Unité 7.11

Field of experience: Outdoor Living

Topic to be developed: Survival Skills

Experiential Goal: Students will plan a one week camping trip.

Suggested steps:

1. Survey students to discuss who has experienced outdoor living.
2. Identify the outdoor children's camps in the region.
3. Discuss the experiential goal and the possible steps to achieve the goal.
4. Identify the different types of trips that one could take during a Saskatchewan summer.
5. Identify the different types of accommodation available for campers.
6. Discuss possible weather problems.
7. Decide how the possible weather problems can be overcome.
8. Discuss some of the other problems caused by nature, e.g., mosquitoes
9. Discuss necessary camping attire required.
10. Discuss the different methods of cooking on a camping trip.
11. Identify the different foods suitable to take camping.
12. Discuss possible camping activities.
13. Discuss the type of equipment needed to take for the different activities.
14. Identify the people that will be included on the trip.
15. Plan the camping trip.
16. Present the plan to the class.
17. Reflect on the unit. Would students be properly prepared for a camping trip?
    Did the students learn about different trips and activities that one could do on a camping trip?

Resources

Teaching Notes

Field: Outdoor Living Topic: Survival Skills Goal: Students will plan a one week camping trip
Functions	Linguistic Content
	Suggested Structures	Possible Vocabulary
expressing what one should do identifying and recognizing planning	présent Je fais passé composé J'ai fait.. futur proche Je vais faire.. verbe + infinitif Je veux faire négation Je n'aime pas impératif Prends.. adjectifs (masc. fem. sing. plur) adjectifs possessifs ma mère, adjectifs démonstratifs ordinaux adverbes articles (partitifs, contractions) prépositions pronoms interrogatif	aller faire voyager faire du camping faire de la cuisine jouer aux sports faire de la natation les camps d'été la tente une tente roulotte une auto caravane (motor home) une caravane (attached trailer) à la plage au lac au site historique Il fait trop chaud Il fait trop froid. Il fait du vent. Il pleut. Il fait beau. un imperméable une parapluie des bottes un maillot de bain anti-moustique chasse-moustique écran solaire un feu

Unité 7.12a

Field of experience: Food

Topic to be developed: Exploring exotic foods

Experiential Goal: Students will organize an exposition of multicultural foods.

Suggested steps:

1. Determine who has eaten ethnic cuisine in the past week.
2. Study the Yellow Pages of the urban phone directory to see what types of ethnic foods are available.
3. Discuss the experiential goal and the possible steps to achieve the goal.
4. Identify some of the traditional dishes that students eat at home.
5. Identify some of the main ingredients of some of the dishes.
6. Compare and contrast some of the foods.
   e.g. same ingredients in some, different spices, etc.
7. Discuss what may be involved in an exposition of multicultural foods.
8. Individually or in pairs, decide what dish to bring to the fair. (need not be from students' heritages)
9. Develop a survey for students to fill out as they taste the different types of foods.
   ie, sweet, salty, main ingredients, place of origin, color, appearance, have they ever tried it before. (keep the survey positive)
10. Include the recipes.
11. Determine venue, time and rules for the exposition.
12. Decide who will be invited and send out invitations.
13. Hold the exposition
14. Reflect on the unit.

Resources

Teaching Hints

Unité 7.12b

Field of experience: Food

Topic to be developed: Cooking

Experiential Goal: Students will produce a videotape of a cooking lesson.

Suggested steps:

1. Determine how many students do some of the cooking at home.
2. List some of the foods that the students are able to cook.
3. Discuss the experiential goal and the possible steps to achieve the goal.
4. Look at a number of sample recipes.
5. Choose a dish to prepare.
6. Identify the ingredients required.
7. Identify the necessary utensils.
8. Describe the steps involved in preparing the dish.
9. Discuss other material that should be included in the script.
   (who it is for, when it should be eaten, how long it takes to cook, if it can be frozen. if it will keep,)
10. Discuss some of the qualities of the dish.
    (taste, looks, who will like it, how many it will feed)
11. Determine the criteria for what makes a good video tape.
12. Plan the videotaping session.
13. Discuss possible venues for taping.
14. Present the video to the class.
15. Reflect on the unit. Did the students learn about new dishes? Will they try to make one of the dishes?

