Proyecto final aicle intef

65
A LA SALUD POR EL EJERCICIO Y LA ALIMENTACIÓN (MEMORIA - PROYECTO) Curso 2014-2015 HOW TO BE HEALTHY Este documento contiene la unidad didáctica de Nutrición y consumo y sus recursos didácticos para poderla llevarla a cabo. Los alumnos son de 2º ESO (Sección Bilingüe) del IES Benjamín de Tudela, por lo que, tanto los recursos como el proyecto final están en Inglés.

Transcript of Proyecto final aicle intef

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A LA SALUD POR EL

EJERCICIO Y LA

ALIMENTACIÓN (MEMORIA - PROYECTO)

Curso

2014-2015 HOW TO BE HEALTHY

Este documento contiene la unidad didáctica de Nutrición y

consumo y sus recursos didácticos para poderla llevarla a cabo.

Los alumnos son de 2º ESO (Sección Bilingüe) del IES

Benjamín de Tudela, por lo que, tanto los recursos como

el proyecto final están en Inglés.

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A LA SALUD POR EL EJERCICIO Y LA ALIMENTACION

Página 1

A LA SALUD POR EL EJERCICIO

Y LA ALIMENTACIÓN

U N I D A D D I D Á C T I C A D E N U T R I C I Ó N – 2 º E S O

JUSTIFICACIÓN

Su fuerza formativa radica en la autonomía para la realización de cualquier

actividad física sin riesgo de lesiones, con buenos hábitos posturales, una adecuada

alimentación y buscando el equilibrio a las tensiones de la vida diaria.

OBJETIVOS CRITERIO

Las normas y criterios no estándares, para ser aplicados en un proceso de

evaluación, tienen que concretarse bajo la forma de un conjunto de variables

empíricamente observables y que proporcionen información –cuantitativa o cualitativa‐

pertinente sobre el programa objeto de evaluación, es decir, mediante indicadores. Estos

indicadores de Evaluación, son los llamados Objetivos Criterio por Martín Pinos.

1.0. Participar activamente en el contenido.

1. 1. Ser capaz de valorar críticamente el consumo responsable, estableciendo una

relación entre lo saludable y no

1.2. Conocer los alimentos naturales y saludables que se dan en nuestra

Comunidad Autónoma – Navarra – a través de un estudio de investigación grupal.

1.3. Establecer la relación entre los alimentos de nuestra Comunidad y los

saludables, para poder realizar un consumo responsable de ellos.

1.4. Conocer los efectos beneficiosos de una alimentación adecuada.

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INSTRUMENTOS DE EVALUACIÓN

Cada uno de los objetivos-criterio tiene un instrumento de evaluación para poder

establecer una relación correcta y concreta de los criterios que se van a evaluar en el

proceso de enseñanza-aprendizaje.

1.0. Hoja Excel a través de la cual se hace un registro diario de diferentes aspectos:

acude e la clase en hora, trae el material, participa, cumple normas y cumple los hábitos:

de calentamiento, vuelta a la calma e higiénicos.

1. 1. Ficha de trabajo en grupo

1.2. y 1.3. Trabajo en grupo y su relación con la ficha 1.1.

1.4. Proyecto final: guión de una película, grabación de la película y montaje.

PONDERACIÓN (para la evaluación)

1.0. 10%.

1.1. 20%.

1.2. 20%.

1.3. 20%.

1.4. 30%

CONTENIDOS

Nutrición y hábitos saludables

METODOLOGÍA

AICLE; acrónimo que corresponde al Aprendizaje Integrado de Contenidos y Lenguas

Extranjeras. Esta metodología aparece también bajo las siglas CLIL en inglés (Content and

Language Integrated Learning). El enfoque AICLE implica el fomento del trabajo

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colaborativo por tareas o proyectos dando lugar a un aprendizaje más autónomo evitando así

el modelo pedagógico centrado en el profesor.

EDUCACIÓN EN VALORES

Educación para la salud y educación para el consumo

INTERDISCIPLINARIEDAD

Ciencias Sociales (estudio de producción de alimentos en Navarra) y Ciencias

Naturales (conceptos de nutrición)

COMPETENCIAS BÁSICAS

1. C. lingüística (habla inglesa)

3. C. en el conocimiento y la interacción con el mundo físico (trabajo de la

educación física en contacto con la naturaleza y aplicando las normas de prevención y

mantenimiento para la salud)

4. C. de tratamiento de la información y competencia digital (recogida,

procesamiento y valoración crítica de la información; así como creación del proyecto

final en forma de película)

8. Autonomía e iniciativa personal (actitud positiva, mejora, fomento de la

responsabilidad en el mantenimiento de la salud y en el consumo responsable).

