Nutrition I (digestion and respiration) Primary Education, Year 6 CLIL resources

1. by Rafael
Rodríguez
Pérez
PRESENTATION without answers
Traditional English Cake from
Carmona (Seville)

4. Jigsaw technique. These four systems work together for nutrition
to occur. Why are each of them important? Make groups of experts to talk
about one of the four systems.
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Digestive
system
Respiratory
system
Circulatory
system
Excretory
system

5. Jigsaw technique. These four systems work together for nutrition
to occur. Why are each of them important? Make groups of experts to talk
about one of the four systems.
1
Digestive
system
Respiratory
system
Circulatory
system
Excretory
system
How are they related to each other? In groups, write your
answer in a piece of paper and put it in a box. Your teacher must keep it
until the end of the NEXT unit.

6. - Carbohydrates. If you eat them, they will provide a fast supply
of energy.
o Examples: pulses, potatoes, cereals (rice, bread, pasta…), etc.
- Fats. If you consume them, they will provide a slower supply
of energy.
o Examples: oils, butter...
- Proteins. If you eat them, they will provide you with building
materials for growth and to repair your body.
o Examples: milk, meat, fish, eggs, pulses...
- Vitamins and minerals. They are necessary. If you take them,
your body will function properly.
o Examples: fruit, vegetable and dairy products.
- Water. If you drink water, it will transport other nutrients and
waste around your body.
Work in groups. Read about the group of nutrients that food
contains and make some cards of each of them.
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7. Play in groups. Listen to the function of a group of nutrients and lift
one card from that group.
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8. - If you take this, it will provide a slower supply of energy.
(Fat)
- If you take this, your body will function properly. (Vit. &
min.)
- If you take it, it will transport other nutrients and waste
around your body. (Water)
- If you eat that, it will provide a fast supply of energy. (Carb.)
- If you eat this, it will provide you with building materials to
grow and repair your body. (Proteins)
Play in groups. Listen to the function of a group of nutrients and lift
one card from that group.
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9. Compare 2 or 3 labels from similar products, for example, 2 types of
yogurts, 3 types of juices, etc. Say what nutrients they have and explain
which one is better for your health.
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Gallo noodles Hacendado noodles
Example:
I’m going to compare Gallo noodles and
Hacendado noodles.
First of all, if you eat Hacendado noodles,
you will consume more calories.
However, the calories don’t come from fat
but carbohydrates, because Hacendado
noodles have 6 grams more than Gallo
noodles.
If you can’t take salt, you will better eat
Gallo Noodles, because they have only
0,03 grams.
In conclusion, Gallo is better for your
health than Hacendado.

10. PROCESSES OF NUTRITION
Individual activity. There are four processes involved in nutrition.
Read about them, match and make a diagram.
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PROCESS FUNCTION SYSTEM
a. Digestion
a. Obtaining oxygen and releasing
carbon dioxide.
a. Circulatory system.
b. Respiration
b. Transporting nutrients, oxygen
and waste products.
b. Excretory system,
respiratory system
and sweat glands.
c. Circulation c. Eliminating waste products. c. Digestive system.
d. Excretion d. Obtaining nutrients from food. d. Respiratory system.
Incomplete dictation. Close your booklet, write and complete.

11. PROCESSES OF NUTRITION
Individual activity. There are four processes involved in nutrition.
Read about them, match and make a diagram.
1
Incomplete dictation. Close your booklet, write and complete.
- Nutrition is a combination of processes that supply our body with
the building materials and energy that we need to live. These
processes are _________, _________, _________ and _________.
PROCESS FUNCTION SYSTEM
a. Digestion
a. Obtaining oxygen and releasing
carbon dioxide.
a. Circulatory system.
b. Respiration
b. Transporting nutrients, oxygen
and waste products.
b. Excretory system,
respiratory system
and sweat glands.
c. Circulation c. Eliminating waste products. c. Digestive system.
d. Excretion d. Obtaining nutrients from food. d. Respiratory system.

13. Teamwork. Make a
poster of the digestive system with
flaps in one of the halves of a sheet
of cardboard.
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Work in pairs. Use the poster
to play a guessing game.
- What’s this part?
- Can you name the parts of the
digestive system in order?

14. a. Later, the chyme travels to the small intestine. The intestinal juices
combine with bile, produced in the liver, and pancreatic juice,
produced in the pancreas. The chyme transforms into a milky liquid
called ‘chyle’.
b. Then, the bolus reaches the stomach, which produces gastric juices.
If the bolus is broken down by the gastric juices, it will form a thick
mixture called ‘chyme’.
c. In the mouth, out teeth break down food and it mixes with saliva
produced by the salivary glands. If food is mixed with saliva, it will be
called ‘bolus’.
d. Feces leave the body through the anus.
e. In the large intestine, water is absorbed and the indigested food
turns into solid feces.
f. If we swallow the bolus, it will go into the pharynx and down the
esophagus.
1-2-group technique. Read, think and write the stages of
digestion in order.
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15. Nutrients are absorbed into the blood in the small intestine.
The inside of the small intestine is covered with tiny, finger-like
projections, called ‘villi’, which help to absorb the nutrients.
Read, watch the videos and talk about the digestion process.
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How food is absorbed into a
human body.
Structure of villi.

