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HEBAT Bacaan BI Unit 6

117

What can

improve

our quality

of life?

How

healthy do

you think

you are? How

important

is mental

health?

Describe

a well-

balanced

individual.

?

UNIT 6:

LIVE WELL

What

does living

well

mean?


118

TEACHING AND LEARNING STRATEGIES FOR BEGINNER LEVEL

BY THE END OF THE LESSON,

STUDENTS CAN:

i. Find relevant information from a text on Balanced Diet ii. Identify main ideas from reading materials and videos.

STRATEGIES/ APPROACHES

Reading Strategy: SQ3R

LOTS: Remembering

Understanding

HOTS: Evaluating

Creating

21st Century Learning

VALUES Love for Life

LEARNING/ TEACHING AIDS

Worksheet

Youtube

SITUATION Educational

TEXT FORMAT Multiple

TEXT TYPE Description

COGNITIVE

PROCESS

Integrate and generate inferences

*refer to HEBAT Bacaan Bahasa Inggeris Reading Strategies

**refer to 21st Century Learning: Cooperative Learning Structures

***refer to Guide to Using HOTS in a Reading Classroom


119

ACTIVITIES STRATEGIES/

APPROACHES STEP 1

a. Students watch a video clip on Balanced Diet (PICTURE 1). https://www.youtube.com/watch?v=YimuIdEZSNY

b. Based on the video clip, students suggest possible headings and related keywords.

LOTS: Understanding

STEP 2

a. Students read an article entitled 'A Balanced Diet is Healthy' (TEXT 1).

b. Students identify unfamiliar words from the text and complete WORKSHEET 1 (using a dictionary). http://craftthefinalfrontier.blogspot.my/2014/10/healthy-balance-food-is-balance-diet.html

c. Students read the text again and complete the 'Survey', 'Question', 'Read' and 'Recite' sections of the SQ3R* chart (WORKSHEET 2).

d. Students share their answer for the 'Recite' section with their face partner**.

e. In pairs, students complete the 'Review' section of the SQ3R chart.

LOTS: Remembering Understanding

Reading Strategy: SQ3R

21st Century Learning:

Think-Pair-Share**

STEP 3

a. In groups, students create a complete 3-day balanced

meal menu pamphlet. Students use WORKSHEET 3 as a guide for their menu.

b. Students share, compare and evaluate their

findings via Gallery Walk**.

c. Students watch a video entitled Effects of Unhealthy Eating and answer WORKSHEET 3.

https://www.youtube.com/watch?v=nj2OjA62crs

HOTS: Evaluating Creating


Gallery Walk

https://www.youtube.com/watch?v=YimuIdEZSNY

http://craftthefinalfrontier.blogspot.my/2014/10/healthy-balance-food-is-balance-diet.html


https://www.youtube.com/watch?v=nj2OjA62crs


120

PICTURE 1




121

TEXT 1

A Balanced Diet is Healthy

Eating a balanced diet is the basic advice for everyone. What you eat determines

how healthy you are. A ‘balanced' meal is food that has nutritional content and is

taken moderately. It is important to note that the nutritional intake for each person

varies, depending on the gender, age, capacity, and other everyday activities.

Balanced food contains nutrients which include: Carbohydrates, Protein,

Vitamins, Minerals, Fat & Fibre

Carbohydrates

Carbohydrates play an important role as the main source to support daily activities of

the human body. Food rich in carbohydrates:

It is important to always eat one food source of carbohydrates at every meal. For

example, rice, noodles, sweet potato, cassava, and other. The body is tired when

there are insufficient carbohydrates.

Sugar

Granulated sugar, brown sugar, rock sugar, syrup, honey and sweet cakes need to

be restricted because excessive sugar can lead to obesity and diabetes.

Fat

Fat is a source of energy which serves as a reservoir of energy for the body.

Excessive fat can cause obesity which leads to other health problems.

http://craftthefinalfrontier.blogspot.com/2014/10/healthy-balance-food-is-balance-diet.html

http://en.wikipedia.org/wiki/Healthy_diet

http://reliable4you.com/common/images/Balanced-Diet-Chart-for-Adults.gif


122

Protein

Protein enables the growth of the body as it serves as the building blocks of body

tissue and replaces damaged tissue. Thus, we need to have protein in our diet every

day. Protein is found in fish, chicken, meat, eggs, milk, tofu, and nuts.

Vitamin&Mineral

Vitamins and minerals launch the body's performance and protect the body from

illnesses. Many vitamins and minerals are present in vegetables and fruits.

Fibre Fibre helps lower blood, glucose and blood fats. It also functions as a laxative and

makes you feel full, thus you eat less. Fibre is found in whole wheat bread, fruit, and

fresh vegetables, beans, and tofu.

