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¿Cómo mantienes tú una salud mental, física y emocional sana?

Learning Module

Abstract

This learning module is taught in Spanish. Students completing this learning module will explore ways to maintain their mental, physical, and emotional health. Throughout the unit, students will interact with authentic materials such as videos, articles, infographics and short films related to well-being and health. After learning about routines and habits in Latin America, students will be able to present different ways to maintain a healthy lifestyle.

Keywords

Spanish, health, well-being, wellness, physical health, emotional health, mental health, nutrition, technology, media

Learning Module Overview

Introduction:

This learning module called “Health/Well-being” represents the ideas and principles of authentic and progressive education. Alfie Kohn, an educational theorist, reflects on one of the values of progressive education such as deep understanding. Kohn (2008) states that “Facts and skills do matter, but only in a context and for a purpose. That’s why progressive education tends to be organized around problems, projects, and questions — rather than around lists of facts, skills, and separate disciplines” (p. 3). The commitment of deep understanding in learning is evident in this learning module as students will explore the impact of well-being in their everyday lives using the target language rather than simply focusing on vocabulary and grammar. The objectives of this learning module are the following:

  • Define wellness
  • Explain what it means to maintain a good mental, physical, and emotional health
  • Express the impact of technology, food and activities on the well-being of people
  • Evaluate the habits or actions related to the well-being of adolescents and young people in Latin America
  • Present ways to maintain healthy wellness

This learning module intertwines language and culture as students access the authentic material to learn more about well-being. As students explore the essential question “¿Cómo mantienes tú una salud mental, física y emocional sana?”, through the course materials, students will also be able to incorporate their own interests, experiences, and media/visuals. The pedagogical approach, authentic pedagogy, is incorporated in this learning module through the use of authentic materials. Newmann, Marks and Gamoran (1996) define authentic pedagogy as higher-order thinking, substantive conversation, deep knowledge, and connections to the world beyond the classroom (p. 294). Berardo (2006) discusses that the use of authentic materials offers “real language exposure with language change/variation being reflected and students are informed about what is happening in the world” (p. 65). Authentic materials are considered texts or materials written for native speakers by native speakers (p. 61). While the instructor provides students with authentic materials, the student will also embed media/visuals of their preference in the updates. Students will be asked to incorporate media such as infographics, visuals, videos, etc. Cope and Kalantzis (2020) support this type of materials with “In the era of multimodal knowledge representation, these may be texts, infographics, videos,simulations, datasets, 3D objects, and such like. Unlike tests, these are authentic knowledge artifacts, media that are the commonplace repositories of knowledge” (p. 24).

Throughout this learning module, students will use the material to explore mental, physical, and emotional health. As a World Language teacher, I have taught the unit on well-being at the high school level. However, when I previously taught this unit, the class materials included outdated materials from a textbook. This learning module includes current news articles and recent videos on well-being following the pandemic. Current materials allow students to relate and gain interest in the learning.

Target Learners:

The target learners of this learning module are students in Spanish 3 Honors. Students in this level of Spanish have Intermediate Mid-Intermediate High language skills. It is expected that students have completed courses in Spanish prior to completing this module as the audios and videos included throughout this learning module reflect intermediate mid language skills. If learners need additional support during the updates with authentic material, students can use the following sites: La Real Academia Española or WordReference.

Anticipated Duration:

In this learning module, students will complete six updates. Each update includes material that students are required to view or read. The updates require students to reference the course materials and include evidence from the text to support claims. In addition to the provided course materials, students are to incorporate media/visuals of their choice in the updates. This learning module also includes comments to peers’ updates in order to develop students’ interpersonal skills in the target language. The anticipated duration for the six updates, comments, and final project is six weeks. It is expected that students work on one update per week.

Survey: Students will complete the survey during update 1.

Peer-reviewed project: Students will complete the project during update 6.

Material Requirements:

To complete this learning module, learners need a personal device (tablet or computer) as learners will access different media resources such as videos, audio clips, infographics, etc. Students need access to the Internet as updates and comments will be completed through CG Scholar or the learning management system of the instructor’s choice. Students will also need a gmail account as the survey in the first update of this learning module will be completed using Google Forms. The Internet is needed to access media to create videos using iMovie or Adobe Spark during the third update and last update (the project) of the learning module.

