A Brief Description of the Resource

The resource created is a video which is an authentic teaching aid. It addresses differentiated instruction by providing several learning options, or different paths to learning, which help students take in information and make sense of concepts and skills that facilitate multisensory interactions. In addition to being fun and motivating, the video provides an experience that cannot be done by a teacher, textbook, or broadcast in the classroom. The use of the video allows students to: engage in authentic tasks, be actively thinking about information by using their prior knowledge and making predictions about the given topic, and making choices as to what foods they consume.


While the video is played, the integration of the language processes become vivid as the students view the video, listen to what is being discussed, read texts presented in the video, speak about the health conditions that they know and those that are presented in the video.


Furthermore, the video acts as a virtual field trip since it may be difficult and time consuming to take students to the market and supermarket to experience, identify and observe the types of food at these places. The use of the video helps students become more reflective as they discuss their understanding hence developing their, oral and listening skills as they share their different views on the topic.


The language register used during the video changes as information is given on various topics. For example some information was conveyed in a conversational tone so students would be better able to relate to that particular scene and the ideas. Students of the 21st century are exposed to media technology everywhere hence the choice of integration of the video into the designed learning experiences of students is a fantastic idea. This is supported by the idea of Kounin(1970). He brought forward the phrase "be with-it", hence teachers should try as much as possible to know what trends and technology move his/her students to incorporate those ideas in instruction to foster learning.


Although the video was planned to be used as a follow up lesson where students will view during instruction, this does not limit the way the video could be used. It can be used to introduce a lesson or as a culminating activity to sum up all that was discussed during the lesson and to enable students to better understand the concepts explored. The students may be given an in class activity to complete or a project in which they will be required to carry out in-depth research on one of the concepts learnt or even an evaluation exercise based on the information in the video.