Proyecto final aicle intef

A LA SALUD POR EL
EJERCICIO Y LA
ALIMENTACIÓN(MEMORIA - PROYECTO)
Curso
2014-2015
HOW TO BE HEALTHY
Este documento contiene la unidad didáctica de Nutrición y
consumo y sus recursos didácticos para poderla llevarla a cabo.
Los alumnos son de 2º ESO (Sección Bilingüe) del IES
Benjamín de Tudela, por lo que, tanto los recursos como
el proyecto final están en Inglés.

A LA SALUD POR EL EJERCICIO Y LA ALIMENTACION
Página 1
A LA SALUD POR EL EJERCICIO
Y LA ALIMENTACIÓN
U N I D A D D I D Á C T I C A D E N U T R I C I Ó N – 2 º E S O
JUSTIFICACIÓN
Su fuerza formativa radica en la autonomía para la realización de cualquier
actividad física sin riesgo de lesiones, con buenos hábitos posturales, una adecuada
alimentación y buscando el equilibrio a las tensiones de la vida diaria.
OBJETIVOS CRITERIO
Las normas y criterios no estándares, para ser aplicados en un proceso de
evaluación, tienen que concretarse bajo la forma de un conjunto de variables
empíricamente observables y que proporcionen información –cuantitativa o cualitativa‐
pertinente sobre el programa objeto de evaluación, es decir, mediante indicadores. Estos
indicadores de Evaluación, son los llamados Objetivos Criterio por Martín Pinos.
1.0. Participar activamente en el contenido.
1. 1. Ser capaz de valorar críticamente el consumo responsable, estableciendo una
relación entre lo saludable y no
1.2. Conocer los alimentos naturales y saludables que se dan en nuestra
Comunidad Autónoma – Navarra – a través de un estudio de investigación grupal.
1.3. Establecer la relación entre los alimentos de nuestra Comunidad y los
saludables, para poder realizar un consumo responsable de ellos.
1.4. Conocer los efectos beneficiosos de una alimentación adecuada.

Página 2
INSTRUMENTOS DE EVALUACIÓN
Cada uno de los objetivos-criterio tiene un instrumento de evaluación para poder
establecer una relación correcta y concreta de los criterios que se van a evaluar en el
proceso de enseñanza-aprendizaje.
1.0. Hoja Excel a través de la cual se hace un registro diario de diferentes aspectos:
acude e la clase en hora, trae el material, participa, cumple normas y cumple los hábitos:
de calentamiento, vuelta a la calma e higiénicos.
1. 1. Ficha de trabajo en grupo
1.2. y 1.3. Trabajo en grupo y su relación con la ficha 1.1.
1.4. Proyecto final: guión de una película, grabación de la película y montaje.
PONDERACIÓN (para la evaluación)
1.0. 10%.
1.1. 20%.
1.2. 20%.
1.3. 20%.
1.4. 30%
CONTENIDOS
Nutrición y hábitos saludables
METODOLOGÍA
AICLE; acrónimo que corresponde al Aprendizaje Integrado de Contenidos y Lenguas
Extranjeras. Esta metodología aparece también bajo las siglas CLIL en inglés (Content and
Language Integrated Learning). El enfoque AICLE implica el fomento del trabajo

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colaborativo por tareas o proyectos dando lugar a un aprendizaje más autónomo evitando así
el modelo pedagógico centrado en el profesor.
EDUCACIÓN EN VALORES
Educación para la salud y educación para el consumo
INTERDISCIPLINARIEDAD
Ciencias Sociales (estudio de producción de alimentos en Navarra) y Ciencias
Naturales (conceptos de nutrición)
COMPETENCIAS BÁSICAS
1. C. lingüística (habla inglesa)
3. C. en el conocimiento y la interacción con el mundo físico (trabajo de la
educación física en contacto con la naturaleza y aplicando las normas de prevención y
mantenimiento para la salud)
4. C. de tratamiento de la información y competencia digital (recogida,
procesamiento y valoración crítica de la información; así como creación del proyecto
final en forma de película)
8. Autonomía e iniciativa personal (actitud positiva, mejora, fomento de la
responsabilidad en el mantenimiento de la salud y en el consumo responsable).
MAPA DE RELACIÓN CURRICULAR
En relación a la Orden Foral 25 /2007, de 19 de marzo, por el que se establece el
Currículo de la Educación Secundaria Obligatoria de la Comunidad Autónoma de Navarra).

