NUTRITION FUNCTION

Nutrition Function                                   

 

          

 

 

Subject: Natural Science

Level:4^th primary school

The main objective will be the student becomes aware of the need to have a healthy diet

Learning outcomes

v  To identify the main organs of the sytems involve in  Nutrition  Function

v   To know different food groups

v  To clasify food according each group

v  To recognize healthy habits

 

Subject Content

v  Nutrition function: digestive system, respiratory system,  circulatory sistema and excretory system

v  Food classification

v  Healthy diet and health

v  Food pyramide

v   Nutrients

 

1st SESSION

·         Braisntorm to know the previous knowledge of the students around the subject.

·         Presentation of the different  sytems involve in  Nutrition  Function: digestive system, excretory system, circulatory system and respiratory system, with visual support

·         We will  watch the video "How the Digestive System Works"

    https://www.youtube.com/watch?v=VwrsL-lCZYo

 

·          Identification organs of different systems and match with their names: stomach, esophagus, kidney, lung, heart, veins…They will work in groups of four

·          We will have a discussion about de activity

 

2nd SESSION

 

·         Presentation of the different food groups  with visual support and their main characteristics .I Will I will present this content on the digital board

·         .They will copy  the food wheel and will write the different food groups: vitamins, proteins, carbohydrates and fats.

·          Complete sentences about the different groups, to summarize what they learned.

·         We will listen a song about the food groups. https://www.youtube.com/watch?v=cORkrfqK10s

·         We will try to learn the song

 

3rdSESSION

·          Presentation a of "nutritional pyramid" on the digital blackboard.  I will explain it, and then we will read the different foods aloud.

·         Game: "The nutritional pyramid". We will do groups of four students. We use plastic bricks and hide them in the class.

       *The yellow ones symbolize "the carbohydrates"

       *The green ones "the vitamins"

       *The orange ones "the proteins"

       *The red ones "the fats"

All group members holding hands have to go to find the hidden bricks, when they are told the type of brick they can take each time. Then, each group will build their nutritional pyramid.

 

4th SESSION

The students will carry out  a mural where they collect the different food groups.They will use images of food from supermarket magazines, and will write their names: meat, fish, milk, eggs, bread, flour, sweets, chocolate, olive oil, yogurt, butter, fruit, vegetables ...

Then, each group will explain their work to their classmates..

 

5th SESSION

·         We will  watch the video "healthy lifestyles": You will learn about "Balanced Diet" in this video. A diet, which contains all the nutrients, namely carbohydrates, proteins, vitamins, minerals and fats in right amounts,  is called a balanced diet. It should also contain sufficient amounts of dietary fibre and water. https://www.youtube.com/watch?v=YimuIdEZSNY

·         In pairs, they will write sentences to give advices to carry out a balanced diet.

You should eat…

            Yo shouldn´t eat…

·         In large group will write several questions about healhty diet. Each student will ask the questions to his partner and write the answers

	partner
How many times do you eat….
How often do you eat …

 

6th SESSION 

·         Speaking about eating habit, (in large group).The teacher will encourage the students to interact

·          Games about learned concepts

http://es.nourishinteractive.com/nutrition-games/childrens-educational-healthy-food-games

http://www.mundoprimaria.com/juegos-de-ingles/juegos-sustantivos-alimentos/

https://www.eslgamesplus.com/food-vocabulary-crossword/

 

Methodology

The unit will be distributed in 6 sessions of 50 minutes.

Class methodology will be active and participatory, creating a safe classroom climate. It will be flexible, establishing realistic challenges depending on each student and using the appropriate scaffolding for each activity.

