WE ARE THOSE WHO EAT

Primary School Xicohténcatl Morning Shift Key:29DPR0121N

Phase: 4 Grade: 4th Número de sesiones: 6
Problem: In the school we have a cafeteria that 80% of the students attend, however, the remaining 20% buy food.
junk in the cooperative or brings unhealthy and unnutritious food to consume during recess. Similarly, through some tests and surveys, they
It has been found that 70% of the families in the community have an unbalanced diet, meaning their diet is based on the consumption of flours.
sugars and carbonated drinks, which in turn can lead to diseases such as malnutrition, obesity, diabetes, etc.

Purpose: The selected project allows for the reconstruction of meanings from various pedagogical scenarios and transformative actions.
environment, allowing students to propose and engage in activities that will have a direct impact on their homes and on their own
community, in such a way that the problem to be addressed from this methodology has precisely the intention of ensuring that, starting from the appropriation of the
characteristics of the Good Eating Plate, identify the importance of proper nutrition and propose solutions aimed at
Incorporation of balanced foods that provide adequate and sufficient nutrients for the benefit of their health.

In addition, it is proposed to involve families by promoting the implementation of a food fair through raising awareness of eating more.
healthily and balanced, guiding them through the different phases and moments of its realization. Thus, students and teachers will build alternatives of
solution through collaborative work that will impact their family environment. It can be noted that formative evaluation will be conducted by analyzing everything
the process and finally, by observing the construction of alternative creative solutions through collaborative work, as it is very important that the
students include parents, both in the preparation of healthier and more balanced food as well as in the implementation of their garden
school

Type of methodology Articulating axes Didactic orientations

• Project-based learning • Healthy life • Strategy to promote pathways
community members • Critical thinking educational.
Justification: The connection between disciplines, in this case, Languages, Knowledge and scientific thinking, and From the human to the community, will allow us
guarantee the appropriation of learning through investigation, collaboration, situated learning, and the conscious action of families and
students in the modification of practices that will benefit them permanently.

Form fields Contents PDA

• Analysis and exchange of • Understand warnings and instructions included in packaging and labels.
comments about products, as well as the purpose of their advertisements.
product packaging and
advertisements.
Languages
• Use of instructions • Follow instructions, oral or written, to prepare a simple and healthy meal.
to participate in games, (recipe), use or build an object, participate in a game or some other activity.
 to use or create objects, Explain to your classmates the instructions you followed and review the process, as well as
prepare food or others its result.
purposes.
• Use verbs in infinitive or imperative, as well as sequential terms, to
write instructions.
• Describe the sequential order of a procedure.
• Use punctuation marks such as the period, the comma, and the colon.

• Identify the characteristics of a podcast and its functions.

• Preparation and dissemination of
relevant information in the • Collaborate in the collective writing of brief information, respecting the format.
school and the rest of the established.
community.

• Healthy eating, • Investigate and describe the nutrients provided by the foods you consume, and
based on the Plate of contrast with the Plate of Well-Eating, and identify the ones you need to include in your
Eat well, just like nutrition, as well as the benefits for your health and to carry out your activities
cultural practices and the daily.
decision making • Identify and analyze the influence of various media or social networks
aimed at favoring the in the consumption of foods high in fat, sugars, and salt, as well as their
health and the environment impact on health, and make decisions that improve both their diet and
and the family economy. personal and family economy.
Knowledge • Investigate and explain which products and foods are advisable to purchase or consume.
y your family, due to their economic cost and the environmental impact they cause.
thought
scientific • Measurement of length, • Estimation of the capacity that a container has and verification through the use.
mass and capacity from another container that serves as a measuring unit.

• Study of numbers • Resolution, with informal procedures, of sums or subtractions of fractions with
different denominators in simple cases (halves, quarters, thirds, etc.).

• Calculation of BMI by performing multiplication and division to record it

on a table.

• Formation of mixtures and their • Experiment with mixtures of various materials and proportions to identify their
properties. properties of color and flavor.
 • Healthy habits, for • Analyze the characteristics of a healthy diet to design strategies.
promote well-being in that they improve their eating habits in the school context as well as at home.
Of the living beings.
human • Appreciate the ways of expressing character and emotions in order to make decisions.
and it • Decision making oriented towards taking care of their health, thus avoiding diseases such as the
community aservas. obesity, diabetes, among others.