Página 4
Bloque de contenidos 1. Condición física y salud
Objetivos Generales de
Etapa
i. Comprender y expresarse en una o más lenguas
extranjeras de manera apropiada
l. Conocer el funcionamiento del cuerpo humano,
así como los efectos beneficiosos para la salud
del ejercicio físico y la adecuada alimentación,
incorporando la práctica del deporte para
favorecer el desarrollo personal y social.
m. Valorar los hábitos sociales relacionados con la
salud, el consumo, el cuidado de los seres vivos
y el medio ambiente, contribuyendo a su
conservación y mejora.
Objetivos Generales de
Área
1. Participar y colaborar de manera activa, con
regularidad y eficiencia, en las actividades
programadas, con independencia del nivel de
habilidad y capacidad personal y valorando los
aspectos de relación que fomentan; mostrando
una actitud de respeto y tolerancia hacia todos
los miembros de la comunidad educativa. En
todas las UUDD.
2. Conocer y valorar los efectos beneficiosos,
riesgos y contradicciones que presenta la
práctica habitual y sistemática de la actividad
física a lo largo de la vida, en el desarrollo
personal y en la mejora de las condiciones de
calidad de vida y salud, individual y colectiva.
6. Conocer el cuerpo y sus necesidades, adoptando
una actitud crítica y consecuente frente a las
actividades dirigidas a la mejora de la condición
física, la salud y la calidad de vida, haciendo un
tratamiento diferenciado de cada capacidad.
Criterio de Evaluación
Competencias Básicas 1. Competencia Lingüística
3. C. en el conocimiento e interacción con el
mundo físico
5. Tratamiento de la información y C. digital
8. Autonomía e Iniciativa personal
Trimestre 2º Trimestre (6 sesiones) Febrero-Marzo
Objetivos-Criterio 1.0. Participar activamente en el contenido.
1. 1. Ser capaz de valorar críticamente el consumo
responsable, estableciendo una relación entre lo

Página 5
saludable y no
1.2. Conocer los alimentos naturales y saludables que
se dan en nuestra Comunidad Autónoma – La Rioja –
a través de un estudio de investigación grupal.
1.3. Establecer la relación entre los alimentos de
nuestra Comunidad y los saludables, para poder
realizar un consumo responsable de ellos.
1.4. Conocer los efectos beneficiosos de una
alimentación adecuada.
Ponderación de evaluación
anual
2%

Página 6
PROCESO DE REALIZACIÓN SESSION-BY-SESSION
Session Activities
Timing
Skills
Interaction
ICT
Assessment
1
P.E.
Introduction: Explanation of the activity 4’ L √
Warm-up: Movements and exercises to increase the
body temperature
8’ S -L √
Running relay: Match each food with the drawing in
the worksheet
15’ S-PF √ √
Rain of words 15’ S- L √
Stretching conclusion: what’s healthy food? 3’ S √
Higienyc habits 5’
2
P.E.
What is what? Tabu game & Acrosport alphabet 40’ BE √
3
P.E.
Healthy diet – Reading – Running jigsaw 25’ R-PF √ √
Mind-mapping 15’ C-W √ √
4
P. E.
Warm-up: Movements and exercises to increase the
body temperature
12’ S -L √
Running game: Match healthy & Unhealthy habits
20’ S-PF √
Stretching – Breathing conclusion: Rain of ideas
9’ L √ √

Página 7
5
P.E
Recopilation of information – Writing and oral
What is it grown in La Rioja? Are they healthy? 45’
w-c
√
√ √
Creation of the notebook w-c √ √ √
6
P.E.
Dressing up 20’ S √
√
Film project: RESPONSIBLE & HEALTHY CONSUM 25’ BE
S
√
√
Skills:
L- Listening
S- Speaking - Communication
W- Writing
R- Reading
BE- Body expression
PF- Physical Fitness

