TEACHING LEARNING SEQUENCE:

HEALTH

Ane Vilar Vázquez

Science for Contemporary World (SCW)

01/02/2025

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INDEX:

1.​ Introduction
2.​ Session 1: Assessing background knowledge: food, health and sport
-​ Table of the activities (for the teacher) – Explanation, Learning objectives, Resources
and Timing

2.1 Activity 1: Interactive quiz. "What do you know about health and nutrition?"

-​ Introduction for the activity

-​ Instructions and the activity for the students
-​ Cognitive skills

​ 2.2 Activity 2: Matching. "Healthy habits vocabulary"

-​ Introduction for the activity

-​ Instructions and the activity for the students
-​ Cognitive skills

​ 2.3 Activity 3: True or False. "Healthy eating and exercise myths"

-​ Introduction for the activity

-​ Instructions and the activity for the students
-​ Cognitive skills
3.​ Session 2: Nutrients and their impact on health
4.​ Session 3: Functional foods and their benefits
5.​ Session 4: Relationship between physical exercise and health
6.​ Session 5: Integration of concepts

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In today's globalized world, integrating language learning with subject content has become an
essential approach in education. This project presents a long learning sequence designed for 3rd-year
ESO students in the Basque Country, within the subject Science for Contemporary World (SCW). The
selected topic, aligned with the official curriculum, falls under Block 3: Health and Scientific
Advances, specifically covering Nutrition and Health, Functional Foods, and Sports and Health.

The primary objective of this work is to design and implement a five-session learning sequence that
applies the Content and Language Integrated Learning (CLIL) methodology. The activities developed
in this sequence aim to foster critical thinking, collaboration, and practical application of scientific
concepts, ensuring that students not only acquire the theoretical knowledge that appears in the
curriculum but also develop essential skills for real-life situations.

The CLIL approach has proven to be an effective pedagogical strategy which involves the
simultaneous teaching of content and a foreign language. Applying this methodology in science
education not only enhances students’ understanding of scientific concepts but also improves their
ability to express ideas, analyze information, and engage in discussions in English. Research suggests
that CLIL-based science instruction leads to higher motivation, deeper comprehension, and better
retention of knowledge (Dalton-Puffer, 2011). Furthermore, the integration of English into scientific
subjects prepares students for academic and professional contexts where English is the dominant
language.

This sequence consists of five sessions, each lasting 60 minutes, incorporating both individual and
group activities to ensure an interactive and engaging learning process. The sessions are designed to
progressively build students’ understanding of the relationship between nutrition, functional foods,
and physical activity, emphasizing real-world applications. The difficulty of these activities will also
be gradually increasing and requiring higher cognitive demand (according to Bloom's Taxonomy
pyramid).

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1.​ SESSION: Assessing background knowledge: food, health and sport

Activities Explanation Learning objectives Resources Timing

Activity 1. Interactive Students take part in a quiz -Assess background -Kahoot or Quizizz 20 minutes (5
quiz: on nutrition, functional knowledge on basic (pre-set by the minutes to
foods and the impact of concepts of nutrition, teacher). introduce the
"What do you know sport on health. health and sport. -Electronic devices activity and
about health and -Blackboard or 15 minutes to
nutrition?" - Identify and familiarize projector do the quiz
with English vocabulary and discuss)
related to the topic.

-Encourage active
participation in the
classroom through an
interactive activity.

Activity 2. Matching Students match key -Identify and define -A list of key 20 minutes
concepts and sentence concepts in English with essential vocabulary health-related terms.
practice: definitions and images. related to healthy habits, -A set of definitions
Then, they use each term in and understand and use for these terms and
"Healthy habits a sentence related to a daily this vocabulary in English. images representing
vocabulary" habit the concepts.
-Enhance critical thinking
by analyzing and -A glossary of the
associating words with verbs that can be used
their appropriate meanings for the sentences.
or examples.

Identify and challenge -Students will learn to -The list of common 20 minutes
Activity 3. True or False: misconceptions about diet, identify and challenge misconceptions (15 to make
exercise and health. common misconceptions the exercise
"Healthy Eating and about nutrition, exercise, and 5 to
exercise Myths" and health. discuss)

-To articulate ideas, listen

to others, and practice
clear communication,
thereby developing their
speaking and reasoning
skills in both content and
language.