Introduction

For the Student

El bienestar es una parte significativa en la vida de cada persona. El bienestar está compuesto por la salud mental, salud física y salud emocional. Durante el módulo, explorarán las siguientes preguntas esenciales:

  • ¿Qué es el bienestar?
  • ¿Cuáles son las formas en que las personas en América Latina se mantienen saludables?
  • ¿Cómo mantienes tú una salud mental, física y emocional sana?

Intended Learning Outcomes for Student:

Durante este módulo, el estudiante podrá:

  • Definir el bienestar
  • Explicar qué significa tener una salud mental, física y emocional sana
  • Expresar el impacto de la tecnología, la alimentación y las actividades en el bienestar de personas
  • Evaluar los hábitos o acciones relacionadas al bienestar de adolescentes y jóvenes en América Latina
  • Presentar maneras de mantener un bienestar saludable

For the Instructor

Intended Learning Outcomes:

As the instructor, provide students with instructions to updates, comments, the survey, and the peer-reviewed project. The course materials include authentic materials from Rincón de la Salud, AudioLingua, Ministerio de Salud en Argentina, etc. Use the American Council on the Teaching of Foreign Languages (ACTFL) standards as a guide for language teaching and learning. These World-Readiness Standards for Learning Languages create a roadmap to guide language learners to develop their language competence in the three modes such as interpretive, interpersonal, and presentational.

ACTFL World-Readiness Standards (2012)

This learning module will give students the opportunity to define, explain, express, evaluate, and present their findings related to health and well-being.

Throughout the unit, students will be able to:

  • Define wellness
  • Explain what it means to maintain a good mental, physical, and emotional health
  • Express the impact of technology, food and activities on the well-being of people
  • Evaluate the habits or actions related to the well-being of adolescents and young people in Latin America
  • Present ways to maintain healthy wellness

Update 1: ¿Qué es el bienestar?

For the Student

Resumen de la semana 1: Esta semana es la introducción al concepto del bienestar. La definición del bienestar puede variar entre personas. Entonces, el propósito de esta semana es explorar las diferentes definiciones e interpretaciones del bienestar y analizar cómo nos mantenemos saludables.

Las metas de esta semana son:

  • Define el concepto del bienestar
  • Explica cómo tú mantienes tu bienestar mental, emocional y física

Instrucciones para el estudiante:

Antes de ver:

Para reflexionar cómo tú te mantienes saludable, completa esta encuesta (survey). En esta encuesta sobre tu bienestar, considera tus hábitos del último mes hasta hoy. Indica si es todos los días, muchas veces, algunas veces, sólo unas pocas veces o ninguna vez.

Después de la encuesta (survey), considera qué significa “el bienestar''. ¿Cómo se puede definir el bienestar? Considera las acciones, actividad y hábitos de una persona saludable.

Durante la actividad:

Usa el sitio web Rincón de la Salud para leer infografías del bienestar. Lee por lo menos 2 infografías sobre cómo llevar una vida saludable.

 

Después, mira el video titulado “¿Qué es el bienestar mental?” en Youtube. Considera la definición que ofrece SURA en el video.

Media embedded September 24, 2022

Seguros SURA Colombia. (2021). ¿Qué es el bienestar mental? YouTube. Retrieved from https://www.youtube.com/watch?v=bd7paPklG-s.

Después de la actividad:

Requisitos para la actualización:

Escribe una actualización de por lo menos 200 palabras sobre el tema de esta semana. Usa los temas principales de los materiales de este curso en tu actualización.

Actualización #1:

Después de repasar los materiales de esta semana, responde a la pregunta “¿Qué es bienestar?”.

Definición:

En tu definición, reflexiona en lo siguiente:

  • Las actividades
  • Las comidas
  • Los hábitos cotidianas

Evidencia:

Para demostrar evidencia del texto, incluye lo siguiente:

  • 1 referencia a la información de Rincón de la Salud
  • 1 referencia al video de SURA
  • 1 referencia a una infografía/video/imagen de tu preferencia

Incluye una evaluación sobre tu bienestar personal. ¿Crees que tú mantienes un bienestar saludable después de completar la encuesta? Considera la definición del bienestar y los resultados de la encuesta en tu actualización. Incluye hábitos de la cultura latinoamericana en tu actualización.

