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CLASSE DE SALUT

INTERDISCIPLINARY LESSONS

HERE WE HAVE SOME ACTIVITIES PREPARED BY EVERY COUNTRY IN OUR ERASMUS PROJECT. 

These are activities for students in  our Secondary schools.

AUSTRIA:

Cooking my Favourite Things

Description

In this activity, students learn about the nutritional value of foods, calculate the measurements, and prepare a healthy recipe for the class.

Objektives

The students read and organize information for a variety of purposes, including making the preparations for the meal, writing receipts, organizing the ingredience for cooking, and performing an authentic task.

The students know the nutritional values of different foods.

Materials

- Literature about food and nutrition, including cookbooks

- Measurement chart that shows common conversions

- Measuring cups and spoons 

- Cooking cart 

ITALY

UdA: SPOT ON FOOD

Lingua Inglese

ABOUT NUTELLA

ACTIVITY 1 – Brainstorming Group activity

1. Tell your schoolmates about a time when you were persuaded to buy something through an advertisement.
2. Ask your schoolmates to describe a memorable advertisement (print or commercial). Discuss.
3. Sum up the reasons that made you buy that product.
4. List the aspects that made the previous advertisement memorable.

COMPREHENSION

ACTIVITY 2 – Individual + Group activity. Reading + Speaking + Note taking

Read the texts below and focus your attention on Picture one.

Consider the points suggested and share opinions with the member of your group‑

Be ready to report to the class.

Advertising

The communicator uses credibility to influence the audience. The communicator establishes credibility through correctness, eloquence, and having notable authority on a topic.

The audience is influenced by beliefs, values, knowledge and experience. In persuasive writing, the communicator will analyze the audience in order to prepare a message that will speak to that audience.

Finally, the message is the information or argument. It uses data, gives evidence, and provides support for claims.

The communicator uses credibility to influence the audience. The communicator establishes credibility through correctness, eloquence, and having notable authority on a topic.

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The audience is influenced by beliefs, values, knowledge and experience. In persuasive writing, the communicator will analyze the audience in order to prepare a message that will speak to that audience.

Finally, the message is the information or argument. It uses data, gives evidence, and provides support for claims.

Understanding the connection between the communicator, audience, and message provides context for making persuasive appeals to reason.

The Appeal to Reason

The appeals to reason—ethos, logos, and pathos are persuasive strategies.

Ethos

Ethical appeals are based on the character of the speaker. An example of ethos, particular to

advertising, is using celebrity endorsements.

Logos

Logical appeals are based on logic or reason. This is the information in the document that is meant to be fact or data. In advertising, we see little logos; however, the fine print in drug advertisements would be an example.

Pathos

Pathetic or emotional appeals are based on emotion.

Advertisements tend to be highly pathos-driven and play on emotions of happiness, sadness,

playfulness, excitement, fear and more.

• Essential elements of advertising
• Factors to influence the audience
• Ways to gain credibility
• Most relevant persuasive strategies
  Picture 1

audience

Main information ............................

Elements to consider when analysing advertising ............................

Means of persuasion

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ANALYSIS

ACTIVITY 3 – Individual + Group activity. Listening skill+ Speaking Skill + Note taking

Watch the ad and with reference to previous group work, discuss how the elements of the context create a purposeful, persuasive communication for a specific target. Make sure you consider:

• Audience
• Communicator
• Message

ACTIVITY 4 – Individual + Group activity. Listening skill+ Speaking Skill + Note taking

Analyse the different elements of the ad explain how they make persuasive appeals. Make sure you consider the following:

• Use of color
• Information provided
• Language of message (Key words, register: conversational, formal)
• Images
• Music
• People featured in the images
• Expressions on the people in the image’s face

INTERPRETATION

ACTIVITY 5 –Group activity. Note taking +Writing

Reconsider the notes taken to write a short text reorganizing the answer to the questions below

1. Who do you think is the intended audience? Why?
2. How is the ad designed?
3. Does the ad have credibility?
4. Identify ethos, logos, and pathos.

ACTIVITY 6 –Group activity. Follow Up Discussion.

Read the texts below (Text 1 -Text 2) and share information and point of view. Get ready to explain the two messages.

TEXT 1

Nutritional info about Nutella

Tasty Breakfast Time

Nutritionists tell us that a balanced breakfast is the most important meal of the day.

