupils draw themselves in the future.
Sentences for the game :
IS DIVERSITY PRESENT IN OUR LIFES?
SHOULD WE ONLY BE FRIENDS WITH PEOPLE WHO
ARE BORN IN THE SAME COUNTRY AS WE HAVE?
CAN WE LEARN NEW THINGS FROM PEOPLE WHO ARE
FROM ANOTHER COUNTRY THAN OURS?
SHOULD WE JUST EAT THE TRADITIONAL FOOD FROM
OUR COUNTRY?
SHOULD WE JUDGE PEOPLE FROM OTHER COUNTRIES
BEFORE WE LEARN ABOUT THEIR CULTURE?
DO YOU WATCH MOVIES FROM DIFFERENT
COUNTRIES THAN YOURS?
DO YOU WEAR CLOTHES MADE IN OTHER
COUNTRIES?
http://www.mixtus.info/Mixtus/home.html
http://www.youtube.com/watch?v=PSt_op3fQck
Diversity in
classroom Verschillen in de klas
Christina Neubauer, Austria Zeynep Irmak, Turkey Nina Heimann, The Netherlands
2013
Diversity in Classroom
St. Niklaasinstituut Anderlecht
Zeynep Irmak Nina Heimann
Christina Neubauer
THEME OF THE LESSON: Diversity in the classroom ATTAINMENT TARGET OF THE LESSON: can collaborate with others, regardless of their social background, gender or ethnic origin
Time in
minutes
Content of the
lesson
Teacher activities Pupils activities
7 Introduce
ourselves
Power point
presentation about
our country in detail
we want to give
examples of our culture and tradition
Teacher-pupils-
conversation
Pupils have a guess,
from which country we are comming
10 Activity Pre task: we
introduce the way of
different greetings in front of the pupils
Greeting in different
ways with handshakes - active
– Dutch
– Austrian
– Turkish
– Eskimo – French
– a good friend
– Queen
– For example: Stop –
now we are greeting
like French people
Music: Laser Dance
during the task
Group work (in pairs)
They have to stand up, go around and
afterwards they hear,
music stops – they
have to greet the pupil next to him/her in that
way we told them
5
Describing the
word diversity
What is diversity?
Explanation written
in Dutch and spoken in English
Pupil see a Powerpoint
with the explanation in Dutch
10 Game to explain
the word diversity
Teacher is the leader
of the game:
Now please, go in
groups with the
same or similar color of your t-shirt
Get in contact with
each other:
Separate at the
color of the t-
shirt (only look) Separate at the
color of the eyes
(eye contact)
Separate of the
date of your
birthday (get in contact with
each other)
10 Game: “mirror” Teacher explains the
task in English
Teacher has to
separate them in
group A and B. Then
the pupils have to find a comfortable
partner, with whom
they want to practice
the game.
Group A is the
person who is
dancing in front of a mirror.
Group B has to copy
group A, as good as
it is possible.
When music stops, they have to change
the possition
Pupil read the task in
Dutch
Pupil try to copy as
well as they can in
dancing
During this music is playing.
This task should show
the children, that they should observe more
each other, to
understand their
culture, tradition, the way how they move.
3 Conclusion Be aware of the
different, beautiful cultures of your
class. Try to
understand them as
well as possible.
We can play games,
use drama to
understand our
opposite / there are many ways to make
communication/ to
look on your clothes,
your color of shoes and than if you have
contact YOU can
make communication
possible!
Diversity in
classroom Verschillen in de klas
Christina Zeynep Nina
Oostenrijk Austria
Nederland The Netherlands
Uitleg ‘diversiteit’ Explanation ‘diversity’
Verscheidenheid; verschillen; variatie
Culturele diversiteit betekent dat er veel verschillende culturen in een bepaalde regio, school of in de wereld in zijn geheel zijn. Je kunt bepalen of er sprake is van culturele diversiteit, als er in de omgeving veel mensen zijn met verschillende etnisch-culturele achtergronden.
Contact maken met elkaar Get in contact with each other
Wie hebben er hetzelfde kleur t-shirt aan?
-> ga in groepen bij elkaar staan als je
dezelfde kleur shirt/trui/blouse aan hebt
Contact maken met elkaar Get in contact with each other
Wie hebben dezelfde kleur ogen?
-> ga in groepen bij elkaar staan als je
dezelfde kleur ogen hebt
Contact maken met elkaar Get in contact with each other
Ga op volgorde staan in een lijn van
verjaardagen
-> januari eerst, daarna februari etc.
