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BIOLOĢIJA ANGLISKI
mācību stundu piemēri
Atbildīgā par izdevumu Rita Kursīte
Inese Barkovska, Daugavpils Valsts ģimnāzija, 2012.
Stundu plāni bioloģijā angļu valodā.
1.NUTRITION(Barošanās)
Mērķis: Atkārtot, padziļināt un sistematizēt zināšanas par tēmu „Nutrition” (Barošanās).
Skolēnam sasniedzamais rezultāts :
Lietot plašu valodas struktūru un vārdu krājumu dabiski-integrētā veidā tēmas ‘Nutrition’ ietvaros.
Galveno ideju un detaļu izpratne tekstos, kas saistīti ar tēmu’Nutrition’.
Nepieciešamie resursi: (tai skaitā izstrādātie metodiskie materiāli, kurus tagad veidojam)
tabulas, teksti, darba lapas, prezentācijas.
Mācību metodes:
darbs ar tekstu, demonstrēšana, vizualizēšana, saruna, jautājumi, prāta vētra.
Mācību procesa organizācijas formas:
frontāls darbs, grupu darbs.
Stundas gaita:
Skolotāja darbība
Metode (laiks)
Ierosināšana :
Saruna par dzīvo un nedzīvo. Barošanās nozīme. 10 min.
Metode (laiks)
Apjēgšana : Prezentācijas demonstrācija. Jautājumi. Uzdevumu veikšana.20 min.
Metode (laiks)
Refleksija: Jautājumi.(Personīgā pieredze. Vietējās īpatnības)
1
Skolēnu darbība
Klausīšanās, runāšana.
Skatīšanās, lasīšana, klausīšanās, rakstīšana, runāšana.
Klausīšanās, runāšana.
Detalizēta stundas gaita:
Ierosināšana. Skolotājs piedāvā padomāt ar ko dzīvs organisms atšķiras no nedzīva priekšmeta.
( Frontāli apspriežot jautājumu nonākam pie secinājuma, ka dzīvu organismu raksturo šādi procesi:
Movement Respiration Sensitivity Nutrition Excretion Reproduction Growth (jebkurā secībā)
Lai to labāk iegaumētu, var lietot anagrammu Mrs Nerg, kur katrs burts apzīmē kādu procesu: movement, respiration, sensitivity,
nutrition, excretion, reproduction, growth.
Kontroljautājums: Is a car a living thing? Why not? (Nonākam pie secinājuma, ka dzīvam jābūt raksturīgam visiem procesiem, nevis
daļai, jo augt var arī akmens).*Avots Nr.2.
Paziņojam, ka šodien tēma būs - „Nutrition”.
Apjēgšana Skolotājs jautā vai visi dzīvie organismi barojas vienādi. Te jānonāk pie secinājuma, ka atšķiras augu un dzīvnieku barošanās.
Jautājums:ar ko atšķiras augu un dzīvnieku barošanās? Var strādāt pāros un padomāt. (Uzvedinošs jautājums: Kādas barības vielas ir
nepieciešamas augiem un cilvēkiem?
Noskatās prezentācijas ”Plant Nutrition” (pēc skolotāja izvēles) un „Nutrition” un atbild uz jautājumiem, kas ir prezentācijās.
Skolēni pilda uzdevumus.*Avots Nr.1.
Refleksija Apkopo secinājumus. Dzīvs/nedzīvs. Kopīgais/atšķirīgais. Var veidot kā mazu tabulu. Augu un dzīvnieku barošanās. Kopīgais: minerāli
un ūdens. Atšķirīgais: cilvēkam nepieciešams vairāk barības vielu: proteīni, tauki, ogļhidrāti. Cilvēki nevar fotosintezēt.
Uzskates /uzziņu materiāls:
1.Materiāls „Nutrition”. Avots – 8.lpp.„Key Stage Three Science.The revision guide.Levels5-7.Edited by Richard Parsons.
2.”Variety of life”. Avots – 2.-3.lpp., Mary Jones. Biology for IGCSE, Heinemann,1994.(Šis materiāls domāts skolotājam, gatavojoties stundai).
2
3
Ar šo materiālu var veidot uzdevumus:
1. - Var izkopēt un aizkrāsot vārdus, liekot skolēniem „restaurēt” iztrūkstošo.
2.- Var skolēniem piedāvāt pašiem veidot uzdevumu ar patiess/nepatiess (T/F) apgalvojumiem.
3.- Var skolēniem piedāvāt izveidot piecus jautājumus par doto materiālu un uzdot tos klasesbiedriem.
For example, we can remove and number words:
1. ‘lots’- in the text about carbohydrates
2. ‘for’ – in the text about proteins
3. ‘out’ – in the text about fats
4. ‘keep’- in the text about vitamins
5. ‘your’- in the text about roughage
6. ‘place’- in the text about water.
4
5
Key 1.1. a The similar characteristics: a car can move, it consumes energy, it „excretes’ exhaust fumes.
b A car is not a living organism because it does not grow, reproduce. A living thing should possess all 7 qualities which distinguish
them from non-living things.
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Inese Barkovska, Daugavpils Valsts ģimnāzija, 2012.
Stundas plāns bioloģijā angļu valodā.
2.DIGESTION (Gremošana)
Mērķis: Padziļināt un sistematizēt zināšanas par tēmu”Nutrition”
Skolēnam sasniedzamais rezultāts :
Lietot plašu valodas struktūru un vārdu krājumu dabiski-integrētā veidā tēmas
„Cilvēka organisms - gremošanas sistēma” ietvaros.
Galveno ideju un detaļu izpratne tekstos, kas saistīti ar tēmu ”Gremošanas
sistēma”.
Nepieciešamie resursi: diagrammas, teksti, darba lapas, interneta avoti.
Mācību metodes:
Darbs ar tekstu, demonstrēšana, vizualizēšana, saruna, jautājumi, prāta vētra.
Mācību procesa organizācijas formas:
frontāls darbs, pāru darbs.
Stundas gaita:
Skolotāja darbība
Skolēnu darbība
Metode (laiks)
Ierosināšana :
Saruna par iekšējiem
Runāšana, klausīšanās
orgāniem, kas piedalās gremošanā un izvadīšanā 10 min.
Metode (laiks)
Apjēgšana :
Filmas noskatīšanās. Diagrammas Klausīšanās, lasīšana, rakstīšana.
aizpildīšana. Uzdevumu veikšana.20-25 min.
Metode (laiks)
Refleksija:
Jautājumi.(Apgūtā atkārtojums) 5min Klausīšanās, runāšana.
Detalizēta stundas gaita:
Ierosināšana.
Skolotājs piedāvā pāros padomāt un uzrakstīt, kādi orgāni piedalās gremošanā. Piedāvā
darba lapu*, kurā skolēni ieraksta orgānu nosaukumus dzimtajā valodā. Pēc tam aizpilda angļu
valodā.To var darīt, skatoties Youtube filmu „Digestive system” (ilgums - 6 min 55 sek.)
( http://www.youtube.com/watch?v=XxvRbxhqoZk)
Apjēgšana : Skolēni pilda valodas lietojuma uzdevumus.*(K.Kelly, Science)
Refleksija: Skolotājs uzdod jautājumus par to, kādas problēmas un traucējumi var būt šīs
sistēmas darbībā.
- What problems of digestive organs can we have?( piemēram: indigestion gremošanas traucējumi; diarrhoea – caureja; stomach cancer – kuņģa vēzis).
- How do we call eating disorders when a person eats too much / too little?(bulimia
/anorexia).
*Uzskates/uzziņu materiāls.Avots: Keith Kelly,Science.Macmillan,2008.
(Skolotājs izvēlas no piedāvātā uzdevumu klāsta.)
1
Atbildes 4.lpp.
2
Darba lapa tēmai “Gremošanas sistēma” (Digestive System).
Tasks for vocabulary revision and sentence structure. (Can be used in tests as well)
1.Match the terms with their definitions. (Can be cut and read out by students)
1digestion
A Enzymes are also described with this term
2.the epiglottis
B These are finger like projections which
increase the surface area of the ileum to
increase the rate of absorption of digested
foods
3.the ileum and and the duodenum
C These are the four types of teeth humans
have
D These are the organs which are part of the
small intestine
E This is the instrument which prevents
swallowed food from entering the windpipe
4.the ileum
5.the villi
6.defecation
7. incisors, canines, premolars, molars
8.enamel
9.the pulp
10.biological catalysts
11.to slow down biological processes
2.
3
F This is the job of inhibitors
G This is the name of the hard white coating
on the teeth
H This is the only living portion of the tooth
with nerves
I This is where the absorption of digested food
takes place
J This is the process by which faeces are
eliminated from the body
K This is the process by which food is broken
down to smaller molecules, which the body
can easily absorb
Keys
1
K
1. Matching
2
3
E
D
2. Open close
1
2
mouth
anus
4
I
5
B
3
gut
6
J
7
C
4
enzymes
8
G
5
small
intestine
9
H
6
physical
10
A
11
F
7
chemical
Keys for Working with words A (scanned diagram).
1.
a
gastric
juices
4
b
teeth
c
d
Premolar
enzymes
(priekšdzeroklis)
e
f
Inhibitors(enzīmi,kas digested
palēnina bioloģiskos food
procesus)
g
anus
3.
a teeth cut and grind food
b tongue mixes food with saliva (siekalas)
