Be Fit. What Do We Need To Be Healthy and Happy

IB MYP Unit Planner
Be Fit. What do we need to be healthy and happy?
TEACHER SUBJECT
Maria Teresa Spanish
SHARED GRADES START DATE DURATION COURSE PART
MYP 1, MYP 2, MYP 3 Week 2, January 12 weeks

20 hours
INQUIRY
Key Concepts
Communication is the exchange or transfer of signals, facts, ideas and symbols. It requires a sender, a message and an
intended receiver. Communication involves the activity of conveying information or meaning. Effective communication requires a
common 'language' (which may be written, spoken or non-verbal).
Connections are links, bonds and relationships among people, objects, organisms or ideas.
Related Concepts
Language acquisition: Phases 1–2
Context, Function, Patterns
Global Context & Explorations
Identities and relationships
Explorations to develop
• Physical, psychological and social development
• Health and well-being
• Lifestyle choices
Statement of Inquiry
The habits and lifestyles that we possess communicate aspects about the type of person we are and the way in which we function
and interact in society
Inquiry Questions
Factual Spanish What activities make you happy?
Activities that makes you
happy
Conceptual Spanish Why is being balanced necessary for mental and physical health?
Bein balance
Debatable Spanish What's the role of sports in the happiness of people? What's the role of a balanced diet in the
The habits and lifestyles that lives of people? Can we be healthy and happy at the same time?
we possess communicate
aspects about the type of
person we are and the way in
which we function and
interact in society
Edubridge International School

Maria Teresa on Sunday, May 26, 2019 at 12:00 PM
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IB MYP Unit Planner
RESOURCES
MAR
4
Objective A
Summative Task Monday at 11:00 AM
MAR
4
Objective A
Summative Task Monday at 1:35 PM
MAR
7
Objetivo cd-Oral
Summative Task Thursday at 1:30 PM
MAR
7
Objective CD- Oral
MAR
11
Objective B
MAR
11
Objective B
MAR
13
Objetivo B
Summative Objetivo B. Comprehending written and visual text Wednesday at 9:00 AM
MAR
14
Objective CD- Writing.

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IB MYP Unit Planner
Vocabulario Activo de Eli 1

Added by Maria Teresa on March 9, 2019
Vucabulario activo de eli parte 2
MYP1_2_3_practica.pdf
Buying food
http://www.bbc.co.uk/languages/spanish/talk/buyingfood/worksheet.shtml
How to order food

www.bbc.co.uk/languages/spanish/talk/orderfood/activity.shtml
Las bebidas
http://www.bbc.co.uk/languages/spanish/talk/drinks/worksheet.shtml
Ordering food
http://www.bbc.co.uk/languages/spanish/talk/orderfood/
Social fitness and health

Topics

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IB MYP Unit Planner
Juego sobre las partes del cuerpo

https://rockalingua.com/games/parts-body
las partes del cuerpo

https://www.youtube.com/watch?v=pOg6y-Q59eM
Juegos para practicar

https://www.lapizdeele.com/tableros/
Partes del cuerpo

https://quizlet.com/206985876/partes-del-cuerpo-el-cuerpo-flash-cards/
Practicing listening comprenhension

https://www.youtube.com/watch?v=t_UNPtuQi2A&feature=share
la comida
https://quizlet.com/211784392/comida-flash-cards/
En el mercado
http://videoele.com/A2-En-el-mercado.html

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IB MYP Unit Planner
La comida
https://videoele.com/A1-La-comida.html
Dele Escolar A1
Review of daily routines and introduction to Food.
Exercises in Edmodo
edmodo.com
Zamba y los músculos

https://www.youtube.com/watch?v=V072pKvw3a8
Zamba, excursión al cuerpo humano

https://www.youtube.com/watch?v=hJLP_gTL4B4
Playing dominó with cards of parts of the body

Playing dominó with cards of parts of the body
Playing Simon Says

Playing Simon says with parts of the body

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IB MYP Unit Planner
MYP Spanish Language Acquisition Phases 1 & 2- Oxford University

Page 151
las partes del cuerpo.