Requisitos para tu comentario:

Después de añadir tu actualización, comenta/responde a 3 actualizaciones en 50 palabras o menos cada uno. En tu comentario, reacciona a la definición del bienestar y ofrece consejos a tus compañeros de cómo pueden mejorar su bienestar.

 

For the Instructor

ACTFL World-Readiness Standards/Standards Mapping:

  • (Communication 1.3) Presentational Communication: Learners present information, concepts, and ideas to inform, explain, persuade, and narrate on a variety of topics using appropriate media and adapting to various audiences of listeners, readers, or viewers.
  • (Cultures 2.1) Relating Cultural Practices to Perspectives: Learners use the language to investigate, explain, and reflect on the relationship between the practices and perspectives of the cultures studied.

Overview of Update/Lesson:

This update is an introduction for the concepts of the well-being unit. Students will define “well-being” as the definitions or interpretations of the concept can vary from student to student. Students will complete a before the video activity (survey activity)to reflect on their personal habits of maintaining a healthy lifestyle. After the survey, students will define “well-being”. They need to consider the actions, activities, and habits of someone who is healthy. Students will use the infographics as authentic materials to access information on well-being. After completing the survey, reading the infographics, and watching the video, students will create an update to define the concept “well-being”. In their update, students will reference the authentic materials from the week and include an additional visual of their own to support their writing.

After students publish an update, students will react to three updates. In their peer comments, students will react to the definition of their peers and offer suggestions on how they can improve their well-being.

Pedagogical Rationale for Content:

In this update, students will use the authentic materials to develop their skills in the “Communication 1.3” and “Cultures 2.1” standards. Students will use authentic materials such as the infographics and video to present a definition of well-being. Students will develop their presentational skills by explaining/presenting information from these sources.

Students will be able to use the course materials of this lesson to reflect on the cultural practices in Latin America. The update requires students to investigate healthy habits in Latin America and explain the habits.

Teaching Suggestions:

To differentiate for the different language competencies in the classroom, offer different videos or infographics. Also, ask students to research their own video on well-being and investigate their own infographics. In the section “Possible Supplementary Resources”, find an additional video that explains factors that impact the well-being of a person. It would also be helpful to discuss your personal opinions and thoughts on the impact of well-being. 

The video “Factores de riesgo a la salud” offers students a general overview of one’s well-being. The video can be presented after the “¿Qué es el bienestar mental?” to present the contributions of poor habits to one’s well-being.

Possible Supplementary Resources:

Media embedded September 24, 2022

Sociedad Mexicana de Salud Pública. (2020). Factores de riesgo de la salud. YouTube. Retrieved from https://www.youtube.com/watch?v=luyXBZJVrRs. 

Survey:

This survey serves as a self-evaluation for students to determine their healthy habits and areas of improvement related to their health and well-being. Students will read the statements/questions in Spanish and choose the answer that best represents their current habits. At the end of this learning module, after students have explored this topic further with authentic texts and visuals, students will take the survey once again to determine any changes or improvement.

Update 2: ¿Cómo se mantienen en forma Jennifer y Yolanda?

For the Student

Resumen de la semana 2: Esta semana continuamos con el tema de la salud mental, emocional y física. La forma que cuidamos nuestra salud es diferente entre personas, comunidades y países. Es importante notar las diferencias que existen entre nosotros y nuestro bienestar.

Las metas de esta semana son:

  • Describe tu rutina para mantenerte en forma
  • Compara y contrasta cómo Jennifer de República Dominicana y Yolanda de España se mantienen en forma

Instrucciones para el estudiante:

Antes de escuchar:

Antes de empezar la actividad, considera la siguiente pregunta: ¿Qué haces para mantenerte en forma? Considera 3 acciones que tomas para mantener tu salud mental, emocional y física.

Durante la actividad:

Escucha el audio de Jennifer en la República Dominicana y de Yolanda en España. Durante los 2 audios, compara y contrasta las rutinas de las dos mujeres.

Escuchar: Cómo te mantienes en forma

Considera la siguiente pregunta: ¿Cómo se compara y contrasta las 2 rutinas de Jennifer y Yolanda?

Media embedded September 23, 2022
Media embedded September 24, 2022
 

Spanish Listening. (2022). Jennifer- República Dominicana ¿Cómo te mantienes en forma? Vimeo. Retrieved from https://vimeo.com/212423514/ed25d3f53f?embedded=false&source=video_title&owner=29124495. 