c epiglottis closes entrance to trachea when food is being swallowed
d salivary glands produce saliva
e trachea(breathing tube into lungs)
f oesophagus (barības vads)
g diaphragm
h stomach mixes food with gastric juice
i liver produces bile (žults)
j gall bladder (žults pūslis) stores bile
k pancreas (aizkuņģa dziedzeris)
l duodenum (divpadsmitpirkstu zarna)
m ileum (tievā zarnu trakta nobeigums)
n small intestine (tievās zarnas) digests and absorbs food
o large intestine (resnās zarnas) removes water from undigested food
p caecum (aklā zarna) q rectum (taisnā zarna)
r appendix
s anus
Key
3. Insertion
1
2
3
4
human digestion incisors canine
Glossary for tasks:
villi - „bārkstis” zarnu sienās
guts– zarnas
molars – dzerokļi
to crush – sasmalcināt
to grind – samalt
incisors – priekšzobi
canines –acu zobi
5
5
6
premolars crush
7
grind
8
molars
9
jaw
10
wisdom
©Daugavpils Valsts ģimnāzija, Inese Barkovska,2012.
3.HEALTH AND FOOD
Mērķis: - Nostiprināt un apkopot zināšanas, kas iegūtas par barošanas.
- Prast izteikties par tēmu “Veselīgs dzīvesveids”.
- Apzināties, cik svarīgi ir rūpēties par veselību jau no jaunības.
Sasniedzamais rezultāts (atbilstoši mācību priekšmeta programmas paraugam):
Lietot plašu valodas struktūru un vārdu krājumu dabiski-integrētā veidā tēmas ‘Veselīgs dzīvesveids’ ietvaros.
Izprast galveno domu un detaļas tekstos, kas saistīti ar tēmu’Veselīgs dzīvesveids’.
Nepieciešamie resursi: materiāls, kas iegūts pirmo divu stundu laikā, prezentācija, izteicienu saraksts diskusijai.
Mācību metodes: prāta vētra, jautājumi,diskusija.
Mācību procesa organizācijas formas: frontāls darbs, grupu darbs.
Vērtēšana: summatīvā*
Stundas gaita:
Skolotāja darbība
Skolēnu darbība
Metode (laiks)
Ierosināšana
Skolotājs ierosina sarunu par veselīgu dzīvesveidu. Runāšana, klausīšanās.
Skolēni nelielās grupās atsauc atmiņā veselīga dzīvesveida
nosacījumus. 10 min.
Metode (laiks)
Apjēgšana Skolēni noskatās prezentāciju. Gatavojas diskusijai lielās Lasīšana, runāšana, klausīšanās.
grupās.
Skolotājs
vada
diskusiju.
20-25 min.
1
©Daugavpils Valsts ģimnāzija, Inese Barkovska,2012.
Refleksija
Metode (laiks)
Skolotājs aicina apkopot diskusijas rezultātu.
Detalizēta stundas gaita:
Ierosināšana. Skolotājs piedāvā padomāt grupās, ko nozīmē piekopt veselīgu dzīvesveidu. Skolēni ģenerē idejas, viens
pieraksta tās uz tāfeles.(Noteikti jāievirza doma par veselīga uztura lomu). Skolotājs piedāvā noskatīties prezentāciju par
veselīgu dzīvesveidu ”Healthy lifestyle”.
Apjēgšana. 1.variants. Skolotājs jautā vai zinām, kādas problēmas var būt, lietojot nepareizu uzturu. Vēlams nonākt pie
bulīmijas un anoreksijas. Mūsdienās ir izplatīta aizraušanās ar diētām, it īpaši meiteņu vidū. Cik tas ir labi vai slikti?
Skolēni tiek mudināti veidot divas lielas grupas, kuru ietvaros var veidot arī mazākas. Viena grupa debatē
pārstāvēs „par” idejas par labu diētām. Otra – pret. Variants: Var to veidot kā tiesas prāvu, kurā apsūdzēta ir diēta. Kāds
skolēns varētu tēlot „apsūdzēto” un teikt pēdējo runu. Skolotājs var būt tiesnesis.
Diskusijas norisei izmanto parasto izteicienu klāstu, ko lieto izsakot domas.
2.variants. Skolotājs aicina padomāt, kādi kaitīgi faktori ietekmē mūsu veselību, no kā jauniešiem būtu
jāpasargā sevi. Skolēni izsakās. Skolotājs piedāvā darba lapu, kurā skolēni pilda vārdu atvasināšanas uzdevumu. Pēc tā
pārbaudes skolotājs aicina izdalīt pašu galveno.
*Individuālam darbam (vai pāra darbam) spēcīgākiem skolēniem var piedāvāt palabot neveiksmīgu
prezentāciju, pēc tam parādot pārējiem abus variantus: oriģinālo un uzlaboto.
Refleksija. Pēc uzdevuma pārbaudes skolotājs aicina izdalīt pašu galveno.
Skolēniem jāatgādina par faktoriem, kas ietekmē veselību un no kā jauniešiem būtu jāizvairās.
Beigās vēlreiz ieteicams uzsvērt galveno, kas jāievēro, lai piekoptu veselīgu dzīvesveidu:
- Healthy food
- Physical activities
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©Daugavpils Valsts ģimnāzija, Inese Barkovska,2012.
- Enough sleep
- Positive emotions
- Regular visits to your dentist and doctor
Uzskates /uzziņu materiāls:.
2.variantam – 18.lpp.„Key Stage Three Science. The revision guide. Levels5-7. Edited by Richard Parsons.
Pielikumā:* Pārbaudes darbs par tēmu „Nutrition”.(2 varianti) ar atbildēm un vērtēšanas tabulu.
3
©Daugavpils Valsts ģimnāzija, Inese Barkovska,2012.
Daugavpils Valsts ģimnāzija.
Pārbaudes darbs dabas zinībās angļu valodā. 12.kl. Veselīgs uzturs. Diētas.Variants A.
Task I. Use The correct form of the word:
1.
2.
3.
4.
5.
NURTURE
DESERT
SHORT
POOR
NURTURE
1. ….. is what we eat.
2. ….. of large areas of formerly arable lands causes
3. …. of food.
4.People live in extreme …. in many regions of the world.
5.Lots of children suffer from …… in Africa.
(5 points)
Task II Join the part of the digestive system and its function:
1.
2.
3.
4.
5.
6.
7.
Mouth
Gullet
Stomach
Liver
Rectum
Small intestine
Large intestine
A produces more enzymes, here food is absorbed into blood.
B makes bile which breaks up fat.
C indigestible material is collected here, egestion starts here.
D we chew and mix food with saliva here.
E here water is absorbed.
F food travels to stomach here.
G food mixes with enzymes, HCl is present here…
(7 points)
Task III What disorders and diseases can a wrong diet cause?
……………………………………………………………………………………………
(6 points)
Task IV Read the text. Replace the underlined words with one of these words:
Bacteria, cycle, decay, ill, organisms, plants, rot, unpleasant.
Have you ever had food stored at room temperature for a long time? What happens to it after a while? It begins to 1.develop or decay.
Microorganisms, including 2.mould and fungi, feed on organic materials. During this process they cause the 3.erosion or breakdown of the
materials.They are an important part of the 4.circle of minerals and nutrients between living 5.organs because they break down complex
substances into simpler ones that 6.animals can use at the start of a food chain. Decay can cause problems for us because it makes our food
7.appaling to eat. It can also make us 8.better because the microorganisms can release chemicals that are toxic or poisonous to us as they feed on
it.
(8 points)
TaskV. Writing. Express your opinion on diets and dieting. Use some 150-180 words.
(9 points Content - 2; Organisation - 2; Accuracy - 2; Vocabulary - 2; Spelling - 1 ).
4
©Daugavpils Valsts ģimnāzija, Inese Barkovska,2012.
Evaluation table
1
2
3
7
3
11
4
16
5
21
6
24
7
27
8
30
9
33
10
35
Daugavpils Valsts ģimnāzija.
Pārbaudes darbs dabaszinībās angļu valodā. 12.kl. Veselīgs uzturs. Diētas. Variants B.
Task I. Use The correct form of the word:
1.DIGEST
2.OBESE
3.LOUSE
4.VACCINE
5.NURTURE
1. The … system starts in mouth.
2. The problems of … start in childhood.
3. … are parasites that can transport diseases.
4. … can help to prevent serious diseases.
5. Water, minerals and vitamins are regulatory … . (5 points)
Task II Match the nutrient and its function:
1.water
A gives your digestive system internal workout.
2.proteins
B needed in small amounts, keep vital processes happening.
3.fats
C are like fuel for your body.
4.minerals
D vital for growth and repair damaged areas.
5.carbohydrates
E needed for your blood, bones, teeth, nerves and thyroid.
6.vitamins
F act as store of energy, you use them when body runs out of carbohydrates.
7.roughage
G all chemical reactions take place in it.
(7 points)
Task III Name the ways of protecting food from decay.
…………………………………………………………………………
(6 points)