Página 8
RESULTADOS DE LA EXPERIENCIA
• Notebook; cuaderno de notas elaborado por los alumnos
• Film; película escrita y representada por los alumnos. Montaje grupal
De manera sorprendente los resultados obtenidos fueron muchos más que los que
aquí se puedan exponer de manera visual. Se grabaron las clases y se pudo observar que
la metodología utilizada, junto con la motivación de grupo y el contenido, llevaron a los
alumnos a producir comunicación oral y escrita en Inglés. Cuando se utiliza un idioma
diferente a la lengua materna en las clases, en contenidos de E.F., en los que hay
movimiento y mucha más interacción que en otras asignaturas, es difícil comprobar que
los alumnos están hablando en ese idioma. Las grabaciones, permitieron comprobar esto
y efectivamente, los alumnos se comunicaban en inglés.
En formato digital se presentarán los materiales específicos utilizados para cada
sesión de trabajo, así como dos cortes de las grabaciones obtenidas, una en la que existe
la interacción profesor-alumno en las clases y otra en la que se muestra la interacción
entre alumnos, y los resultados finales del proyecto: el notebook y la película.

IES BENJAMÍN DE TUDELA
Educación Física
1st SESSION

Session 1. Description of the activity
What does the learning activity consist of?
Pupils have to collect some specific words correspondent to different healthy or unhealthy food and
match the figures they have in the worksheet. To get this they work physical fitness doing an English
relay with which they improve their speed and stamina capabilities.
There are four different groups: vegetables, fruits, junk food and sweets. Each group has only to pick
up the food word which matches to his/her team. If the word is not his/her, he must leave there and
he/she has lost his/her turn.
The team, who finishes first, wins.
Teacher/s:
Sonia Aragón Calvo
Title: FOOD &
PHYSICAL FITNESS
School: IES BENJAMÍN DE TUDELA
Class/age: 2ºA/ 13 -14 years-old
Subject /Project: Physical Education / Food
running relay
Class/team/pair/individual work: Team
Participants’ nicknames: Vegetables,
Fruits, Junk food and sweets
Room: Gym & Sport-Center

Educación Física
2nd SESSION

Pupils have to fill of the gaps that are in the worksheets correspondent to different food. In groups,
and as a result of the kind of food chosen in the 1st
session, they have to select some of that foodstuff
and describe them. After, the leaders go to other groups and playing “what is what?” they try to
explain them so the rival-group match the food with the figure. The team, who matches more, wins.
For the rest of vocabulary, they match it, using the acrosport alphabet.
Teacher/s:
Sonia Aragón Calvo
Title: HEALTHY &
UNHEALTHY FOOD
Subject /Project: Physical Education / Food
& Acrosport
Room: Class 44 & Gym

Educación Física
3rd SESSION

Pupils have to read a text while running. In teams, the same as previous sessions, with a map of the
high school, they have to go to the different points marked in the map a read a part of a nutrition text.
Each one must memorize one part and run back to the sport-center and write what he is able to
remember. Once all of them have gone, read and write the five parts of the text, they have to reorder
it so it can be understood.
Each team can go the point every time they consider necessary. The team, who finishes and has the
correct text first, wins.
Teacher/s:
Sonia Aragón Calvo
Title: JIGSAW
READING
Subject /Project: Physical Education /
Orienteering, Fitness and nutrition
Room: Playground and sport-center

NUTRITION READING
YOU ARE A TEAM. IN FACT, A GOOD TEAM…… PERHAPS THE BEST, but you should demonstrate.
GO RUNNING, READ THE TEXT AND TRY TO LEARN IT BY HEART. GO TO YOUR PLACE
AND WRITE IT WHILE YOUR PARTNER GOES TO READ ANOTHER EXTRACT AND SO
ON….
WHEN YOU HAVE THE FIVE PARTS OF THE READING, REORDER IT SO IT CAN BE
UNDERSTOOD. ONCE YOU HAVE IT, GO TO THE TEACHER AND GIVE YOU MORE
INSTRUCTIONS.
The time goes by…….. TIC, TAC, TIC, TAC, TIC, TAC….