Media embedded September 24, 2022
Media embedded September 24, 2022

Spanish Listening. (2022). Yolanda- España ¿Cómo te mantienes en forma? Vimeo. Retrieved from https://vimeo.com/100550930.

Después de la actividad:

Requisitos para la actualización:

Escribe una actualización de por lo menos 200 palabras sobre el tema de esta semana. Usa tus experiencias, tus intereses y los temas principales de los materiales de este curso en tu actualización. Añade un visual que represente tu actualización.

Actualización #2:

Escoge la rutina de Jennifer o Yolanda. Usa la rutina de Jennifer o Yolanda para comparar y contrastar a tu rutina personal. Responde a las preguntas, ¿cómo se comparan las rutinas? y ¿cómo se contrastan las rutinas?

Requisitos para tu comentario:

Después de añadir tu actualización, comenta/responde a 3 actualizaciones de 3 compañeros en 50 palabras o menos cada uno. Considera la siguiente pregunta en tu comentario: ¿Cuáles son algunas recomendaciones que le puedes dar a tu compañero/a para mejorar su bienestar?

 

For the Instructor

ACTFL World-Readiness Standards/Standards Mapping:

(Communication 1.2) Interpretive Communication: Learners understand, interpret, and analyze what is heard, read, or viewed on a variety of topics.

(Cultures 2.1) Relating Cultural Practices to Perspectives: Learners use the language to investigate, explain, and reflect on the relationship between the practices and perspectives of the cultures studied.

(Comparison 4.2) Cultural Comparisons: Learners use the language to investigate, explain, and reflect on the concept of culture through comparisons of the cultures studied and their own.

Overview of Update/Lesson:

In this week’s lesson, students will continue to explore the theme of well-being. Students will describe their own routine to maintain a healthy lifestyle and students will compare and contrast the daily routine of Jennifer in the Dominican Republic and Yolanda in Spain. Before listening to the two audios on their daily routines, students will consider 3 actions/habits they take to maintain their mental, emotional, and physical health. Students will then listen to the audios and consider the similarities and differences. Finally, students will use their own personal experiences, interests, and course materials to respond to the questions. Students will compare their own daily routine with either Jennifer or Yolanda’s daily routine.

After the update, students will add 3 comments. Each comment will offer recommendations to their peers on ways to better their well-being.

Pedagogical Rationale for Content:

In this lesson, students will develop their interpretive skills as students will use the audios to present the similarities and differences. Students will use the audios to interpret the 2 daily routines and present their findings. Students will also develop their cultural competence as they compare and contrast the practices taken by either Jennifer or Yolanda to their own daily routine. This will allow students to reflect and draw connections between the Latin American culture and their own.

Teaching Suggestions:

A suggestion for this activity is for students to use a different audio to compare and contrast called “Rubén: para mantenerme en forma.” This audio is a possible supplementary resource. Students can use this audio if students are having trouble understanding the accents of Jennifer or Yolanda. The audio from Rubén reflects the beginner level of Spanish while both videos from Jennifer and Yolanda reflect the intermediate level of Spanish.

Another suggestion is to reiterate that students can find a video/infographic/audio clip of a Spanish-speaking country of their choice to compare/contrast the different routines. Students can find their own media audio clip using Audiolingua.com. This promotes student-choice in the learning environment.

Possible Supplementary Resources:

Audiolingua: Rubén
  • Rubén: para mantenerme en forma. Audiolingua. (2018). Retrieved from https://www.audio-lingua.eu/spip.php?article6088&lang=fr
  • Link to audios related to well-being from Audiolingua 

Update 3: La tecnología y la salud mental

For the Student

Resumen de la semana 3: Esta semana nos enfocamos en cómo la tecnología nos impacta la salud mental en nuestra vida cotidiana. Debido a que la tecnología como las redes sociales nos rodea constantemente, la unidad se enfoca en el uso de la tecnología y las acciones que uno toma para mantener una buena salud. La pregunta de enfoque es ¿Cómo mantienes tú una salud mental sana?

Instrucciones para el estudiante:

Antes de ver:

Antes de mirar el cortometraje, habla sobre la influencia de los medios de comunicación en nuestra salud mental. Considera la pregunta:

  • ¿Cómo nos influyen los medios de comunicación?