Spreading a portion of delicious nutella (15g or equivalent of 2 teaspoons) onto a slice of wholegrain toast, then adding a bowl of cereal (unsweetened) with milk or a glass of pure fruit juice can be a good tasty breakfast combination.

And because nutella is packed with hazelnuts, it releases energy slowly. When enjoyed as part of a balanced breakfast on wholegrain toast, it might help you/your child feel fuller for longer. There are two hazelnuts, skimmed milk and a dash of cocoa in every serving of nutella (15g) and its smooth richness means you can spread it straight onto bread so there's no need to use butter or an alternative fat spread. This means that a portion of nutella (15g) on toast contains less fat (3.5g less) and sugar (2.2g less) than jam and butter on toast (measured against a 15g portion of jam with 10g butter).

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Guideline daily amounts (GDA) and nutella

Guideline daily amounts or GDAs are a guide for adults and children highlighting all the daily approximate amounts of energy (kcal), fat and other nutrients a person needs every day for a healthy diet.

They are a useful reference point to help us assess our daily diets and create a tasty breakfast. Below is a guide to the % of an adult's GDA provided by a serving of Nutella (15g).

Nutritional information	nutella per 100g	nutella per 15g % GDA * (% of GDA provided by one portion portion of nutella)
Energy - kJ	2215 335 4%
Energy - kcal	530	80	4%
Protein (g)	6.4	1	2%
Carbohydrate(g)	56.4	8.5	3%
Of which Sugars(g)	55.2	8.3	9%
Fat (g)	31	4.7	7%
Of which saturates (g)	10.3	1.5	8%
Fibre (g)	3.5	0.5	2%
Sodium (g)	0.033	0.005	0%

<http://www.wakeuptonutella.co.uk/info.php> Questions for discussion

• What makes a good breakfast according to the text?
• What makes the breakfast suggested energetic?
• What is a portion of Nutella compared to and for what reason?
• What is the table useful to?

TEXT 2

Nutella delicious? Yes! Nutritious? Probably Not.

<http://www.obesitypanacea.com/search?q=nutella>

The point of view of a consumer

Although this may surprise some of our readers, I really like junk food. I eat far too much pizza, I love chicken wings, and Nutella, the original chocolate hazelnut spread, is one of my favourite breakfast condiments (it's tasty on a bagel, but its unbeatable inside a fresh crepe with whipped cream and bananas). The interesting thing about Nutella is that its commercials seem to suggest that it is some sort of health food. For example, check out the French Nutella  commercial.

Unfortunately I couldn't find any English Nutella commercials, but I have put my functional bilingualism to work by attempting to translate it for you myself:

There's a lot to experience in the life of a child

Lots of energy to expend...

To play

To dream

To concentrate

So much energy...

To try

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And try again

To learn

To grow up

To discover the world

Hazelnuts and creamy milk:

Nutella - it takes energy to be a kid

Now that commercial implies several things. First off, it implies that Nutella is a great source of energy, especially for kids. Well it should be a great source of energy - the first ingredient is sugar. In fact, in a 19 gram serving of Nutella, 11 grams are sugar. Of course that energy won't last very long before an insulin spike kicks in and makes the kids lethargic, so they are likely to need something more substantial if they plan to "discover the world" for more than an hour or so.

The commercial also implies that Nutella is mainly hazelnuts and milk. However, hazelnuts only make up 13% of Nutella, and skimmed milk makes up less than 7%. I should mention that the ingredients which go into Nutella vary slightly by country, such that while skimmed milk is used in North America, skimmed milk powder is used in most European countries. So while there are a few hazelnuts and at least some skimmed milk products in Nutella, they are drastically outnumbered by the other, less wholesome ingredients.

Many Nutella ads, including those on their American website, suggest that Nutella is not only a great source of energy, but is also a nutritious way to start your day. What type of nutrients? After sugar, the second most common ingredient in Nutella is palm oil. The same palm oil which is high in palmitic acid, a fatty acid which the World Health Organization claims is convincingly linked to increased risk of cardiovascular disease (see the report here, and skip to page 88 for the info on palmitic acid). In fact, roughly half the calories in Nutella are from sugar, and the other half are from fat. Only about 4% of the calories are from protein. The Nutella website also suggests that Nutella is healthy because it "is made with hazelnuts which are a great source of vitamins." Note that they don't say that Nutella is a great source of vitamins, because it's not - a single serving has 0% of the recommended daily intake of Vitamins A and C, and just 10% of the recommended intake of Vitamin E.