MAPA DE RELACIÓN CURRICULAR

En relación a la Orden Foral 25 /2007, de 19 de marzo, por el que se establece el

Currículo de la Educación Secundaria Obligatoria de la Comunidad Autónoma de Navarra).

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Bloque de contenidos 1. Condición física y salud

Objetivos Generales de

Etapa i. Comprender y expresarse en una o más lenguas

extranjeras de manera apropiada

l. Conocer el funcionamiento del cuerpo humano,

así como los efectos beneficiosos para la salud

del ejercicio físico y la adecuada alimentación,

incorporando la práctica del deporte para

favorecer el desarrollo personal y social.

m. Valorar los hábitos sociales relacionados con la

salud, el consumo, el cuidado de los seres vivos

y el medio ambiente, contribuyendo a su

conservación y mejora.

Objetivos Generales de

Área 1. Participar y colaborar de manera activa, con

regularidad y eficiencia, en las actividades

programadas, con independencia del nivel de

habilidad y capacidad personal y valorando los

aspectos de relación que fomentan; mostrando

una actitud de respeto y tolerancia hacia todos

los miembros de la comunidad educativa. En

todas las UUDD.

2. Conocer y valorar los efectos beneficiosos,

riesgos y contradicciones que presenta la

práctica habitual y sistemática de la actividad

física a lo largo de la vida, en el desarrollo

personal y en la mejora de las condiciones de

calidad de vida y salud, individual y colectiva.

6. Conocer el cuerpo y sus necesidades, adoptando

una actitud crítica y consecuente frente a las

actividades dirigidas a la mejora de la condición

física, la salud y la calidad de vida, haciendo un

tratamiento diferenciado de cada capacidad.

Criterio de Evaluación

Competencias Básicas 1. Competencia Lingüística

3. C. en el conocimiento e interacción con el

mundo físico

5. Tratamiento de la información y C. digital

8. Autonomía e Iniciativa personal

Trimestre 2º Trimestre (6 sesiones) Febrero-Marzo

Objetivos-Criterio 1.0. Participar activamente en el contenido.

1. 1. Ser capaz de valorar críticamente el consumo

responsable, estableciendo una relación entre lo

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saludable y no

1.2. Conocer los alimentos naturales y saludables que

se dan en nuestra Comunidad Autónoma – La Rioja –

a través de un estudio de investigación grupal.

1.3. Establecer la relación entre los alimentos de

nuestra Comunidad y los saludables, para poder

realizar un consumo responsable de ellos.

1.4. Conocer los efectos beneficiosos de una

alimentación adecuada.

Ponderación de evaluación

anual

2%

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PROCESO DE REALIZACIÓN SESSION-BY-SESSION

Session Activities

Tim

ing

Skills

Inte

ract

ion

ICT

Ass

essm

ent

1

P.E.

Introduction: Explanation of the activity 4’ L √

Warm-up: Movements and exercises to increase the

body temperature

8’ S -L √

Running relay: Match each food with the drawing in

the worksheet

15’ S-PF √ √

Rain of words 15’ S- L √

Stretching conclusion: what’s healthy food? 3’ S √

Higienyc habits 5’

2

P.E.

Introduction: Explanation of the activity 5’ L √

What is what? Tabu game & Acrosport alphabet 40’ BE √

Higienyc habits 5’

3

P.E.

Introduction: Explanation of the activity 5’ L √

Healthy diet – Reading – Running jigsaw 25’ R-PF √ √

Mind-mapping 15’ C-W √ √

Higienyc habits 5’

4

P. E.

Introduction: Explanation of the activity 4’ L √

Warm-up: Movements and exercises to increase the

body temperature

12’ S -L √

Running game: Match healthy & Unhealthy habits 20’ S-PF √

Stretching – Breathing conclusion: Rain of ideas 9’ L √ √

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Higienyc habits 5’

5

P.E

Introduction: Explanation of the activity 5’ L √

Recopilation of information – Writing and oral

What is it grown in La Rioja? Are they healthy?

45’

w-c

√ √

Creation of the notebook w-c

√ √ √

6

P.E.

Introduction: Explanation of the activity 5’ L √

Dressing up 20’ S √ √

Film project: RESPONSIBLE & HEALTHY CONSUM 25’ BE

S

√ √

Skills:

L- Listening

S- Speaking - Communication

W- Writing

R- Reading

BE- Body expression

PF- Physical Fitness

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RESULTADOS DE LA EXPERIENCIA

• Notebook; cuaderno de notas elaborado por los alumnos

• Film; película escrita y representada por los alumnos. Montaje grupal

De manera sorprendente los resultados obtenidos fueron muchos más que los que

aquí se puedan exponer de manera visual. Se grabaron las clases y se pudo observar que

la metodología utilizada, junto con la motivación de grupo y el contenido, llevaron a los

alumnos a producir comunicación oral y escrita en Inglés. Cuando se utiliza un idioma

diferente a la lengua materna en las clases, en contenidos de E.F., en los que hay

movimiento y mucha más interacción que en otras asignaturas, es difícil comprobar que

los alumnos están hablando en ese idioma. Las grabaciones, permitieron comprobar esto

y efectivamente, los alumnos se comunicaban en inglés.

En formato digital se presentarán los materiales específicos utilizados para cada

sesión de trabajo, así como dos cortes de las grabaciones obtenidas, una en la que existe

la interacción profesor-alumno en las clases y otra en la que se muestra la interacción

entre alumnos, y los resultados finales del proyecto: el notebook y la película.

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MATERIALES

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IES BENJAMÍN DE TUDELA

Educación Física

1st SESSION

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Session 1. Description of the activity

� What does the learning activity consist of?

Pupils have to collect some specific words correspondent to different healthy or unhealthy food and match the figures they have in the worksheet. To get this they work physical fitness doing an English relay with which they improve their speed and stamina capabilities.

There are four different groups: vegetables, fruits, junk food and sweets. Each group has only to pick up the food word which matches to his/her team. If the word is not his/her, he must leave there and he/she has lost his/her turn.

The team, who finishes first, wins.

Teacher/s:

Sonia Aragón Calvo

Title: FOOD &

PHYSICAL FITNESS

School: IES BENJAMÍN DE TUDELA

Class/age: 2ºA/ 13 -14 years-old

Subject /Project: Physical Education / Food running relay

Class/team/pair/individual work: Team

Participants’ nicknames: Vegetables, Fruits, Junk food and sweets

Room: Gym & Sport-Center

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IES BENJAMÍN DE TUDELA

Educación Física

2nd SESSION

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Session 2. Description of the activity

� What does the learning activity consist of?

Pupils have to fill of the gaps that are in the worksheets correspondent to different food. In groups, and as a result of the kind of food chosen in the 1st session, they have to select some of that foodstuff and describe them. After, the leaders go to other groups and playing “what is what?” they try to explain them so the rival-group match the food with the figure. The team, who matches more, wins. For the rest of vocabulary, they match it, using the acrosport alphabet.

Teacher/s:

Sonia Aragón Calvo

Title: HEALTHY &

UNHEALTHY FOOD

School: IES BENJAMÍN DE TUDELA

Class/age: 2ºA/ 13 -14 years-old

Subject /Project: Physical Education / Food & Acrosport

Class/team/pair/individual work: Team

Participants’ nicknames: Vegetables, Fruits, Junk food and sweets

Room: Class 44 & Gym

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IES BENJAMÍN DE TUDELA

Educación Física

3rd SESSION

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Session 3. Description of the activity

� What does the learning activity consist of?

Pupils have to read a text while running. In teams, the same as previous sessions, with a map of the high school, they have to go to the different points marked in the map a read a part of a nutrition text.

Each one must memorize one part and run back to the sport-center and write what he is able to remember. Once all of them have gone, read and write the five parts of the text, they have to reorder it so it can be understood.

Each team can go the point every time they consider necessary. The team, who finishes and has the correct text first, wins.

Teacher/s:

Sonia Aragón Calvo

Title: JIGSAW

READING

School: IES BENJAMÍN DE TUDELA

Class/age: 2ºA/ 13 -14 years-old

Subject /Project: Physical Education / Orienteering, Fitness and nutrition

Class/team/pair/individual work: Team

Participants’ nicknames: Vegetables, Fruits, Junk food and sweets

Room: Playground and sport-center

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NUTRITION READING

YOU ARE A TEAM. IN FACT, A GOOD TEAM…… PERHAPS THE BEST, but you should demonstrate.

GO RUNNING, READ THE TEXT AND TRY TO LEARN IT BY HEART. GO TO YOUR PLACE

AND WRITE IT WHILE YOUR PARTNER GOES TO READ ANOTHER EXTRACT AND SO

ON….

WHEN YOU HAVE THE FIVE PARTS OF THE READING, REORDER IT SO IT CAN BE

UNDERSTOOD. ONCE YOU HAVE IT, GO TO THE TEACHER AND GIVE YOU MORE

INSTRUCTIONS.

The time goes by…….. TIC, TAC, TIC, TAC, TIC, TAC….

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Write here your text:

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Nutrition (also called nourishment or aliment) is the provision, to cells and

organisms, of the materials necessary (in the form of food) to support life. Many

common health problems can be prevented or alleviated with a healthy diet.

The diet of an organism is what it eats, which is largely determined by the

perceived palatability of foods. Dietitians are health professionals who specialize

in human nutrition, meal planning, economics, and preparation. They are trained to

provide safe, evidence-based dietary advice and management to individuals (in

health and disease), as well as to institutions.

The essential components of a healthy diet are:

- Fruit and vegetables

- Cereals and grains

- Eggs, Cheese, meat and fish

- Milk and other milk products

Balanced diet

Not all diets are healthy. The food taken is must provide all the nutrients

for body growth and the energy for exercise. A balanced diet must contain all the

nutrients you need in the correct amount. A varied diet must have a plentiful

supply of fruit and vegetables and not contain too much fat.

A balanced diet is based on the pyramid of foods:

Comentario [s1]: 1st part of reading

Comentario [s2]: 2nd part of reading

Comentario [s3]: 3rd part of reading

Comentario [s4]: 4th part of reading

Comentario [s5]: 5th part of reading

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IES BENJAMÍN DE TUDELA

Educación Física

4th SESSION

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Session 4. Description of the activity

� What does the learning activity consist of?

In the same teams as previous sessions, pupils must identify in a wordle, the words correspondent to healthy and healthy habits and put them in the correct column of the worksheet. Each time they get one, each one of the group must do a physical exercise of the targets represented in the worksheet. When they have done all, the groups compare the result; that one who has a fail, is punished by one of the other group with an alternative exercise that improve the physical condition.

The team, who has more correct words, wins.

Teacher/s:

Sonia Aragón Calvo

Title: HEALTHY &

UNHEALTHY HABITS

School: IES BENJAMÍN DE TUDELA

Class/age: 2ºA/ 13 -14 years-old

Subject /Project: Physical Education / Circuit training & Healthy-Unhealthy habits

Class/team/pair/individual work: Team

Participants’ nicknames: -----

Room: Sport-Center

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HEALTHY vs UNHEALTHY

Put in the correct column, the words you identify in this wordle. Each time you get one, EACH ONE OF YOUR TEAM HAS TO

DO (choose one of the exercises each time… you would have done all of them when you finish the circuit……..

15 sit-up 15 squat-down 15 push-up Run 5 laps 30 Jumps on the spot

with both feet

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HEALTHY vs UNHEALTHY

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IES BENJAMÍN DE TUDELA

Educación Física

5th SESSION

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Session 5. Description of the activity

� What does the learning activity consist of?

In the same teams as previous sessions, pupils must join all the research data they have done each one and put it in the correspondent paragraph. Previously, they had chosen the paragraph they want to work in. There were 5 parts:

• Healthy habits (introduction, activities and habits of body hygiene)

• Rest and correct diet (it is correspondent to healthy habits in the notebook)

• Non-healthy habits

Interaction task (connect food in the Navarra map):

http://www.educaplay.com/es/recursoseducativos/1819585/produccion_navarra.htm

In this class they put in order the data and get to an agreement how they are going to present it to the teacher. They must discuss in English and transmit the agreement to the teacher tidily.

They work with google mail and google drive. And the use of the blog:

http://physical-education-tudela.blogspot.com.es/

https://drive.google.com/a/educacion.navarra.es/file/d/0BwGmZ-90YWFhVDJqbDlwb0ZxakE/view?usp=sharing

https://drive.google.com/a/educacion.navarra.es/file/d/0BwGmZ-90YWFhejJ2NVFJeGhLTms/view?usp=sharing

Teacher/s:

Sonia Aragón Calvo

Title: OUR NOTEBOOK

School: IES BENJAMÍN DE TUDELA

Class/age: 2ºA/ 13 -14 years-old

Subject /Project: Physical Education / Research work to create a notebook

Class/team/pair/individual work: Team

Participants’ nicknames: -----

Room: Sport-Center

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IES BENJAMÍN DE TUDELA

Educación Física

6th SESSION

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MATERIAL DIGITAL

Preparation for discussion

� What does the learning activity consist of?

The whole class has to play a theatre about the healthy diet with fresh products which can be produced in Navarra and make a relation of these to some healthy habits.

They play the roles that themselves have created and written. Afterwards, they have to edit the film, in this part, the teacher help them with the final edition.

They work with google mail and google drive. And the use of the blog:

http://physical-education-tudela.blogspot.com.es/

https://drive.google.com/a/educacion.navarra.es/file/d/0BwGmZ-90YWFhVDJqbDlwb0ZxakE/view?usp=sharing

https://drive.google.com/a/educacion.navarra.es/file/d/0BwGmZ-90YWFhejJ2NVFJeGhLTms/view?usp=sharing

At the end they are recorded and the video uploaded to the high-school web.

http://www.iesbenjamin.es/es/

Teacher/s:

Sonia Aragón Calvo

Title:

Responsible Nutrition

School: IES BENJAMÍN DE TUDELA

Class/age: 2ºA / 13-14 years-old

Subject /Project: Physical Education /Film

Class/team/pair/individual work: CLASS

Participants’ nicknames: The farm

Room: Gym

Date of the recording: 05/03/2014

Length: 8 minutes 32 seconds

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NOTEBOOK FINAL PROJECT

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HEALTHY AND UNHEALTHY

HABITS & RESPONSIBLE

CONSUMER 2º ESO

Physical Education

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2 Departamento de Educación Física

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3 Departamento de Educación Física

INDICE:

HEALTHY AND UNHEALTHY HABITS...................................................................4

1. INTRODUCTION ..................................................................................................... 4

2. HEALTHY HABITS................................................................................................. 4

2.1 WHICH BENEFITS DO WE OBTAIN WHEN WE PRACTISE A PHYSICAL

ACTIVITY REGULARLY? ........................................................................................ 4

2.2. REST .................................................................................................................. 4

2.3. A CORRECT DIET ........................................................................................... 5

2.4. HABITS OF BODY HYGIENE ........................................................................ 6

3. NON-HEALTHY HABITS ...................................................................................... 6

3.1. TOBACCO ........................................................................................................ 6

3.2. ALCOHOL ........................................................................................................ 7

3.3. DRUGS .............................................................................................................. 7

3.4. OBESITY ........................................................................................................... 8

4. PRODUCTS FROM LA RIOJA …………………………………………………..9

4.1. FRUITS…………………………………………………………………….. 9

4.2. VEGETABLES……………………………………………………………….9

5. RESPONSIBLE CONSUMER…………………………………………………...10

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4 Departamento de Educación Física

HEALTHY AND UNHEALTHY HABITS

1. INTRODUCTION

In ancient times, men had to hunt, grow the

land, breed cattle…to survive and these activities meant a continued physical activity.

Nowadays, a lot of people live without doing any kind of physical exercise, this can be dangerous for our health and so we need to practice some physical activity.

A sedentary lifestyle implies the absence of this physical activity.

What dangers does it have? • Atrophy of the body functions.

• A worse physical state.

• You’ll suffer from more illnesses

• You’ll put on weight.

2. HEALTHY HABITS

2.1 WHICH BENEFITS DO WE OBTAIN WHEN WE PRACTISE A PHYSICAL

ACTIVITY REGULARLY?

• A better working of the heart and the circulatory system.

• It improves the respiratory capacity.

• It improves our muscles, bones and joints.

• It improves the activity of the nervous system.

• It improves the PHYSICAL CONDITION.

• It helps you to make friends.

2.2. REST

It’s necessary to keep enough time to sleep. Otherwise:

• Your quality of life will get worse.

• Your productivity will be reduced.

• You’ll suffer from more physical and

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5 Departamento de Educación Física

psychological damage.

• You won’t pay attention to what happens around you.

Advice to sleep in a better way:

� Sleep for as long as necessary (7 hours)

� Don’t take either long siestas or very close to the time of

sleeping. (these siestas must be for 15 or 20 minutes)

� Physical activity, if you get tired, it will be easier to sleep.

� Think about positive things, leave aside the negative

thoughts.

� Sleep in the darkness.

� Choose a fixed time to get up every day.

2.3. A CORRECT DIET

A correct diet is essential to get a good physical condition. The nutrients we get from food are:

• Carbohydrates. They provide mainly

energy and they are very important for

students and athletes. They are found in

cereals, bread, sugar, vegetables and fruit.

The proportion of carbohydrates in the

diet is 60%.

• Proteins. They are found in milk, fish, meat, eggs…either

the abuse or the lack of them are harmful. The

proportion is 15 %.

• Fats. They provide energy. It’s better to eat uncooked fats

and to avoid fats form animal origins and fried products.

Olive oil and blue fish are very healthy. The proportion

of fats in the diet must be 25-30%. It’s advisable not to

take too many fats because they’re fattening.

• Vitamins and minerals. Some vitamins are only present

in some vegetables and fruit, so, it’s important to eat

them.

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6 Departamento de Educación Física

• Water is essential for life. You must drink a great

quantity of water after a physical activity. During a long

physical exercise you must drink as well but every now

and then.

START YOUR DAY WITH A GOOD BREAKFAST, you need energy to study, do exercise, enjoy…. ORGANISE YOURSELF BECAUSE YOUR HEALTH IS AT STAKE!!!

2.4. HABITS OF BODY HYGIENE

1. Go to the doctor and make sure

you don’t have physical problems.

2. Wear the right clothes for the

activity.

• Wear sports clothes

• Avoid useless accessories (rings, watches, dangerous

earrings…)

• Wear trainers. Tie them up correctly.

3. Wait for 2 hours after eating before starting any kind of

physical activity.

4. Do a good warm up.

5. FAIR PLAY.

6. Get washed after the exercise, clean your sweat.

7. Drink enough water and if possible, eat some fruit (not

sweets or snacks).

3. NON-HEALTHY HABITS

3.1. TOBACCO

Tobacco causes in Spain about 40000 deaths every year. It brings about plenty of illnesses

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7 Departamento de Educación Física

such as lung or mouth cancer, cough or heart attacks. Besides, tobacco damages not only to smokers but also to people who breathe in the smoke. Remember: law protects non smokers. It’s forbidden to smoke in schools, hospitals or in any kind of enclosed public places.

3.2. ALCOHOL

Alcohol is the most consumed toxic substance in our society.

• It limits our body functions, above all brain

functions.

• It damages our nervous system and makes

us slower.

• It causes loss of memory, heart illnesses…

3.3. DRUGS

The cannabis. Its by-products are the hashish and the marijuana. When smoking it, it’s absorbed by the lungs and go fast to the brain. Problems you may have:

• Problems in the capacity of concentration

and with your memory.

• It reduces the coordination.

• Change the sexual maturing hormones.

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8 Departamento de Educación Física

3.4. OBESITY

Obesity or overweight are defined as a great accumulation of fats that can be damaging for your health. According to WHO (World Health Organization) in 2005 there were 1600 million adults with overweight and at least 400 million with obesity. The WHO estimates that, by 2015 there will be 2300 million adults with overweight and more than 700 with obesity.

Causes of obesity The main cause is a nutritional disorder between what you eat and what you burn up. Factors:

• A worldwide change in the diet eating food with a great

quantity of calories (fats and sugars) but few vitamins

and minerals.

• We tend to reduce our physical activity due to sedentary

nature of many jobs or to several changes in transport.

Obesity and overweight have serious consequences for your health:

� Cardiovascular illnesses.

� Diabetes.

� Osteoarthritis

� Cancer.

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9 Departamento de Educación Física

4. PRODUCTS FROM LA RIOJA

La Rioja is an Autonomous Community consisting of a single province located in the north of Spain. It has a population of 323,609 inhabitants and an area of 5,045.25 sq. kilometers / 1,948 sq miles. Its capital city is Logroño

La Rioja is really known for its wines with Designation of Origin de La Rioja, and for its typical dishes, like Rioja-style potatoes or Camerano cheese, among others.

This region has a wide variety of typical products such as fruits and vegetables. Among these we can find.

4.1. FRUITS

• Pears • Peaches

4.2. VEGETABLES

• Lettuces

• Peepers

• Onions

• Artichokes

• Borrages

• Asparagus

• Beans

• Peas

All of these products are quiet healthy if we know how to use it. People as consumers should buy more fresh products that grow in the land and not so frozen and prepared food.

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10 Departamento de Educación Física

5. RESPONSIBLE CONSUMER

The many ways by which marketing activities may harm consumers have been well documented in contemporary literature on business ethics. But increased global supply chains have made business ethicists to turn part of their attention to the harm done by consumers through marketing, particularly since the 1990s. Decisions made by marketers and consumers downstream are increasingly leading to social and environmental harms upstream. Stakeholder marketing has an important role to play in building a new kind of responsible consumerism –a valuable tool to make producers to seriously integrate social responsibility- and in ensuring that both companies and stakeholders may benefit from a relationship between business and society. In Spain, and In Navarra, there are a lot of products than can be consumed with no harm, neither our health, nor the environment. Our consumerism must be more responsible with ourselves and be more conscious about the harm that produces in the society and in our life.

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FILM FINAL PROJECT

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MATERIAL DIGITAL

Preparation for discussion

� What does the learning activity consist of?

The whole class has to play a theatre about the healthy diet with fresh products which can be produced in La Rioja and make a relation of these to some healthy habits.

They play the roles that themselves have created and written. Afterwards, they have to edit the film, in this part, the teacher help them with the final edition.

Teacher/s:

Sonia Aragón Calvo

Title:

Responsible Nutrition

School: IES BENJAMÍN DE TUDELA

Class/age: 2ºA / 13-14 years-old

Subject /Project: Physical Education /Film

Class/team/pair/individual work: CLASS

Participants’ nicknames: The farm

Room: Gym

Date of the recording: 05/03/2015

Length: 8 minutes 32 seconds

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SCRIPT

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(In a farm)

Farmer 1: today, a group of children is coming here, to the farm, and

Pablo and I are going to explain them how to eat good and how to have a

good nutrition.

Farmer 2: and some food is going to help us!

(All food take the stage. Then, the teacher goes in with the children)

Teacher: here we are, in the Lardero’s Farm! Say hello to the farmers:

they’re going to teach you about nutrition!

All children: hello!

Farmer 2: hi guys! This is the food pyramid. It shows you what food is

better for you and which one is worse.

Farmer 1: you have to eat a lot of carbohydrates, vegetables and fruit.

Farmer 2: you also have to eat fish, meat, eggs and dairy. But you mustn’t

eat many sweets and fats.

Farmer 1: and you must drink a lot of water. Have you got any questions?

Fat child: oh, yes. I think I’m a little bit fat… What should I eat?

Lettuce: you should eat vegetables, like me! I’ve got a lot of vitamin!

Snail: yes! Look at me! I eat a lot of lettuce and other vegetables and I’m

very strong!

Tomato: I also have vitamins! And I’m delicious! With lettuce and tomato

you can do a salad, which is very healthy!

Lettuce: and it’s nice!

Cherry 1: you can also eat fruit, like cherries!

Cherry 2: yes! We’re very healthy and… we’re wonderful!

Cherry 1: but you can only find us in summer…

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Cherry 2: so, in the other seasons you can eat other fruits!

Fat child: OK! Thank you very much! I’ll try to eat wholesome food!

Caries’ child: I also have a question. I’ve got caries. What can I do?

Lollipop: you shouldn’t eat many sweets, like me, because I’m very bad

for your teeth. It’s better for you to eat healthier food.

Apple: yes! I’m very healthy and I help to clean the teeth. And I’m also

delicious!

Smarties: I’m agree with lollypop. We’re delicious, but we aren’t good for

you. You can only eat us sometimes, once or twice a week.

Carrot: yes, it’s better for your teeth and your health. You can also eat

vegetables, like me. I’ve got a lot of vitamins and I’m good for your vision,

too!

Caries’ child: thank you very much for your help! I’m very happy.

Teacher: and you also have to go to the dentist.

Short child: I would know how to be taller. I’m very short and I don’t

grow…

Cow: you must eat food with calcium. Calcium makes bones stronger and

makes you grow. I produce a lot of calcium and milk is delicious! If you

drink milk, you will be taller.

Short child: but, I don’t like milk!

Cola Cao: you can mix me with milk and it will tastes like chocolate

milkshake. And you’re going to grow drinking what you like.

Cookie: or you can anoint me into the milk to have a better development

because I’ve got many vitamins and cereals. I also give you energy. And I

am delicious!

Yogurt: Or you can also eat me! I’ve got the same calcium than milk. After

lunch, like dessert, you can eat me or for afternoon snack, too.

Short child: thank you very much. From now, I will eat all of that food and

I will be so tall.