ACTIVITY 1: Interactive quiz. "What do you know about health and nutrition?"

The use of interactive quizzes in the classroom has significant support, especially in methodologies
based on active learning. According to studies such as Kay, LeSage (2009) and Dervan (2014), this
type of activity encourages learning by providing immediate feedback and promoting participation.

It is important that the teacher measures the students' background knowledge, as they usually have a
basic knowledge of this subject derived from their daily experiences and from the subject of Natural
Sciences in previous courses. However, research such as that of Moreno et al. (2015) indicates that
there are important gaps and misconceptions about balanced nutrition, the impact of exercise on
health or the characteristics of functional foods.

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In addition, activities of this type allow students to practice vocabulary and grammatical structures in
a practical context, facilitating the acquisition of language (Coyle, Hood & Marsh, 2010).

Instructions:

1.​ Access the interactive quiz link (you can use your tablet or laptop). If you don’t have a
device, don’t worry, we will work in groups.
2.​ Read each question carefully. There are 3 options to choose from (A, B or C).

●​ What is the main source of energy for the human body?

A) Proteins B) Carbohydrates C) Fats

●​ Which vitamin is essential for strong bones?

A) Vitamin B) Vitamin C) Vitamin

●​ True or false: Exercise helps reduce stress.

A) True B) False

●​ Which of these foods is an example of a functional food?

A ) Yogurt B) Potato chips C) Soda

●​ What is the recommended daily amount of water for an average person?

A) 1 liter B) 2 liters C) 3 liters

●​ What is the main function of proteins in the body?

A) Provide energy B) Build and repair tissues C) Store energy

●​ Which nutrient helps in the absorption of vitamins A, D, E, and K?

A) Carbohydrates B) Fats C) Proteins

●​ True or false: A high-sugar diet can increase the risk of heart disease.

A) True B) False

●​ Which food is a good source of Vitamin C?

A) Orange B) Potato C) Chicken

●​ Which of these is a function of fiber in the diet?

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A) Helps digestion and prevents constipation B) Increases cholesterol levels C) Builds
muscles

●​ Which nutrient is most important for muscle growth and repair?

A) Carbohydrates B) Proteins C) Fats

●​ True or false: Drinking water is important for maintaining a healthy skin.

A) True B) False

●​ Which of the following is a rich source of Omega-3 fatty acids?

A) Salmon B) Potatoes C) Eggs

●​ What is the role of carbohydrates in the body?

A) Build muscles B) Provide long-lasting energy C) Help absorb vitamins

●​ Which of the following is an example of a healthy fat?

A) Olive oil B) Butter C) Margarine

After the quiz, we will briefly discuss the correct answers and explain why each option is correct or
incorrect. This will help to clarify doubts and reinforce learning.

Cognitive skills:

This activity engages students in various cognitive processes following Bloom's Revised Taxonomy.

-​ Remembering: Students retrieve information they already know. The quiz prompts them to
access foundational concepts they may have encountered in everyday life, school lessons, or
media.

ACTIVITY 2: Matching. "Healthy habits vocabulary"

This task aims to integrate both content and language learning by reinforcing students' knowledge of
healthy habits while simultaneously developing their vocabulary in English and their ability to
formulate sentences with that vocabulary. Key vocabulary matching exercises are an effective tool for
language learning, particularly in CLIL contexts, which not only helps consolidate their understanding
of the terms but also encourages active engagement with the content.

According to Nation (2001), vocabulary matching exercises promote active learning by encouraging
students to connect words with meanings, fostering better retention and understanding.

Instructions:

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In this activity, you will have to match these terms with the correct definitions and corresponding
images.

-​ 🥗
Balanced Diet | A. A diet providing all essential nutrients in the right proportions. |

🥛
(Plate with vegetables, grains, proteins)
-​ Functional Food | B. Foods with added health benefits, such as probiotics or vitamins. |

🏃
(Yogurt with probiotics)
-​ Physical Activity | C. Any bodily movement requiring energy, like walking or dancing. |

🍔
(Person running)

🍳
-​ Calorie | D. A unit of energy obtained from food. | (Burger with nutritional information)
-​ Protein | E. A nutrient essential for muscle growth and repair. | (Eggs or meat on a
plate)
-​ Vitamins | Molecules that help the body function properly, often found in fruits and
vegetables.
-​ Processed food | Foods that are high in sugar or fat and often have artificial ingredients
(e.g., chips, soda).
-​ Endorphins | Hormones released during exercise that improve mood and reduce stress.

