Food Origin Session

LEARNING SESSION
I KNOW THE FOODS AND THE FUNCTIONS THEY PLAY IN THE BODY.
QUALIFICATIO
N
PURPOSE Today we will learn how foods are grouped and what function they perform in our body to
explain why it is necessary to consume various types of foods.
TEACHER GRADE 4th DURATION 90´ DATE / /2022
AND “A”
SECTION
1.- LEARNING PURPOSES:

COMPETENCES/ PRECISE EVIDENCE OF
EVALUATION CRITERIA
CAPABILITIES PERFORMANCES LEARNING
Explains the physical  Understands and applies  Uses and analyzes scientific  Explain why it is
world based on scientific knowledge and information from various necessary to
knowledge about living argues scientifically. sources to answer research consume various
beings, matter and  Easily recognize how questions. types of foods.
energy, biodiversity, healthy eating influences  Explain with scientific
information why it is EVALUATION
Earth and the universe health .
necessary to consume INSTRUMENTS
 Understand and healthy foods .
Checklist
use knowledge
about living
beings, matter
and energy,
biodiversity,
Earth and the
universe.
Evaluates the
implications of
scientific and
technological
knowledge and
work.
2.- PREPARATION OF THE LEARNING ACTIVITY:

What do we need to do before the activity? What resources or materials will be used in this activity?
- Prepare the session sheet. - Checklist
- Prepare the annexes. - Worksheets.
- Have the science book on hand and a reference - Images.
environment. - Paper.
- Posters and images. - Notebook.
3.- CROSS-CUTTING APPROACHES
CROSS-CUTTING APPROACH WORTH

- Students always share available goods with a sense of equity and justice.
Common Good Orientation Approach - Students show solidarity with their classmates.
- Teachers promote opportunities for students to assume various responsibilities

MOMENTS METHODOLOGICAL STRATEGIES
START In class group
( 10 minutes)
 Organize the students into five groups. To do this, apply the following dynamic: they are presented
with images of carrot, cookie, chicken and it is explained to them that they must perform the
actions as shown in the image (carrot - jump, cookie - laugh, chicken - cry) after we carry out the
dynamic of concentration
 They will read a short text.
But, upon completing both lists, he realized that they were totally different.
Therefore, he asked himself the following question: why does my house list
contain such a variety of foods?
 Communicate the purpose of the session: Today we will learn how foods are grouped and
what function they perform in our body to explain why it is necessary to consume different
types of foods.
 Agree with the boys and girls on the rules of coexistence.
DEVELOPMEN Problem Statement:
T . Why is it necessary to consume different types of foods?
(70 min) Hypothesis statement:
 Listen to their answers and write them down on the board. What is written on the blackboard is
kept in reserve to be contrasted during the class.
 Guide students to state the hypotheses giving complete answers, with the following statements:
 Will food be important?
 How could we know if we are consuming various types of foods?
Preparation of the Inquiry Plan:
 Ask them:
What are the objectives of my research?
What actions did you take?
What information will I look for?
 Listen and record their responses; With their contributions and what you have planned, suggest
making an activity plan.
 Listen to the students' ideas and tell them that you have prepared interesting activities that will
help them understand what is common or different and establish criteria to understand why it is
necessary to consume various types of foods and in this way verify their answers to the problem
posed and corroborate your hypotheses.
In groups they complete the tables
Analysis of results and comparison of hypotheses
 Individual
 Look at the following images and answer:
 What foods do you recognize?

 How would you group them?
 Next, we invite you to read the text “Food Classification” that you will find in the class summary.
In a group
 Ask them in their groups to respond according to the text. Guide the groups so that they clarify
their doubts at the time of data recording, especially those who have difficulties.
Structuring of knowledge built as a response to the problem
 In class group
 To argue, ask them the following questions to get them to analyze their records in the chart.
- What have you considered to group foods?
- What foods predominate in your community?
- Which of the foods do you think you should consume in greater quantities in your diet? because?
- What would happen if they consumed only one type of food?
 Next, I invite you to complete the following table with the foods that you consume or produce in
your community. Here I leave you some examples, also put them in the classification.
 Create a diagram with cards on the board to start the “why wheel”; you can add other questions to
the wheel.
 Encourage students to explain in their own words why they recorded these differences in the table.
 Add other questions to the wheel: if we ate the same thing every day, what would happen? It is
about students giving ideas based on healthy eating, that is, using scientific information to support
them.
 Once the sharing is over, reinforce or clarify doubts regarding the topic of how to classify foods and
how they benefit our body, congratulate them for the good work they have done.
 Identify foods that are healthy to consume and, above all, that help us grow. Motivate them so
that other students ask questions, comment or contribute ideas in relation to the activities
presented by their classmates.
CLOSING  Promote metacognition by asking the questions: what new learning have you obtained about
(10 in) healthy foods? What activity allowed you to obtain this new knowledge? How can we apply this
new knowledge in our daily lives?
 Evaluate students using the checklist
4.- MOMENTS OF THE SESSION
What did the students achieve in this session? What difficulties were observed?
What learnings should I reinforce in the next session? What activities, strategies and materials worked and which
didn't?
Lic. Ana Sofía Toalino Gutiérrez

Prof.
DIRECTOR
TUTOR TEACHER
RATING SCALE
EXPLAINS THE PHYSICAL WORLD BASED ON KNOWLEDGE ABOUT LIVING THINGS, MATTER AND ENERGY,
BIODIVERSITY, EARTH AND UNIVERSE.
 Understand and use knowledge about living beings, matter and energy, biodiversity, Earth and the universe.
N Names and surnames of students Competitor performance
o.
 Uses and analyzes scientific information from various sources to

answer research questions.
 Explains with scientific information how a healthy diet influences
health .
1 ARANDA RIOS FRANCIS
2 AYALA MILLA KATERINE
3 CHUJANDAMA KAELA CASTLE
4 ESPINOZA SIFUENTES EVELYN
5 FRANCISCO ROJAS FRANK
6 DURAND VICTOR GAMARRA
7 HUERTA ZORRILA JACOBO
8 JAIMES PAREDES ANYELI
9 LLIUYA DE LA VEGA DAVID
10 MALVAS HUATA ALEMBERT
11 A LOT OF ALONSO ARELIZ
12 YEFERSON BAJONERO ABROGON
13 DANNA TARAZONA SHOVEL
14 PASCUAL SHOCK PAUL
15 PIÑIM MAMPIS LEONARDO
16 RAMIREZ MALPARTIDA ANA CRISTINA
17 REDUCE TRUJILLO HUBER
18 REQUEZ JIMENES MARIANA
19 REYES LOPEZ DEYNER
20 SAAVEDRA SIFUENTES NILFIN
21 SALINAS BEDON LUZ
22 SHICSHI ZAFRA SAHORY
23 GAEL GREEN TRINITY
24 VEGA FELIX ARNULFO
25 VICENTE JARA YANINA
26 LARIANCO BARRERA LEONEL

Food Origin Session

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Food Origin Session

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LEARNING SESSION

1.- LEARNING PURPOSES:

2.- PREPARATION OF THE LEARNING ACTIVITY:

3.- CROSS-CUTTING APPROACHES

CROSS-CUTTING APPROACH WORTH

- Teachers promote opportunities for students to assume various responsibilities

 What foods do you recognize?

4.- MOMENTS OF THE SESSION

Lic. Ana Sofía Toalino Gutiérrez

 Uses and analyzes scientific information from various sources to

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