Sparks critical curiosity Global Explorers turns natural curiosity into critical thinking. Big Questions on engaging topics activate prior knowledge and spark discussion, while diverse reading activities and writing tasks build critical skills as children express, expand, and justify their ideas.
5
Big Questions and Visual Thinking Routines at the start of every unit get children thinking and discussing issues.
Lesson 5
Explore Vocabulary
Lesson 3
C Read the text again. Check ( ✔ ) the location. Compare with a partner.
A Listen to the food scientist. Point to the foods she talks about. What does a food scientist do? Italy California Armenia Which students ...
✔
1 make jelly? 2 share recipes? 3 make maps? 4 sell products? 5 have a community meal?
1
References to US/UK variations inspire linguistic curiosity.
Writing Skills
Lesson 8
carbohydrates
beans
grains
butter
meat
A Read the report. Circle the four headings. Which foods in the report do you eat?
My Food Experiment D What recipe would you like to share with others? Why? Tell a partner. E Think about a community garden. Discuss some ideas with a partner.
Question Am I a healthy eater? Method sugar We can plant a vegetable garden in the park.
fat Good idea! Everyone in the community can help. nuts
Fruit: 3
Dairy: 3
Vegetables: 0
Fat: 1
protein
dairy
Protein: 2
Water: 2 Sweets: 1
I kept a food diary for one day. I wrote down everything I ate. Then I counted everything. Here is what I ate. Results ▶ Breakfast: cereal, milk, orange juice, grapes ▶ Lunch: egg sandwich on white bread, apple, cookies, water ▶ Dinner: rice, chicken, tomato sauce, cheese, bread, olive oil, milk, water
Carbohydrates: 4
B Keep a food diary for one day. 3 Bread and pasta are made from grains / meat . 4 Dairy / Sugar helps to make your bones strong. 5 You should have a little bit of / no fat every day. 6 Cookies / Strawberries are something sweet and healthy. D Look at A . Where do these foods come from? Tell a partner. B Listen and say. Listen again and number the pictures in A . C Read and choose. Then read aloud with a partner. 1 Your body gets carbohydrates / protein from meat, fish, and eggs. 2 You should eat fruit and vegetables once a week / every day . Conclusions 1 I eat a lot of carbohydrates. 2 I need to drink more water. 3 I should eat more vegetables.
F Watch and listen. Cross out the word that does NOT belong. 1 Students ( harvest / water / grill / plant ) vegetables at school. 2 They collect seeds from ( cucumbers / carrots / tomatoes / peppers ). 3 Their ( parents / teachers / neighbors / coaches ) often help. 4 They use the vegetables to make ( sandwiches / soups / salads / sauces ). ✕
Fruit:
Dairy:
Breakfast:
Butter comes from stores.
Vegetables:
Fat:
Yes, but first it comes from cows.
Lunch:
Protein:
Water:
Dinner:
Carbohydrates:
Sweets:
C Make notes for the headings in your report. Write one idea for each heading. I can understand how gardens help communities. Unit 6 87 I can name and talk about foods and food groups. 84
Reflect
1 Question 2 Method 3 Results 4 Conclusion
Did I write something for each heading?
D Write a report based on your food diary. Remember to use headings.
Unit 6 91
I can write a report about the food I eat.
Critical thinking activities throughout the series
teach children how to critically analyse information.
Made with FlippingBook Online newsletter maker