Didactic Project Marta Gonz y Lucía Gut

HEALTHY
HABITS
Marta González Rodríguez
Lucía Gutiérrez Ramírez de Arellano
INDEX
1. Introduction
2. General competences of the Degree in Primary Education
3. Methodology
4. Sessions
5. Resources
6. Training objectives
7. Key competences
8. Specific competences
9. Basic knowledge and contents
10. Rubric evaluation
INTRODUCTION
STUDENTS
Course: 5º of Primary.
Age: 10-11 years old.
Cognitive state: Specific operations. No students with disabilities.
Ratio: 25 girls and boys , among which 16 are girls.
Methodology: competency-based methodology.
SDG (Sustainable Developments Goals): health and wellness,
because we want to promote health of the student in different
areas ( mental, physical...)
GENERAL COMPETENCES OF THE DEGREE
IN PRIMARY EDUCATION
3.5 To promote coexistence in the classroom and outside it, solve problems and
contribute to the peaceful resolution of conflicts. Stimulate and value effort,
perserverance and personal discipline in students: because we are going to do an
activity which the students will have to go out of the classroom, they go to the health
center.
3.10 Reflect on classroom practices to innovate and improve teaching. Acquire

knowledges for autonomous and cooperative learning and promote it among
students: because in the proposed activity, students will work in groups and will also
acquire healthy habits autonomously.
METHODOLOGY
We’ll use a competency-based methodology . It consists of developing learning

processes and motivation to learn. It also promotes meaningful and consolidated
learning.
The components are:
1. Knowledge: It will be in the first session, in the talk with the health professional.
2. Knowing to do: This will be practised in the second session, because they need
to have the skills to search information in different media and elaborate the food
pyramid project.
3. Knowing to be: This will be reflected in the third session, because they will show
their projects to their class and they’ll practice in their daily lives.
1ST. SESSION
Each session will be 50 minutes
Let’s go to the health centre!
The students will go to the health centre closest to their school.

There, a health worker will be waiting for them. He will give them
a talk in English, adapted to their age. In the talk will explain
healthy habits and tips that the students can carry out in their
daily lives. The children will have to pay attention and take
notes for the next activity.
2ND. SESSION
It’s time to work, make a food pyramid!
The group will be divided into mixed groups of 5 participants

each one. With the information obtained from the talk,
internet and books provided by the teacher, they will have to
make a food pyramid on a poster board, including food that
they usually eat.
3RD. SESSION
Show to your classmates.
Each group will carry out the exposition showing and

explain the food pyramid and the food that they have
included in it.
RESOURCES
Personal resources:
Health experts.
Students in 5th year of primary education.
Science teacher.
Material resources:
Poster board.
Markers and colours.
Computers.
Books (science books, food and health books...).
TRAINING OBJECTIVES/GOALS
Related with : article 7: objectives (Decreto 81/2022)
Work in groups: when students make the food pyramid. (b)
Listen and understand English. It develops in the exhibition of their food

pyramid, in the talk and in the explanation of the teacher about food
vocabulary. (f)
Acquire knoledge of hygiene and health to promote social and personal

development: when the chat takes place, the teacher explains food and when
they make the pyramid. (k)
KEY COMPETENCES
Linguistic communication competence:
because they express thoughts and opinions
orally when they decide how to make the food
pyramid.
Multilingual competence: because they have to

use the foreign language, in this case English,
for effective learning and communication.
KEY COMPETENCES
Science, technology, engineering and mathematical
competence (STEM): this competence is achieved because the
students will have to elaborate the food pyramid in a guided
way in teams and solving in a peaceful way the conflicts.
Digital competence: because the students have to make a

healthy and responsible use of the digital devices that they will
use to extract information.
KEY COMPETENCES
Personal, social and learning competence: because they work

in groups when they are making the food pyramid and they
take responsibility for the individual part that they have made.
Enterprising competence: the students create original ideas,
appreciate the process working in groups and carry out an
initiative, considering this experience as an opportunity to
learn.
SPECIFIC
COMPETENCES/SKILLS
1.Use digital devices and resources safely, responsibly and efficiently, to search
information, communicate and work individually and in teams: when they looking for
information about food to put in the different rungs of the pyramid.
3. Solve problems through design projects to cooperatively generate a creative and

innovative product that responds to specific needs: when they make the food pyramid
project.
4. Know and become aware of their own body: their own and others' feelings,
applying scientific knowledge, to develop healthy habits and to achieve physical,
emotional and social well-being: to practice healthy habits they have to know about
their own body and respect others’, and also their feelings.
BASIC KNOWLEDGE
Basic knowledge of the science’s subject:

Block A. Scientific culture
Introduction to scientific activity.
Life on our planet.
Block B. Technology and digitalisation
Digitisation of the personal learning
environment.
CONTENTS
Block A. “Introduction to scientific activity”

In the 1st basic knowledge, it corresponds to the
content:
Development of curiosity, initiative, perseverance
and a sense of responsibility in carrying out
different investigations.
CONTENTS
Block A. “Introduction to scientific activity”
In the 2nd basic knowledge, it corresponds to the content:
Guidelines for healthy and sustainable eating: such as the preparation of
healthy and balanced menus.
Guidelines that promote adequate emotional and social health: sleep

hygiene, prevention and consequences of drug use, healthy management
of free time, contact with nature, appropriate use of digital devices...
CONTENTS
Block B. “Technology and digitalisation”

In the 1st basic knowledge, it corresponds to the content:
Safe and efficient information search strategies on the
internet.
RUBRIC EVALUATION
FOR STUDENTS
THANKS
FOR
WATCHING!

Didactic Project Marta Gonz y Lucía Gut

Uploaded by

Copyright:

Available Formats

Didactic Project Marta Gonz y Lucía Gut

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Didactic Project Marta Gonz y Lucía Gut

Uploaded by

Copyright:

Available Formats

HEALTHY

3.10 Reflect on classroom practices to innovate and improve teaching. Acquire

We’ll use a competency-based methodology . It consists of developing learning

The students will go to the health centre closest to their school.

The group will be divided into mixed groups of 5 participants

Show to your classmates.

Each group will carry out the exposition showing and

Work in groups: when students make the food pyramid. (b)

Listen and understand English. It develops in the exhibition of their food

Acquire knoledge of hygiene and health to promote social and personal

Multilingual competence: because they have to

Digital competence: because the students have to make a

Personal, social and learning competence: because they work

3. Solve problems through design projects to cooperatively generate a creative and

Basic knowledge of the science’s subject:

Block A. “Introduction to scientific activity”

Guidelines that promote adequate emotional and social health: sleep

Block B. “Technology and digitalisation”

You might also like