Unit 3: I Like to Eat

Introduction

Unit 3: I Like to Eat

Everybody needs to eat! Kids all over the world have breakfast before going to school, and have dinner with family. What do you have for lunch? Do you have the same menu with your friends in your classroom? We do not even have the same foods with kids from different countries. There are a lot of foods in the world. What is the most famous food in your country?

Prepare your spoons and forks! Let's travel around the world and we will explore the foods from around the world.

Image result for spoon and fork healthy food

Task

Unit 3: I Like to Eat

Is healthy eating important? Your body surely needs the right food as the fuel as one important point to achieve its true health potential.

Explore some healthy food from around the world and put them into a collage to display.

Food Pyramid

Process

Unit 3: I Like to Eat

First, make sure each of you has a different task. Divide the tasks into: finding the list of healthy foods from around the world, searching for the pictures, and putting them into a collage.

Second, open at this link to find the list of healthy foods from around the world.

http://www.huffingtonpost.com/lonely-planet/10-delicious-kidfriendly-_b…

http://www.parents.com/kids/nutrition/healthy-snacks/best-kid-snacks-fr…

Next, find the pictures of those healthy foods and put them into a collage.

Making a collage?

https://www.youtube.com/watch?v=Sb4EhnB-xn0

Image result for making a collage elementary school

Evaluation

Unit 3: I Like to Eat

 

Proficient

Fair

Poor

Score

Effort
  • work to the best ability
  • produces high quality finished product
  • good effort
  • completes project
  • very little effort
  • poor work and unfinished project

25%

Attentiveness to Task
  • consistently on task
  • very focused
  • follows all directions
  • almost always on task
  • usually focused
  • follows some directions
  • almost never on task
  • very little focus
  • does not follow directions

25%

Partner Cooperation
  • consistently shows respect for partner
  • high quality work
  • follows all directions
  • usually shows respect for partner
  • some work-related dialogue with partner
  • tries to be helpful
  • is disrespectful to partner
  • impedes partners learning
  • no work-related dialogue with partner
  • not helpful to partner

25%

Grammar
  • demonstrates very high command of grammatical and usage patterns
  • is excellent in manipulating the language with accuracy and confidence
  • makes occasional errors that do not interfere with meaning
  • has internalized the grammatical and usage pattern
  • is good at manipulating the language with some accuracy and confidence
  • makes some errors that do not seriously impair linguistic performance
  • doesn’t internalize the grammatical and usage pattern
  • isn’t able to manipulate language to express meaning
  • makes a large number of grammar and usage errors that impair linguistic performance

25%