Task IV Insert the following words in the text:
Vegetarians, balance, pulses and nuts, nutrients, growth, food types, staples, legumes and nuts, diet.
5
©Daugavpils Valsts ģimnāzija, Inese Barkovska,2012.
A healthy diet needs to provide all the energy and 1. … that the body requires to stay healthy. It needs both variety and a balance of 2. … to
provide everything that is neede. Foods are often grouped into six main groups: 3. … , vegetables, animal products, fruits, fats.
It is also important to keep the overall 4. … of energy intake. A balanced diet will not be healthy if you are eating too much or too little to
provide energy you use for 5. … . For example, many people choose to be 6. … through personal or religious beliefs. They can replace animal
products with products such as 7. … which provide the proteins and minerals that they would get from the animal products. Any 8. … if it
provides all nutrients is a healthy one.
(8 points)
Task V TaskV. Writing. Express your opinion on diets and dieting. Use some 150-180 words.
(9 points :Content-2; Organisation -2; Accuracy-2; Vocabulary-2;Spelling-1 )
1
2
3
4
5
6
7
8
9
10
3
7
11
16
21
24
27
30
33
35
Pārbaudes darbs dabaszinībās angļu valodā. 12.kl. Veselīgs uzturs. Diētas.V ariants C.
Task I. Insert the words:carbohydrates, deficiency, energy, more quickly, peas, plant cell walls, provisions, significant, starch, sugars.
Carbohydrates include sugars, starch and celuloze. Celulose is the material which forms 1. …. It is very tough and difficult to digest, so most
of our 2. … come from food containing 3. …. and 4. …. .
Carbohydrates are mainly found in plant foods, such as ground 5. … (potatoes), fruit, vegetables, 6. … and beans. Some animal products, such
as milk, yoghurt and cheese, also contain 7. … of carbohydrates. They provide us with 8. … . We can get energy from protein and fats, but
carbohydrates are important when we are very active as they give us energy 9. … . A 10. … in carbohydrates can result in a lack of energy.
(5 points)
6
©Daugavpils Valsts ģimnāzija, Inese Barkovska,2012.
Task II Match the words with their explanations:
1.food colouring
2.monosodium glutamate (MSG)
3.emulsifiers
4.antioxidants
5.bleaching agents
6.preservatives
7.stabilisers
A These are added to stop oil and water from separating out.
B This is added to savoury foods to improve the flavour.
C Are used to make food more attractive.
D These maintain the physical state and preserve the texture and colour.
EThey prevent the spoilage of foods on exposure to air.
F These artificially whiten products.
G These prevent the growth of microorganisms, prevent from decay.
(7 points)
Task III What disorders and diseases can a wrong diet cause?
……………………………………………………………………………………………
(6 points)
Task IV Put the phrases in the correct order to make sentences.
1. For growth, repair and reproduction, we eat, to provide energy needed, nutrition is the study of, from the food, how the body uses the
nutrients.
2. Carbohydrates; proteins; fat; vitamins and minerals; these nutrients from; we get.
3. Our diet; the foods; make up; every day; we eat and drink.
4. We need to eat; to stay healthy; nutrients; the different kinds of; a good balance of.
(8 points)
TaskV. Writing. Express your opinion on diets and dieting. Use some 150-180 words.
(9 points :Content-2; Organisation -2; Accuracy-2; Vocabulary-2;Spelling-1 )
1
3
7
2
7
3
11
4
16
5
21
6
24
7
27
8
30
9
33
10
35
©Daugavpils Valsts ģimnāzija, Inese Barkovska,2012.
.Keys
Variant A
Task I
1.NUTRITION 2.DESERTIFICATION 3.SHORTAGE 4.POVERTY 5.MALNUTRITION
Task II
1.D 2.F 3.G 4.B 5.C 6.A 7.E
Task III
They are diseases: GASTRISTIS, CANCER, DIARRHEA, PANCREATITIS; eating disorders caused mainly
BULIMIA, ANOREXIA.
Task IV
1.ROT 2.BACTERIA 3.DECAY 4.CYCLE 5.ORGANISMS 6.PLANTS 7.UNPLEASANT
8.ILL
by psycological reasons:
Variant B
Task I
1.DIGESTION 2.OBESITY 3.LICE 4.VACCINATION 5.NUTRIENTS
Task II
1.G 2.D 3.F 4.E 5.C 6.B 7.A
Task III
Food can be protected from fast decay in many ways. They are: vacuuming (putting in vacuum container so that the air cannot get in); salting,
sugaring pickling, using vinegar, drying, baking boiling, adding stabilisers.
Task IV
1.FOOD TYPES 2.NUTRIENTS 3.PULSES AND NUTS 4.BALANCE 5.GROWTH 6.VEGETARIANS 7.LEGUMES AND NUTS 8.DIET
8
©Daugavpils Valsts ģimnāzija, Inese Barkovska,2012.
Variant C
Keys: Task I
1
Plant cell walls
2
Carbohydrates
3
Sugars
4
Starch(ciete)
5
Provisions
6
Peas
7
Significant
8
Energy
9
More quickly
10
Deficiency(trūkums)
Task II
1
C
2
B
3
A
4
E
5
F
6
G
7
D
Task III
They are diseases: GASTRISTIS, CANCER, DIARRHEA, PANCREATITIS; eating disorders causedmainly by psychological reasons:
BULIMIA, ANOREXIA.
Task IV
1.Nutrition is the study of how the body usesa the nutrients from food we eat to prvide energy needed for growth, repair and reproduction.
2.We get these nutrients from carbohydrates, proteins, fat, vitamins and minerals.
3.The foods we eat and drink every day make up our diet.
To stay healthy, we need to eat a good balance of the different kinds of nutrients.
9
©Daugavpils Valsts ģimnāzija, Inese Barkovska,2012.
10
©Daugavpils Valsts ģimnāzija, Inese Barkovska,2012.
Piedāvato darba lapu var nokopēt, aizkrāsot vārdus, no kuriem var atvasināt jaunus vārdus, sanumurēt izlaistās vietas un piedāvāt kā valodas
uzdevumu. Piemēram, ABSENT- (ABSENCE)…. , PROPER- (PROPERLY), USE-(ABUSING), LEGAL-(ILLEGAL), BEHAVE(BEHAVIOUR), DEPRESS-(DEPRESSANT), ADDICT-(ADDICTIVE), BOUND-(BOUNDLESS), GENERATE-(DEGENERATION).
Assessment of a written piece of work (essay)
Criteria
Content
Content
(information)
(organization)
Excellent
(5 points)
Content completely
relevant to the
topic. Arguments
supplied by
examples.
Good
(4 points)
The topic discussed
successfully. One
argument can lack
support.
Satisfactory
(2-3 points)
The attempt to
discuss the topic
has been made.
11
Language
(vocabulary
and spelling)
Clearly and
Vocabulary is
logically
relevant to the
arranged.
topic. A wide
Linkers are
repertoire of
various and used vocabulary and
successfully.
terms. No
Proportions
spelling
observed.
mistakes.
Clear layout.
Appropriate
Link words used use of topic
though some
vocabulary.
may be
Inappropriate
repeated.
use of
synonyms may
occur. A few
spelling
mistakes(1-3)
It is possible to
Basic
follow the ideas. vocabulary is
Paragraphing
used.
Language
(grammar)
No grammar
mistakes except
some (1-2) in
articles
Good grammar.
Some mistakes (13) may be present.
There are
mistakes (5 -10) in
structures,
©Daugavpils Valsts ģimnāzija, Inese Barkovska,2012.
Does not give
enough arguments
or aspects of the
problem.
Unsatisfactory The topic is not
(1 point)
revealed or
misunderstood.
12
may be wrong or
absent.
Proportions are
not observed.
Too long or
short. ( The
normal number
of words +/10%)
Organisation is
hard to follow or
trace. Too short.
Vocabulary
repertoire is
limited. There
are mistakes in
using
synonyms.
prepositions and
verb forms. Some
mistakes (1-2) are
disturbing.
Inappropriate
use of basic
vocabulary.
Sometimes
(3and more
cases) spelling
disturbs
understanding.
Mistakes prevent
fro understanding
the content.
Healthy lifestyle
What is healthy lifestyle?
The harmony between your body
and your thoughts.
Healthy lifestyle qualities
Physical
 Good metabolism
 Healthy skin, nails, hair …
 Good eyesight, hearing …
Mental
 Well brain work
 Social activity
 Love
Healthy food
Fruits
 Vegetables
 Cereals (graudaugi)
 Nuts
 Legumes(zirņi)
 Fish
 Dairy products
(piena produkti)

