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A Cross-Curricular Common Core Project: MyPlate.gov in the Spanish Classroom
This document describes a cross-curricular project using the MyPlate.gov website in a Spanish classroom that also involved other subject areas. Students learned about healthy eating and nutrition in Spanish by studying food vocabulary, tracking food intake, and communicating with students in other countries. The project helped students better understand nutrition recommendations and make improvements to their diets and exercise habits.
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A Cross-Curricular Common Core Project: MyPlate.gov in the Spanish Classroom
- 1. A Cross-Curricular Common CoreProject: MyPlate.gov in the Spanish Classroom Sweetwater High School Sweetwater, Tennessee DE Spanish 2020 Class
- 2. Cross-Curricular Participation O TheMyPlate.gov project was used in the Spanish III/Dual enrollment class, but was also incorporated in English, Science, Special Education, Family and Consumer Science, and Mathematics courses. O A PLC (Professional Learning Community) was formed and teachers across the curriculum participated in the project.
- 3. verify collaborate recognize Searching or Googling Subscribing simulate rearrange Highlighting Social Networking SocialBookmarking Graduate attributes and capabilities energy, passion & enthusiasm understands strengths & limitations true to values & ethics empathizing, time management skills gives credittransparent & honest, persevering learns from errors & experiencelistens, good communicator remains calm, thinks strategically Create Evaluate Analyse Apply Action Verbs imagine hypothesize produce invent transform find an unusual way create suggest design compose suppose originate change explain infer summarize identify exemplify describe Action Verbs list retrieve name find match expand report interpret compare paraphrase locate classifyRemember Understand Blooms Cognitive Domains Word Processing Bullet Pointing Bookmarking or Favouriting Mind Mapping Recalling ActivitiesBlog JournallingCommenting iPadApps iPad Apps iPadApps iPad Apps iPadApps Activities graphingsurveying spreadsheeting building questionnaire creating advertisement reporting diagraming charting summarising creating mashup media interview demonstrate contrast Action Verbs infer compare outline examine differentiatedistinguish classify determinesequence categorise survey deduce mash deconstruct conference moderate network ActionVerbs conclude discuss compare debate judge rank support prioritise decide evaluate appraise give your opinion select justify defend post critique interview construct run ActionVerbs implement carry out use execute load play operate hack upload share edit draw simulate teach record Activities critiquing judgement opinion reporting court trial news item Self-evaluation Summary Recommendation Survey Hypothesis new game podcasting Activities animating mixing video editing videocasting storytelling song storytelling cartoonePub or iBook multimedia presentation Rap TV/Radio Program making diary Activities movie making collecting role playing editing presenting demonstrating interviewing scrap booking sculpturing simulating taking photograph drawing diagram making puzzle mapping The Padagogy Wheel V2.0 This Taxonomy wheel, without the apps, was first discovered on the website of Paul Hopkin’s educational consultancy website mmiweb.org.uk That wheel was produced by Sharon Artley and was an adaption of Kathwohl and Anderson’s (2001) adaption of Bloom (1956). The idea to further adapt it for the pedagogy possibilities with mobile devices, in particular the iPad, I have to acknowledge the creative work of Kathy Schrock on her website Bloomin’ Apps Standing on the Shoulders of Giants Developed by Allan Carrington Designing Outcomes The Padagogy Wheel by Allan Carrington is licensed under a Creative Commons Attribution 3.0 Unported License. Based on a work at http://tinyurl.com/bloomsblog.V2.0 Published 280513 iThoughts iAnnotate Facebook Bump Google Search DocsToGo MentalCase Quizcast CourseNotes Maptini Blog Docs Twitter FeeddlerRSS iMovie Aurasma Voicethread ScreenChomp Fotobabble Creative Book Builder Garageband Interview Assistant Easy Release Prezi iTimeLapse Pro Toontastic Wordpress Nearpod StudentPad Google+ AIM EdmodoSkype Taposé Notability Evernote Peek Prompster Pro ShareBoard WEB to PDF WikiNodes iCardSort Inspiration Maps MindMash SurveyPro MiniMash Comic Life FilemakerGo 11 Bento Numbers Pages Popplet DropVox Ustream Explain Everything Keynote Sonic Pics Google Docs Adobe Connect Articulate Perfectly Clr AudioBoo Quick Voice Evernote Animation Creation A Bloomin’ Better Way to Teach The original blog entry explaining the use of the wheel and a link to a two minute YouTube video. V2.0: It’s all about Transformation & Integration This is the blog post which explains the new features of the latest version of the Wheel Allan’s contact details A PDF of the Wheel with Links to Apps This PDF version prints well as an A3 poster which many teachers have requested. Tuesday, 28 May 13
- 4. La cocina- RememberUnderstand O Students learned food vocabulary as presented in Así se dice, level 3. O Students supplemented their food vocabulary list with vocabulary presented in the Voces 2 e-textbook. O The chapter grammatical concepts included the present subjunctive as well as the imperative.
