The alimentation pyramid
Our second activity is based on a contract between the pupils and their teacher. It talks about how the kids can achieve a healthy alimentation and mainly it will be focused on the alimentation pyramid in order to make the children being aware- in a more visually way- of the importance that have doing a salubrious alimentation for their own body to have a healthy lifestyle.
We’ve thought that we could include this part in our topic as it is very close related with the concepts of body and health.
It represents that the teacher has shown to the kids the main concepts of this alimentary pyramid and also its consequences throughout the video that the students have been viewing before doing the activity. With this video embraced, children are being capable to manage with the specific information and issues of alimentation and health and this way, they can do the exercise without problems.
The activity will consist in making two puzzles, so it will be spitted up in two different parts: the first one will be a representation of the alimentation pyramid and the second one will be an inverted pyramid who will show the consequences of not following a healthy alimentation.
The pupils will have to reconstruct the pieces of the puzzle, fix it up in a paper and, when they will have finished the activity, they can hook up the puzzle on the wall of the classroom.
We are working with a wide range of ages (from 7 to 12 years old), so we are going to make some different levels from the same activity.
When they all finish the activity they will have to put it on the wall of the class in order to this issue and its concepts will be reminded and useful if it’s necessary in a certain moment.
We’ve thought that we could include this part in our topic as it is very close related with the concepts of body and health.
It represents that the teacher has shown to the kids the main concepts of this alimentary pyramid and also its consequences throughout the video that the students have been viewing before doing the activity. With this video embraced, children are being capable to manage with the specific information and issues of alimentation and health and this way, they can do the exercise without problems.
The activity will consist in making two puzzles, so it will be spitted up in two different parts: the first one will be a representation of the alimentation pyramid and the second one will be an inverted pyramid who will show the consequences of not following a healthy alimentation.
The pupils will have to reconstruct the pieces of the puzzle, fix it up in a paper and, when they will have finished the activity, they can hook up the puzzle on the wall of the classroom.
We are working with a wide range of ages (from 7 to 12 years old), so we are going to make some different levels from the same activity.
When they all finish the activity they will have to put it on the wall of the class in order to this issue and its concepts will be reminded and useful if it’s necessary in a certain moment.
- Basic (6-8): The puzzle of the basic level will contain the same concepts than the others puzzles but the way to make the puzzle will be easier for the kids. The pieces will be bigger than the other puzzles in order to they can manage it comfortably and it not suppose a problem for replacing the puzzle and their images will be more clearly exhibited (basic, visual perceptions). All of these adaptations in the puzzle appear because of if we make a quite difficult puzzle for the smallest ones they won’t be able to make it and then they will feel bored and the concepts will not be acquired correctly and they also perhaps will feel upset.
Having done that, they will start to make another one but related with the consequences of not having a healthy alimentation and a sportive livestyle. In this second exercise, they will have some illness related with having a bad alimentation and so on. This puzzle will be at the same level than the first one. |
- Medium (8-10): This puzzle will be quite more difficult than the basic one as the pieces will be smallest in order to increase the difficulties for the kids and, at the same time, encourage them for thinking about the fact that they need to find more difficulties in the process of making the puzzle because of their age and their capacities of embracing the concepts more efficiently along the time.
When they will have finished the puzzle, they will start to make another one but related with the consequences of not following a healthy alimentation and doing sport. Here, they will have some diseases related with having a poor alimentation. This puzzle will be at the same level than the first one. The key is that they enjoy doing this activity as well as unconsciously they learn something, too. |
- High (10-12): This will be the most difficult version of the alimentation pyramid puzzle because first they have to create it. The main purpose is that in this case, the kids are being capable of making the puzzle at the same time that they are learning which is the basic alimentation that the body needs for being stronger, sportive and obviously healthy.
One’s they finish the puzzle they will start to make another one but related with the consequences of not have this healthy alimentation there they will have some illness related with not having a correct alimentation. This puzzle will be at the same level than the first one. The clue is that they enjoy doing this activity as well as consciously they learn the concepts, too. |
Materials:
We will need for this activity six puzzles (two for every level) made it by using our hand-working (with a cardboard, glue, and tacks). Computers for the researchers and books about the topic.
Objectives:
- To learn which are the different groups of the alimentation pyramid.
- To know which are the most necessary and healthy food groups.
- To be aware of the consequences of having an unhealthy alimentation.
- To discover which are the specific diseases occurred when your healthy and sportive lifestyle is not the correct one.
- To understand that everyone needs their own time for doing the tasks and it has to be respectful.
- To strengthen the cooperative-work in the classroom.
- To know how to give a hand to any school mate if they ask you for helping.
- To achieve a work environment based on the responsibility and also on the respect to the different students point of views and opinions.
- To know which are the most necessary and healthy food groups.
- To be aware of the consequences of having an unhealthy alimentation.
- To discover which are the specific diseases occurred when your healthy and sportive lifestyle is not the correct one.
- To understand that everyone needs their own time for doing the tasks and it has to be respectful.