Durante el cortometraje:

Mira el cortometraje y considera las preguntas:

  • ¿Cuál es el mensaje del cortometraje?
  • ¿Qué influencia tienen los medios en la salud mental de la chica?
  • ¿Cuáles son los aspectos negativos de los medios según el video?
Media embedded September 24, 2022

Notodofilmfest. (2019). ¿A quién le creo?.YouTube. Retrieved from https://www.youtube.com/watch?v=9TcJeAfOx4Q.

Después de la actividad:

Requisitos:

Graba un anunció publicitario de 1 minuto, por lo menos, sobre el tema de esta semana. Usa tus experiencias, tus intereses y los temas principales de los materiales de este curso en tu actualización.

Usa Adobe Spark o iMovie para grabar un anuncio para el público de 1 minuto sobre la influencia de los medios/la tecnología en nuestra salud mental. En el video, incluye lo siguiente:

  • ¿Cuáles son los efectos negativos de los medios de comunicación en nuestra salud mental? ¿Cómo podemos evitar los efectos negativos?
  • ¿Cuáles son los efectos positivos de los medios de comunicación en nuestra salud mental?
  • Evidencia: Usa el video para añadir evidencia.

Actualización #3:

Escribe una actualización de por lo menos 150 palabras sobre tu experiencia personal con los medios de comunicación/ la tecnología. Habla sobre las experiencias positivas y negativas con la tecnología. Usa tu grabación/el video como una referencia y añade una imagen/visual que representa tu actualización y explica por qué lo escogiste.

Requisitos para tu comentario:

Después de añadir tu actualización, comenta/responde a 3 actualizaciones en 50 palabras o menos cada uno. En tu comentario, reacciona a las experiencias personales de tu compañero/compañera. Ofrece consejos a tus compañeros de cómo pueden mejorar los aspectos negativos relacionados a la tecnología.

For the Instructor

ACTFL World-Readiness Standards/Standards Mapping:

(Communication 1.2) Interpretive Communication: Learners understand, interpret, and analyze what is heard, read, or viewed on a variety of topics

(Communication 1.3) Presentational Communication: Learners present information, concepts, and ideas to inform, explain, persuade, and narrate on a variety of topics using appropriate media and adapting to various audiences of listeners, readers, or viewers.

Lesson Overview:

In this week’s lesson, students will focus on the impact of technology on their mental health/well-being. This lesson will explore the question ¿Cómo mantienes tú una salud mental sana?. Before watching the short film, students will reflect on the question related to the influence of technology and media. During the short film, students will answer the questions related to the message of the short film, the influence of the media on the main character, and the negative effects of media presented in the video. Students will create a 1 minute video to present the positive and negative effects related to media. Students will use course materials as evidence in their video.

The update requires students to discuss their own experiences (positive and negative) using technology and media. Students will include a visual/media to support their experiences.

After the update, students will add 3 comments. Each comment will offer recommendations to their peers on how to create healthy habits for the negative effects of media/technology.

Pedagogical Rationale for Content:

In this lesson, students will develop their interpretive skills (Communication 1.2) as they interpret and analyze what they viewed on the short film about the impact of media on one’s mental health. Students will use the information from the short film to present their findings on their update while also presenting their findings from their own media/visual found online. Students will develop their presentational skills (Communication 1.3) by informing and explaining to their peers their findings.

Teaching Suggestions:

Use the resources below as additional material related to the influence of media and technology. The article by Washington Post will allow students to negotiate meaning on the use of Instagram. Students can present their opinion on Instagram and the impact on children and adolescent users.

Another resource that can be used in this update is the video “Consejos de comunicación para apoderados.” This video can offer comprehensible input for students related to the communication of emotions. Offer this resource in order for students to learn more about the methods that promote healthy communication within people.

Possible Supplementary Resources:

Artículo por Washington Post:

Los efectos de Instagram en las adolescentes muestran un problema mayor

WP Company. (2021). Opinión | Los Efectos de Instagram en Las Adolescentes Muestran un problema mayor. The Washington Post. Retrieved from https://www.washingtonpost.com/es/post-opinion/2021/09/21/instagram-dismorfia-filtros-estudio-facebook-adolescentes-ninos/

Media embedded September 24, 2022

Ministerio de Educación Gobierno de Chile. (2020). Consejos de comunicación.YouTube. Retrieved from https://www.youtube.com/watch?v=ddnFmr5ZZTQ.

