FC+activity



FC activity


 * Activity 1: Create a healthy menu! **

-Groups of 3 or 4 students

-Each member of the group will watch the one of the next videos at home:

//Videos//: Foods we need to eat less often, Why are protein so important? ,etc.

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Check for understanding: Why should children need include dairy in their daily food intake? -The groups will have to create a menu for: breakfast, lunch or dinner and will have to make a poster using the app canva during the class.(The school will provide each group of students a tablet so they can look for information about food groups and create the poster).Once they have completed this task, they will have to explain why they chose each food, name which food groups they belong to and explain why are they beneficial for us

-They will have to explain the poster to the rest of their classmates

** Evaluation: ** //3 items//: good content, creativity, accurately explained
The teacher and the groups will evaluate each group using an online rubric or the next one.

http://rubistar.4teachers.org/index.php?ts=1517211892

Rubistar: ZIP 99999

number: 2733635


 * GROUP: || 1 || 0,5 || 0 ||
 * Content || The content of the poster was well organized and all the benefits of their food choices were listed. || The content was not very organised, and some of the benefits of the food they chose were not explain . || They content was disorganised and difficult to understand, and the main benefits of their food choices were not explained. ||
 * Creativity || The poster was very creative: included pictures, symbols and other features to increase understanding. || The poster was creative but didn´t include many attractive features such as pictures. || The poster had no pictures or images, and the letter used was the same for titles and explanations. ||
 * Presentation || The information was very well explained, the members used an appropriate voice tone and were willing to answer questions. || Most of the information was explained, but it was difficult to hear. || The information was´t well explained or part of it was missing. It was difficult to hear what they were saying and to understand. ||

**Multiple intelligences**: naturalistic,interpersonal, intrapersonal, visual and linguistic


 * Bloom: ** create

//**EXAMPLES OF POSTERS:**//






 * Activity 2: Guess the illness (Role playing with illnesses and diseases) **

-Students will be given different cards with the name of an specific illnesses and will have to read them and mimic so the rest of the class can guess. Each student must write down what they´ve guessed. And the teacher will write down how many students guessed it right for evaluation.

-**Timing**: 1 class (30-40 minutes)

-**Evaluation:** Will be based on two factors: performance/attitude and level of comprehension of the other students. A higher number of students who understood the concept, while contribute to a higher grade of the student performing. The teacher will collect the answers each round to check for general understanding and write down the number of students who got the answer right.

Performance || The student showed understanding of the content by performing clearly and accurately. || The student had some difficulties on performing and the mimic was not very clear at the beginning, but he/she managed to represent the word. || The student´s performance was hard to understand and he/she didn´t show any interest in improving it.
 * Student: || 2  ||  1  ||  0  ||
 * Attitude/

*The student had a negative attitude or refused to participate in the activity. ||
 * Level of comprehension of other students || Most of the students understood the mimic and found the right answer. || Half of the students got the answer right, but the other half did not. || Only a few students got the answer right. ||

-**Multiple intelligences**: kinesthetic, intrapersonal, interpersonal, visual and naturalistic

-**Bloom:** apply and understand


 * Activity 3: “crazy bottles” **


 * Description of the activity **

The activity consists in forming groups of three in the class. The class would be organised to work in groups puting the tables in order to see each others. The childrens would have the bottle in the table. Then,inside the bottle there are papers with differents questions of the contents and diferents colors that simbolizes the points of the tarjet in particular. one of the students would start asking to the others in a random way,the first student that answer correctly, they win the points of the tarjet.

A student starts at random, according to the pattern chosen by the teacher at that time, for example, the child with the most siblings in the group. That child, must take from the mouth of the bottle, a random card, regardless of the color, is not chosen, he will read it to his two colleagues and must answer as quickly as possible.The one who answers the fastest and well will win the card that behind will have the points. Points are collected with the cards answered. At the end of the activity, whoever has the most points will win. After, the teacher will distribute to each student two evaluation sheets, where they must evaluate their two classmates according to participation, knowledge and behavior.

Also, the teacher, during the session, will observe these three criteria without participating or commenting anything with the apprentices, the only limp notes for its final evaluation.

**Multiple intelligences**: naturalistic, spatial visual, kinesthetic, interpersonal, intrapersonal and verbal linguistic body.

**Taxonomy of Bloom:** analyze

Examples of questions in the cards:

1. We can classify the illnesses and diseases in two basic ways according to how quickly they appear and how long they last:

a. Acute illness and chronic illness

b. Infectious diseases and non-infectious diseases

c. Sporadic and epidemic.

2. We can classify diseases according to their origin:

a. Acute illness and cronic illness

b. Infectious diseases and non-infectious diseases

c. Sporadic and epidemic

3. Depending on how many people are affected, infectious diseases can be:

a. Acute illness and cronic illness

b. Infectious diseases and non-infectious diseases

c. Sporadic,epidemic and endemic.

4. Chickenpox is:

a. An infectious disease and it is caused by a virus.

b. A chronic illness and it is caused by a microbe.

c. A epidemic and it is caused by a virus.

5. Diabetes is:

a. A chronic,non-infectious illness.

b. A acute illness,infectious illness.

c. A non-infectious disease.

Alumno: …………………………………………………………………………………………………………….. .
 * Timing: **


 * Evaluation: **


 * || 5 || 4 || 3 || 2 || 1 || 0 || Observations ||
 * 1. Active participation, raise the hand, answer the questions. ||  ||   ||   ||   ||   ||   ||   ||
 * 2. Correct behaviour, respects their partners, does not shout ||  ||   ||   ||   ||   ||   ||   ||
 * 3. .The student knows about the topics. ||  ||   ||   ||   ||   ||   ||   ||



Activity 4: Classify the health risks

 * Description of the activity: **

In this activity the classroom will be separate in groups. Each group will have three persons. Previously all the class will have read the pages related to healthy risk. In this activity every group will have a game like this one



It has four holes. One represents alcohol, the second one tobacco, the third traffic accidents and the last one drugs. Also, they are going to have 5 sticks per type of risk. The game is that one of the members reads a stick and the other two decide where to put it. When all the sticks are read, the group together correct the exercise and then fill a rubric about themselves and their companions.


 * Multiple intelligences **


 * interpersonal: because they need to work with the partner to complete the game.
 * Linguistic: one of them will have to read the stick to their companions.
 * naturalistic
 * visual


 * Bloom Taxonomy: ** Analize and apply
 * Remember: characteristic of the four health risk
 * Understand
 * Apply
 * Analize: compare and contrast information.

**Timing:** 15-30 minutes.

 * Evaluation: **

The evaluation of this activity will be doing with a rubric, also the teacher will see how the students do their work and the behaviour of them.


 * || 3 || 2 || 1 ||
 * The student knows the information about health risks. || the student knows all the terms about health risks || the student knows some terms about health risks || the student does not know any terms about health risks ||
 * Respect the turn of the word and the different opinions of their partners. || the student respects their partners || the student sometimes respect their partners || the student does not respect their partners ||
 * Actively participates. || the student shows actively participate || the student shows a little bit participate || the student does not participates ||


 * Activity 5: Kahoot! **

-Each student will take a kahoot using the tablets

-The purpose of this activity is to make sure all the students have learned and understand the main concepts of the unit.

-**Timing:** 15 minutes.

-**Evaluation:** The results of each student will be registered and count as part of their final grade. (1 point per question, 10 points=10%)

-**Multiple intelligences:**

Naturalistic, visual, intrapersonal

-**Bloom:** remember

//Link to the kahoot://

[|https://play.kahoot.it/#/k/43170260-519b-486d-a102-2ae4021af29f]