Caring for my body

Caring for my body

1. BUGS

   • CONTENT
     • CONTEXTOS
       • Contextos de los contenidos escolares: Ciclos de la naturaleza
       • Contexto literario: Cuento "The Very Hungry Caterpillar"
     • MODOS DISCURSIVOS Y GÉNEROS
       • Narración en cuentos
       • Descripción en pósteres
       • Preferencias en comidas y bebidas
   • COGNITION
     • Make predictions from paratextual elements
     • Sequence parts of a story
     • Distinguish the different stages of a caterpillar's life cycle
     • Represent the caterpillar's life cycle
     • Reflect on thir own learning process
     • Classify food according to frequency recommended
     • Transfer information from one genre to another
   • CULTURE
     • Understanding the importance of making wise choices to become a responsible citizen.
     • Asking the family for information
     • Appreciating works of art
       • Internalizing the use of technology as a valid resource in the classroom
   • COMMUNICATION
     • Language of learning
       • Specific vocabulary and set phrases or structures
         • Food
         • Days of the week
         • There is.../There are...
         • Connectors for sequencing
         • Adverbs of frequency
         • Should
     • Language for learning
       • Sequencing parts of a story
       • Describing a story or image
       • Giving advice
       • Classifying food items according to frequency of comsumption recommended
     • Language through learning
       • Could I borrow a/an...?
       • I think..../In my opinion.../I believe...
       • How can I say (x) in English?
       • I need help with the task
       • What do you think...?

2. THE IMPORTANCE OF BREAKFAST

   • CONTENT
     • CONTEXTOS
       • Contexto de la vida cotidiana y escolar
     • MODOS DISCURSIVOS Y GÉNEROS
       • Instrucciones en recetas de cocina
         • Video "Teaching kids how to make a breakfast smoothie"
           • • Follow instructions to make a smoothie
             • Evaluate the nutritional quality of ingredients
       • Estrategias de lectura y de producción de textos escritos: Etapas de escritura desde un enfoque de géneros
       • Preferencias en comidas y bebidas
   • COGNITION
     • Establishing a parallel between fuel and nutrients
     • Deduct that food is the fuel of our bodies
       • "Sesame Street: Michelle Obama & the most important meal"
         • • Reasons why you should eat breakfast
           • Idea of food as source of energy for the body
     • Recalling previous knowledge about breakfast
     • Reflect on their own learning process
     • Discuss and share ideas
     • Classify foods according to nutritional quality
     • Predict meaning of unfamiliar words
   • COMMUNICATION
     • Language of learning
       • Specific vocabulary and set phrases or structures
         • Eat more/Eat less
         • Nutrients
         • Fuel and energy
         • Vocabulary related to cooking instructions
     • Language through learning
       • Can you repeat that?
       • I think it means...
       • How can I say (x) in English?
     • Language for learning
       • Following instructions
       • Classifying food in a healthy plate
   • CULTURE
     • Distinguish good sources of information
     • Finding out about seasonal fruits and vegetables
     • Going to the greengrocer's

3. MOVE YOUR BODY

   • CONTENT
     • CONTEXTOS
       • Mi día a día
     • MODOS DE CONOCER O TASKS
       • Transferir información de un lenguaje a otro
       • Realizar encuestas, cuestionarios, entrevistas e intercambiar la información recolectada
         • Interview with the PE teacher
           • Discussing stretching
           • Discussing warm up
           • Discussing sun exposure
           • Discussing hydration
     • MODOS DISCURSIVOS Y GÉNEROS
       • Instrucciones en: indicaciones sobre cómo realizar una tarea.
       • Estrategias de lectura y de producción de textos escritos: Estrategias de escucha para la comprensión de textos orales.
     • Campos semánticos posibles
       • Deportes y actividades al aire libre
   • COMMUNICATION
     • Language of learning
       • Key vocabulary and phrases
         • Stretching
         • Injuries
         • Body Parts
         • Action verbs
       • Effective use of instructions
       • Causes and consequences
         • Connectors
     • Language for learning
       • Organizing information in a T chart
       • Establishing connections between causes and consequences
       • Giving instructions
     • Language through learning
       • How can I say (x) in English?
       • Can you repeat that?
       • Could I borrow a/an...?
       • Please, I need help with the task
   • CULTURE
     • Understanding that every action has consequences
     • Interviewing the PE teacher
     • Involving the educational community in an open class
   • COGNITION
     • Discuss asumptions regarding physical activity
     • Recalling information about food as source of energy
     • Transfer information from one format to another
     • Recall vocabulary about body parts
     • Recall vocabulary about action verbs
     • Identify issues regarding physical activity
     • Brainstorming
     • Organize information on a T chart

4. OPEN CLASS

   • Ss deliver a stretching class
   • Ss prepare smoothies to share around
   • Ss deliver a brief talk about healthy habits

Imagens e arquivos do mapa

• 
• Sesame Street: Michelle Obama & the Most Important Meal (Incorporar)
• Teaching Kids How to Make a Breakfast Smoothie (Incorporar)