Added on September 23, 2015
https://rockalingua.com/worksh...
CURRICULUM
MYP Objectives
• A: Comprehending spoken and visual text
• i. identify basic facts, messages, main ideas and supporting details in everyday situations
ii. recognize basic conventions
iii. engage with the spoken and visual text by identifying ideas, opinions and attitudes and by making a personal
response to the text.
• B: Comprehending written and visual text

• i. identify basic facts, messages, main ideas and supporting details
ii. recognize basic aspects of format and style, and author’s purpose for writing
iii. engage with the written and visual text by identifying ideas, opinions and attitudes and by making a personal
• C: Communicating in response to spoken and/or written and/or visual text

• i. respond appropriately to simple short phrases
ii. interact in simple and rehearsed exchanges, using verbal and non-verbal language
iii. use basic phrases to communicate ideas, feelings and information on a variety of aspects of everyday topics
iv. communicate with a sense of audience.
• D: Using language in spoken and/or written form

• i. write and speak using a basic range of vocabulary, grammatical structures and conventions; when speaking, use
clear pronunciation and intonation
ii. organize basic information and use a range of basic cohesive devices
iii. use language to suit the context.
Content & Skills

Content
Communicative functions:
Sports: to ask and inform about hobbies

Food: to talk about food habits/meals, to give opinion about food/cuisines , to ask for the price, to tell the price, Health: Explaining
symptoms, giving advice responding to a written or oral prompt about meal schedules, eating habits and fitness routines.
● comprehending a variety of written texts about meal schedules, eating habits and fitness routines.
● comprehending a variety of audio and video resources about meal schedules, eating habits and fitness routines.

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● talking about preferences concerning foods and beverages; eating habits during different meals; favorite activities.
● presenting information about: foods and beverages; eating habits during meals; the origins offood items; a restaurant menu.
Vocabulary:
Parts of the body, verbs related to health, enfermo, sano, moods: triste, alegre, cansado, etc. , food: frutas, verduras, carnes,
lácteos, dulces, pescado.
Corazón, esqueleto, músculos, venas, es importante, es necesario, review of sports, es preferible, aconsejar, arena, pesado, roto,
● vocabulary related to eating and fitness. (sports)

● vocabulary and structures necessary for discussing the “my plate” food plate.
● how to distinguish food groups and healthy versus unhealthy food choices.
● vocabulary to describe frequency of actions.
● vocabulary and formatting for writing an e-mail responding to healthy living.
● the correct register for addressing people formally and informally.
● how to use regular - er and - ir verbs in all modes of communication.
● how to use gustar/encantar + nouns to communicate preferences concerningcexercise and eating habits in all modes.
● how to use ser and plural adjectives to describe food groups associated with healthy and unhealthy diets in all modes of
communication.
Grammar:
Construcciones con "poder", "querer", "deber"+ infinitivo, quitarse, ponerse

Los comparativos
El presente.
To give instructions and recommendations
Futuro con "ir a"+ infinitivo.
The imperative (positive)

To expresss moods (review)
The verb doler, decir, poner, tocar, mirar, decir, mirar, subir, abrir, saber salir, hacer, venir, tener, sentirse, (in imperative mode most
of them)
Review of possesives articles.
Differences between deber, necesitar, tener que
Giving advises.
Conjunciones: Lamentablemente, siempre, Hasta ahora, tal vez, quizás, siempre, casi siempre, a veces, casi nunca and nunca.
Skills
"Communication: Exchanging thoughts, messages and information effectively through interaction: Use intercultural
understanding to interpret communication Use a variety of media to communicate with a range of audiences. Read critically and
for comprehension • Read a variety of sources for information and for pleasure • Take effective notes in class Social skills: -
Collaboration skills- Build consensus Listen actively to other perspectives and ideas. "

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IB MYP Unit Planner
ASSESSMENT
Tasks
MAR Objective A
4 Summative Task Monday at 11:00 AM
3/8 A: Comprehending spoken and visual text
N/A B: Comprehending written and visual text
N/A C: Communicating in response to spoken and/or written and/or visual text
N/A D: Using language in spoken and/or written form
MAR Objective A
4 Summative Task Monday at 1:35 PM
3/8 A: Comprehending spoken and visual text
MAR Objetivo cd-Oral

7 Summative Task Thursday at 1:30 PM
N/A A: Comprehending spoken and visual text
1/8 C: Communicating in response to spoken and/or written and/or visual text
2/8 D: Using language in spoken and/or written form

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IB MYP Unit Planner
MAR Objective CD- Oral

MAR Objective B
Max Points: 8
2/8 B: Comprehending written and visual text
MAR Objective B
2/8 B: Comprehending written and visual text

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IB MYP Unit Planner
MAR Objetivo B
13 Summative Objetivo B. Comprehending written and visual text Wednesday at 9:00 AM
MAR Objective CD- Writing.