Then, use each term in a sentence related to your daily habits (e.g., "I try to maintain a balanced
diet by eating fruits and vegetables every day").

Cognitive skills:

-​ Understanding: Students comprehend the relationships between the terms, definitions, and
images.
-​ Applying: They connect abstract concepts to concrete visuals or real-world examples.

ACTIVITY 3: True or False. "Healthy eating and exercise myths"

Misconceptions, or "myths," often stem from misinformation in media or cultural beliefs, and they
can affect students’ attitudes and behaviors regarding health. By integrating this type of activity,
educators can promote critical thinking, challenge assumptions, and encourage evidence-based
understanding of health-related topics.

Instructions:

In the following activity you will find some common misconceptions about healthy eating and
exercise. You will have to identify which ones are correct or incorrect and justify your response.

1.​ "Carbohydrates make you gain weight and should be avoided."

○​ Answer: False. Carbohydrates are essential for energy; issues arise from
overconsumption or eating processed carbs.
2.​ "Skipping breakfast helps you lose weight."

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○​ Answer: False. Skipping breakfast can lead to overeating later and reduced
concentration.
3.​ "Eating fat always makes you fat."
○​ Answer: False. Healthy fats (like those in nuts, avocado, and fish) are important
for brain function and energy.
4.​ "Drinking water helps improve your overall health and concentration."
○​ Answer: True. Staying hydrated is essential for physical and mental performance.
5.​ "The more you sweat, the more calories you burn."
○​ Answer: False. Sweating cools the body and does not directly correlate to calorie
expenditure.
7.​ "Lifting weights will improve overall strength and metabolism."
○​ Answer: True. Strength training builds muscle, increases metabolism, and supports
overall fitness.
8.​ "You need to exercise every day to stay healthy."
○​ Answer: False. Rest days are essential for muscle recovery and preventing injuries.
9.​ "If you don’t feel sore after a workout, it wasn’t effective."
○​ Answer: False. Soreness is not a reliable indicator of an effective workout;
consistency and effort are more important.
10.​ "Regular physical activity can reduce stress and improve mental health."
○​ Answer: True. Exercise releases endorphins, which help reduce stress and boost
mood.
11.​ "Eating after 8 PM causes weight gain."
○​ Answer: False. Weight gain depends on overall calorie intake, not the timing of
meals.
12.​ "All calories are the same regardless of the food source."
○​ Answer: False. Nutrient-dense foods provide more health benefits than empty
calories from sugary or processed foods.
13.​ "Regular exercise and a balanced diet are key to maintaining long-term health."
○​ Answer: True. Combining physical activity with good nutrition leads to better
overall health outcomes.
14.​ "Doing cardio is the only way to lose weight."
○​ Answer: False. Strength training and a balanced diet are also crucial for weight
loss and overall fitness.
15.​ "The more protein you eat, the better it is for muscle building."
○​ Answer: False. Excess protein is stored as fat; muscle building depends on proper
training, recovery, and balanced nutrition.

Next, we will do a discussion with the whole class:

"Which of these statements did you think were true but were actually false?"

"Why do you think these myths are widely believed?"

"How can we distinguish between myths and scientifically backed facts?”

Cognitive skills:

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-​ Understanding: They need to demonstrate comprehension of key concepts, to evaluate the
truthfulness of the statements.
-​ Analyzing: The activity involves breaking down each statement and evaluating its validity.
Students analyze the language, context, and evidence behind the myths and use logical
reasoning to determine if the statement is true or false

2. SESSION: Nutrients and their impact on health

Activities Explanation Learning objectives Resources Timing

Activity 1. Puzzle Students research -Understand and explain -Electronic devices 40 minutes
dynamic: information of a key the functions of key -Notebook (20 minutes to
nutrient (proteins, nutrients in the body, as -Pen/pencil find the
"Nutrients and their role carbohydrates, fats, or well as their importance in information
in our body" vitamins) and teach their maintaining health. and 20
findings to the group, minutes for
collaboratively building -Develop collaboration the group
understanding through the and communication skills, discussion)
puzzle method. by working in groups,
students will share,
analyze, and communicate
information in English..