Update 4: El impacto de la comida en la salud física

For the Student

Resumen de la semana 4: La comida tiene un impacto en la salud física de una persona. Esta semana los estudiantes se informan sobre cómo los hábitos de comida influyen en la salud de una persona. Esta semana incluye videos y un artículo del Ministerio de Desarrollo Social de la Nación sobre la alimentación y el bienestar. La pregunta esencial de esta semana es ¿Cómo se mantiene una salud física saludable?

Instrucciones para el estudiante:

Las dos fuentes hablan sobre la alimentación saludable. Lee el artículo y mira el video para aprender más sobre los efectos de la alimentación en la salud. Durante la actividad, considera las preguntas.

Durante el artículo y el video:

Usa la información del artículo y del video del Ministerio de Desarrollo Social de la Nación para considerar las siguientes preguntas:

  • ¿Qué incluye la gráfica de alimentación saludable?
  • ¿Qué nos informa la gráfica sobre la alimentación?
  • ¿Cuáles son algunos cambios para tener una alimentación saludable?
Media embedded September 23, 2022

Ministerio de Salud de la Nación. (2016). Guía alimentaria para la población argentina. Youtube. Retrieved from https://www.youtube.com/watch?v=r1FKHmqntNU&t=126s.

Artículo: Gráfica de alimentación saludable

Después de la actividad:

Requisitos para la actualización:

Escribe una actualización de por lo menos 200 palabras sobre el tema de esta semana.

Actualización #4:

Crea una actualización sobre los consejos y los factores relacionados a la comida que contribuyen a tener una vida saludable. En tu actualización, escribe un correo electrónico al director de la escuela para discutir la venta de comida chatarra en la escuelas. Mira la imagen para ver la situación en la escuela.

Comida chatarra en la escuela

Real, J. D. (2019). Pese a prohibición, Persiste Venta de Comida Chatarra en escuelas. ExpokNews. Retrieved from https://www.expoknews.com/pese-a-prohibicion-persiste-venta-de-comida-chatarra-en-escuelas/

En tu correo electrónico al director de la escuela, añade lo siguiente:

  • Información sobre la gráfica de alimentación saludable
  • Los hábitos para mantener una alimentación saludable
  • La influencia de la alimentación para la salud física en niños/adolescentes
  • Tu perspectiva personal de la venta de comida chatarra en la escuela
  • 1 infografía/visual sobre la alimentación saludable

Requisitos para tu comentario:

Después de añadir tu actualización, responde a 3 actualizaciones en 50 palabras o menos cada uno. En tu respuesta, toma el rol del director y escribe un correo electrónico respondiendo al correo electrónico que recibiste sobre la alimentación en la escuela.

For the Instructor

ACTFL World-Readiness Standards/Standards Mapping:

(Communication 1.1) Interpersonal Communication: Learners interact and negotiate meaning in spoken, signed, or written conversations to share information, reactions, feelings, and opinions.

(Connections 3.2) Acquiring Information and Diverse Perspectives: Learners access and evaluate information and diverse perspectives that are available through the language and its cultures.

(Communities 5.1) School and Global Communities: Learners use the language both within and beyond the classroom to interact and collaborate in their community and the globalized world.

Lesson Overview:

This week’s lesson focuses on habits related to food and its impact on one’s physical health. Students will explore the question ¿Cómo se mantiene una salud física saludable?. Students will watch an authentic video and read an authentic text to answer the questions related to nutrition. Both resources will give students a strong understanding on the effects/impact of nutrition. For the update, students will write an email to the principal of the school discussing the impact of selling fast/junk food in a school. Students will use the image provided in the lesson to write an email.

After the update, students will add 3 comments. Each comment will require students to respond/reply to the email as the principal.

Pedagogical Rationale for Content:

In this lesson, students are developing their interpersonal skills (Communication 1.1) as they interact through written conversations to share information and opinions. The update and comment allows students to interact in the form of an email. Students are also developing their skills in the language (Connections 3.2) as students are evaluating information and seeing diverse perspectives related to language and the culture. Students are interacting beyond the classroom (Communities 5.1) and contributing to the school community with opinions and perspectives presented in their update.

