Healthy Foods स्वास्थ्य के लिए अच्छा खाना

^{A. Proficiency level — Intermediate High/Advanced Low (3X75 min.)}

^{B. Objectives: Differentiated focus — on literacy skills for heritage learners and aural skills for foreign language learners. Students will be able to:}

^{ask for and provide information about the health benefits of certain plants and foods}
^{discuss orally and in writing the characteristics and qualities of certain plants and foods}
^{understand and describe how to prepare and use certain plants for good health}
^{compare conventional and traditional understanding of how food is used as treatment}
^{explain the health benefits of certain plants and foods}

^Language:

^{relative-correlative sentences:जब तब जितना उतना}
^{use of past participles:पिसा हुआ, मिश्रित किया गया}
^{conditional sentences (यदि + subjunctive, तो + future — e.g. यदि रोज़ गरम पानी पिया जाए, तो पेट स्वस्थ होगा )}
^{use of passive voice (खाया जाता है, पिया जाए, मिश्रण किया जाता है, पाया जाता है , etc.)}
^{vocabulary related to the medical field (गुणकारी, नियमित सेवन, स्मरण शक्ति, असमय बुढ़ापा, पाचन, संस्थान, रोग प्रतिरोधक क्षमता)}

^{C. Performance Task: Students work for an NGO and are asked to help with the development of promotional materials on nature-based living and treatment of health issues. Students:}

^{explore several audio-visual and text-based resources and select the topics and information they consider relevant and useful}
^{work on the final product — an informercial (FLLs) and/or brochure (HLLs) for a specially assigned audience (e.g. school children, college age adults, village community, adult urban residents)}
^{participate in a round table discussion/debate about the benefits of natural remedies and present their product vs. conventional treatment.}

^{D. Learning Scenarios}

^{Activity 1. 1.Teacher introduces the topic by having students think-pair-share in a brainstorming session about what they know and can express. Students make a list of useful pharses and share with the class.}

^{1.2. Teacher shares information on one food item मिर्च के ढेरों फायदे and several food items खाद्य पदार्थ जो खराब नहीं होते to model final project.}

^{Activity 2: Jigsaw. 2.1. In pairs or groups students listen to an assigned video with their ear-sets and take notes.}

^{Conversational Hindi videos:}

^{High register Hindi videos:}

^{2.2. Students use a glossary provided by the teacher and compare notes.}

^{2.3. Students change groups and tell each other about their piece. Each student notes 2 things they learned from their partner’s piece.}

^{Activity 3. In groups students do research by selecting at least two videos from the suggested list and 2 text excerpts. They take notes based on the provided questions.}

^{Resources for research on healthy foods:}

^{Conversational Hindi videos:}

^{High register videos:}

^{Text-based resources:}

^{Activity 4. Students prepare a brochure (HLLs) and/or informercial (FLLs) on 3 healthy plants/foods and their benefits.}

^{Activity 5. 1. For homework students interview Hindi-speaking community members or online partners about 1 natural remedy they know about or use at home. They share in the groups and decide which one to include and why.}

^{5.2. Students choose a topic from the list below and answer the questions. They expand their brochure with that information.}

^{आयुर्वेदिक उपचार:}

^{मोटापा}