The document summarizes a project work conducted by an English teacher on the topic of healthy food. The project involved taking students to a park to learn about healthy eating from city programs. They also visited a supermarket where students grouped fruits and prepared a fruit salad. The project aimed to show students that healthy food can be tasty and colorful. It combined English language learning with practical experiences growing, harvesting, and preparing fruits and vegetables.

2. CECEP 19 & CECIE 19– Site Specfic
Not just any tree. A tree of our
own.
Cooperative work integrating ART &
Second Language (English)
2012- November 12th

3. What is a “Site Specific” about?
To intervene into a particular
place in time & space
When we talk about the
concept of “Site specific”, we
are referring to intervene into a
particular place, which has
been thought and made for
that particular scenario. It can’t
be placed somewhere else but
there. It must exist in the space
where there is an element
which works as a key to open a
world of ideas and art
expressions.

4. What is the purpose of that intervention?
The idea is to modify, transform and change the
common space giving a different view with the
tridimensional perception.
The CECEP number 19 wanted to live the
experience, printing an esthetic sign to modify the
everyday view of their school and did it, using a tree as
the main topic of the Show.

5. Inspired in Latin America’s and European’s experiences
where the original iconic is thought to be restored,
here the educational community was invited to
participate and carry on the project of modify the
space, using the tree as the center of their activities.

6. During the development of the workshops to prepare
the material to intervene the tree, different
techniques were used and the families were invited to
participate actively. The first elements that were
needed to incorporate to the central item, had to be
with animals and insects from a wide range of
species…

7. The community created fantastic art craft which
belongs to air, earth and water with recycling elements.
They also work with “tejidos” and clay. They dedicated
a long time to model and colour them.

8. The community created a special atmosphere
surrounding the tree with the idea of providing
emotional connection with the public that visit the
place. In a way, the idea was to mix the fantastic
and the real, using multisensorial resources.

9. And after that, students from CECIE 19, joined into the
Project…
The kids did extensive research on the topic (Site Specific),
watched the production that CECEP 19 had in relation to this,
and started developing activities to participate in the Big Show…
Students:
• - Identify the topic, learn about the subject, analize ideas and
think how to work from the second language to empower the
show.
• - Create materials and work cooperative with their teachers to
organize small worshops in the day of the event.

10. So students from CECIE 19 went to CECEP 19 and offered the visitors the chance to see
not only the material produced by the Art kids but some activities in English focusing
on the Specific Site’s concept plus a variety of games and songs in relation to Nature &
Ecology.
CECIE 19 was invited to the event and students from 5th and 6th arranged places, give
two workshops and even used the interactive screen (with their teachers) to show
their material.

11. CECIEs 21 and 25 were also invited to the
event and enjoyed the English activities
with the students from CECIE 19 (at CECEP
19)

12. Plus, CECEP 19 had its kids (from ages 7 onwards), performing a great show to celebrate
the event. Their Site Specfic was amazing!

15. The experience was interesting. We drew several notes
from it (not everything went on perfectly, no, of course).
But we really enjoyed being there.
Experience matters.
And we are eager to do it again.
Students & Teachers from CECIE 19

17. “Watch it grow”
INGLÈS – CS NATURALES – ESCUELA
Escuela 5 DE 12 (Rep del Salvador)
Conducción: Francisco Acuña
Ilda Marchettich
Docentes: Hidalgo, Mariana
Pelayo, Cecilia
Romero, Alejandra
PROYECTO INTEGRADO

18. Objetivos:
* Lograr que la comunidad escolar trabaje en equipo.
* Respetar, aprovechar y cuidar los recursos naturales de nuestro medio ambiente.
*Conocer principios básicos de autoabastecimiento y reflexionar sobre la
contaminación
ambiental y su relación directa con la salud.
* Adquirir una actitud crítica, con fundamento, ante actos desmedidos que perjudiquen
nuestro ecosistema.
*Aprender conocimientos por medio del contacto directo, concreto, práctico, en el
proceso de enseñanza-aprendizaje; completándolos con información teórica.
* Valorar, sembrar, cuidar y cosechar los frutos de nuestro trabajo cotidiano,
aprovechando el espacio físico que nos brinda la institución.
* Integrar las áreas de Ciencias Naturales e Inglés viendo contenidos en ambos idiomas.
Recursos:
* Humanos (alumnos, docentes, directivos)
* Espacio físico de la huerta
* Semillas
* Herramientas
* Elementos de riego
* Netbooks
* Libro de cuentos
* Reproductor de cd
* Material fotocopiado

19. Nuestra escuela se dedicó
este año al proyecto huerta
• Los alumnos de cuarto grado junto a su docente de grado prepararon
todo para plantar…

20. lechuga, arvejas, acelga…
(actividad en integración con la escuela)

21. Desde las áreas de inglés y ciencias naturales también
abordamos el proyecto realizando muchas actividades…
Como introducción leímos el cuento
“Watch it grow” (actividad en integración
con BIBLIOTECA Docente: Cecilia Pelayo)
Aprendimos vocabulario en inglés,
por ejemplo:
*seed (semilla) ground (tierra)
*water (regar) grow (crecer)
*sunshine (luz solar)
y cuidados básicos que necesita la
planta para vivir

22. Aprendimos las partes de la planta, de la flor y el proceso de fotosíntesis en
inglés y en ciencias naturales
(actividad en integración con Cs Naturales Docente: Alejandra Romero)

23. Usamos nuestras netbooks para investigar sobre las
plantas en inglés…

24. Harvest: ¡Cosechamos nuestras plantitas!
(actividad en integración con Cs Naturales Docente: Alejandra Romero)
Repasamos
todo el
vocabulario
aprendido
Roots (raíces)
stems (tallos)
etc.