Teaching Suggestions:

A suggestion for this lesson is to explain that students have choice in choosing what they write about. Have students write an email to the school board or principal with a problem/concern of their choice related to the foods offered at the school. The problem should be related to nutrition at an elementary, middle or high school. By choosing their own problem to discuss, students will be able to choose a topic that interests them. 

In addition, students can use the supplementary resource shown below such as a menu to discuss healthy alternatives related to food. The other two videos offer a definition of healthy nutrition and healthy habits that can be taken to better one’s nutrition.

Possible Supplementary Resources:

Jones, Z. (2019). Billetes: Ministerio de salud del perú: Refrigerio saludable. Zambambazo. Retrieved from https://zachary-jones.com/zambombazo/billetes-ministerio-de-salud-del-peru-refrigerio-saludable/

Media embedded September 24, 2022

Ministerio de Desarrollo Social de la Nación (2020). ¿Qué es una alimentación saludable?. Youtube. Retrieved from https://www.youtube.com/watch?v=3lQMkKlYW9E&t=4s.

Media embedded September 24, 2022

Ministerio de Salud de la Nación (2017). Cuidados en el verano. Youtube. Retrieved from https://www.youtube.com/watch?v=9X6gRYNADDQ&t=5s.

Update 5: La salud emocional

For the Student

Resumen de la semana 5: Esta semana se enfoca en el concepto la salud emocional del bienestar. La definición de la salud emocional puede variar entre personas. Entonces, el propósito de esta semana es definir la salud emocional y describir cómo mantenemos una salud emocional saludable.

Las metas de esta semana son:

  • Define la salud emocional
  • Explica cómo se mantiene la salud emocional

Instrucciones para el estudiante:

Antes de mirar los videos, define la salud emocional. En tu definición, considera lo siguiente:

  • ¿Qué son las emociones?
  • ¿Cuáles son las acciones que tomamos para tener una salud emocional saludable?

Durante el video:

Fuente #1: Mientras ves el video, considera la definición y la explicación de la salud emocional. ¿Cómo se explica la salud emocional?

Media embedded September 23, 2022

OsakidetzaEJGV (2021). Emociones. Salud emocional. Youtube. Retrieved from https://www.youtube.com/watch?v=GlUKYo1V5gQ.

Fuente #2: Mira el video y considera las diferentes actividades que nos ayudan con la salud emocional. Considera la pregunta, ¿Cómo se usa el arte como terapia emocional?

Media embedded September 23, 2022

Cultura UNAM (2020). El arte como terapia emocional - Sin conservadores. Youtube. Retrieved from https://www.youtube.com/watch?v=12pRrgP7K0s&t=1s.

Después de la actividad:

Requisitos para la actualización:

Escribe una actualización de por lo menos 200 palabras sobre el tema de esta semana. Usa tus experiencias, tus intereses y evidencia de los videos de esta semana en tu actualización.

Actualización #5:

Escribe una actualización de por lo menos 200 palabras respondiendo a la siguientes preguntas:

  • ¿Qué son las emociones?
  • ¿Cómo nos ayudan las emociones? ¿Para qué sirven las emociones?
  • ¿Cuáles son algunas actividades terapéuticas que realizas cuando te sientes agobiado?

Evidencia:

Para demostrar evidencia de los materiales, incluye lo siguiente:

  • 1 referencia al video “Emociones. Salud emocional”
  • 1 referencia al video “El arte como terapia emocional”
  • 1 referencia a una infografía/video/imagen de tu preferencia

Requisitos para tu comentario:

Después de añadir tu actualización, comenta/responde a 3 actualizaciones en 50 palabras o menos cada uno. En tu comentario, reacciona a la definición de salud emocional y menciona las actividades que realizas tú cuando te sientes triste/agobiado.

For the Instructor

ACTFL World-Readiness Standards/Standards Mapping:

(Communication 1.1) Interpersonal Communication: Learners interact and negotiate meaning in spoken, signed, or written conversations to share information, reactions, feelings, and opinions.

(Communication 1.3) Presentational Communication: Learners present information, concepts, and ideas to inform, explain, persuade, and narrate on a variety of topics using appropriate media and adapting to various audiences of listeners, readers, or viewers.