• Organizes games and other physical activities to analyze personal progress and achievements
• Active lifestyles and or group activities, in favor of adopting a healthy lifestyle.
healthy.

Phases Activities Resources Time

Good plate
1. Students will discuss the importance of feeding ourselves.
PHASE 1 adequately, that is, in a balanced and healthy way, avoiding foods 1 session
junk. Jug of good
PLANNING to drink
Identification of 2. As a brainstorming session, they will mention what foods they regularly consume.
the problem and at breakfast, at lunch, and at dinner, not forgetting the snack they take for videos in
planning eating during recess. The foods that have the least nutrients will be identified Youtube
(1 session) they contribute, as well as the most harmful.
Internet
3. They will record the above in a four-entry table in their notebook.
Cuts of
4. It will be analyzed how correctly they are feeding by contrasting their food form.
to feed on what is recommended in the Plate of Good Eating and the Jar of Good Nutrients.
drink, emphasizing the food groups as well as the suggested quantities. In
They will draw both resources in their notebook. Labels and
wrappings of
foods
5. Students will be invited to modify their eating habits through processed foods.
project 'We are what we eat.' For this, in assembly, they will propose to carry out a
gastronomic fair with the preparation, exhibition, and tasting of dishes Cellphone.
healthy prepared by them and their moms and/or dads. Similarly, they
a meeting will be held with the school community and health personnel from SESA to
inform through a conference about the consequences of a bad
nutrition.
 6. To do this, they should talk to their families to inform them about the conference.
with the health personnel and also to carry out the presentation of their
plates exposing their recipes.

7. They will be informed about the PDAs and the products they will manufacture as well as the list of
comparison that will allow evaluating their learning.

Phase 2 8. In the next session, they will present food wrappers that they consume. (4 sessions)
Action daily during recess and at home, analyzing the seals that contain
Execution of so that they reflect on the amounts of sugar, salt, fats, and flours that they consume
productions. A video will be shown to them in which the harmful effects of this group are mentioned.
of food, as well as its terrible impact on our environment, such as
the case of Coca-Cola.
https://www.youtube.com/watch?v=RpLkktOIblY

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9. We will talk to them to analyze the importance of consuming local products.

season and an agreement will be reached to not carry junk food anymore, but rather a
fruit daily and plain water. This with the aim of taking care of our body and
at the same time, the economy of their households.

10. As homework, they will be asked to record on their cell phone and send it to the WhatsApp group.
commercials or ads where the influence of various media is appreciated
communication or social networks in the consumption of foods with high content of
fat, sugars, and salt, as well as their impact on health. They will discuss with their family and
They will draw up a ten-point agreement with the necessary agreements to improve their habits.
food and its physical well-being.

11. The next day they will bring some recipes shared by their mom for a dish.
healthy, will be the same as the one presented at the food fair.
12. They will be instructed to analyze their recipes in pairs to identify the structure of the
same (name of the dish, ingredients and procedure), as well as the way in
the verbs are presented in infinitive or imperative, and the use of some
sequential terms, to write instructions in a sequential order.
The use of punctuation marks such as the period and the comma will also be emphasized.
and the colons.
13. A recipe will be shown without verbs or sequential terms on American paper;
These will be placed on colored sheets and in a disorderly manner next to the sheet.
Organized into teams, they will analyze how to place the words to add.
order and sequence, as well as the missing verbs.

14. Their works will be shared in plenary with the participation of everyone, the recipe.
will be complete.

15. Later, they will be asked to read it and mention what information they find confusing.
It will be encouraged to comment on the expressions of numerical sense, in such a way
let's start addressing the use of fractions to indicate quantities of
measurement and quantity in measures, quarters, and thirds.

16. The prior knowledge that the group has on the subject will be rescued through
proposals related to measures represented by fractions in their
recipes. They will be reminded of what the parts of fractions are so that the
express correctly when doing some exercises in the notebook.