-Foster critical thinking

and research abilities:
Students will evaluate
reliable sources and
synthesize information
about the selected nutrient.

Students analyse the labels -To analyze and interpret -Actual food 20 minutes
Activity 2. Analyze of some food products and nutritional labels by packaging for
nutritional label: classify the main nutrients reading and understanding students to analyze.
(carbohydrates, proteins, them, identifying key
"What’s in your food?" fats, vitamins, minerals) nutrients. -A worksheet or chart
they contain with the same where students can
group as the previous -To make informed record information
activity. Then, they compare decisions about their food
the results with other groups choices, applying their -Brief handouts
and discuss the importance understanding of nutrition explaining the daily
of a balanced diet. labels in real life, enabling recommended intake
them to choose healthier of each nutrient.
food options for a
balanced diet. -Digital devices

3. SESSION: Functional foods and their benefits

Activities Explanation Learning objectives Resources Timing

Activity 1. Case Study: In this activity students will -To identify how different -Printed profiles of 15 minutes
link different diets and dietary habits and different individuals
"Nutrient and life lifestyles to their health lifestyles influence overall with various diets and

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quality impact on outcomes, such as nutrient health, identifying key health outcomes
health" deficiencies or excesses, factors such as nutrient
obesity, and overall deficiencies, excesses, and -Internet Access
wellness. Students will their consequences.
analyze the reasons behind
these health outcomes and -Apply nutritional
justify their responses, knowledge to real-life
proposing dietary and scenarios by proposing
exercise solutions. evidence-based dietary
and exercise adjustments

-To improve their

comprehension and use of
specific health and
nutrition vocabulary in
English

Groups choose a super food 45 minutes

Activity 2. Research and and prepare a digital poster
poster design: with its definition, benefits
and examples. Then each
"Superfood" group presents their poster
and tries to "sell" their food
to the class using persuasive
English vocabulary.

4. SESSION: Relationship between physical exercise and health

Activities Explanation Learning objectives Resources Timing

In this activity, students will -Students will explore the -Digital devices 15 minutes
Activity 1. Short debate: have the opportunity to different sports they -Internet access
reflect on the sports they practice and learn about
“What sport do you practice and share their the health benefits each
practice? experiences with the group. one provides.
The activity aims to
promote the importance of - Students will practice
physical activity, understand presenting their ideas and
how different sports findings in a clear,
contribute to physical and organized manner and
mental health, and raise engage in a class debate,
awareness among those sharing their perspectives
who do not exercise about in English.
the risks associated with
inactivity.

Activity 2. Mind Map: Students create a mind map -To recognize how -Online mind map 45 minutes
in the same groups as the different types of exercise tools (MindMeister,
previous exercise, contribute to overall Canva, Lucidchart,
"How does exercise illustrating how exercise well-being, including etc.)
affect your health?” affects different aspects of physical fitness, mental -Digital devices
health (physical, mental, clarity, and emotional -Internet access
emotional). They must stability.
connect the different

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benefits and ideas to -To learn to organize and
specific types of exercise. present information
visually, using English
vocabulary related to
exercise and health
benefits.

5. SESSION: Integration of concepts

Activities Explanation Learning objectives Resources Timing

Activity 1. Final In this activity,students will -Understand and apply -Case study profiles 60 minutes
presentation: design a one-week healthy what they have learned (pre-designed (Students
lifestyle plan for a specific about the principles of a fictional characters must work in
"Plan a healthy lifestyle case, including a balanced balanced diet and with specific dietary groups
for a week" meal plan, functional foods, functional foods in meal and fitness needs) outside the
and exercise planning. class, so the
recommendations. Then, -Analyze and evaluate the -Online databases or 60 minutes of
they will present the plan in relationship between articles on functional the class will
English in front of the class. nutrition, physical activity, foods and exercise be for the
and overall health. benefits presentation)

-Develop critical thinking -Presentation tools

and decision-making skills (PowerPoint, Canva,
by tailoring health posters)
recommendations to
specific individual needs. -Dictionaries and
glossaries for health
-Enhance communication and nutrition-related
skills in English by vocabulary
presenting and justifying
health plans using
appropriate vocabulary.

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