Our daily diet
Patricija Hercog, Croatia
Ljiljana Mudrinić, Serbia
Scientix Learning ScEnario
Title
Our daily diet
Author(s)
Patricija Hercog (Croatia)
Ljiljana Mudrinić (Serbia)
Summary
Our daily diet is a learning scenario (LS) that integrates STEM topics from the fields of
nature and society, mathematics, and ICT. It talks about food and all food items.
Students will learn about healthy and unhealthy food (nature and society), set theory
and units of measurement (mathematics) and algorithms (ICT). Students use a variety
of tools to create surveys, drawing etc. Students may use various technology (web 2.0.
tools) for learning process.
Keywords
Food, eating habits, algorithm, set theory, daily diet
License
Attribution ShareAlike CC BY-SA. This license lets others remix, tweak, and build upon
your work even for commercial purposes, as long as they credit the original creation and
license their new creations under the identical terms.
Overview
Subject(s) Nature and society
ICT
Statistics
Mathematics
Topic(s) Daily diet
Healthy and unhealthy food
Converting units of measurements in a recipe
Survey about healthy food
Age of students 10 years old
Preparation time Conversation– 25 min
Mathematics and statistics – 20 min
ICT – 30 min
Nature and society – 10 min
Teaching time 270 min (4.5 hours)
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*The learning scenario is organised into six lessons (45 minutes each).
Online teaching Google search (https://www.google.com/)
material Google Forms https://www.google.com/forms/about/
Pie chart creator (https://www.meta-chart.com/pie or other online or offline tool (Excel,
Word, etc.))
A4 paper, clay
Offline teaching Coloured pencils
material
Pencils
Board, chalk
Worksheets and assessment forms (in annexes)
Computers/laptops/tablets/smartphones (depending on availability)
Resources used Final quiz: a teacher can make it in forms. A teacher can set up his/her own
questions for the quiz (https://www.google.com/forms/about/ )
Aim of the lesson
At the end of the lesson, students will be able to:
- Compare daily diet to each other
- Use the set elements to categorise food items
- Learn and convert units of measurement
- Use ICT to present data
Trends
Project-based learning: students solve problems in groups.
Collaborative learning: students collaborate by working in groups in some activities.
STEM learning: the focus of the learning scenario is on STEM activities included in a non-
STEM subject.
Student-centered learning: students’ needs are at the center of the learning process.
Peer learning: students learn from each other by working in groups and giving feedback to
others during assessment tasks.
Assessment: the assessment is performed using a variety of rubrics that focus on learning
outcomes.
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21st century skills
Critical thinking: students use critical thinking to decide healthy/unhealthy food and analyse
their own daily diets.
Communication: students need to communicate within their groups and with the teacher.
Collaboration: students collaborate to create tasks with peers.
Creativity: students need create lists of daily diet, recipes, and visual representations.
Information, media, and technology skills: students use these skills to access and assess
information and to present data.
Health literacy: students learn about healthy and unhealthy food.
Flexibility and adaptability: students have to work in groups created by the teacher and adapt
to different partners.
STEM Strategy Criteria
Elements and criteria How is this criterion addressed in the learning
scenario
Instruction
Personalization of learning The learning scenario includes different options for some
activities, keeping in mind students with special
educational needs.
Problem and project-based Students work on problems in groups, focusing on finding
learning (PBL) their own solutions.
Inquiry-Based Science Education Students are presented with problems (finding a recipe,
(IBSE) making a list of a healthy eating,
creating, and analysing a survey, etc.).
Curriculum implementation
Emphasis on STEM topics and STEM competences are addressed by using ICT to
competencies collect, analyse, and represent data. STEM topics are
covered through the fields of nature and society
(healthy/unhealthy
food), mathematics (units of measurement),
and ICT (charts, data representation).
Interdisciplinary instruction The learning scenario implements different curricular
disciplines (nature and society, mathematics, and ICT).