Fruits
Types of fruit
True berry
Blackcurrant
(upene),
Redcurrant,
Gooseberry
(ērkšķoga),
Tomato,
Eggplant,
(baklažāns)
Chili pepper,
Pomegranate,
Kiwifruit,
Grape
Pepo
(ķirbis)
Pumpkin,
Gourd,
Cucumber,
Melon
Hesperi dium
Orange,
Lemon,
Lime,
Grapefruit
False berry
Banana,
Cranberry
(dzērvene)
Blueberry
Aggregate
fruit
Blackberry
(mellenes),
Raspberry
(avenes),
Multiple
fruit
Pineapple,
Fig (vīģe)
Other
accessory
fruit
Apple,
Apricot,
Cherry,
Green beans
(pupiņas)
Sunflower
seeds(saulespuķu sēklas),
Strawberry,
plum, pear
(bumbieris)
Vitamins
fat soluble
K;E;D;A
The vitamins
are stored
water soluble
C
B1
B2 ;B6;B12
The vitamins
go through
all the body
Vitamins in different products
A – dairy products, green vegetables, liver, carrot.
B1 – yeast (raugs), egg yolk (olas dzeltenums), wheatgerm
(kvieši), nuts, liver, red meat, cereals.
B2 - dairy products, liver, vegetables, eggs, cereals, fruit,
yeast.
B12 - Liver, red meat, dairy products and fish
C - Green vegetables and fruit.
D - Fish liver oils, dairy produce.Vitamin D is formed in
the skin when it is exposed (atvērts) to sunlight .
E - Pure vegetable oils; wheatgerm, wholemeal(rupja
maluma)bread and cereals, egg yoke, nuts, sunflower
seeds.
K - Green vegetables.
You should
eat different food
every day.
Remember –
your look is a
reflection of what
you eat.
Water
There are a variety of
reasons to drink plenty of
water each day.
 Adequate water intake
prevents dehydration
(atūdeņošana)
 cleans out the body, and
promotes (sekmē) healing
(ārstējošus) processes.
 Substituting water for
beverages (dzērieni) high
in calories can also help
control weight.
Junk food



