Healthy habits.

Summary

In this learning scenario (LS), students will learn the basics of the Healthy lifestyles are lifestyles, behaviors, of which the best known are those that have to do with food, hygiene, physical activity, protection, inappropriate habits... but there are many others that have to be do with basic attitudes necessary for mental health.

Investing in the quality of our life is very worthwhile, for this we can help ourselves with different lifestyle habits that many people do not comply with, and that by dedicating a small amount of time each day we can notice in a very short time how much better we feel both physically and psychologically

Keywords

Healthy, lifestyles, behaviors, physical activity, habits

License

Attribution ShareAlike CC BY-SA. This license lets others remix, tweak, and build upon your work even for commercial purposes, as long as they credit the original creation and license their new creations under the identical terms.

Overview

Subject(s)	English Math Computer science Biology Chemistry Physical education
Topic(s)	- Preparation of presentations. - Practical and playful activities. - Lectures on different topics. - Health habits - Work with spreadsheet
Age of students	11 or 12 years old
Preparation time	English one hour Math 1/2 hours Computer science 1/2 hours Biology one hours Chemistry 1/2 hour Physical education one hour
Teaching time	English one hour Math two hours Computer science two hours Biology five hours Chemistry one hour Physical education four hours
Online teaching material	YouTube https://www.youtube.com/watch?v=egzZzTHC9d4 - Portals and RRSS of the program itself -Facilities of the center: Gym, classrooms, playground, covered playground, dining room, kitchen. -Municipal facilities: Sports center, pavilion, municipal swimming pool, local radio, socio-cultural center and municipal theater. - All materials in the area of Physical Education, Biology, Chemistry, etc - Consumable material provided by the center. - Audiovisual material, such as digital whiteboards, music equipment... - Material provided by entities outside the center, such as those provided by the Local Police, Doctors... - Frutómetro - Norte Salud Nutrición - Sugarfree. - Sin azúcar. - Sugar diet. - Dieta de la azúcar. Sugar-related diseases. Enfermedades relacionadas con el azúcar. La pirámide. Tutoriales herramientas digitales - Cómo hacer un GENIALLY - Cómo hacer un POWERPOINT - Cómo hacer un CANVA - La pirámide. Tutoriales - Cómo hacer un GENIALLY - Cómo hacer un POWERPOINT - Cómo hacer un CANVA
Offline teaching material	Computer and projector Notebooks/paper for drawing, coloured pencils Printed treasure map template for students – for offline coding Bring your own device (BYOD) – students should bring their own mobile phones for the first and third session (English and maths
Resources used	Food flashcards: https://learnenglishkids.britishcouncil.org/flashcards/food-flashcards https://www.flashcardsforkindergarten.com/food-flashcards/ Final quiz: https://forms.gle/uJf8fbDGjQykj4GFA *the quiz no longer accepts new responses, so the questions are not visible. The questions used can be found in the assessment section of this learning scenario. Youtube Powe Point Excell

Aim of the lesson

The main objective we set for ourselves is to encourage our students and their families to engage in physical activity. It is about each family carrying out any physical activity and obtaining and maintaining healthy habits with the only requirement that it be with the family and taking a photo, having to publish and tag it on any social network of the program.

Trends

Project-based learning: students solve problems in groups.

Collaborative learning: students collaborate by working in groups in some activities.

STEM learning: the focus of the learning scenario is on STEM activities included in a non STEM subject.

Student-centred learning: students’ needs are at the centre of the learning process.

Peer learning: students learn from each other by working in groups and giving feedback to

others during assessment tasks.

Assessment: the assessment is performed using a variety of rubrics that focus on learning

outcomes.

21^st century skills

Critical thinking: students use critical thinking to decide healthy/unhealthy food and analyse

surveys.

Communication: students need to communicate within their groups and with the teacher.

Collaboration: students collaborate to create tasks with peers

Creativity: students need create recipes, algorithms, and visual representations.

Information, media, and technology skills: students use these skills to access and assess

information and to present data.

Health literacy: students learn about healthy and unhealthy food.

Flexibility and adaptability: students have to work in groups created by the teacher and

adapt to different partners.

Initiative and self-direction: students create their own survey and organise group wor

STEM Strategy Criteria

Please indicate which Criteria correspond to the specific Learning Scenario, contributing on a broader scale to the development of a STEM School strategy, and briefly explain how you applied the specific Criterion: https://www.stemschoollabel.eu/criteria

Examples:

Connections with industry: in the context of this Learning Scenario, a school visit to a research centre will be scheduled, either physically or virtually, so students can directly discuss with professionals about the recent developments in the field.