Nutrition (also called nourishment or aliment) is the provision, to cells and
organisms, of the materials necessary (in the form of food) to support life. Many
common health problems can be prevented or alleviated with a healthy diet.
The diet of an organism is what it eats, which is largely determined by the
perceived palatability of foods. Dietitians are health professionals who specialize
in human nutrition, meal planning, economics, and preparation. They are trained to
provide safe, evidence-based dietary advice and management to individuals (in
health and disease), as well as to institutions.
The essential components of a healthy diet are:
- Fruit and vegetables
- Cereals and grains
- Eggs, Cheese, meat and fish
- Milk and other milk products
Balanced diet
Not all diets are healthy. The food taken is must provide all the nutrients
for body growth and the energy for exercise. A balanced diet must contain all the
nutrients you need in the correct amount. A varied diet must have a plentiful
supply of fruit and vegetables and not contain too much fat.
A balanced diet is based on the pyramid of foods:
Comentario [s1]: 1st part of reading
Comentario [s2]: 2nd part of reading
Comentario [s3]: 3rd part of reading
Comentario [s4]: 4th part of reading
Comentario [s5]: 5th part of reading

Educación Física
4th SESSION

In the same teams as previous sessions, pupils must identify in a wordle, the words correspondent to
healthy and healthy habits and put them in the correct column of the worksheet. Each time they get
one, each one of the group must do a physical exercise of the targets represented in the worksheet.
When they have done all, the groups compare the result; that one who has a fail, is punished by one
of the other group with an alternative exercise that improve the physical condition.
The team, who has more correct words, wins.
Teacher/s:
Sonia Aragón Calvo
Title: HEALTHY &
UNHEALTHY HABITS
Circuit training & Healthy-Unhealthy habits
Participants’ nicknames: -----
Room: Sport-Center

HEALTHY vs UNHEALTHY
Put in the correct column, the words you identify in this wordle. Each time you get one, EACH ONE OF YOUR TEAM HAS TO
DO (choose one of the exercises each time… you would have done all of them when you finish the circuit……..
15 sit-up 15 squat-down 15 push-up Run 5 laps 30 Jumps on the spot
with both feet

Educación Física
5th SESSION

In the same teams as previous sessions, pupils must join all the research data they have done each
one and put it in the correspondent paragraph. Previously, they had chosen the paragraph they want
to work in. There were 5 parts:
• Healthy habits (introduction, activities and habits of body hygiene)
• Rest and correct diet (it is correspondent to healthy habits in the notebook)
• Non-healthy habits
Interaction task (connect food in the Navarra map):
http://www.educaplay.com/es/recursoseducativos/1819585/produccion_navarra.htm
In this class they put in order the data and get to an agreement how they are going to present it to the
teacher. They must discuss in English and transmit the agreement to the teacher tidily.
They work with google mail and google drive. And the use of the blog:
http://physical-education-tudela.blogspot.com.es/
https://drive.google.com/a/educacion.navarra.es/file/d/0BwGmZ-
90YWFhVDJqbDlwb0ZxakE/view?usp=sharing
90YWFhejJ2NVFJeGhLTms/view?usp=sharing
Teacher/s:
Sonia Aragón Calvo
Title: OUR NOTEBOOK
Research work to create a notebook
Participants’ nicknames: -----
Room: Sport-Center

Educación Física
6th SESSION

MATERIAL DIGITAL
Preparation for discussion
The whole class has to play a theatre about the healthy diet with fresh products which can be
produced in Navarra and make a relation of these to some healthy habits.
They play the roles that themselves have created and written. Afterwards, they have to edit the film, in
this part, the teacher help them with the final edition.
They work with google mail and google drive. And the use of the blog:
http://physical-education-tudela.blogspot.com.es/
90YWFhVDJqbDlwb0ZxakE/view?usp=sharing
90YWFhejJ2NVFJeGhLTms/view?usp=sharing
At the end they are recorded and the video uploaded to the high-school web.
http://www.iesbenjamin.es/es/
Teacher/s:
Sonia Aragón Calvo
Title:
Responsible Nutrition
Class/age: 2ºA / 13-14 years-old
Subject /Project: Physical Education /Film
Class/team/pair/individual work: CLASS
Participants’ nicknames: The farm
Room: Gym
Date of the recording: 05/03/2014
Length: 8 minutes 32 seconds