- To strengthen the cooperative-work in the classroom.
- To know how to give a hand to any school mate if they ask you for helping.
- To achieve a work environment based on the responsibility and also on the respect to the different students point of views and opinions.
Methods:
Class distribution
As we said, the class would be divided in 3 groups depending on the student’s ages and they will make groups of 4 – 5 people in every level. They will work all the time in groups, helping one to each other to find the correct pieces to get doing the puzzle. Thereby, the distribution of the kids can be flexible depending on the children’s that decided doing the activity and the range of ages which they have.
Time and space
We will make this activity only one time in order to just clarify these concepts. The largely of the activity will be about 50 minutes and then they will dedicated the 10 restate minutes in fixing their cardboards on the wall of the classroom. In this way, they will have the mural hanging on the wall all the days (in the specific place which the pupils have decided, wherever they can enjoy viewing it) and if they want to know or remember something about it, they can go just at the walls of the class and take a look at it. So, we can nod that the activity will be developed inside the classroom.
Evaluation
For evaluating, we are going to appreciate that they finish their work at the time more or less because this will mean that they were focused on the work and this will help kids to acquire in a right way all the concepts.
The main purpose is that they have fun, enjoy, interact with the members of the group and learn at the same time. So, if we consider that these four points have been assumed and the children have been correctly accepted responsibility of their actions and ways of working and exchanging different points of view, we should be glad and satisfactory as they have been capable to improve, discover and develop new skills with the material provided.
As we said, the class would be divided in 3 groups depending on the student’s ages and they will make groups of 4 – 5 people in every level. They will work all the time in groups, helping one to each other to find the correct pieces to get doing the puzzle. Thereby, the distribution of the kids can be flexible depending on the children’s that decided doing the activity and the range of ages which they have.
Time and space
We will make this activity only one time in order to just clarify these concepts. The largely of the activity will be about 50 minutes and then they will dedicated the 10 restate minutes in fixing their cardboards on the wall of the classroom. In this way, they will have the mural hanging on the wall all the days (in the specific place which the pupils have decided, wherever they can enjoy viewing it) and if they want to know or remember something about it, they can go just at the walls of the class and take a look at it. So, we can nod that the activity will be developed inside the classroom.
Evaluation
For evaluating, we are going to appreciate that they finish their work at the time more or less because this will mean that they were focused on the work and this will help kids to acquire in a right way all the concepts.
The main purpose is that they have fun, enjoy, interact with the members of the group and learn at the same time. So, if we consider that these four points have been assumed and the children have been correctly accepted responsibility of their actions and ways of working and exchanging different points of view, we should be glad and satisfactory as they have been capable to improve, discover and develop new skills with the material provided.
The contract:
Our contract will be focused only on our subject that is Physical Education, not on the whole subjects.
There will be three kinds of activities all together related with the same topic: the topic will be about the alimentation pyramid (the importance of having a healthy and sportive lifestyle and the consequences of having a bad alimentation) and the main goal is that the kids will be able to do the puzzles activity- that we’ve explained before- as well as they will can do researches on the computers about the topic and, at the same time, they are doing readings about the same issue, too. In this way, the children are embracing new information of external sources like different authors during the activity time and they can learn some different structures of the subject and also another ways of view and working the alimentation and healthy areas.
We think that applying this contract, as well as being useful for the kids as it can help them for focusing on what they want to do in a day, they have more autonomy, -they have a number of three choices in this contract that let the pupils decide in what way they’d like to be focused on each day (computer, reading, practical activity in our case), they are freely to choose- it would be useful for the teacher in order to know what are the truly skills of the children, what are their abilities and also being in constantly approach with them if they need some help as well as keeping in touch with their relatives throughout this provided contract establishment.
At the end of these stations, the pupils will have to meet with his/her teacher in order to make sure that contract was code correctly and the class has been fruitful and productive for her/him.
There will be three kinds of activities all together related with the same topic: the topic will be about the alimentation pyramid (the importance of having a healthy and sportive lifestyle and the consequences of having a bad alimentation) and the main goal is that the kids will be able to do the puzzles activity- that we’ve explained before- as well as they will can do researches on the computers about the topic and, at the same time, they are doing readings about the same issue, too. In this way, the children are embracing new information of external sources like different authors during the activity time and they can learn some different structures of the subject and also another ways of view and working the alimentation and healthy areas.
We think that applying this contract, as well as being useful for the kids as it can help them for focusing on what they want to do in a day, they have more autonomy, -they have a number of three choices in this contract that let the pupils decide in what way they’d like to be focused on each day (computer, reading, practical activity in our case), they are freely to choose- it would be useful for the teacher in order to know what are the truly skills of the children, what are their abilities and also being in constantly approach with them if they need some help as well as keeping in touch with their relatives throughout this provided contract establishment.
At the end of these stations, the pupils will have to meet with his/her teacher in order to make sure that contract was code correctly and the class has been fruitful and productive for her/him.