Interdisciplinary instruction: in this Learning Scenario, we will examine and implement a variety of activities in a wide spectrum of subjects, ranging from ethics and philosophy (non-STEM) to biology and chemistry (STEM).

Elements and criteria	How is this criterion addressed in the learning scenario
Instruction
Personalization of learning	The learning scenario includes different options for some activities, keeping in mind students with special educational needs (SEN).
Problem and project-based learning (PBL)	Students work on problems in groups, focusing on finding their own solutions.
Inquiry-Based Science Education (IBSE)	Students are presented with problems (finding a recipe, creating, and analysing a survey, etc.)
Curriculum implementation
Emphasis on STEM topics and competencies	STEM competences are addressed by using ICT to collect, analyse, and represent data. STEM topics are covered through the fields of biology (healthy/unhealthy food), mathematics (units of measurement, sets, statistics, charts), and ICT (charts, concept of algorithm, data representation).
Interdisciplinary instruction	The learning scenario implements different curricular disciplines (English as a second language, biology, mathematics, ICT, Physical Eucatioin, Biology, Chemistry).
Contextualization of STEM teaching	The learning scenario uses real-life examples to teach STEM concepts (using a recipe as a set of instructions, using categorisation of food items, sets and set elements)
Assessment
Continuous assessment	The learning scenario offers ways to assess students’ progress during the lesson
Personalized assessment	Assessment using rubrics shows the progression of students’ knowledge
Professionalization of staff
Highly qualified professionals	The learning scenario is implemented by an ICT teacher and an English language and literature teacher who are qualified to do so. Alternatively, it could be performed as an interdisciplinary lesson with multiple teachers.
Existence of supporting (pedagogical) staff	Students have continuous teaching support in school.
Professional development	The learning scenario is a great example of how to implement STEM in a non-STEM classroom and of an interdisciplinary approach. The learning scenario can be presented at a staff or professional development (PD) meeting.
School leadership and culture
School leadership	The school leadership (school headteacher) supports innovative approaches in the classroom and implementing STEM topics in the curriculum.
High level of cooperation among staff	Cooperation is achieved through colleague support for creating the learning scenario. Additionally, the learning scenario can be carried out by multiple teachers.
Inclusive culture	During staff meetings, teachers share their ideas with other colleagues and showcase their approaches.
Connections
With industry
With parents/guardians	The learning scenario includes a survey involving parents/guardians. It also lists an additional task for parents (a workshop with teachers, students, and parents).
With other schools and/or educational platforms	The learning scenario is presented to other schools/colleagues from other schools at a school visit, workshop, or talk (if time allows).
With universities and/or research centers
With local communities	The learning scenario is presented on the school webpage, so it is accessible to the public.
School infrastructure
Access to technology and equipment	Learning is supported and enhanced with authentic, relevant use of technology (using school computers/laptops for creating drawings, searching for information, creating graphs, etc.). It is also used to engage students in learning opportunities outside the classroom
High quality instruction classroom materials	The teaching materials are in line with the school curriculum.

Lesson Plan

LESSON 1 (60 min): DID YOU KNOW THAT LAUGHTER IS HEALTHY?