‘Spiegel’ - spel ‘Mirror’ - game
Jullie worden eerst verdeeld in twee
groepen: A (groep) of B (groep)
Als je een ‘A’ bent, mag je zelf iemand
kiezen uit de ‘B’ (groep)
Jullie gaan in tweetallen tegenover elkaar
staan
‘A’ doet iets voor, ‘B’ doet het na (is de
spiegel)
Jullie wisselen de rollen A en B af, terwijl de muziek
draait. Jullie mogen hierbij niet met elkaar praten,
dus jullie moeten goed naar elkaar kijken.
Conclusie Conclusion
We hebben verschillende manieren om
communicatie tot stand te brengen (zoals we net
hebben gedaan): door elkaar op verschillende
manieren te begroeten, door te kijken naar de
kleren, oogcontact te maken, door met elkaar te
praten en door naar elkaar te kijken.
IP
DIVUS
1
S.1 SUSTAINABLE LESSON
SUSTAINABLE LESSON WATER
STUDENTS:
EVELIEN HELLINCKX - BELGIUM
ANNA HUESA MARTIN – SPAIN –CATALONIA
MIHAELA LUPU - ROMANIA
ANDREA SEVELJ - CROATIA
IP
DIVUS
2
S.1 SUSTAINABLE LESSON
THEME OF THE LESSON: Natural resources - Water
ATTAINMENT TARGET OF THE LESSON: 1.24 - 1.26
Time
Content of the lesson Teacher activities Pupils activities
10’
10’
25’
Introduction –introducing to each other.
Give worksheet to the children.
Lesson: “Water” – 2’29”
Video about Water
http://www.youtube.com/watch?v=6Kd8jEnkrDM
Group work – each group has a name according
to the topic. They chose name by taking it out
from bag. “Spelling game”
Introduce ourselves.
Explaining the worksheet.
Ask them questions about
what they answered in the worksheet.
Introduce pupils to today
lesson: Water.
Do you like this video?
Was it interesting to you? What do you know about
water?
Where do we use water?
Making groups of 5 pupils.
They will count till 5,
everyone who is number 1 is in one group.
Explain the rules of this
Introduce themselves.
They need to complete the
worksheet.
Individual work. Reading sentences, filling the gaps,
unknown words.
Watch video and answer the
questions.
They need to gather in
groups.
Each member of group
IP
DIVUS
3
S.1 SUSTAINABLE LESSON
5’
“Matching images and words”
Each child get water drop to write something
meaningful for Water.
game – each member of the
group need to spell one
word. Correct answer gets
one point.
Explaining rules. They need to match images with
words. Work in groups.
needs to spell one word.
They choose word by
random selection from a
hat.
Work in groups.
Writing the message.
Putting the messages on
board and talking about the meaning of these messages.
IP
DIVUS
4
S.1 SUSTAINABLE LESSON
Lesson 1. WHAT DO WE KNOW ABOUT W_ _ _ _?
TODAY:
- We will OBSERVE!
- We will LISTEN!
- We will PLAY A COMPETITION!
- We will ASK!
- We will ANSWER!
TASK 1. READ!
Do you know the missing word from the text?
It is liquid, it has no color, it has no smell, it has no flavor…
And everyday each person and animal need W _ _ _ _.
Also is present in nature.
You find W _ _ _ _ in a L _ _ _
you find W _ _ _ _ in a O_ _ _ _
IP
DIVUS
5
S.1 SUSTAINABLE LESSON
you find W _ _ _ _ in a S _ _
you find W _ _ _ _ in a W_ _ _ _ F _ _ _
you find W _ _ _ _ in a R_ _ _ _
TASK 2. WHAT A WONDERFUL WORLD!
Let’s watch a video:
Now, tell me:
Do you know what we are going to work?
MAKING TEAMS: You need to belong to a Team. Count 1 to 5 if you are number
1 you belong to team number 1, and number 2 belong to team number 2… and so
on till number 5.
NOW, IT IS TIME TO PLAY:
IP
DIVUS
6
S.1 SUSTAINABLE LESSON
TASK 3. SPELLING!
We will say some words in relation with water and each student of the team
need to spell the word. You will take out your word of the cap.
TASK 4. MATCHING ACTIONS AND PICTURES!
Work in pairs!
Here you have some daily activities which consume water.
Write the name of the activity under every picture.
Use the dictionary if you need it!
NOW THINK !!
- WATERING THE GARDEN, PLANTS AND FLOWERS -
- WASHING HANDS - TAKING A SHOWER - DRINKING –
- DOING THE LAUNDRY –PLAYING -
- WASHING THE CAR - WASHING THE DISHES–
- GOING TO THE TOILET – COOKING -
- BRUSHING YOUR TEETH - TAKING A BATH –
- THE DISHWASHER –
- SHAVING - CLEANING THE FLOOR -
IP
DIVUS
7
S.1 SUSTAINABLE LESSON
1.------------
2.------------
3.------------
4.------------
5.------------
6.------------
7.------------
8.------------
9.------------
10.------------
11.------------
12.------------
13.------------
14.------------
15.------------
IP
DIVUS
8
S.1 SUSTAINABLE LESSON
TASK 5. Write your message in the DROPS about save and don’t pollution
WATER!!