Resources

Teaching Notes

Field: Food Topic: Cooking Goal: Students will produce a videotape of a cooking lesson.
Functions	Linguistic Content
	Suggested Structures	Possible Vocabulary
gathering information making a list identifying ingredients describing how to do something stating criteria planning stating preferences stating knowledge about something demonstrating summarizing	présent Je fais.. passé composé J'ai fait la cuisine futur proche Je vais preparer les crêpes. verbe + infinitif négation impératif Regardez Ne mangez pas.. adjectifs (masc. fem. sing. plur) un grand bol adjectifs possessifs ma recette adjectifs démonstratifs ordinaux le premier ingrédient adverbes d'abord ensuite enfin articles (partitifs, contractions) des oeufs du beurre prépositions dans le bol à côté du bol.. pronoms interrogatif	avoir faire faire la cuisine préparer manger un bol une cuillère un coüteau une fourchette battre mélanger ajouter fouetter une tasse un verre

Unité 7.12c

Field of experience: Food

Topic to be developed: Personal eating habits

Experiential Goal: Students will develop an evaluation to determine the healthiness of their eating habits and styles.

Suggested steps:

1. Predict the types of breakfasts eaten by the students that morning.
2. Graph the results of the breakfast survey and compare predictions with results.
3. Discuss the experiential goal and the final steps to achieve the goal.
4. List a number of foods and categorize them under the four food groups.
5. Plan a menu for a day and then reflect on the the inclusion of the four food groups.
6. Examine a breakfast menu and decide if any of the components are missing.
7. Discuss foods that are nutritious and can be quickly prepared.
8. Identify healthy snacks that need no preparation.
9. Discuss unusual healthy foods that can be eaten at unusual times.
10. Survey parents to see if their eating habits have changed since their youth.
11. Examine the nutritional value of popular "junk food".
12. Look at some alternatives to eating "empty calorie foods."
13. Discuss the reasons for eating food high in energy and nutrition.
14. Discuss the disadvantages of eating too manyfoods high in fat and salt, etc.
15. Discuss some of the bad habits that poeple fall into with regards to eating.
16. Discuss the types of questions that could be included in the evaluation.
17. Create evaluation form.
18. Fill out evaluation form.
19. Reflect on possible modifications to be made to eating habits. Are students more aware of the importance of good eating habits? Will they make a conscious effort to minimize junk food and increase nutritious food intake?

Resources

Teaching Notes

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Field: Food Topic: Personal Eating Habits Goal: Students will develop an evaluation form to determine the healthiness of their eating habits and styles.
Functions	Linguistic Content
	Suggested Structures	Possible Vocabulary
predicting making comparisons making a list planning asking for information gathering information stating knowledge about something identifying advantages and disadvantages suggesting a course of action	présent Je mange.. passé composé J'ai mangé.. futur proche Je vais manger.. verbe + infinitif Je veux manger.. négation Je n'aime pas.. impératif Mange.. adjectifs (masc. fem. sing. plur) C'est un repas nourissant. adjectifs possessifs Pour mon déjeuner.. adjectifs démonstratifs ordinaux adverbes Je mange beaucoup de... Je mange peu de.. Il mange souvent, toujours, de temps en temps.. articles (partitifs, contractions) Je mange du pain, prépositions pronoms interrogatif Qu'est-ce que.. Quand, Combien, Où, Pourquoi..	manger préparer le petit déjeuner le déjeuner le diner le déjeuner le diner le souper un goüter les vitamines les minéraux du sel du sucre du gras de la pizza des raisins secs des fruits des légumes des céréales du lait, des produits laitiers du jus d'orange de la viande du poisson de la protéine les tablettes de granola la santé