17. At home, they will carry out a self-assessment exercise regarding the writing of their
recipe, which, with the help of their family, will be presented at the food fair.
They should consider verbs in infinitive, the use of adjectives and phrases.
adverbials to describe processes, as well as the sequential connectors that help us
they allow you to give order to your recipes.
18. Their recipes will be shared and in pairs they will carry out a co-evaluation exercise.
it will detect if the students recognize the three food groups and if they manage to
select the foods that provide us with nutrients and energy in a way
balanced.

19. They will be asked to create an illustrated menu with the clippings that were requested.
previous class, and putting into practice the guidelines of the good eating plate.
To do this, the group will be divided into three teams so that the first develops
three healthy options for breakfast, the second team three options for
the food and the third team, three options for dinner.
 20. Upon completion, they will be reviewed and shared. The different menus will be combined and
will design a cover to introduce them on the day of the food fair.

21. They will also investigate through a survey that will be conducted in plenary which
these are the consequences of maintaining a poor diet and the way to
avoid them.

22. Their research will be socialized by listing the consequences of a bad

nutrition. You will be instructed to review your Community Projects book shortly.
on p. 331 and the method of obtaining the BMI will be analyzed.

23. By doing this exercise individually, they will practice multiplications and
divisions, since height is multiplied by height and the result is divided
the kilograms of the weight between the result of the multiplication. It will be identified by the
students who have problems with these operations to reaffirm their
knowledge.

24. They will create a table with the names of their family members to obtain their BMI and
to use it in the session that staff from the Community Health Center will attend
to give a lecture.

PHASE 3 25. In order to carry out the dissemination of the conference and the gastronomic fair, we (2 sessions)
INTERVENTION He/She will propose designing attractive posters that will allow for the dissemination of their findings.
regarding the importance of consuming foods rich in vitamins, proteins and
Diffusion, the consequences of consuming sugars and carbohydrates in excess. The decalogue
tracking and done in previous sessions can be used for the preparation of posters
taking of attractive and creative.
decisions.
26. They will also be suggested to create a script to record a podcast and invite the
community to eat more fruits and vegetables and fewer junk foods, with the
purpose of raising awareness among the population regarding the consequences of not
modify these habits. In the end, they will invite the community to attend the conference
and to participate in the food fair. They will work in teams of three and will be given
to become familiar with the characteristics that your podcast should have through a
checklist.

27. The conference and the food fair will be promoted through the
podcast and the posters that they will design and place in strategic locations of the
community.
28. The conference will take place in the multipurpose room; the students will carry out
the presentation of the health personnel, and likewise, they will disclose what is the
purpose of the meeting. Each student will present the results to the attendees that
were obtained from their BMI, so that based on this, they reflect on the importance
to receive the appropriate and necessary information to make the changes
relevant and thus improve their quality of life.

29. After listening to specialists on the topic of healthy nutrition, one

will invite to participate in the question and comment stage, to clarify doubts regarding
regarding. In the meantime, the students will repair to the present moms and dads,
the menu proposals that were developed in Colecvo.

30. After the conference, there will be a space available in the covered patio for
the parents can set up a table with their plates, adorn it, and place their
posters.

31. The gastronomic fair 'We Are What We Eat' will begin with participation
of the dads and moms making use of the word in the established order through
from a draw to mention the name of your dish, mention the ingredients
and describe the preparation procedure. At the end, you will be invited to taste the
delicious and nutritious dishes.

32. After the tasting, parents will be asked to comment on it.

what they learned by participating in their project and they will also give some words
about the performance of your sons and daughters.

33. The next day the students will write in their notebooks what they liked the most.
They liked the project, what they learned and what they needed to understand about
better way.

34. They will finally carry out a self-evaluation through a schematic scale.
the same one that will be analyzed and will serve to provide feedback for the development of your
learnings.
 Products Types of formative assessment Formative assessment instruments
• Record of the foods they consume • Self-assessment. • Scale is a scheme
at breakfast, recess, lunch, and dinner. • Co-evaluation • Checklist.
• Drawings of the plate of good eating and the jug
of good drinking.
• Decalogue
• Preparation of the recipe.
• Table with the BMI of its members
family.
• Podcast
• Posters