Is an informal term applied
to some foods which are
perceived (uztvert) to have
little or no nutritional value.
Products with nutritional
value but which also have
ingredients considered
unhealthy, when regularly
eaten.
Those considered unhealthy
to consume at all.
Sport :



Keeps your body
in vitality.
Makes your
muscles stronger.
Makes you feel
better in general.
Love your body and your body
will love you!
Questions:
Why is it better to
choose water instead
of other drinks?
 Why shouldn’t we eat
junk food?
 Why should we eat
different food every
day?

Nutrition
Glossary
1. Nutrition – barošanās
2. Nutrients – uzturvielas
3. Photosynthesis – fotosintēze
4. Carbohydrates – ogļhidrāti
5. Fiber – šķiedrvielas
6. Protein – olbaltumviela
7. Metabolism – vielmaiņa
8. Raw – izejviela, jēls
9. Intestine - zarna
10.Food diet – uztura režīms
What is nutrition?
Nutrition is the provision of the
materials necessary to support life to
cells and organisms.
Organisms
Autotrophs
organisms
which
produce food
themselves
Plants
Heterotrophs
organisms
which use
already made
food
Animals
Plant nutrition
Plant nutrition is the study of the
chemical elements that are necessary
for plant growth.
Plants make their own food! They
can photosynthesise.
Photosynthesis is a chemical process
which happens in every green plant.
Photosynthesis makes energy from
light.
Photosynthesis
Animal nutrition
Animals can’t photosynthesise.
Organisms produce energy from
food, which they eat.
Nutrients
macronutrients
micronutrients
Carbohydrates
Minerals
Fats
Vitamins
Fiber
Proteins
Water
Carbohydrates
 Give energy
 Make cells
 Help organism to use other substances
 Create reserve of energy.
•