HEALTHY AND UNHEALTHY
HABITS & RESPONSIBLE
CONSUMER
2º ESO
Physical Education

2
Departamento de Educación Física

3
INDICE:
HEALTHY AND UNHEALTHY HABITS...................................................................4
1. INTRODUCTION..................................................................................................... 4
2. HEALTHY HABITS................................................................................................. 4
2.1 WHICH BENEFITS DO WE OBTAIN WHEN WE PRACTISE A PHYSICAL
ACTIVITY REGULARLY? ........................................................................................ 4
2.2. REST.................................................................................................................. 4
2.3. A CORRECT DIET........................................................................................... 5
2.4. HABITS OF BODY HYGIENE........................................................................ 6
3. NON-HEALTHY HABITS ...................................................................................... 6
3.1. TOBACCO........................................................................................................ 6
3.2. ALCOHOL ........................................................................................................ 7
3.3. DRUGS.............................................................................................................. 7
3.4. OBESITY........................................................................................................... 8
4. PRODUCTS FROM LA RIOJA …………………………………………………..9
4.1. FRUITS…………………………………………………………………….. 9
4.2. VEGETABLES……………………………………………………………….9
5. RESPONSIBLE CONSUMER…………………………………………………...10

4
HEALTHY AND UNHEALTHY HABITS
1. INTRODUCTION
In ancient times, men had to hunt, grow the
land, breed cattle…to survive and these activities
meant a continued physical activity.
Nowadays, a lot of people live without doing any
kind of physical exercise, this can be dangerous for our
health and so we need to practice some physical
activity.
A sedentary lifestyle implies the absence of this
physical activity.
What dangers does it have?
• Atrophy of the body functions.
• A worse physical state.
• You’ll suffer from more illnesses
• You’ll put on weight.
2. HEALTHY HABITS
2.1 WHICH BENEFITS DO WE OBTAIN WHEN WE PRACTISE A PHYSICAL
ACTIVITY REGULARLY?
• A better working of the heart and the circulatory system.
• It improves the respiratory capacity.
• It improves our muscles, bones and joints.
• It improves the activity of the nervous system.
• It improves the PHYSICAL CONDITION.
• It helps you to make friends.
2.2. REST
It’s necessary to keep enough time to sleep. Otherwise:
• Your quality of life will get worse.
• Your productivity will be reduced.
• You’ll suffer from more physical and

5
psychological damage.
• You won’t pay attention to what happens around you.
Advice to sleep in a better way:
Sleep for as long as necessary (7 hours)
Don’t take either long siestas or very close to the time of
sleeping. (these siestas must be for 15 or 20 minutes)
Physical activity, if you get tired, it will be easier to sleep.
Think about positive things, leave aside the negative
thoughts.
Sleep in the darkness.
Choose a fixed time to get up every day.
2.3. A CORRECT DIET
A correct diet is essential to get a good physical condition.
The nutrients we get from food are:
• Carbohydrates. They provide mainly
energy and they are very important for
students and athletes. They are found in
cereals, bread, sugar, vegetables and fruit.
The proportion of carbohydrates in the
diet is 60%.
• Proteins. They are found in milk, fish, meat, eggs…either
the abuse or the lack of them are harmful. The
proportion is 15 %.
• Fats. They provide energy. It’s better to eat uncooked fats
and to avoid fats form animal origins and fried products.
Olive oil and blue fish are very healthy. The proportion
of fats in the diet must be 25-30%. It’s advisable not to
take too many fats because they’re fattening.
• Vitamins and minerals. Some vitamins are only present
in some vegetables and fruit, so, it’s important to eat
them.

