Caring for my body

BUGS
1. CONTENT
  1. CONTEXTOS
    1. Contextos de los contenidos escolares: Ciclos de la naturaleza
    2. Contexto literario: Cuento "The Very Hungry Caterpillar"
  2. MODOS DISCURSIVOS Y GÉNEROS
    1. Narración en cuentos
    2. Descripción en pósteres
    3. Preferencias en comidas y bebidas
2. COGNITION
  1. Make predictions from paratextual elements
  2. Sequence parts of a story
  3. Distinguish the different stages of a caterpillar's life cycle
  4. Represent the caterpillar's life cycle
  5. Reflect on thir own learning process
  6. Classify food according to frequency recommended
  7. Transfer information from one genre to another
3. CULTURE
  1. Understanding the importance of making wise choices to become a responsible citizen.
  2. Asking the family for information
  3. Appreciating works of art
    2. Internalizing the use of technology as a valid resource in the classroom
4. COMMUNICATION
  1. Language of learning
  2. Language for learning
  3. Language through learning
THE IMPORTANCE OF BREAKFAST
1. CONTENT
  1. CONTEXTOS
    1. Contexto de la vida cotidiana y escolar
  2. MODOS DISCURSIVOS Y GÉNEROS
    1. Instrucciones en recetas de cocina
      1. Video "Teaching kids how to make a breakfast smoothie"
        Follow instructions to make a smoothie
        Evaluate the nutritional quality of ingredients
    2. Estrategias de lectura y de producción de textos escritos: Etapas de escritura desde un enfoque de géneros
    3. Preferencias en comidas y bebidas
2. COGNITION
  1. Establishing a parallel between fuel and nutrients
  2. Deduct that food is the fuel of our bodies
    1. "Sesame Street: Michelle Obama & the most important meal"
      1. Reasons why you should eat breakfast
        Idea of food as source of energy for the body
  3. Recalling previous knowledge about breakfast
  4. Reflect on their own learning process
  5. Discuss and share ideas
  6. Classify foods according to nutritional quality
  7. Predict meaning of unfamiliar words
3. COMMUNICATION
  1. Language of learning
  2. Language through learning
  3. Language for learning
4. CULTURE
  1. Distinguish good sources of information
  2. Finding out about seasonal fruits and vegetables
  3. Going to the greengrocer's
MOVE YOUR BODY
1. CONTENT
  1. CONTEXTOS
    1. Mi día a día
  2. MODOS DE CONOCER O TASKS
    1. Transferir información de un lenguaje a otro
    2. Realizar encuestas, cuestionarios, entrevistas e intercambiar la información recolectada
      1. Interview with the PE teacher
        Discussing stretching
        Discussing warm up
        Discussing sun exposure
        Discussing hydration
  3. MODOS DISCURSIVOS Y GÉNEROS
    1. Instrucciones en: indicaciones sobre cómo realizar una tarea.
    2. Estrategias de lectura y de producción de textos escritos: Estrategias de escucha para la comprensión de textos orales.
  4. Campos semánticos posibles
    1. Deportes y actividades al aire libre
2. COMMUNICATION
  1. Language of learning
    1. Key vocabulary and phrases
    2. Effective use of instructions
    3. Causes and consequences
  2. Language for learning
  3. Language through learning
3. CULTURE
  1. Understanding that every action has consequences
  2. Interviewing the PE teacher
  3. Involving the educational community in an open class
4. COGNITION
  1. Discuss asumptions regarding physical activity
  2. Recalling information about food as source of energy
  3. Transfer information from one format to another
  4. Recall vocabulary about body parts
  5. Recall vocabulary about action verbs
  6. Identify issues regarding physical activity
  7. Brainstorming
  8. Organize information on a T chart
OPEN CLASS
1. Ss deliver a stretching class
2. Ss prepare smoothies to share around
3. Ss deliver a brief talk about healthy habits

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Caring for my body

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	Created by Andrea Calderon over 5 years ago