Contextualization of STEM The learning scenario uses real-life examples to teach
teaching STEM concepts (using a recipe as a set of instructions,
using a list of a healthy food
using categorisation of food items, sets and set
elements).
Assessment
Continuous assessment The learning scenario offers ways to assess students’
progress during the lesson.
Personalized assessment Assessment using rubrics shows the progression of
students’ knowledge.
Professionalization of staff
Highly qualified professionals The learning scenario is implemented by an ICT teacher
and literature teacher who are
qualified to do so. Alternatively, it could be performed as
an interdisciplinary lesson with multiple teachers.
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Elements and criteria How is this criterion addressed in the learning
scenario
Existence of supporting Students have continuous teaching support in school.
(pedagogical) staff
Professional development The learning scenario is a great example of how to
implement STEM in a non-STEM classroom and of an
interdisciplinary approach. The learning scenario can be
presented at a staff or professional development (PD)
meeting.
School leadership and culture
School leadership The school leadership (school headteacher) supports
innovative approaches in the classroom and
implementing STEM topics in the curriculum.
High level of cooperation among Cooperation is achieved through colleague support for
staff creating the learning scenario.
Inclusive culture Teacher sharing their ideas on meetings.
Connections
With industry /
With parents/guardians The LS includes a workshop with teachers and
students, and parents.
With other schools and/or The LS is presented to other
educational platforms schools/colleagues from other schools at a school
webinars.
With universities and/or research /
centers
With local communities The learning scenario is presented on the school
webpage, so it is accessible to the public.
School infrastructure
Access to technology and Learning is supported and enhanced with authentic,
equipment relevant use of technology (using
school computers/laptops for creating drawings,
searching for
information).
High quality instruction classroom The teaching materials are in line with the school
materials curriculum.
Lesson Plan
LESSON 1 (45 min):
Name of Procedure Duration
activity
Topic Drawing certain items on the board by teacher. Students should 10 min
introduction- guess the topic of the lesson. Naming actual items on the board.
Guess the The teacher then starts drawing food items (e.g. orange,
food
banana, bread etc.) and the students guess the main topic: food.
The items are random and do not have to belong to a certain
food category. There should be at least 10–15 items on the
board (students will probably think of a lot of words).
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Disappearing Playing a game. 5 min
words Students have one minute to observe the words on the board.
Then students turn around away from the bord,
when the teacher says, ‘Turn around’. Then the teacher
erases one word from the board and asks what’s missing. At this
point, the students turn and see what word is missing and guess
the missing word.
Healthy or Students work in pairs or groups. 10 min
unhealthy diet
Students are given an opportunity to
choose their teammates).
Each group is given a sheet of paper.
The task is to draw or write food items
under three categories: healthy/unhealthy/both. (Usually, food is
put into just two categories, healthy/unhealthy, but students
often give examples of food that can be both (e.g., pizza – you
can have a fast-food pizza, or a homemade healthy version).
What is a The teacher draws two overlapping circles on the board. 20 min
circle-set?
Asking students for ideas about these circles.
A game (math,
ICT) A discussion follows.
Questions can be used to lead the discussion. What is a set?
What are the elements of a set? etc.
After a short discussion about sets, students are asked to
organise food items into these circles (sets). The
interlapping part of the two circles is used for both categories,
and the parts which are not overlapping are used for
healthy/unhealthy food.
Students are still in their groups or pairs and they work
on computers/tablets (each group (pair) works on one
computer/tablet and students can take turns in entering data).
They can use an application such as Word, MS Paint.
LESSON 2 (45 min):
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Name of Procedure Duration
activity
HW Students are now asked to present their drawings. Each group 10 min
(presenting
homework) choses a representative who then presents their drawings (sets
and elements) to the rest of the class.
Short After presenting their work, a short discussion follows. Do all 10 min
discussion groups have the elements in the same sets? What are the
(Critical similarities? What are the differences?
thinking) The teacher asks students how to see what other people think.