Products:
Rice
Noodles
Bread
Grain-based products…
Fiber
Favour work of intestines
Decrease effect of harmful
substances
Decrease level of cholesterol in
blood
Increase absorption of nutrients.
• Products:
 Grains
 Fruit (plums, prunes, figs)
 Vegetables…
Fat
Gives energy
Makes cells
Creates reserve of energy
Delivers in fat dissolving vitamins
Provides thermal isolation
• Products:
 Meat
 Cheese
 Seeds
 Nuts…
Proteins
 Give energy
 Make cells
 Create organism
protecting substances
against infections
 Take part in
metabolism process
• Products:
 Eggs
 Milk products
 Meat…
Minerals
Provide life process in organism
Provide metabolism
Provide normal organism
development
 Minerals are:
Ca, Fe, Na, K, Mg, I2, Zn, Se, F,
Cr, Mn, Cu...
They are present in all products.
Water
Delivers nutrients to organism
Cleans an organism
Regulates body temperature
Is included in cells and in liquid
between cells
Normally, about 20 % of water
intake comes with food, while the
rest comes from drinking water
and assorted beverages.
Vitamins
Vitamins are essential for the
normal growth and development
of a multicellular organism.
These nutrients facilitate the
chemical reactions that produce
among other things, skin, bone,
and muscle.
Different vitamins are in
different products.
Health is wealth
Food groups:
• Grain group
• Vegetable group
• Fruit group
• Milk group
• Meat group
• Others category
Conclusion
Each nutrient has its specific task but all
nutrients’ work in organism is closely
connected.
Food diet
1. Regular meals
2. Different menu
3. Breakfast (grain products + milk products +
fruit)
4. Eat food which is rich in vitamins, minerals
and protein, but be careful with products
which are rich in fats
5. Much water
6. Eat many fruit and vegetables
7. Eat with delight and don’t hurry!
Questions
• How do plants nurture?
• How do animals produce energy?
• What is the difference between human
and plant nutrition?
• Name all 7 nutrients!
Do you
remember
guide
pyramid?
Nutrition
Glossary