Despite all of these things, the makers of Nutella still claim that it can be part of a complete breakfast. How is that possible? The complete breakfast that they suggest includes multigrain bread and juice (which many people would argue is still not an ideal breakfast), but the point is that the breakfast is complete without the Nutella. If there's anything that I learned from commercials during Saturday morning cartoons, it's that anything can be part of a complete breakfast! That doesn't make it healthy food choice.

Despite all of these things, I'm not going to stop eating Nutella - just like I've never stopped eating pizza or drinking pop. Just don't let the good folks at Nutella convince you that it's a healthy option, especially for kids.

Thanks to my awesome cousin Gina O'Leary for suggesting this topic, and to my (equally awesome) girlfriend Daun for stopping me whenever I reach for the Nutella too frequently.

Travis

Adapted from <http://www.obesitypanacea.com/search?q=nutella>

Obesity Panacea has been named a Finalist for the 2010 Research Blogging Awards!

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Questions for discussion

1. Does the speaker agree with the idea that Nutella is a healthy kind of food?
2. What is the percentage of sugar in a 19 gram serving of Nutella?
3. Is the energy provided by Nutella lasting?
4. Is the percentage of ingredients the same in all countries?
5. What kind of milk is used in Europe?
6. What are the less wholesome ingredients in Nutella?
7. Where do the calories of Nutella come from?
8. What is the point about breakfast made by the consumer?
9. What did he learn from commercials?
10. What kind of consumer is this blogger from Obesity Panacea?

Do the two messages help you to decide what a customer’s responsible behaviour should be?

FOLLOW UP

1.

Group work. Reading. Note-taking. Speaking. Writing.

In your group analyse the resources below to learn how to understand food labels.

After that read the Nutella label and decide if Nutella can be considered healthy.

Prepare a power point presentation to illustrate your decision and support it with consistent

information.

UNDERSTANDING FOOD LABELS

1. Buy healthier food 

1. Food Labels 
2. Hands Off Nutella": Italian Uproar Over EU Food Label Law 
3. How To Understand Food Labels - How To Read Food Labels

1. The “New” Nutella – A Nutritious Spread?

Be ready to answer the following questions before you can come to a decision

1. How is an ingredients list given?
2. What is the function of a nutritional analysis panel?
3. What is one of the main tasks of the Food Standards Agency
4. What are traffic light labels?
5. When are food labels compulsory?
6. What is a serving size?
7. What is the nutrition information based on?
8. What kind of information do labels provide?
9. What does DV stand for?
10. Is the use of language free in labels?

1. what does light mean?
2. What is the difference calorie-free, fat-free and cholesterol-free?
3. What are some common mistakes made in reading food labels?
4. What measure does the European Parliament be near to approve to fight obesity and give consumers more informed choices?

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1. How did most EU countries react to the possible measure?
2. What meaning does "Hands off Nutella" communicate and to whom is it addressed?
3. How did the company's vice-president, Paolo Fulci, react to the EU decision?
4. What does the consumer’s comment "Sure, consumers must be informed, but nobody has ever died from Nutella," seem to imply?
5. What is Nutella’s ingredients list like?
6. What is the disadvantage of Palm oil?

Extension: Prepare some guidelines  to become wise consumers. 

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CATALUNYA

INTERDISCIPLINARY LESSON 1

IES PERE FONTDEVILA, GIRONELLA

In our Catalan Educational system, we have  something called Crèdit de Síntesi. This takes place for a whole week, usually the week before Easter. The students work on a common topic and all the school subjects get involved working on this. This school year, the students of 3rd ESO (who are involved in the Erasmus Plus project) were working on the topic of Healthy lifestyle, mainly on nutrition. So, they worked this topic in Maths, Biology, English, PE, Technology, Art,… among others. Many of these activities took place in  the School of Nutrition called Fundació Alicia and others at school.

  

We have selected some activities:

NATURAL SCIENCE AND SPORT

The first thing that students had to do is to study the nutrition habits, so they had to write everything they ate for 3 days and also the sport activities they did. One of the days had to be a Sunday or a Saturday, as routines usually change at weekends.

Here we can see a student’s result:

One of the student’s results:

Another student’s results:

2. After that, they answered a questionnaire as the one following:

After this, they had to answer the next questionnaire about sport (the times they practise each one)

RESULTS:

A group of dietists studied the results and could find out which were the main problems to be solved in that class.