- 5. What is ahealthy diet?- Apply O Students discussed in groups how they defined a healthy diet and presented their results to the class. Croquetas y Café Cubano
- 6. A baseline foodlog- Evaluate O Students tracked their food intake daily in Spanish and discussed the results with the class. O Students created a survey in Spanish and English to be completed by students in other countries. O Teacher created a project on http:// education.skype.com, which led to contacts in Mexico, Guatemala, Spain, Argentina, and California
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- 11. San Jacinto HighSchool a Skype Talk
- 12. Flor en Argentina OSkype discussion
- 13. ¿Qué hay ensu plato?- Analyze O Students looked at the government’s recommendations on MyPlate.gov
- 14. The Super Tracker-Analyze OStudents entered their food logs into the MyPlate.gov Super Tracker and were able to see how their diet looked on a graph. O They looked at the nutritional values of the foods they eat. O They were able to determine weaknesses in their diet and exercise routines. O Students set goals for improvements.
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- 19. Vamos a comer-Apply O Students decided to take turns bringing lunch for their classmates on Fridays. O The goal was to bring healthy food choices to class. O After two weeks, it was noted that almost every single student drank water instead of the usual sugar enhanced drinks.
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- 22. O Ingredientes: O 3tazas de soya texturizada O 2-3 jitomates grandes O 1 Puño de cilantro picado O 1 trozo de cebolla morada O 1 pepino grande O Chile serrano o jalapeño al gusto O Limones O Sal y Pimienta para sazonar
- 23. O Preparación: ! O Pona hidratar la soya en agua caliente, la suficiente como para que la tape. La dejas remojando por unos minutos hasta que se ponga suave. (Si compras las soya suelta te recomiendo que la enjuagues primero varias veces en agua fría) O Mientras se está hidratando la soya, pica todos los vegetales. O Cuando la soya ya esté suave, escúrrela muy bien y déjala enfría para poderle poner los vegetales. O Agrega los vegetales y el suficiente jugo de limón, de manera que se haga como ceviche. Sazona con sal y pimienta. O Guarda el ceviche en el refrigerador por lo menos 30 minutos antes de servir, para que se maximicen los sabores. O Sírvelos con tostadas o galletas.
- 24. A guide tohealthy eating- Analyze O Students looked at the MyPlate.gov recommendations in Spanish and summarized the main points in their groups.
- 25. United States Department ofAgriculture Center for Nutrition Policy and Promotion 1 2 3 5 4 Visite www.ChooseMyPlate.gov para obtener más información. 10 8 9 7 6 elija MiPlato 10 consejos para crear un buen plato Elegir alimentos para llevar un estilo de vida sano es muy sencillo si sigue estos 10 consejos. Use las ideas de esta lista para balancear las calorías, elegir los alimentos que le conviene comer con mayor frecuencia y reducir la cantidad de alimentos que le conviene comer con menos frecuencia. 10 consejos Serie de educación en nutrición DG TipSheet No. 1 Septiembre 2011 El USDA es un proveedor y empleador que ofrece igualdad de oportunidades para todos. balancee las calorías El primer paso para controlar su peso es ver cuántas calorías USTED necesita al día. Vaya a www.ChooseMyPlate.gov para determinar la cantidad de calorías. Hacer actividades físicas también le ayuda a balancear las calorías. disfrute de sus comidas, pero en cantidades más pequeñas Tómese el tiempo necesario para disfrutar de sus comidas. El comer demasiado rápido o mientras se concentra en otras cosas puede resultar en que coma demasiadas calorías. Preste atención a las señales del hambre y de saciedad antes, durante y después de las comidas. Úselas para reconocer cuándo debe comer y evite las porciones extra grandes Use platos, platos hondos y vasos más pequeños. Separe las porciones de alimentos antes de comer. Al salir a comer, elija las opciones de menor tamaño, comparta el platillo o llévese parte de la comida a casa. alimentos que le conviene comer con más frecuencia Coma más vegetales, frutas, granos integrales, y leche y productos lácteos sin grasa o con 1% de grasa. Esos alimentos contienen los nutrientes que necesita para la buena salud; entre ellos potasio, calcio, de sus comidas y bocadillos. haga que la mitad de su plato consista en frutas y vegetales Al preparar sus comidas, elija vegetales rojos, anaranjados