6
• Water is essential for life. You must drink a great
quantity of water after a physical activity. During a long
physical exercise you must drink as well but every now
and then.
START YOUR DAY WITH A GOOD BREAKFAST, you
need energy to study, do exercise, enjoy….
ORGANISE YOURSELF BECAUSE YOUR HEALTH IS AT
STAKE!!!
2.4. HABITS OF BODY HYGIENE
1. Go to the doctor and make sure
you don’t have physical problems.
2. Wear the right clothes for the
activity.
• Wear sports clothes
• Avoid useless accessories (rings, watches, dangerous
earrings…)
• Wear trainers. Tie them up correctly.
3. Wait for 2 hours after eating before starting any kind of
physical activity.
4. Do a good warm up.
5. FAIR PLAY.
6. Get washed after the exercise, clean your sweat.
7. Drink enough water and if possible, eat some fruit (not
sweets or snacks).
3. NON-HEALTHY HABITS
3.1. TOBACCO
Tobacco causes in Spain about 40000 deaths
every year. It brings about plenty of illnesses

7
such as lung or mouth cancer, cough or heart attacks.
Besides, tobacco damages not only to smokers but also to
people who breathe in the smoke. Remember: law protects
non smokers. It’s forbidden to smoke in schools, hospitals or
in any kind of enclosed public places.
3.2. ALCOHOL
Alcohol is the most consumed toxic substance in
our society.
• It limits our body functions, above all brain
functions.
• It damages our nervous system and makes
us slower.
• It causes loss of memory, heart illnesses…
3.3. DRUGS
The cannabis. Its by-products are the hashish
and the marijuana. When smoking it, it’s
absorbed by the lungs and go fast to the brain.
Problems you may have:
• Problems in the capacity of concentration
and with your memory.
• It reduces the coordination.
• Change the sexual maturing hormones.

8
3.4. OBESITY
Obesity or overweight are defined as a great accumulation of
fats that can be damaging for your health.
According to WHO (World Health Organization) in 2005 there
were 1600 million adults with overweight and at least 400
million with obesity.
The WHO estimates that, by 2015 there will be 2300 million
adults with overweight and more than 700 with obesity.
Causes of obesity
The main cause is a nutritional disorder between what you eat
and what you burn up. Factors:
• A worldwide change in the diet eating food with a great
quantity of calories (fats and sugars) but few vitamins
and minerals.
• We tend to reduce our physical activity due to sedentary
nature of many jobs or to several changes in transport.
Obesity and overweight have serious consequences for your
health:
Cardiovascular illnesses.
Diabetes.
Osteoarthritis
Cancer.

9
4. PRODUCTS FROM LA RIOJA
La Rioja is an Autonomous Community consisting of a single
province located in the north of Spain. It has a population of 323,609
inhabitants and an area of 5,045.25 sq. kilometers / 1,948 sq miles. Its
capital city is Logroño
La Rioja is really known for its wines with Designation of
Origin de La Rioja, and for its typical dishes, like Rioja-style potatoes
or Camerano cheese, among others.
This region has a wide variety of typical products such as fruits
and vegetables. Among these we can find.
4.1. FRUITS
• Pears
• Peaches
4.2. VEGETABLES
• Lettuces
• Peepers
• Onions
• Artichokes
• Borrages
• Asparagus
• Beans
• Peas
All of these products are quiet healthy if we know how to use
it. People as consumers should buy more fresh products that grow
in the land and not so frozen and prepared food.

10
5. RESPONSIBLE CONSUMER
The many ways by which marketing activities may harm
consumers have been well documented in contemporary literature
on business ethics. But increased global supply chains have made
business ethicists to turn part of their attention to the harm done by
consumers through marketing, particularly since the 1990s.
Decisions made by marketers and consumers downstream are
increasingly leading to social and environmental harms upstream.
Stakeholder marketing has an important role to play in
building a new kind of responsible consumerism –a valuable tool to
make producers to seriously integrate social responsibility- and in
ensuring that both companies and stakeholders may benefit from a
relationship between business and society.
In Spain, and In Navarra, there are a lot of products than can
be consumed with no harm, neither our health, nor the
environment. Our consumerism must be more responsible with
ourselves and be more conscious about the harm that produces in
the society and in our life.