Excessive eating patterns result in diseases such as stroke, coronary artery disease, diabetes, and more. These diseases can be tackled by cutting down on fatty food, sugar and salt.

Obesity Try to maintain your ideal weight to avoid various diseases. To lose weight, you need to eat balanced meals and reduce calories. Additionally, more physical activities such as walking, riding a bike, gymnastics, swimming, and more are recommended.




http://esngent.be/wp-content/uploads/2014/01/Healthy-Balanced-Diet.jpg


123

WORKSHEET 1

Vocabulary

Identify unfamiliar words from the text and using a dictionary, find the meaning of these

words. Write them in the table below.

WORD MEANING


124

WORKSHEET 2

SQ3R A Balanced Diet

Jot down important title, headings and subheadings.

Turn the titles, headings and subheadings into questions.

Find the answer and jot them down here.

Using the answer in the above section (Read), jot down some key

points/ideas here. Then explain them to your friend(s).

Write a summary using the points here.


125

WORKSHEET 3

Create a 3-day balanced meal menu.

DAY 1

BREAKFAST

…………………………………………

…

…………………………………………

…

…………………………………………

…

LUNCH

…………………………………………

…

…………………………………………

…

…………………………………………

…

DINNER

…………………………………………

…

…………………………………………

…

…………………………………………

…

…………………………………………

DAY 2

BREAKFAST

…………………………………………

…

…………………………………………

…

…………………………………………

…

LUNCH

…………………………………………

…

…………………………………………

…

…………………………………………

…

DINNER

…………………………………………

…

…………………………………………

…

…………………………………………

…

…………………………………………

DAY 3

BREAKFAST

…………………………………………

…

…………………………………………

…

…………………………………………

…

LUNCH

…………………………………………

…

…………………………………………

…

…………………………………………

…

DINNER

…………………………………………

…

…………………………………………

…

…………………………………………

…

…………………………………………


126

TEACHING AND LEARNING STRATEGIES FOR INTERMEDIATE LEVEL

BY THE END OF LESSON, STUDENTS CAN:

i. Integrate and interpret information from a poster and a text.

ii. Justify opinion with supporting evidence from the internet. iii.Create and present a Power Point Presentation.


Reading Strategy: ACID

LOTS: Understanding

HOTS: Applying

Evaluating

Creating


VALUES Mental Health

LEARNING/ TEACHING AIDS

Worksheet

SITUATION Personal

TEXT FORMAT Single, Continuous

TEXT TYPE Description

COGNITIVE

PROCESS

Integrate and Generate Inferences

Reflect on Content and Form





127


APPROACHES

STEP 1

a. Students study the poster (PICTURE 1) and write down adjectives related to the poster.

b. Students share their words in a One-Two-Group** activity.

c. In groups, students write a poem using the adjectives with the theme 'Beauty'.

d. Students share their poems with the class.

LOTS:

Understanding

HOTS:

Applying

Creating

21st Century

Learning:

One-Two-Group

STEP 2

a. Students read an article about body image and appearance (TEXT 1) and apply ACID* marks.

b. In pairs, (a) students search online for information to support

their opinions based on the ACID marks. (b) students share their findings orally in class via

Numbered Heads Together** activity.

Reading Strategy:

ACID

HOTS:

Evaluating

21st Century

Learning:

Numbered Heads

Together

STEP 3

a. In groups, students search online for tips on creating a healthy body image.

b. Students create a webpage/blog to promote healthy body image using the information gathered.

c. Upon finishing, students browse and evaluate each other’s websites/blogs using ACID marks and choose the best website/blog.

Reading Strategy:

ACID

21st Century

Learning:

ICT

HOTS:

Applying

Evaluating

Creating


128

PICTURE 1


129

TEXT 1

State whether you agree (A) or disagree (D) with the statements below, or whether you

find them confusing (C) or interesting (I) by marking A, C, I or D in the right column.

Statement ACID marks A/C/I/D

Media's Effect on Body Image The popular media (television, movies, magazines, etc.) have, since World War II, increasingly held up a thinner and thinner body image as the ideal for women.

In a survey of girls 9 and 10 years old, 40% have tried to lose weight, according to an ongoing study funded by the National Heart, Lung and Blood Institute.

In a study on fifth graders, 10 year old girls and boys told researchers they were dissatisfied with their own bodies after watching a music video by Britney Spears or a clip from the TV show "Friends".

A 1996 study found that the amount of time an adolescent watches soaps, movies and music videos is associated with their degree of body dissatisfaction and desire to be thin.

One study reports that at age thirteen, 53% of American girls are "unhappy with their bodies." This grows to 78% by the time girls reach seventeen.