Let’s see Creating a survey about food- by students. 20 min
What others The class is now divided by the teacher into groups of four to five
think! Students (if possible).
(statistics) Each group creates their own questions and their own survey.
Since they are only 10 years old, they do need some guidance, so
1. Do you have breakfast every day?
2. Do you eat healthy?
A teacher is helping in guiding students.
They do this activitie on a A4 paper.
What’s Students are asked to fill in the self-assessment form (a teacher 5 min
makes one for his/her class).
next?
LESSON 3 (45 min):
Name of Procedure Duration
activity
Creating the Now they do a questionnaire on a computer (from their written 25 min
survey! (ICT questionnaire). Students are using a tool for creating a
skills) questionnaire (Google Forms –
https://www.google.com/forms/about/) The teacher can use their
account for doing this activitie.
Sharing a Students are now ready with their survey and they should have a 20 min
survey
link. Making QR code (https://www.qrcode-monkey.com/)
(QR codes or
some other
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way) Sharing a code with other students in school. Since the students
are 10 years old they already used different web 2.0. tools to
create QR codes so they can choose whatever they think is the
best for this activitie.
LESSON 4 (45 min):
Name of Procedure Duration
activity
Presenting Students stay in the same groups. 15 min
results
Looking at the data from their survey and writing a
short report on their survey. Presenting the main findings (using a
computer/tablet to write one report per group).
Making ideal After analysing the survey data, ask students what their ideal 15 min
daily meal-
the plate (out plate of healthy food would look like. Give them a clay. They
of clay) should make their perfect (ideal) daily meal.
Making Creating a recipe for a healthy meal- working in pairs. 15 min
recipe!
Students are given a worksheet which
they use to write down all the necessary information.
(the ingredients and amounts,
servings, the preparation time, and the instructions.)
If they do not finish on time, they can do it for homework.
LESSON 5 (45 min):
Name of Procedure Duration
activity
Presenting Students are presenting what they did in the last lesson- their 15 min
recipes and recipes.
choosing the
best work Voting for the best work.
The recipe with the highest number of votes is the winner.
Analysing Choosing one work to analyse. 20 min
Reading the instructions for the chosen recipe.
Now the teacher is doing exercise with the students- making an
algorithm- the teacher then briefly explains that an algorithm is a
set of instructions. Together, teacher and students split the
chosen recipe into steps (like coding).
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Then students analyse their own recipe.
Students now create an algorithm for cooking.
Evaluate The groups (or pairs) exchange their algorithms. Those are the 10 min
algorithms for our daily diet.
At the end students evaluate each others through rubrics.
A teacher makes their own rubric according to students.
LESSON 6 (45 min):
Name of Procedure Duration
activity
Summing up A teacher is asking conversation questions about past 5 lessons 25
(from the beginning). Students are taking over conversation and
are summing up.
Let us make One of the students can suggest few basic ingredients for the 20
a healthy healthy cake (a teacher can write them on the board).
cake out of
clay A teacher can prepare a big round saucer where we will put our
ingredients (clay).
It depends on how much of each ingredient we need (for example
100 g flower, 200 g sugar …) that much we will put the amount of
clay (approximately).
Students help with the suggestions.
At the end it is visible the designed cake area so that everyone
gets the idea of all basic ingredient quantities in a relation to each
other.
Assessment
Peer assessment. Students evaluate their peers using the criteria in the assessment form.
Evaluation rubric- recipe activity. Students are evaluated by the teacher using the
assessment form after creating and presenting their recipe.
Student feedback
- regular and continuous discussions during lessons
- give feedback through the assessment process
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Teachers’ remarks
This LS can easily be adapt to suit class that a teacher have. For example if students are not
able to do any of the activitie then a teacher can simplify the activitie.
About Scientix
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wide collaboration among STEM (Science, Technology, Engineering and Mathematics)
teachers, education researchers, policymakers and other STEM education professionals. If
you need more information, check the Scientix portal, or contact either the Scientix National
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Annex(es)
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