A Cross-Curricular Common Core Project: MyPlate.gov in the Spanish Classroom Sweetwater High School Sweetwater, Tennessee

Transcription

1 A Cross-Curricular Common Core Project: MyPlate.gov in the Spanish Classroom Sweetwater High School Sweetwater, Tennessee

2 Cross-Curricular Participation O The MyPlate.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 Bloom s Taxonomy Wheel

4 La cocina- Remember Understand 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 a healthy diet?- Apply O Students discussed in groups how they defined a healthy diet and presented their results to the class. Yolanda Salad from Casa Vieja

6 A baseline food log- 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 which led to contacts in Mexico, Guatemala, Spain and Argentina.

7 Skype Project- Evaluate

8 Sample Survey Results O Guatemala O Guatemala 2 O California

9 San Jacinto High School

10 Flor en Argentina O Skype discussion

11 Qué hay en su plato?- Analyze O Students looked at the government s recommendations on MyPlate.gov

12 The Super Tracker-Analyze O Students 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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14 The Food Tracker

15 Food Tracker

16 Food Tracker

17 Nutrients Report O Report O Report 2

18 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.

19 Recipe Modifications

20 Recipe Websites O eviche-de-soya.html

21 O Ingredientes: O 3 tazas 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

22 O O Preparación: Pon a 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.

23 A guide to healthy eating- Analyze O Students looked at the MyPlate.gov recommendations in Spanish and summarized the main points in their groups.

24 ELA Standards O Students replied 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 is depends on the individual and his or her food choices. Students had to develop their points based on information in the blog.

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27 Edmodo Share- Evaluate O Students shared their food logs on the Edmodo.com class site.

28 MyPlate versus the Food Pyramid-Analyze O Students compared the recommendations on the old food pyramid with the MyPlate recommendations.

29 Model Plates- Create O Students created model plates with cut outs of healthy foods to meet MyPlate guidelines.

30 Model Plates

31 Mi Plato

32 Mi Plato

33 Speed-dating Apply O Students rotated 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.

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36 A Movie- Create O Students 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

37 Myplate.gov- Unessential?

38 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.

39 Cross-Curricular Involvement Science Class Special Ed. Class Geometry Connection- Mr. White showed the Spanish students how to create a 9 inch plate with the exact geometrical proportions for each component.

40 Project Results O Students began 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.

41 Results Continued O Several students 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 kilometers on weekends.

42 Questions? Comments? O spanishteachervalle@gmail.com O O Please, share your experience if you choose to participate in the MyPlate.gov project.