Healthy food 

Author names: 

Laura Arevalo, Judit Gutiérrez, Paula Jiménez, Sofia Marañón & Clàudia Úbeda.

Link to the activity: https://momento360.com/e/u/ec9e17d032b34fdda668e237fe5c7d6e?utm_campaign=embed&utm_source=other&heading=0&pitch=0&field-of-view=75&size=medium&display-plan=true

For Teachers 

Momento360 is a webpage where you can edit 360º pictures and you can add annotations or hotspots (that include images, videos, etc) by clicking the right button of your mouse. Moreover, it is easily shared. With Momento360, you can get the most out of your 360 photos and images: view, save, share, embed, annotate without worrying about your device or seeing if the platform supports this new image format.

In this activity we want to work on food, especially healthy food. Therefore, the image includes several hotspots that make students move around the image looking for certain things. The last activity is to prepare a healthy breakfast for two girls.

In order to write down their findings and to complete the tasks, they will be given a worksheet that you can find below.

Target Group: 

4th grade (10 y/o) - A1 level

Learning outcome:

The creation of a healthy breakfast.

How this fits into a larger lesson or unit 

This task would be an introductory activity for a lesson dedicated to the food pyramid. The pupils would have a first look at it while doing the task and get to have an initial idea of what it is and what kind of food belongs to each section of the pyramid. Later then, the lesson would follow with a discussion and more tasks about healthy food and how many times a day or week it is recommended to eat these foods.

Main Learning Objectives:

• Identify healthy food in a real context.

• Classify food in the food pyramid.

• Create a healthy breakfast.

CEFR levels and competencies

• A1 level.

Interaction (Informal discussion with friends)

• Can exchange likes and dislikes for sports, foods, etc., using a limited repertoire of expressions, when addressed clearly, slowly and directly.

Creative writing:

• Can use simple words and phrases to describe certain everyday objects (e.g. food, apple, milk, banana, etc.)

Reading instructions:

• Can follow short, simple written directions (e.g. to go from X to Y).

Reading for information and argument

• Can get an idea of the content of simpler informational material and short simple descriptions, especially if there is visual support.

Materials Needed: 

• A worksheet where they can write down everything it is required to do.

• A worksheet to write down the 2 breakfasts.

• Electronic device (Tablet)

Activity Instructions:

Pre-activity:

Before the activity, the teacher should show students how to move around the app Momento360º so they know how to turn. Moreover, it should also be explained that they can zoom in and out.

In addition to that, before doing the activity, some food vocabulary that had been worked on in previous lessons could be revised. They will have had contact with the food pyramid to know where each food is, how it is called and what it contributes to us humans. 

Finally, the teacher should hand in a copy of this to every pair of students.

During the activity: 

The teacher will go around guiding the students and helping them if they get stuck. However, the idea is that they work autonomously and collaboratively.

Post activity:

After the activity, the teacher will ask each pair to share their breakfast with another pair so they can evaluate both the spelling and if it’s a healthy breakfast. Later on, the teacher will ask students to share the final task with everyone, so they'll get more ideas about how the activity could have been solved.

Once the pupils have worked in depth on the food and its names, the pyramid, the necessary meals for a day, they will do a more complete final activity: create a daily menu for their school, which is healthy and adapted to all audiences (allergies, intolerances, cultures...).

Additional scaffolding instructions 

For this activity, in order to achieve students comprehension and remember previous vocabulary about the food pyramid and healthy foods, scaffoldings have been created in two main supports. The first one is a vocabulary glossary of some key concepts appearing in the instructions, both in English and Catalan. The second support consists of vocabulary flashcards, based on the content of the food pyramid.

Assessment Ideas 

For this activity we could use peer assessment using this rubric: