Food and Digestive System

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Dorothy Summers
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Food and Digestive System Subject/s: Science Teacher/s: Furlati School: class 2 (lower secondary school) (Project: Indicazioni Nazionali IC Monte San Pietro 2014) Sub-topic Starch in food

1 Food and Digestive System Subject/s: Science Teacher/s: Furlati School: class 2 (lower secondary school) (Project: Indicazioni Nazionali IC Monte San Pietro 2014) Sub-topic Starch in food Carbohydrates Content objectives Linguistic objectives - to identify the presence of starch in food - to make hypothesis, experiment and draw conclusions - to remember and ordering information, giving definitions. - to share different point of view through cooperative learning - to improve learner autonomy - to acquire specific language - to be able to use new lexis - to read to get information - to describe an experiment - to use appropriate CALP Language (functions and lexis) Functions: Use of imperative for instructions (put, add, drop) Lexis: Wheat flour, potato flour, corn meal, sugar, test tubes, tincture of iodine, cubic cm, bread, water, crumbled Pre-knowledge Science: students have studied different foods, some food chemistry, digestive processes. English: they are able to make and read questionnaires

2 Stages Steps Materials PRE-TASK: STARCH Tuning in Activating priorknowledge TASK 1. Finding out Discovery learning Drawing up a glossary (students research meaning of words related to CALP language necessary to deal with the content) First experiment Materials: Wheat flour Potato flour Corn meal Sugar Four test tubes Tincture of iodine Execution: 1. Put in the first test tube a teaspoon of wheat meal, in the second a teaspoon of corn meal, in the third a teaspoon of potato flour, in the fourth a teaspoon of sugar ( it serves as a control). 2. Add to each test tube 2 cubic cm of water. 3. Make your predictions: what will it happen by adding tincture of iodine? 4. Add one drop of tincture of iodine to each test tube. 5. What can you say about the colour you see? Second experiment Materials: Bread Water Two test tubes Tincture of iodine Video: Brain pop: /nutrition/ ericanenglishonline.c om/images/vocabula ry%20images/food% 20photos/Food.html

3 2. Sorting out Organizing information Execution: 1. Put a little piece of crumbled bread in a test tube, then add 2 cubic cm of water and a drop of tincture of iodine. 2. Put a little piece of chewed bread in the second test tube, add 2 cubic cm of water and a drop of tincture of iodine. Why are there two different colours? What has happened during the bread mastication? Collecting data and drawing conclusions: The different types of flour form with water a solution / colloidal suspension that is (colour) Sugar forms / does not form a solution with water. It is (Colour) Annex A- B Draw and colour the four test tubes. POST TASK Language reflection/awareness Conclusion: Complete the sentences, by choosing the right words and draw the experiments ptyalin, starch,polysaccharide, enzyme, disaccharide, sugar

4 Self-assessment Assessment We can say that the colour change of tincture of iodine happens for the presence of starch, a polysaccharide, instead tincture of iodine maintains its own colour in sugar, a disaccharide. In the second experiment ptyalin, a salivary enzyme, has break down starch of chewed bread, in a more simple form. PRE-TASK: CARBOHYDRATES Tuning in Activating priorknowledge Drawing up a glossary (students research meaning of words related to CALP language necessary to deal with the content) TASK 1. Finding out Discovery learning Divide the class in groups of four; assign a number and a different role to each student (material responsible, time keeper, writer, coordinator). Give out a photocopy to each group. Students have to work and share ideas with their partners in order to find links between the words (time 40 minutes). Choose a group and draw a number: the student with that number has to write the result of the group discussion in the form of a map on the IWB. Choose another group, draw a number and the student with that number has to try to explain the map and its links to the class. Go on in the same way with all the groups. Support students discussion in order to clarify, decide upon correctness of information in the maps and help them to recall previous knowledge. Annex 1 2. Sorting out Organizing information When all the groups have shared their ideas, each group has to make a summary poster in the form they like Annex 2 POST TASK Ask the students to write some sentences using the pictures and the words listed in the photocopy.

5 Language reflection/awareness Self-assessment Assessment Here are some examples: Bread, pasta cereal and potatoes contain starch Lactose, a disaccharide, is in milk Saccharose is the normal sugar used for cooking Fruits contain fructose, a monosaccharide Photosynthesis happens in the leaf and produces glucose Starch is a polysaccharide made by chains of glucose Glucose and fructose make honey Reflection: students were very motivated; working autonomously has helped them to discuss and discover problems or mistakes in making the maps. They have some problems in writing sentences related to language accuracy (verbs) and not to the content

6 Annex A (STARCH)

7 Annex B

8 CARBOHYDRATES ANNEX 1

9 Annex 2

Carbohydrates Chemical Composition and Identification

Carbohydrates Chemical Composition and Identification Introduction: Today, scientists use a combination of biology and chemistry for their understanding of life and life processes. Thus, an understanding