Ready for action?
Resources
Tangible Resources
computer for slide show
Preparation
Survey (see LU0)
Goals, messages & concepts
Specific goals
- To understand snack-related habits around the world.
- To analyse data about snack-related habits in the community and compare it to that of other communities/countries.
- To prepare for a meeting with a dietician.
Specific messages
- Children and adolescents in countries around the world eat differently.
- Healthy and nutritious food contributes to physical and mental health and improves functional abilities (e.g. concentration).
- Whilst there is no precise definition for healthy food, our body needs a good balance of food that is high in fibre, proteins, minerals and various nutrients.
- Healthy eating involves moderation, balance and variety.
Main terms
- lifestyle
- physical health
- mental health
Practices & skills
STEM practices
- Analysing and interpreting data
- Obtaining, evaluating, and communicating information
- Using mathematics and computational thinking
Soft skills
- Teamwork and collaboration
Management skills
- Use of resources
Course of activity
step 1
Introduce the learning scenario, learning units and upcoming lessons. Activities, goals, outcomes and timeline will be explained to students so they know what is expected of them.
step 2
Students will discuss what they expect to have learned by the end of the Learning Scenario, what they will be able to share with the community, and the value of this.
step 3
Students will analyse the survey data from LU0 and compare this with their own snack habits.
- What is the outcome of the survey?
- How diverse is the group that answered the questionnaire?
- What are the similarities?
- What are your own snack habits?
- How do they compare to the community?
step 4
Students will compare the outcome of the survey to food/snack habits around the world by using the internet to find information about other continents, countries, cultures and traditions. Discuss how to search the web for relevant information:
- How can we find information about snack related habits around the world?
- What terms and language do we use to find our information?
- Which sources are more trustworthy than others?
- How do we find accurate articles and research documents opposed to blogs?
step 5
Divide students into working groups. Each group will research a different continent and try to find as much diverse information as possible.
step 6
In a plenary, students will share the information they found and discuss the outcome in terms of similarity and differences worldwide, comparing this with their own snack habits and the habits they researched in the community.
step 7
Discuss what it means to eat healthily and what products are considered healthy:
- What does it mean to eat healthily?
- Is healthy eating the same for everyone?
- Can you define healthy eating?
- How can eating healthy and nutritious food help you physically and mentally?
- What daily nutrition do you need to thrive physically and mentally?
step 8
Students will identify the gaps in their knowledge regarding healthy eating, and prepare questions for meeting with an expert who specialises in dietetics in LU3