Summative assessment
Formative Assessments
Peer and self assessment

The summative assessments will allow students to answer the lines of enquiries of the unit
Standardization and moderation

Moderation sheet https://docs.google.com/spread...
MYP Assessment criteria

Language acquisition
3/8 A: Comprehending spoken and visual text 2/8 B: Comprehending written and visual text
3/8 C: Communicating in response to spoken and/or 3/8 D: Using language in spoken and/or written form
written and/or visual text

* - Class mean of Assessed Criteria

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IB MYP Unit Planner
LEARNING EXPERIENCES
Learning experiences
• Students will be given examples, rubrics, templates for the assessment.
• Students will practise regularly by communicating in Spanish in every class. They have to use their listening, speaking, reading
and writing skills to practise and display learning.
• Discussion at the start of the unit; diagnostic tasks
• Formative tasks (writing, speaking) will be frequently conducted and regular feedback will be given
• Use of printed and digital resources, AV aids, library and internet
• Differentiation is not applicable
Teaching strategies
• Formative tasks (writing, speaking) will be frequently conducted and regular feedback will be given
• Use of printed and digital resources, AV aids, library and internet
• Differentiation is not applicable
Differentiation
For the current academic year, differentiation is not happening. There is only one student on MYP 2 , in the same phase. He is
reviewing same contents.

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CONNECTIONS

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Approaches to Learning
Linked objectives
• ii. recognize basic conventions
• iii. engage with the spoken and visual text by identifying ideas, opinions and attitudes and by making a personal

• ii. recognize basic aspects of format and style, and author’s purpose for writing
• iii. engage with the written and visual text by identifying ideas, opinions and attitudes and by making a personal

• ii. interact in simple and rehearsed exchanges, using verbal and non-verbal language
• iii. use basic phrases to communicate ideas, feelings and information on a variety of aspects of everyday topics
• iv. communicate with a sense of audience.

• ii. organize basic information and use a range of basic cohesive devices
• iii. use language to suit the context.
Communication
Students will explore from where they obtain food,
I. Communication skills
how they select food, and influences on that selection
Exchanging thoughts, messages and information effectively
process by looking at ethnic food sources and both
through interaction
public and private advertisements. They will produce
• Use intercultural understanding to interpret
written and spoken ads to support a selected food
communication
choice.
• Collaborate with peers and experts using a variety of
digital environments and media
Exchanging thoughts, messages and information
• Share ideas with multiple audiences using a variety of
effectively through
digital environments and media
interaction: Use intercultural understanding to
Reading, writing and using language to gather and interpret communication
communicate information
• Read critically and for comprehension Use a variety of media to communicate with a range
• Read a variety of sources for information and for pleasure of audiences.
• Write for different purposes
• Take effective notes in class Read critically and for comprehension
• Read a variety of sources for information and for
pleasure
• Take effective notes in class
Research
Students will explore from where they obtain food,
VI. Information literacy skills
how they select food, and influences on that selection
Finding, interpreting, judging and creating information

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• Collect, record and verify data process by looking at ethnic food sources and both
public and private advertisements. They will produce
VII. Media literacy skills written and spoken ads to support a selected food
Interacting with media to use and create ideas and information choice.
• Locate, organize, analyse, evaluate, synthesise and
ethically use information from a variety of sources and They had done a project about food and poverty
media (including digital social media and online comparing different countries.
networks)
• Demonstrate awareness of media interpretations of
events and ideas (including digital social media)
• Make informed choices about personal viewing
experiences
Thinking
Linked objectives
• ii. recognize basic conventions
• iii. engage with the spoken and visual text by identifying ideas, opinions and attitudes and by making a personal

• ii. recognize basic aspects of format and style, and author’s purpose for writing
• iii. engage with the written and visual text by identifying ideas, opinions and attitudes and by making a personal

• ii. interact in simple and rehearsed exchanges, using verbal and non-verbal language
• iii. use basic phrases to communicate ideas, feelings and information on a variety of aspects of everyday topics
• iv. communicate with a sense of audience.