A Focus on Appearance A Kaiser Foundation study by Nancy Signorielli found that: In movies, particularly, but also in television shows and the accompanying commercials, women's and girls' appearance is frequently commented on: 58 percent of female characters in movies had comments made about their looks, as did 28 percent in television shows and 26 percent of the female models in the accompanying commercials. Mens' and boys' appearance is talked about significantly less often in all three media: a quarter (24%) of male characters in the movies, and 10 percent and 7 percent, respectively, in television shows and commercials.

One in every three (37%) articles in leading teen girl magazines also included a focus on appearance, and most of the advertisements (50%) used an appeal to beauty to sell their products.

The commercials aimed at female viewers that ran during the television shows most often watched by teen girls also frequently used beauty as a product appeal (56% of commercials). By comparison, this is true of just 3 percent of television commercials aimed at men.

http://depts.washington.edu/thmedia/view.cgi?section=bodyimage&page=fastfacts


130

TEACHING AND LEARNING STRATEGIES FOR ADVANCED LEVEL

BY THE END OF LESSON,

STUDENTS CAN:

i. Locate information from text on Choices in Life. ii. Integrate and generate inferences based on the stimuli. iii. Evaluate responses to questions on facts and opinions.


Reading Strategy: PMI

LOTS: Understanding

HOTS: Analysing

Evaluating

Creating


VALUES Self-Respect

RESOURCES Picture

Worksheet

SITUATION Personal.

TEXT FORMAT Multiple

TEXT TYPE Narration

COGNITIVE

PROCESS

Integrate and Generate Inferences

Search and select relevant text





131


APPROACHES STEP 1

a. In groups, students study PICTURE 1.

b. Students write their individual response for a

selected question from the picture on a piece of

paper.

c. Students share their response with their group

members, and group members select the best

response.

d. Repeat steps (b) and (c) for other questions

(PICTURE 1).

LOTS:

Understanding

21st Century

Learning:

Round Table

STEP 2

a. Students read TEXT 1.

b. Students complete a PMI* chart (WORKSHEET 1).

c. In groups, students take turns to share their answer

for 'Plus' (positive ideas).

d. Repeat step (c) for 'Minus' and 'Interesting' in a

Round Table** activity.

e. Each group selects the best response for 'Plus',

'Minus' and 'Interesting' given by their group

members and report their best responses to the

class.

Reading Strategy:

PMI

HOTS: Analysing Evaluating

21st Century

Learning:

Round Table

STEP 3.

a. In groups, students create a poster with the theme

'Think Positive, Make Great Choices!'

b. Upon finishing, students display their posters for

viewing via Gallery Walk** and leave positive

remarks on their friends' posters using Post-It

notes.

HOTS: Creating

21st Century

Learning: Gallery Walk


132

PICTURE 1


133

TEXT 1


134

http://www.teenink.com/opinion/social_issues_civics/article/365202/Choices/

http://www.teenink.com/opinion/social_issues_civics/article/365202/Choices/


135

WORKSHEET 1


136

ASSESSMENT /PROJECT

We have been hearing about stories of many teenagers who have problems with their health

due to extreme dieting to get to size 0. Many of them have been diagnosed as aneroxic. To

understand how important the perception of teenagers is of body image, students are

encouraged to conduct a survey among their peers.

Each pair will conduct a survey of 10 students among their peers.


APPROACHES STEP 1

a. In pairs, students conduct a simple survey entitled

'Body Image' (WORKSHEET 1). Students are free to decide on the participants of their survey (total number, gender, age group, etc).


Collaboration, Communication

STEP 2

a. Students analyse the data collected in their survey, and create table/charts/graphs to present their findings.

b. Students present their findings in the form of a poster or Power Point to present to the class/ school community.

HOTS: Analysing, Evaluating,

Creating


ICT


137

WORKSHEET 1

Please take the time to reflect on these ideas concerning your own relationship to

weight, your body, and your assumptions about other bodies:

How often do you:

Statements Never Rarely Often Daily

Compliment someone on weight

loss?

Encourage someone to go on a

diet?

Tease or criticize someone about

food or eating habits?

Admire rigidly controlled eating

habits?

Make negative comments about

your body size or shape?

Make negative comments about

someone else’s size or shape?

Disapprove of fatness in general?

Assume someone is doing well

because they have lost weight?

Say something that presumes

that people around you want to

lose weight?

Say something that presumes

that fat people eat too much?

Admire someone who is

compulsive and/or rigid about

their exercise routines?

Talk about your weight?

http://womenshealthclinic.org/wp-content/uploads/2013/10/Body-Image-Workshop-

Kit.pdf?ab54a4

http://womenshealthclinic.org/wp-content/uploads/2013/10/Body-Image-Workshop-Kit.pdf?ab54a4

http://womenshealthclinic.org/wp-content/uploads/2013/10/Body-Image-Workshop-Kit.pdf?ab54a4

unit 6 - tudungceklat.files.wordpress.com · vitamins and minerals launch the body's...

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