TODAY:
Now you know how important is water in our life. All the animals,
plants and all the people need water to live. Please save water at
home in your everyday life and don’t polluted.
Ik wil je niet
verliezen water,
dus daarom
respecteer ik u.
IP
DIVUS
9
S.1 SUSTAINABLE LESSON
MATERIALS
IP
DIVUS
10
S.1 SUSTAINABLE LESSON
TEAM NAME
OCEAN
SCORE _________ _________ _________ TOTAL________
IP
DIVUS
11
S.1 SUSTAINABLE LESSON
TEAM NAME
SEA
SCORE _________ _________ _________ TOTAL________
IP
DIVUS
12
S.1 SUSTAINABLE LESSON
TEAM NAME
LAKE
SCORE _________ _________ _________ TOTAL________
IP
DIVUS
13
S.1 SUSTAINABLE LESSON
TEAM NAME
RIVER
SCORE _________ _________ _________ TOTAL________
IP
DIVUS
14
S.1 SUSTAINABLE LESSON
TEAM NAME
WATER FALL
SCORE _________ _________ _________ TOTAL________
IP
DIVUS
15
S.1 SUSTAINABLE LESSON
TEAMS:
OCEAN
RIVER
SEA
WATERFALL
LAKE
IP
DIVUS
16
S.1 SUSTAINABLE LESSON
Task SPELLING:
WATER
DRINK
WASH
SWIMM
SHOWER
SNOW
RAIN
DROP
POLLUTION
IP
DIVUS
17
S.1 SUSTAINABLE LESSON
RUBBISH
COOK
FISH
BATH
CLEAN
WASTE
BOTTLE
FOUNTAIN
TOILET
IP
DIVUS
18
S.1 SUSTAINABLE LESSON
PLANT
IP
DIVUS
19
S.1 SUSTAINABLE LESSON
Katarina Za rinkijević, Joan J. Martínez Valero, Claudiu Pulpa-Petrovici and Ellen Mels
2
Contents
1. Lesson Plan .................................................................................................................................3
2. Materials for pupils .....................................................................................................................4
2.1 Empty food triangle .............................................................................................................5
2.2 Discussion about the triangle exercise .................................................................................6
2.3 Information about the food triangle ..........................................................................................7
2.4 Pop quiz questions...............................................................................................................9
2.5 PowerPoint ........................................................................................................................ 10
1. Lesson Plan
THEME OF THE LESSON: HEALTHY DIET AND EXERCISE, A GOOD RELATIONSHIP
ATTAINMENT TARGET OF THE LESSON: RASING AWARENESS ABOUT HEALTH
Time Content of the lesson Teacher activities Pupils activities
5m Introduction The teachers introduce themselves. Pupils listen to the teachers and also
introduce themselves.
10m
Movement
Teachers do physical exercises to
show how important they are to
have a healthy life.
Pupils take part.
15m Food Triangle Exercise
Teachers present empty food
triangles for the students to fill and
then compare them to the real ones.
Pupils make a food triangle model
and compare it to the Belgian one.
10m Discussion about Triangle Exercise
Teachers make pupils understand
the Belgian model and the
importance of a healthy diet and
exercise.
Pupils listen and are allowed to ask
questions.
10m Pop-quiz Review everything with a quiz.
Teachers will ask questions orally
and will wait for a “yes” or a “no”.
Also they will explain the answers.
Pupils answer with a red or green
card.
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2. Materials for pupils
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2.1 Empty food triangle
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2.2 Discussion about the triangle exercise
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2.3 Information about the food triangle
The active food triangle gives an idea of what you should eat to have enough nutrients daily.
In addition, the active food triangle also makes clear how much a day you should exercise.
All types of food in itself provides a number of nutrients. A single food never supplies all the
required nutrients. In the active food triangle you find 7 groups that each play their part in a
healthy lifestyle. The tip of the active food triangle, the rest group, is a bonus. Both balanced eating and sufficient daily exercise is essential for health.
What's in each group?
EXERCISE
Exercise is ,next to a proper diet, very important for a good health. For a good health adults
should exercise at least 30 minutes a day. This should be spread over the day, for example,
two times 15 minutes. For children and young people is the recommendation that they
exercise at least 60 minutes a day. Choose activities that fit into your daily activities such as
cycling, swimming, dancing, … . Choose activities you can fit easily in everyday life and that promote your health.
WATER
Water is an indispensable part of our body. Water is an essential ingredient of a healthy diet.