Name of activity	Procedure	Duration
Introduction	Laughter not only makes us happier but also makes us more social, serves to relax us and makes us alert. But beyond all this, laughter brings many benefits that are directly related to our health. Laughing represents great benefits for the heart and the immune system. Interesting, right? When we laugh our blood vessels dilate and consequently the blood flows better; that is why it is said to be good for blood pressure and for a healthy heart.	5 min
Post introduction	As for the immune system, when we laugh we generate more antibodies, natural antibiotics of our body that defend us from diseases. Laughter also helps our minds function properly, predisposes us to social relationships, but also helps us face difficult situations such as loss or disappointment. When we laugh it is because we find a situation funny and very funny, that is why it is impossible to laugh and be sad at the same time. We click on the following link to view a video with the benefits that laughter brings us. We hope you like it! https://www.youtube.com/watch?v=egzZzTHC9d4	5 min
MATERIAL RESOURCES:	Something fundamental that the project needs to carry out all the planned activities are resources, both economic, human and material. Regarding material resources. Among the materials we have to carry out this program are: - Dossier - Portals and RRSS of the program itself -Facilities of the center: Gym, classrooms, playground, covered playground, dining room, kitchen. -Municipal facilities: Sports center, pavilion, municipal swimming pool, local radio, socio-cultural center and municipal theater. - All materials in the area of Physical Education. - Consumable material provided by the center. - Audiovisual material, such as digital whiteboards, music equipment... - Material provided by entities outside the center, such as those provided by the Local Police, Doctors.	10 min
Activity	We will carry out activities of different types: - Preparation of presentations. - Practical and playful activities. - Lectures on different topics. Regardless of the type of activity, the following structure appears in all of them: 1. So that we can carry out the different activities, we will use different types of groupings. Each grouping will have an assigned image with which we can know what type of grouping we must make to develop the activity. - Individual activities. - Activities in subgroups. - Large group activities. 2. Another part that we will find is interdisciplinarity, where we are going to check with which areas of knowledge the activity that we must develop is related. 3. Continuing with the structure of the activity, we find a section that we have called Level, where it is indicated from which Cycle the activity can be carried out. 4. Next, we detail the activity to be carried out, with what we intend to achieve and carry out. 5. And finally, as an aid so that we can carry out the activity without any problem, there are some tutorials on the different tools that we can use to carry out the tasks.	40 min

LESSON 2 (45 min): WE ARE WHAT WE EAT

Name of activity

Procedure

Duration

Introduction

More and more people are concerned about their diet and the effects it has on their health. Half of the diseases are linked to what we eat.

Today, there is no doubt that what we eat is key to achieving and maintaining optimal functioning of the body, preserving or restoring health and protecting ourselves against the appearance of future diseases.

"What we eat is life, it is energy and nutrients to be able to live"

5 min

Activity

Below we describe the activities to be carried out in this first module:

• Healthy breakfast.

• Fruit Day, fruit meter, fruit stamp and fruit and vegetable consumption plan.

• Sugarfree.

• Food pyramid.

HEALTHY BREAKFASTS.

Organization. Individual

Interdisciplinarity. natural Sciences

Level. All levels.

From the center with the help of all the teachers we will create a calendar that we must take to the letter, in which we will try to cover a large amount of food, to educate our students on the variety of foods and what is necessary to eat at these ages.

HEALTHY BREAKFASTS

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Sandwich or sandwich Fruit Dairy Nuts Homemade sweets with juice

In turn, coinciding with the days before the vacations of the different quarters, with the collaboration of the AMPA we will carry out healthy breakfasts with food from the season in which they coincide (Christmas, Easter and summer vacations).

40 min

LESSON 3 (45 min): Fruit and vegetables at school.

Name of activity	Procedure	Duration
Introduction	Organization. Individual. Interdisciplinarity. Natural Sciences, Language, Mathematics, Physical and Plastic Education. Level. All levels. By establishing a calendar of healthy breakfasts, one of the days will be dedicated to fruit, in which all students must bring fruit that day	5 min
Activity	So that the day of the fruit has an impact and really takes place as much as we want, we have created a fruit meter which is stamped every "Tuesday" to all those who bring a piece of fruit for the recess snack. At the end of the course, those who complete the registry are awarded the Growing in Health Diploma. We will collect the information about the fruit that our students will bring, through a grid that we will place in each classroom. Every day that our students bring some fruit, they must draw it on the grid where their name appears, then we will upload this information to an excel table. FRUIT METER Fruit Meter - North Health Nutrition	40 min
Help	Continuing with this line of activity, we will take advantage of the plan offered by the Department of Education for the Consumption of Fruits and Vegetables at School, each month that we have, we will distribute the fruits and vegetables that are sent to the educational center.

LESSON 4 (80 min): Healthy breakfast.

Name of activity	Procedure	Duration
Introduction	Sugarfree. Organization. Subgroups.	10min
Activity	We will carry out a research work on the influence of sugar in our diet. We will look for information in ICT: consequences of a high consumption of sugar, synonyms of the term sugar, products that contain a high percentage of sugar.... To make a final synthesis, we will make a final representation (using any digital tool that we can use to make representations, we recommend GENEALY), where we can see what has been worked on. A mural can also be made and placed at the entrance of the educational center.	40min 30 min
Instructions	• Contents that must appear: - The different synonyms used to talk about sugar. - Foods that have sugar and the exact amount of sugar that these foods contain. -Diseases linked to the consumption of sugar. - Tips to avoid excessive consumption of sugar. - Images about food and diseases.
Helps	• Page links to search for information: - Sin azúcar. - Dieta de la azúcar. - Enfermedades relacionadas con el azúcar.