Roughage - rupjā barība
Requirement – pieprasījums
Approximately - apmēram
To blend - maisīt
Fiber - šķiedra
Exertion - piepūle
Deficiency - trūkums
Excess - pārpalikums
Redox - reducēšanās
Disorder - traucējumi
Suppress - apspiest
Nutrition, nourishment, or aliment, is the supply of materials food - required by organisms and cells to stay alive. In science
and human medicine, nutrition is the science or practice of
consuming and utilizing foods.
In hospitals, nutrition may refer to the food requirements of
patients, including nutritional solutions delivered via an IV
(intravenous) or IG (intragastric) tube.
Nutritional science studies how the body breaks food down
(catabolism) and repairs and creates cells and tissue (anabolism) catabolism and anabolism = metabolism. Nutritional science also
examines how the body responds to food. In other words,
"nutritional science investigates the metabolic and physiological
responses of the body to diet".
For every physical activity, the body requires
energy and the amount depends on the
duration and type of activity. Energy is
measured in Calories and is obtained from the
body stores or the food we eat. Glycogen is the
main source of fuel used by the muscles to
enable you to undertake both aerobic and
anaerobic exercise. If you train with low
glycogen stores, you will feel constantly tired,
training performance will be lower and you will
be more prone to injury and illness.
Nutrient Balance
-
The human body requires seven major
types of nutrients:
Proteins
Fats
Carbohydrates
Minerals
Vitamins
Water
Roughage
Other nutrients








Fiber
Potassium
Chloride
Sodium
Calcium
Phosphorus
Magnesium
Zinc
Other nutrients






Iron
Manganese
Copper
Iodine
Selenium
Molybdenum
What are the daily energy
requirements?
Basic energy requirements (BER) includes your basal metabolic
rate (BMR) and general daily activities:
- For every Kg of body weight 1.3 Calories is required every hour.
(An athlete weighing 50Kg would require 1.3 × 24hrs × 50Kg =
1560 Calories/day).
Extra energy requirements (EER):
- For each hours training you require an additional 8.5 Calories for
each Kg of body weight. (For a two hour training session our 50Kg
athlete would require 8.5 × 2hrs × 50Kg = 850 Calories).
An athlete weighing 50Kg who trains for two hours would require
an intake of approximately 2410 Calories
(BER + EER = 1560 + 850)
Energy Fuel
Like fuel for a car, the energy we need
has to be blended. The blend that we
require is as follows:
 57% Carbohydrates (sugar, sweets,
bread, cakes)
 30% Fats (dairy products, oil)
 13% Protein (eggs, milk, meat, poultry,
fish)
Questions:
1. Why do human beings need nutrition?
2. What is metabolism?
3. What is the main source of energy in
humans?
4. How many major types of nutritions do
we have?
5. How many calories does a normal
human require daily?
References