16. Let’s see what happens to food during digestion.
1st – Prepare some materials: biscuits (and/or bananas), water,
orange juice, milk, a freezer bag, a stocking and a plastic bottle
with a hole.
2nd – Use your hands to smash the biscuits and/or bananas.
Imagine you are chewing the food. Add some water as saliva.
3rd – Put the ‘bolus’ in the bag. Add water and orange juice
(gastric juices). Squish the food so it makes a paste (chyme).
4th – Cut one of the corners of the freezer bag and pass the
chyme into the stocking (small intestine). Add some milk
(intestinal juices, pancreatic juice and bile) and pass the chyle all
the way down the stocking into the plastic bottle (large
intestine).
5th – Squeeze the feces out of the bottle.
Whole class experience. Read, do and learn.
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17. Cooperative activity in groups. Remember the experience
and complete this diagram. One member of the group will write the first
answer and the next one will explain why it is correct or not and give
more information.
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________ pharynx ________ stomach
_________
_________
_________
_________
anus
saliva
intestinal
juices

19. THE HEIMLICH MANOEUVRE
It’s a typical day in the school. Children are eating their morning snacks in the
playground. Suddenly, Pepillo stops running and reaches his neck. He can’t
breathe! If he doesn’t breathe, he will have a problem. He is choking on a piece of
banana, and the piece is blocking the airway to his lungs.
If someone helps Pepillo, there won’t be any problem. And that one is Mr
Ralph! He knows how to apply the Heimlich manoeuvre! It consists of three steps:
1. Stand behind the person who is choking and wrap your arms around his/her
abdomen.
2. Place your fist on his/her abdomen between the belly button and the rib
cage, and hold your fist with your other hand.
3. Pull your fist rapidly inward and upward. Repeat this step until the piece of
banana is expelled.
a. Why can the Heimlich manoeuvre save Pepillo’s life?
b. What do you have to do when someone is choking?
c. Explain the Heimlich manoeuvre in your own words.
d. Have you ever choked on a piece of food? How did you get it out?
e. Do you know any other first aid procedures?
Read, learn and answer.
3

20. TPR. Follow your teacher’s instructions.
3

21. 1. We are going to get carbon dioxide (CO2) from our body.
2. If we breathe in, we will take oxygen, which is good for our
bodies. Let’s do it!
3. If we breathe out, we will expel carbon dioxide, which is not
very good for our bodies.
4. Breathe in… Breathe out…
5. Oxygen in… Carbon dioxide out…
TPR. Follow your teacher’s instructions.
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a. Why do we need to breathe?
b. If we breathe in, we will take…
c. If we breathe out, we will expel…
d. Is carbon dioxide (CO2) hotter or
cooler than oxygen?
Numbered heads together strategy. Answer or complete.

22. Teamwork. Use the other half of the cardboard to make a
poster of the respiratory system with flaps.
alveoli
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Work in pairs.
Play with the poster.
- What’s this part?
- Can you name the
parts of the
respiratory system in
order?
- How many lungs do
we have?
- How many bronchi
do we have?
- Which comes first,
the pharynx or the
larynx?
- Which are bigger,
bronchioles or
alveoli?

23. Imagine you are a doctor. Write an email with some advice to Mr
González. Use the first conditional, linkers and some advice from the list.
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mistergonzalez@clil.com
Dear Mr Gonzalez,
I am writing this email to give you some advice.
On the one hand, I’m going to talk about healthy habits related to food. ____________
_____________________________________________________________________
On the other hand, I’m going to talk about healthy habits related to your respiratory
system. ______________________________________________________________
_____________________________________________________________________
In conclusion, _________________________________________________________
- Eat a healthy breakfast.
- Eat a variety of foods.
- Have several meals every day.
- Eat foods that are high in fibre.
- Avoid foods that are high in fats and
sugar.
- Exercise regularly.
- Eat a diet that is high in vitamins and
minerals.
- Drink water regularly.
- Wash your hands regularly.
- Don’t smoke.
- Avoid places with high levels of air
pollution, especially when exercising.

24. Work in groups. Prepare a one-minute long explanation to
describe what happens when you breathe in and breathe out. Use your
posters.
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The alveoli are surrounded
by very little blood vessels.
Both the alveoli and the
blood vessels have very thin
walls. This allows oxygen (O2)
and carbon dioxide (CO2) to
pass between the lungs and
the blood.
If we breathe in, the O2 in
the air will pass from the
alveoli to the blood.
The CO2 produced by all
the body cells passes into the
alveoli.
Individual activity. Read and write oxygen or carbon dioxide.

25. NUTRITION
DIGESTION
PARTS OF THE
DIGESTIVE SYSTEM
RESPIRATION
NUTRIENTS
THAT FOOD
CONTAINS
PROCESSES
PARTS OF THE
RESPIRATORY SYSTEM
HELPER
GLANDS
salivary glands,
_______ and
_____________
GAS
EXCHANGE
We breathe in ________
and expel ____________.