25. Consumimos nuestros productos de la huerta…
(actividad en integración con Cs Naturales Docente: Alejandra Romero)

26. Preparamos nuestras láminas de las plantas y del proceso de fotosíntesis en inglés y
en castellano.
(Contamos con la colaboración de ED PLÁSTICA. Docente: Celia Galván)

27. Realizamos una clase abierta en la cual dramatizamos el cuento “Watch it grow” y
explicamos en ambos idiomas las partes de las plantas y el proceso de fotosíntesis…
(actividad en integración con Cs Naturales Docente: Alejandra Romero)

28. Nos visitó Alejandra Alliende (narradora de cuentos en inglés) quien nos narró cuentos que
abordaban la temática que nos ocupaba…
(actividad en integración con BIBLIOTECA Docente: Cecilia Pelayo)

30. También compartimos una presentación con todo lo aprendido y una
breve introducción al proceso de la polinización.
(actividad en integración con Cs Naturales Docente: Alejandra Romero)

31. Los alumnos alcanzaron los contenidos
ampliamente. Desarrollaron amor, interés en
el conocimiento y reconocimiento de las
plantas y una gran observación de los
cambios producidos durante el crecimiento y
ciclo de floración, demostrado día a día en
tareas áulicas programadas, en
conversaciones espontáneas, y en la
búsqueda de información adicional.

33. Project Work:
“Healthy Food”
The project work " Healthy Food" is the product of the combination
between the harvest of crops (fruits) and the teaching of the lexical
item " The food".
The aim I have as an English teacher, is, from an attitudinal point of
view, to show the nine-year-old-children that healthy food is not
always represented by a green colour. On the contrary, it can also be
varied and colourful, it can also be tasty, it can also be juicy, and it
can also be cheap, if we consider fuits as a branch of food.
Teacher: Daniela Patricia Delachaux
School: 1 D. E. 8.
Grades: 4th A and B.

34. Project Work:
“Healthy Food”
• Aim: From an attitudinal point of
view, my aim as an English Teacher, is
that students learn to “make friends”
with the healthy food; to understand
it can also be tasty and colorful!

35. For you to understand our
project, I will answer some
questions to you:
• What is the project about?
It’s about (healthy) food. Unit 3, “Happy
Street 2 book.”
• When does it take place?
At the end of April and first weeks of May.
• Where does it take place?
At school, and at Disco Supermarket.

36. Who are the participants?
4th grade “A”, “B”, and the English teacher.
Who accompanied the teacher and students?
The Headmistress, The English supervisor, and
another helping teacher.
How was it done?
By taking the children to the park, to the “Healthy
Stations” from GCBA to have a talk about healthy
food, and then, another day, to Disco Supermarket.
Why a Project Work about Healthy food?
Because as a teacher I believe in the benefits of a
healthy eating to learn better.

37. Students’ previous
knowledge
• I asked the students what they knew
about healthy food.
• Then, I asked them to draw anything
related to the topic we were dealing
with. (Healthy food)

38. Friday, last period: from
3.30 PM to 4.10 PM

39. • What I know about Healthy Food…

40. April 29th,2013
Students have a talk about healthy food

41. It was so cold,that children
listened to Daniela indoors!

42. Time for playing and
learning!

43. Children had to pick up a
healthy card!

44. Waiting for the healthy
card to come!

45. April 6th, the English teacher sets
everything ready before going to the
supermarket. She organizes the tables
putting a drawing of the fruit students will
chop up, on the tables.In other words, she
organizes fruit groups.
For example:
The yellow group, which has a banana
printed on a card, will chop up bananas.
The green group will chop up pears.

46. Orange card, orange group will
chop up oranges.

47. May 6th, 2013
The English supervisor, the headmistress, the
teacher,the English teacher and the students
head Disco supermarket. 4th grade bought some
fruit and spoke English!

48. Let’s take a picture!

49. Time to work!

50. May 13th,2013
4th grade B,also went to the
supermarket and prepared a fruit
salad.This was the organization:

51. Shh! Quiet! Students
preparing a fruit salad!

52. Do you like plums?
Help yourself some!

53. Hmmm!! Yummy!!

54. Such a colorful and
nutritive fruit salad!!

55. Shhh!! Let’s take some
fruits to the classroom!!
Let’s eat twice!

56. Thank you for sharing this Project
Work of us and with us!
• I would like to thank specially :
• My Supervisor, Claudia Morillo, for coming every
single time, for helping me, for advising me, for
suggesting, andfor listening.
• The School Headmistress, Analìa Krahnke., for letting
me do this project and for coming with us too!
• Mara Tierno, a helping teacher who came with us too!
• The Classroom teachers, who sometimes, “lent” me
hours when we had to finish the salad.
• The Arts teachers Eugenia and Eliana, who helped me
improve the drawings later on !

57. • See you on… The next Project
Work!
• Best,
Daniela Delachaux
English teacher,
4th grades.
school 1DDEE8
2013

58. Hacer clic aquí
Presentación Escuelas
6de18-18de19-18de21