LESSON 5 (55 min): FOOD PYRAMID.

Name of activity	Procedure	Duration
Introduction	We take advantage of the fact that in subjects such as Natural Sciences, the contents of Nutrition are addressed. We will work on these contents in the classroom (what is the food pyramid, steps of the pyramid, food groups that compose them, knowing the benefits they provide us,...). We will prepare a visual representation, through any digital tool such as Genially, Powepoint or Canva... where we will capture the contents related to the pyramid.	5 min
Activity	Contents that must appear: - Steps of the food pyramid. - Foods that contain each of the escalanes. - What would be a balanced diet? - Images about the different levels of the pyramid and the foods they contain.	50 min
Helps	Links for information: - La pirámide. Tutoriales herramientas digitales - Cómo hacer un GENIALLY - Cómo hacer un POWERPOINT - Cómo hacer un CANVA

LESSON 6 (45 min): WEIGHT CONTROL OF STUDENTS

Name of activity

Procedure

Duration

Introduction

Currently we can say that obesity is the most prevalent chronic disease and nutritional and metabolic disorder, becoming a health and social problem with repercussions not only on the quality of life of the affected people but also of their families.

Its prevalence has practically doubled in the last 20 years, which is why the WHO (World Health Organization) has qualified it as the global epidemic of the 21st century. This increase is even greater in childhood and adolescence. The causes of this increase on many occasions must be related to factors, both social and environmental, which is why we must combat this situation from the educational field.

5 min

Activity

Through a monitoring sheet that we create in , our students will keep a monthly control of their weight and we will be able to see if they gain or lose weight. In this way, we will be motivating and interesting students about the importance of weight in certain aspects of our lives.

Next we have the record sheet of the weight of our students to be able to carry out the proposed activity.

two

WEIGHT COLLECTION SHEET.

Below is the list of the different months of the year, where we will write down the weight that we have in the corresponding month.

10 min

LESSON 7 (55 min): SEDENTARISM.

Name of activity	Procedure	Duration
Introduction	In this activity we will have to look for information about the term "Sedentary lifestyle": • What does it mean? • is it a healthy concept? • What consequences can it have on us?...	5 min
Activity	Once we have compiled all the information, we will have to make a presentation through genially where we can see what the meaning of the concept of being sedentary is. The presentation must have at least the following pages: 1. Cover where the central theme of the presentation appears, in this case sedentary lifestyle and name of the authors. 2. An index where all the contents that appear in the presentation appear. 3. Concept of sedentary lifestyle and how it affects the child population. 4. Consequences of a sedentary lifestyle. 5. Solutions to avoid a sedentary lifestyle. 6. Bibliography	50 min
Helps	Links Sedentarismo. - Sedentarismo en la infancia. ACTIVIDAD FÍSICA EN FAMILIA. El principal objetivo que nos planteamos, es incentivar a nuestro alumnado y sus familias a realizar actividad física. Se trata de que cada familia realice cualquier actividad física (una vez al mes), con el único requisito de que sea en familia y haciéndose una foto, teniendo que publicarla y etiquetarla en cualquier red social del programa.

Assessment

Describe here the assessment method of the lesson. For example, if you plan on assessing your students with a quiz, include here questions and answer options with color-coding the correct answers.

Student feedback

Students give feedback on their work through regular and continuous discussions during

lessons. They also give feedback through the assessment process.

Teachers’ remarks

The learning scenario can be adapted for teaching any foreign language. The worksheets

can easily be modified and translated into any language.

This learning scenario went mostly as planned. Since I planned every activity in detail, most

tasks lasted for the expected period or less, which is good (the lesson contains the

introductory part, main activities and final tasks or activities). It is important to know your

students and their abilities. If a teacher sees (or knows) that their students cannot do a task,

then the teacher should adapt the learning scenario to suit their needs (by giving students

more time to perform the activity, simplifying the task, adding extra instructions, or even

skipping certain parts of activities or a whole activity). I have two SEN students in my class

and even though I know their abilities, I should’ve scheduled extra time to do the ‘What is a

set? activity (Annex 2), but it worked out well, because they did other activities quicker than

planned. The learning scenario is adaptable and flexible so it can be used for different levels

of knowledge.

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