Adults need about 1,5 litres of water a day. In hot weather and to people who play sports or
heavy physical work and lose more fluid through sweating, it is recommended to drink more,
best water. Limit the intake of caffeine. Drinks that are in the water group are water, coffee,
tea and broth (bouillon). Other beverages, such as milk and fruit juice, also supply water, but
also contain other nutrients. Therefore they belong in other groups.
CEREAL PRODUCTS AND POTATOES
Cereal products and potatoes provide multiple carbohydrates, fibers, vitamins and minerals.
They form your basic nutrients. That means that grain products and potatoes are an
important part of every meal. This group includes potatoes and all kinds of grain products such as bread, biscuits, cereals, rice and pasta..
How many grain products and potatoes a day you need depends on how active you are.
Someone that does heavy physical work, uses more energy than someone who is sitting the
whole day. The recommendation therefore varies from 5 to 12 slices of bread (from 175 to 420 grams) and from 3 to 5 potatoes (210 to 350 grams).
VEGETABLES
Vegetables provide fibers, vitamins, minerals and carbohydrates. Because not all vegetables
contain the same vitamins and minerals is very important to eat a variety of vegetables.
You never eat too much vegetables. In total you should be eating 300 g of vegetables per
day. This quantity can be reached by both prepared vegetables as raw vegetables to eat,
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spread over the meals. A hot meal must contain vegetables: at least 200 grams after
preparation or 250 grams raw weight. Also the snacks or breakfast can best use some veggies.
FRUIT
Just like vegetables, fruit supplies fibers, vitamins, minerals and carbohydrates. Fruits and
vegetables are distinguished from each other by the presence of different types and
amounts of vitamins and minerals. Therefore you must eat fruit en vegetables daily. You can
eat fruit at breakfast, as a snack and it can be eaten for dessert. You should eat 2 to 3 pieces per day.
MILK PRODUCTS
Milk products are an important source of calcium, protein and vitamins. Calcium is an
essential nutrient that contributes to building and maintaining strong bones.
You should drink 3 to 4 glasses of milk (450-600 ml) and eat 1 to 2 slices cheese (20-40 grams)
per day. Those are sufficient to meet our calcium needs.
Milk products: we mean besides milk derivative products such as yogurt, also all types of cheese (cream cheese, cottage cheese, ...) and buttermilk (karnemelk).
Meat, fish, eggs
Meat, fish, eggs and replacement products are a source of protein, vitamins and minerals.
Alternative products of meat, fish and eggs include soy products and nuts. To fully replace
meat in a vegetarian nutrition, it is necessary to supplement with cereals or milk products.
100 grams of meat or meat products is sufficient per day. Fish, eggs and soy products are
covered by the same 100 grams. It’s best if you put one to two times a week fish on the menu.
BUTTER, OIL
Butter and oil delivers energy in the first place. This group containes: minarines, margarines,
butter, balade light butter, baking and cooking fat and oils. You best choose oil and
margarine which helps prevent heart diseases. A touch of grease on the sandwich and 1 tablespoon of fat per person for the hot meal is sufficient.
REST GROUP
The tip of the food triangle contains the rest group, a separate "floating" section in which you
can place all the foods that are not necessary, strictly speaking in a balanced diet. You'll find
sweets, alcoholic and sugary drinks, fatty sauces, .... They provide typically a lot of energy in
the form of fats and sugar. Foods from this group fit into a healthy diet if they are consumed in
small quantities.
Source: http://www.gezondheid.be/index.cfm?fuseaction=art&art_id=550
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2.4 Pop quiz questions
1. Is 1 liter of water enough for a day? No, we need at least 1,5 liters a day.
2. Is chocolate good for your health? No, it contains plenty of fat, sugar and calories.
3. Is 3 hours of sports a week enough? Yes, for a child or a teenager.
4. Is smoking good for your health? Absolutely not, it is very dangerous for your lungs and
blood.
5. Do you need to sleep more than 7 hours every night? Yes, of course. For a teenager
like you the minimum is 9 hours, because you are growing and you need a lot of rest.
6. Is it good for your health to eat 10 apples a day? No, because although an apple is
very healthy, your diet has to be balanced.
7. Is white bread healthier than brown bread? No, because brown bread has more fiber
and vitamins.
8. Is milk good for your bones and growth? Yes, because it has a lot of calcium. In fact,
milk is the most complete food in the world.
9. Is boiled food better than fried food? Yes, because fried food has a lot of fat (from the
oil).
10. Is soda juice healthier than water? No, because they are made of sugar and the
water is not enough.
11. Do you think it is hard to eat healthy?
Our last question, today, is a bit different.
12. Do you think you can live healthier from now on? …
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2.5 PowerPoint
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