• ii. organize basic information and use a range of basic cohesive devices
• iii. use language to suit the context.
Communication
I. Communication skills
Exchanging thoughts, messages and information effectively
through interaction
• Use a variety of speaking techniques to communicate
with a variety of audiences
Reading, writing and using language to gather and

communicate information
• Take effective notes in class
Social

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II. Collaboration skills

Working effectively with others
• Practise empathy
• Take responsibility for one’s own actions
Self-management
III. Organization skills
Managing time and tasks effectively
• Plan short- and long-term assignments; meet deadlines
IV. Affective skills

Managing state of mind
• Resilience
IB Learner Profile
• Knowledgeable: Students will learn about food and culture of various Spanish speaking countries.
• Open minded: Students will explore from where they obtain food, how they select food, and influences on that selection
process by looking at ethnic food sources and both public and private advertisements.
International Mindedness
Students did a project about poverty and food and the resources poor people can have
Academic honesty
They compared and did a chart about the food they eat and if is healthy
Service as Action
• Become more aware of their own strengths and areas for growth: Students did a poster about poverty to show awareness.
https://drive.google.com/drive/u/1/folders/1ZbgNc6DCUGA6V8kD7z4HJfq_C1r5Y3He
• Undertake challenges that develop new skills: Creation of posters
• Work collaboratively with others: Doing a pyramid food
• Develop international-mindedness through global engagement, multilingualism and intercultural understanding: Develop a
chart paper about food and poverty
REFLECTIONS
2018 - 2019
Prior to studying the unit

• Why do we think that the unit or the selection of topics will be interesting?
• What do students already know, and what can they do?
• What attributes of the learner profile does this unit offer students opportunities to develop?
• How can we use students’ multilingualism as a resource for learning?
This unit is interesting as will allow students to express themselves in daily situations whenever they have to practices the
language.
They know all context in their own language.
Students will be more communicators and thinkers.

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During the unit

• What difficulties did we encounter while completing the unit or the summative assessment task(s)?
• What skills need more practice?
• What is the level of student engagement?
Students have all resources for completing the summative assessments. Regularly practice and formative assessments will
prepare for completing the summative assessments. They need to practice reading comprehension, listening comprehension,
reading and writing.
Students are engaged with the unit. Students prepared projects where writing and speaking were checked.
After the unit

• What were the learning outcomes of this unit?
• How well did the summative assessment task serve to distinguish levels of achievement?
• Was the task sufficiently complex to allow students to reach the highest levels?

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IB MYP Unit Planner

Be Fit. What do we need to be healthy and happy?

Maria Teresa Spanish

SHARED GRADES START DATE DURATION COURSE PART

MYP 1, MYP 2, MYP 3 Week 2, January 12 weeks

Global Context & Explorations

Identities and relationships

Edubridge International School

Summative Task Monday at 11:00 AM

Summative Task Monday at 1:35 PM

Summative Task Thursday at 1:30 PM

Summative Task Thursday at 1:35 PM

Summative Task Monday at 11:25 AM

Summative Task Monday at 11:30 AM

Summative Objetivo B. Comprehending written and visual text Wednesday at 9:00 AM

Summative Task Thursday at 1:35 PM

Edubridge International School

Vocabulario Activo de Eli 1

How to order food

Social fitness and health

Edubridge International School

Juego sobre las partes del cuerpo

las partes del cuerpo

Juegos para practicar

Partes del cuerpo

Practicing listening comprenhension

Edubridge International School

Zamba y los músculos

Zamba, excursión al cuerpo humano

Playing dominó with cards of parts of the body

Playing Simon Says

Edubridge International School

MYP Spanish Language Acquisition Phases 1 & 2- Oxford University

las partes del cuerpo.

• B: Comprehending written and visual text

• C: Communicating in response to spoken and/or written and/or visual text

• D: Using language in spoken and/or written form

Content & Skills

Sports: to ask and inform about hobbies

Edubridge International School

● vocabulary related to eating and fitness. (sports)

Construcciones con "poder", "querer", "deber"+ infinitivo, quitarse, ponerse

To give instructions and recommendations

Futuro con "ir a"+ infinitivo.

The imperative (positive)

Edubridge International School

3/8 A: Comprehending spoken and visual text

N/A B: Comprehending written and visual text

N/A C: Communicating in response to spoken and/or written and/or visual text

N/A D: Using language in spoken and/or written form

3/8 A: Comprehending spoken and visual text

N/A B: Comprehending written and visual text

N/A C: Communicating in response to spoken and/or written and/or visual text

N/A D: Using language in spoken and/or written form

MAR Objetivo cd-Oral

N/A A: Comprehending spoken and visual text

N/A B: Comprehending written and visual text

1/8 C: Communicating in response to spoken and/or written and/or visual text