·         In all the activities we will speak in English

·         We will use specific vocabulary

·         We will use images to relate the vocabulary

·         We will encourage group work

 

 

https://drive.google.com/file/d/1-B1ndaRKTga5_iBI8vOFkB_fwCaIKQDu/view?usp=sharing

 

 

Carmen Mª Quintanilla Terrones

Arithmetic and geometric progressions

LESSON   Arithmetic and geometric progressions   Timing  2 weeks                       Course / Level 3º ESO                  Subject: Mathematics for academic studies

CONTENTS	DIDACTIC OBJECTIVES	KEY COMPETENCES	SKILLS
Lesson Contents: 1.Sequences       2. Series    3. Arithmetic progressions 4. The sum of an arithmetic series 5. Geometric progressions 6. The sum of a geometric series    Linguistic Contents: -Syntactic-discursive aspects: . To express probability:       I think it has to be / It's       I got the same number because … . To describe the term in a sequence      I think you are wrong because …      Don't you think there are more options? I do because …      This way we won't get anything useful because…      We have to consider      How do you calculate/ estimate/ define... this?      Why do you think that? - Vocabulary: Sequence. (General) term. Length of a sequence. Increasing or (decreasing) sequence. Limit (of a sequence). Arithmetic/geometric progression. Common difference. Common ratio.   Cultural Contents: -Study of sequences in ancient civilizations: Babylon and Ancient Egypt -Fibonacci sequence	1. Find regularities in numerical sequences.   2. Find some of the relationships between regularities and sequences Numbers.   3. Find the general term of an arithmetic or geometric progression.   4. Identify and use sequences.   5. Find the sum of n consecutive terms of an arithmetic progression.   6. Find the sum of n consecutive terms of a geometric progression	Language communication (CCL)           Mathematical competence and basic competences in science and technology (FCTC)         Learning to Learn (CAA)         Sense of initiative and entrepreneurship (SIEP)         Digital Competence (CD)         Awareness and cultural expressions (CEC)	To know, to acquire, to extend and to apply the vocabulary of the subject  Make a comprehensive reading of the statements   To know the basic notions about probability  To use adequately the strategies of the basic calculation of probabilities  Solve situations using learned mathematical notions   Organize ideas, ideas and arguments in an orderly and constructive way      Be autonomous to carry out individual activities   Express own ideas in an argumentative way     Update the use of new technologies to improve work and facilitate daily life.     Study how different cultures have contributed over time to develop the concept of progression and what is its application current utility.

LEARNING STANDARDS	EVALUATION CRITERIA	RESOURCES / MATERIALS	ACTIVITIES/ ASSESSMENT
1. Write a concrete term of a given sequence by its general term, or recurrently. 2. It obtains the general term of a sequence given by its first terms (very simple cases). 3. He recognizes the arithmetic progressions and calculates their difference, their general term, and obtains any term. 4. Calculate the sum of the first terms of an arithmetic progression. 5. He recognizes the geometric progressions, calculates his reason, his general term and obtains any term. 6. Calculate the sum of the first terms of a geometric progression. 7. Calculate the sum of the infinite terms of a geometric progression with | R | <1. 8. Solve problems, with statement, of arithmetic progressions. 9. Solve problems, with statement, of geometric progressions.	- To know the meaning of the main concepts treated    - Relate concepts to solve practical situations and answer questions on successions    - Calculate the general term of a sequence, an arithmetic progression, or a Geometric progression    - Calculate determinate terms of successions or progressions    - Calculate the sum of the first terms of an arithmetic or geometric progression	Didactic material in PDF format	- Activities to write the concrete term of a progression from its general term or its recurrent form. - Activities to write the general term of a sequence given its first terms. - Activities to recognize an arithmetic progression and calculate its different elements. - Activities to calculate the sum of the n first terms of an arithmetic progression. - Activities to recognize a geometric progression and calculate its different elements. - Activities to calculate the sum of the n first terms of a geometric progression. - Activities to calculate the sum of the infinite terms of a geometric progression when | R | <1. - Activities to solve problems involving arithmetic progressions. - Activities to solve problems involving geometric progressions.

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para verlo completo lo he compartido en drive:

https://drive.google.com/drive/folders/1Z8crD_YV_sizoxp48vPAtW_TkBzOwesq?usp=sharing

Maria Soledad Casado Sanz