MATERIAL DIGITAL
Preparation for discussion
The whole class has to play a theatre about the healthy diet with fresh products which can be
produced in La Rioja and make a relation of these to some healthy habits.
They play the roles that themselves have created and written. Afterwards, they have to edit the film, in
this part, the teacher help them with the final edition.
Teacher/s:
Sonia Aragón Calvo
Title:
Responsible Nutrition
Class/age: 2ºA / 13-14 years-old
Subject /Project: Physical Education /Film
Class/team/pair/individual work: CLASS
Participants’ nicknames: The farm
Room: Gym
Date of the recording: 05/03/2015
Length: 8 minutes 32 seconds

(In a farm)
Farmer 1: today, a group of children is coming here, to the farm, and
Pablo and I are going to explain them how to eat good and how to have a
good nutrition.
Farmer 2: and some food is going to help us!
(All food take the stage. Then, the teacher goes in with the children)
Teacher: here we are, in the Lardero’s Farm! Say hello to the farmers:
they’re going to teach you about nutrition!
All children: hello!
Farmer 2: hi guys! This is the food pyramid. It shows you what food is
better for you and which one is worse.
Farmer 1: you have to eat a lot of carbohydrates, vegetables and fruit.
Farmer 2: you also have to eat fish, meat, eggs and dairy. But you mustn’t
eat many sweets and fats.
Farmer 1: and you must drink a lot of water. Have you got any questions?
Fat child: oh, yes. I think I’m a little bit fat… What should I eat?
Lettuce: you should eat vegetables, like me! I’ve got a lot of vitamin!
Snail: yes! Look at me! I eat a lot of lettuce and other vegetables and I’m
very strong!
Tomato: I also have vitamins! And I’m delicious! With lettuce and tomato
you can do a salad, which is very healthy!
Lettuce: and it’s nice!
Cherry 1: you can also eat fruit, like cherries!
Cherry 2: yes! We’re very healthy and… we’re wonderful!
Cherry 1: but you can only find us in summer…

Cherry 2: so, in the other seasons you can eat other fruits!
Fat child: OK! Thank you very much! I’ll try to eat wholesome food!
Caries’ child: I also have a question. I’ve got caries. What can I do?
Lollipop: you shouldn’t eat many sweets, like me, because I’m very bad
for your teeth. It’s better for you to eat healthier food.
Apple: yes! I’m very healthy and I help to clean the teeth. And I’m also
delicious!
Smarties: I’m agree with lollypop. We’re delicious, but we aren’t good for
you. You can only eat us sometimes, once or twice a week.
Carrot: yes, it’s better for your teeth and your health. You can also eat
vegetables, like me. I’ve got a lot of vitamins and I’m good for your vision,
too!
Caries’ child: thank you very much for your help! I’m very happy.
Teacher: and you also have to go to the dentist.
Short child: I would know how to be taller. I’m very short and I don’t
grow…
Cow: you must eat food with calcium. Calcium makes bones stronger and
makes you grow. I produce a lot of calcium and milk is delicious! If you
drink milk, you will be taller.
Short child: but, I don’t like milk!
Cola Cao: you can mix me with milk and it will tastes like chocolate
milkshake. And you’re going to grow drinking what you like.
Cookie: or you can anoint me into the milk to have a better development
because I’ve got many vitamins and cereals. I also give you energy. And I
am delicious!
Yogurt: Or you can also eat me! I’ve got the same calcium than milk. After
lunch, like dessert, you can eat me or for afternoon snack, too.
Short child: thank you very much. From now, I will eat all of that food and
I will be so tall.