y verduras como tomates, camotes (batatas) y brócoli, así como otros vegetales. Agregue frutas a las comidas como parte de los platos principales o de acompañamiento, o bien como postres. cambie a leche descremada o baja en grasa (1%) Contienen la misma cantidad de calcio y otros nutrientes esenciales que la leche entera, pero sin tantas calorías y grasa saturada. consuma la mitad en granos integrales Para consumir más granos integrales, reemplace un integral, como comer pan de trigo integral en lugar de pan blanco o arroz integral en lugar de arroz blanco. alimentos que le conviene comer con menos frecuencia Reduzca su consumo de alimentos con grasas sólidas, azúcar y sal adicionales. Estos incluyen pasteles (bizcochos), galletitas, helado, dulces, bebidas endulzadas, pizza y carnes grasas como costillas, chorizo, tocineta y salchichas. Use estos alimentos como antojitos ocasionales, no alimentos para todos los días. compare el contenido de sodio de los alimentos Use las etiquetas de Información Nutricional (“Nutrition Facts”) para elegir sopas, panes y comidas congeladas con menos sodio. Elija alimentos enlatados marcados “bajo en sodio,” “sodio reducido,” o “sin sal adicional” (“low in sodium,” “reduced sodium,” o “without added salt”). beba agua en lugar de bebidas endulzadas con azúcar Reduzca las calorías al beber agua o bebidas sin azúcar. En las dietas de los estadounidenses, las gaseosas, bebidas de energía y bebidas deportivas representan grandes cantidades adicionales de azúcar y calorías.
- 26. ELA Standards O Studentsreplied to a blog from Spain in which the blogger made the point that people in other countries must not rush to judge Americans for their diet, but that it depends on the individual and his or her food choices. Students had to develop their points based on information in the blog.
- 29. Edmodo Share- Evaluate OStudents shared their food logs on the Edmodo.com class site.
- 30. MyPlate versus theFood Pyramid- Analyze O Students compared the recommendations on the old food pyramid with the MyPlate recommendations.
- 31. Model Plates- Create OStudents created model plates with cut outs of healthy foods to meet MyPlate guidelines.
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- 35. Speed-dating Apply O Studentsrotated through 6 different class members, interviewing them on their food choices and exercise routines in Spanish. This activity was in preparation for a Skype talk with a class in California.
- 38. A Movie- Create OStudents were assigned to create a movie that illustrates the benefits of eating a healthy diet. O Each group brainstormed a possible plot and presented it to the class. O Students voted for the plot they liked the best. O Students created the movie on http:// goanimate.com. miplate video
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- 41. A Spanish Lesson-Create O The class was divided into four groups. O Each group designed a vocabulary lesson to teach one of the four food groups on the plate. Groups created interactive lessons for the Promethean Board. O The lessons were taught to an Algebra 1 class with no previous Spanish exposure.
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- 43. Cross-Curricular Involvement Special Ed.Class Science Class Geometry Connection- Mr. White showed the Spanish students how to create a 9 inch plate with the exact geometrical proportions for each component.
- 44. Project Results O Studentsbegan to understand the importance of a healthy diet. O Students’ graphs on myplate.gov began to look more balanced. O Students discussed their lunch choices daily. O Students began to increase their exercise time.
- 45. Results Continued O Severalstudents started bringing their own lunches. O Students began to realize that recipes can be changed to be healthier. O Students in other countries ate a surprisingly similar diet. Favorite foods included fries, pizza and chicken. O Students in other countries seemed to have a more intense exercise routine. One respondent said that she runs with her parents an astounding 12-21 kilometers on weekends.
- 46. SHH State Convention February22, 2014
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- 49. Community Outreach O Studentsnow cook a healthy dinner once a month for the less fortunate in the community.
- 50. Questions? Comments? O spanishteachervalle@gmail.com Ohttp://edproconsultants.weebly.com ! O Please share your experience if you choose to participate in the MyPlate.gov project.