Next, the students suggested some improvements, here we have some:

1. LET’S PRACTISE SPORT IN GIRONELLA!

Aim: to improve the hours of sport in and out of the school

Description: To work together with the Town Hall so as to promote sport for everybody, all ages. Some championships, walks, races, games and orientation races among others.

Parents should also get involved.

Positive Points to support the campaign: young people usually like sport, and most people may like it, mainly if they see this means an improvement in their lifestyle and health.

2. LET’S LIVE A GREENER LIFE

To organize a campaign in Gironella: with cooking workshops, the “Fruit Day”, promoting the local food products.

INTERDISCIPLINARY  LESSON 2

• CONTEXTUALIZATION

TITLE:   Do you move enough?

SUBJECTS INVOLVED: Maths & Physical education 

                    

TOPIC:  In this interdisciplinary lesson we will focus on the relationship between food consumption and energy.  Students will work together to find the balance between what they eat and the physical activity they do in order to achieve a healthy lifestyle. 

    

• OBJECTIVES

• Treat food as a source of energy
• Get to know the relationship between physical activity and energy consumption.
• Learn how to compensate food intake with energy consumption.
• Be aware of the influence of healthy food on human organisms and its functioning.
• Encourage students to do physical activities.

• METHODOLOGY

Work in groups

• RESOURCES AND TEACHING MATERIAL

There will be 5 worksheets with 5 different activities.

Activity 1: Learning how to measure energy consumption.

Activity 2: Learning how to measure the quantity of food intake to compensate energy consumption.

Activity 3: Producing a graphic / bar code of energy consumption.

Activity 4: Producing a graphic / bar code of energy compensation.

Activity 5: Learning how to measure energy compensation in a whole day.

• DEVELOPMENT OF THE ACTIVITIES 

ACTIVITY 1:  

Students work in groups doing different physical activities. 

Each group will work on one of the following activities:

• Running 
• Stretching exercises 
• An exercise routine
• Board games
• 

  

ACTIVITY 2:

Students will measure the quantity of peanuts, lettuce and sugar they need to compensate the energy they have spent performing the five different physical activities.

             

ACTIVITY 3:

Students will have to draw a graphic/ bar code of the energy (kcal) that one person spends in 10m., 30m.,and 45minutes depending on the physical activity each group has performed.

ACTIVITY 4:

Students will have to draw a graphic/ bar code.

First, they will have to choose 15 products of a list of food paying attention to the fact that if two products belong to the same family, they will have to choose one with a lot of calories and the other with less. Then, students will have to calculate the amount of energy these products gives them if they eat 100 grams.

ACTIVITY 5:

Taking into consideration that a teenager aged 15-17 needs 1600-1900 kcal. approx. daily, students will have to invent a healthy menu of 1800kcal for him/her that includes the different meals of a day.      

                                                                                       

        

INTERDISCIPLINARY  LESSON 3

• CONTEXTUALIZATION

TITLE:   Let’s make a different advertisement

SUBJECTS INVOLVED: 

Spanish and Drawing and Arts & Crafts

                    

TOPIC: The aim of the lesson is to invent an advertisement in the shape of an image that fosters the idea of taking care of our body as a way of loving our soul because a healthy image of our body brings us emotional welfare.

The technique that students will use to produce the advertisement will be food painting. 

The advertisement will be related to a slogan that will be written in Spanish and accompanied with an explanatory text that clarifies the message students want to communicate, the type of audience to which it is aimed at, where it could appear and which linguistic resources are used.

• OBJECTIVES

• To promote the acceptance of oneself as it brings us mental and emotional welfare.
• To highlight the idea that a positive image of oneself is associated with a healthy body not with clothes, slim figures, muscles or consumerism.
• To use advertising techniques and language.
• To learn how an explanatory text should be dealt.

• METHODOLOGY

Work in groups

• TEACHING RESOURCES

As the technique that students will use to produce the advertisement will be food painting, they will need different pieces of fruit, vegetables, liquids, sauces, creams, jellies... They will also need brushes, forks, knives, scissors, glue, tooth sticks etc to manipulate food. Finally, a plastic, pottery or glass tray will be required to hold the final production.

THE FOLLOWING IMAGES WHERE SOME OF THE PRODUCTIONS STUDENTS MADE FOR THE ADVERTISEMENTS