Slim child: I don’t like eating, and many people tell me that I’m too thin.
What can I do?
Fish: you must eat me!
Slim child: but I hate fish!
Fish: if you don’t like me breaded, you can eat me roast, with chips… there
are a lot of types of fish.
Chicken: and you also have to eat a lot of meat! And I’m yummy! I give
you energy for all the day! It’s very important for you eat meat and fish.
Bread: yes! And don’t forget to eat carbohydrates with all the foods. You
must eat me, but in no so big quantities.
Donut: and sometimes… you have to eat some fats, because it’s important
for you. But remember that too much fats is very bad for your health!
Slim child: OK! Thanks for all! I promise I’ll eat better.
(The runner and the football player take in stage)
Runner: you also have to do sports. It’s good for you and for your health.
Football player: yes. You can play sports, like, for example, football. It’s
funny and very healthy!
Runner: yes! Or you can go running!
Water: but the most important thing to do when you play sports, is to
drink water. I keep your skin hydrated. You must drink about 2 litres per
day.
(The nutritionist takes in stage)
Nutritionist: So, guys, remember that you have to eat a little bit of all, and
you will grow very good. It’s important to have a good nutrition.
THE END!

RÚBRICA DE EVALUACIÓN
PROYECTO ALIMENTACIÓN, ACTIVIDAD FÍSICA Y
SALUD 2ª Evaluación
OBJETIVOS -CRITERIO
1.1. Ser capaz de valorar críticamente el consumo responsable, estableciendo una relación entre lo saludable y no
1.2. Conocer los alimentos naturales y saludables que se dan en nuestra Comunidad Autónoma – La Rioja – a través de un estudio de
investigación grupal
1.3. Establecer la relación entre los alimentos de nuestra Comunidad y los saludables, para poder realizar un consumo responsable de ellos.
1.4. Conocer los efectos beneficiosos de una alimentación adecuada.
INDICADORES DE EVALUACIÓN 0 puntos 0.75 puntos 1.25 puntos 2 puntos
1. I.P1
. Lleva a cabo el proyecto establecido
aceptando el contenido
Viene a clase, pero no hace de
manera injustificada.
Viene a clase y realiza sólo
aquellas tareas que cree
conveniente.
Viene a clase, hace sesión, pero se
queja de las tareas a realizar aunque
las hace.
Viene clase, realizando la
sesión y se implica en las
tareas.
2. I. C2
. Sabe distinguir los hábitos saludables de los
no beneficiosos y los valora.
No distingue lo que es bueno de
lo que es malo para la salud
Distingue de manera insegura los
hábitos y no los valora,
Distingue hábitos pero comete algún
fallo y los valora sin crítica,
Distingue los hábitos y hace
una valoración crítica,
3-I.C-Conoce los tipos de alimentos y los distingue
y distribuye por grupos de nutrientes, valorando su
beneficio o perjuicio y su aplicación en la vida
saludable (distribución porcentual), relacionando
aquellos alimentos que se producen en su
Comunidad Autónoma
No conoce los diferentes
alimentos por nutrientes ni sus
beneficios o aplicaciones diarias
y no sabe lo que produce la
CCAA
Conoce los alimentos pero no los
clasifica en nutrientes de manera
correcta y falla en distribución
diaria, además de que no los
relaciona con la CCAA.
Conoce los alimentos, los clasifica,
pero no los distribuye porcentualmente
de manera correcta, aunque si los
relaciona con la CCAA.
Conoce los alimentos, los
clasifica y los distribuye de
manera correcta, relacionando
estos con los producidos en su
CCAA.
4- I.P. Realiza el programa de sesiones que se
consideran parte del proyecto, involucrándose en las
actividades (presenciales y online)
No realiza ninguna sesión del
proyecto de manera injustificada
Realiza las sesiones pero no
entrega las actividades a
desarrollar
Realiza las sesiones y entrega alguna
de las actividades, pero no todas
Realiza las sesiones y entrega
todas las actividades realizadas
5-I.A3
. Respeta el contenido, tiene predisposición y
hace una valoración positiva de este
No hace valoración final del
proyecto
Hace valoración final pero de
manera negativa
Hace valoración final con puntos
positivos y negativos
Hace valoración y propone
puntos de mejora
1
IP: Indicador procedimental
2
IC: Indicador conceptual
3
I.A: Indicador actitudinal

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