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Slim child: I don’t like eating, and many people tell me that I’m too thin.

What can I do?

Fish: you must eat me!

Slim child: but I hate fish!

Fish: if you don’t like me breaded, you can eat me roast, with chips… there

are a lot of types of fish.

Chicken: and you also have to eat a lot of meat! And I’m yummy! I give

you energy for all the day! It’s very important for you eat meat and fish.

Bread: yes! And don’t forget to eat carbohydrates with all the foods. You

must eat me, but in no so big quantities.

Donut: and sometimes… you have to eat some fats, because it’s important

for you. But remember that too much fats is very bad for your health!

Slim child: OK! Thanks for all! I promise I’ll eat better.

(The runner and the football player take in stage)

Runner: you also have to do sports. It’s good for you and for your health.

Football player: yes. You can play sports, like, for example, football. It’s

funny and very healthy!

Runner: yes! Or you can go running!

Water: but the most important thing to do when you play sports, is to

drink water. I keep your skin hydrated. You must drink about 2 litres per

day.

(The nutritionist takes in stage)

Nutritionist: So, guys, remember that you have to eat a little bit of all, and

you will grow very good. It’s important to have a good nutrition.

THE END!

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FILM FINAL PROJECT

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EVALUACIÓN

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RÚBRICA DE EVALUACIÓN

PROYECTO ALIMENTACIÓN, ACTIVIDAD FÍSICA Y

SALUD 2ª Evaluación

OBJETIVOS -CRITERIO

1.1. Ser capaz de valorar críticamente el consumo responsable, estableciendo una relación entre lo saludable y no

1.2. Conocer los alimentos naturales y saludables que se dan en nuestra Comunidad Autónoma – La Rioja – a través de un estudio de

investigación grupal

1.3. Establecer la relación entre los alimentos de nuestra Comunidad y los saludables, para poder realizar un consumo responsable de ellos.

1.4. Conocer los efectos beneficiosos de una alimentación adecuada.

INDICADORES DE EVALUACIÓN 0 puntos 0.75 puntos 1.25 puntos 2 puntos

1. I.P1. Lleva a cabo el proyecto establecido

aceptando el contenido

Viene a clase, pero no hace de

manera injustificada.

Viene a clase y realiza sólo

aquellas tareas que cree

conveniente.

Viene a clase, hace sesión, pero se

queja de las tareas a realizar aunque

las hace.

Viene clase, realizando la

sesión y se implica en las

tareas.

2. I. C2. Sabe distinguir los hábitos saludables de los

no beneficiosos y los valora.

No distingue lo que es bueno de

lo que es malo para la salud

Distingue de manera insegura los

hábitos y no los valora,

Distingue hábitos pero comete algún

fallo y los valora sin crítica,

Distingue los hábitos y hace

una valoración crítica,

3-I.C-Conoce los tipos de alimentos y los distingue

y distribuye por grupos de nutrientes, valorando su

beneficio o perjuicio y su aplicación en la vida

saludable (distribución porcentual), relacionando

aquellos alimentos que se producen en su

Comunidad Autónoma

No conoce los diferentes

alimentos por nutrientes ni sus

beneficios o aplicaciones diarias

y no sabe lo que produce la

CCAA

Conoce los alimentos pero no los

clasifica en nutrientes de manera

correcta y falla en distribución

diaria, además de que no los

relaciona con la CCAA.

Conoce los alimentos, los clasifica,

pero no los distribuye porcentualmente

de manera correcta, aunque si los

relaciona con la CCAA.

Conoce los alimentos, los

clasifica y los distribuye de

manera correcta, relacionando

estos con los producidos en su

CCAA.

4- I.P. Realiza el programa de sesiones que se

consideran parte del proyecto, involucrándose en las

actividades (presenciales y online)

No realiza ninguna sesión del

proyecto de manera injustificada

Realiza las sesiones pero no

entrega las actividades a

desarrollar

Realiza las sesiones y entrega alguna

de las actividades, pero no todas

Realiza las sesiones y entrega

todas las actividades realizadas

5-I.A3. Respeta el contenido, tiene predisposición y

hace una valoración positiva de este

No hace valoración final del

proyecto

Hace valoración final pero de

manera negativa

Hace valoración final con puntos

positivos y negativos

Hace valoración y propone

puntos de mejora

1 IP: Indicador procedimental

2 IC: Indicador conceptual

3 I.A: Indicador actitudinal