http://en.wikipedia.org/wiki/Nutrition
http://www.brianmac.co.uk/nutrit.htm
http://www.nutrition.gov
http://www.medicalnewstoday.com/article
s/160774.php
 http://www.sciencedaily.com/news/health
_medicine/nutrition/
 http://jn.nutrition.org/
Thank you for your
attention!
Plant nutrition and
photosynthesis
Glossary
Nutrition - barošanās
Potassium - kālijs
Essential - svarīgs, nepieciešams
Fertilization - mēslošana
Yield - raža
Deficiency - trūkums
Promote - sekmēt, veicināt
Fertilizers - minerālmēsli
Soil - augsne
Toxicity - saindētība, toksicitāte
Stomata - atvere, pora
Starch - ciete
Plant nutrition
• Plant nutrition is the study
of the chemical elements
that are necessary for plant
growth.
• There are 16 essential plant
nutrients.
• Carbon and oxygen are
absorbed from the air,
hydrogen is obtained
almost entirely from water,
while other nutrients
including water are
obtained from the soil.
Plant nutrition
Plants must obtain the following mineral
nutrients from the soil:
• Seven elements that
• Nine elements that are
are used in relatively
used in much smaller
large amounts by the
amounts and are called
plant and are called
micronutrients: boron
macronutrients:
(Bo), chlorine (Cl),
nitrogen, phosphorus,
manganese (Mn), iron
potassium, calcium(Ca),
(Fe), zinc (Zn), copper
sulfur (S), magnesium
(Cu), molybdenum
(Mg), silicon (Si).
(Mo) selenium (Se), and
sodium (Na).
Fertilization
• Man artificially modifies soil through the
addition of fertilizers to promote growth and
increase yield.
• The plants are able to obtain their required
nutrients from the fertilizers added to the soil.
• Besides lack of water and sunshine, nutrient
deficiency is a major growth limiting factor.
• An element present at a low level may cause
deficiency symptoms, while the same element
at a higher level may cause toxicity.
Photosynthesis
• Photosynthesis is the process of converting sunlight
energy to chemical energy into organic compounds,
especially sugars,
• Plants need only light energy, CO2, and H2O to make
sugars.
• The process of photosynthesis takes place in the
chloroplasts, specifically using chlorophyll, the green
pigment involved in photosynthesis
• Photosynthesis takes place primarily in plant
leaves.




Chlorophyll absorbs
the sunlight. From
sunlight green plants
combine carbon
dioxide and water to
make sugar and
oxygen.
There are tiny pores
called stomata.
Carbon dioxide and
oxygen enter and
leave through the
stomata.
Green plants use
sugar to make starch,
fats, and proteins.
Things which are needed for
photosynthesis





1)
2)
3)
4)
Sunlight
Chlorophyll
Water
Carbon dioxide
And it gives Oxygen
and Glucose.
QUESTIONS TO YOU!!!
1. How many important
nutrients are there for
plant nutrition?
2. In what 2 parts do
nutrients divide?
3. Where does
photosynthesis take
place?
4. What are the things
needed for
photosynthesis?
5. What do plants
produce?
Used sources
• http://en.wikipedia.org/wiki/Plant_nutrition
• http://www.ncagr.gov/cyber/kidswrld/plant/n
utrient.htm
• http://en.wikipedia.org/wiki/Photosynthesis
• http://library.thinkquest.org/3715/photo3.ht
ml
• http://www.biology4kids.com/files/plants_ph
otosynthesis.html
• http://biology.clc.uc.edu/Courses/Bio104/pho
tosyn.htm
Plant
nutrition
Glossary





Metabolism – vielmaiņa
Soil – augsne
Photoautotrophs – fotoautotrofi
Cyanobacteria – ciānbaktērija
Equation - vienādojums
Plant nutrition

Plant nutrition is the study of the chemical elements
that are necessary for plant growth. There are several
principles that apply to plant nutrition. Some elements
are directly involved in plant metabolism. However, this
principle does not account for the so-called beneficial
elements, whose presence, while not required, has clear
positive effects on plant growth.
17 essential plant nutrients.








Macronutrients:
N = Nitrogen
P = Phosphorus
K = Potassium
Ca = Calcium
Mg = Magnesium
S = Sulfur
Si = Silicon










Micronutrients (trace levels)
include:
Cl = Chlorine
Fe = Iron
B = Boron
Mn = Manganese
Na = Sodium
Zn = Zinc
Cu = Copper
Ni= Nickel
Mo = Molybdenum
Processes

Plants uptake essential elements from the soil through
their roots and from the air (mainly consisting of
nitrogen and oxygen) through their leaves.

Nutrient uptake in the soil is achieved by cation
exchange, wherein root hairs pump hydrogen ions (H+)
into the soil through proton pumps. These hydrogen
ions displace cations attached to negatively charged soil
particles so that the cations are available for uptake by
the root.
 In
the leaves, stomata open to take in
carbon dioxide and expel oxygen. The
carbon dioxide molecules are used as
the carbon source in photosynthesis.
 Plant
nutrition is a difficult subject to
understand completely, partially
because of the variation between
different plants and even between
different species or individuals of a
given clone.
 Carbon
and oxygen are absorbed from
the air, while other nutrients are
absorbed from the soil. Green plants
obtain their carbohydrate supply from
the carbon dioxide in the air by the
process of photosynthesis.
Photosynthesis

Photosynthesis is a process that converts
carbon dioxide into organic compounds,
especially sugars, using the energy from sunlight.

Photosynthesis occurs in plants, algae, and many
species of bacteria, but not in archaea. Photosynthetic
organisms are called photoautotrophs, since they can create
their own food. In plants, algae, and cyanobacteria,
photosynthesis uses carbon dioxide and water, releasing
oxygen as a waste product.


Although photosynthesis can happen in
different ways in different species, some
features are always the same. For example,
the process always begins when energy
from light is absorbed by proteins called
photosynthetic reaction centers that contain
chlorophylls.
The general equation for photosynthesis is
therefore:


2n CO2 + 2n H2O + photons → 2(CH2O)n + n O2 +
2n A
Carbon dioxide + electron donor + light
energy → carbohydrate + oxygen +
oxidized electron donor
http://www.youtube.com/watch?v=1gLa5EWn9OI&feature=related
Can you tell how it happens?