Lesson Overview:

Students focus on the concept of emotional health in this lesson. Students will start by defining “emotional health” and use the materials from this week to answer the questions. Both authentic videos will allow students to further discuss the topic of emotions and the actions that are taken to maintain a healthy emotional health. The update for this lesson asks students to define emotion and discuss how emotions help and serve someone. Students will also investigate other activities that serve people when feeling overwhelmed. In the update, students will include references to the course material and their own visual/media.

Students will comment on 3 updates. In the comments, students will react to the definition from their peers and mention personal activities or habits used when feeling down/overwhelmed.

Pedagogical Rationale for Content:

Students will develop their interpersonal skills (Communication 1.1) and presentation skills (Communication 1.3) by presenting information found in the 2 course materials from this week and a visual/media from their choice. The interpersonal skills are developed as students react to the comments of their peers and use the target language to interact with the shared information.

Teaching Suggestions:

An extension activity for this lesson is to direct students to finding a step-by-step Youtube of an activity that helps maintain one’s mental and emotional well-being. For example, students may consider yoga or meditation to be an activity that promotes a positive mental health. Students will then write a blog about the benefits of implementing the activity in their everyday lives. Students will respond to the following questions using the activity chosen:

  • ¿Cuál es la actividad que ayuda a mantener un bienestar saludable?
  • ¿Por qué ayuda a la salud y bienestar de una persona?
  • ¿Cómo pueden ayudar esta actividad a personas que no mantienen su salud mental/emocional?

Possible Supplementary Resources:

Media embedded September 23, 2022

Movistar Perú (2020). La Emoción Nos Une. Youtube. Retrieved from https://www.youtube.com/watch?v=qPHIlPNfECM.

Update 6: Video proyecto sobre el bienestar

For the Student

Resumen de la semana 6: Esta semana completa tu proyecto final sobre el bienestar. Durante el curso, aprendiste sobre las diferentes maneras de mantener una salud sana. Esta semana tu presentarás un video sobre una actividad que estudiantes en tu comunidad pueden usar para sentirse mejor con el estrés.

Assessment:

Usa las instrucciones para completar tu proyecto final sobre el bienestar. Tu aprendizaje sobre el tema del bienestar será determinado por la manera que incluyes los materiales de este módulo en tu video. También, completa la encuesta (survey) para ver si has mejorado tus hábitos durante este módulo.

Peer-Review Video Project Instructions: Video sobre el bienestar

Peer-Review/Proceso de revisiones: 

Usa las instrucciones para dar comentarios a dos compañeros. Durante el proceso de revisiones, usa la rúbrica para proveer revisiones al trabajo de tus compañeros. Tus compañeros usarán los comentarios para completar la versión final. Revisa el trabajo de 3 estudiantes y sigue las instrucciones para todos los procesos de revisiones. 

Peer-Review Instructions with Rubric and Checklist

Final Version and Update #6:

Usa los comentarios de tus dos compañeros para hacer revisiones a tu trabajo. Entrega tu versión final.

Actualización/Update #6:

Escribe una actualización de por lo menos 150 palabras sobre la actividad en tu video proyecto. Explica el impacto que tiene tu actividad en el bienestar de una persona. Incluye tu video como una referencia/representación de tu aprendizaje. 

For the Instructor

ACTFL World-Readiness Standards/Standards Mapping:

(Communication 1.3) Presentational Communication: Learners present information, concepts, and ideas to inform, explain, persuade, and narrate on a variety of topics using appropriate media and adapting to various audiences of listeners, readers, or viewers.

(Communities 5.1) School and Global Communities: Learners use the language both within and beyond the classroom to interact and collaborate in their community and the globalized world.

Overview:

After exploring the theme of health/well-being, students will create a video that includes an activity that reduces stress and an infographic that can be used in school communities to help students. Students can use programs like Canva, Google Slides, Notability, etc. for the creation of their infographic. Information on what to include in the infographic is in the pdf instructions of the project. In the video, students will present research/findings related to the activity of their choice, reference course materials, and give a step-by-step demonstration. This video project continues to explore the essential question of this learning module: ¿Cómo mantienes tú una salud mental, física y emocional sana?

Pedagogical Rationale for Content:

The video project serves as an assessment as students are required to use course materials throughout the learning module to support the activity of their choice and the impact on one’s health/well-being. As the instructor, use the rubric to evaluate the work of students. The rubric includes "Task-Completion", "Comprehensibility & Fluency", "Language Structure", and "Application & Connection". 

Teaching Suggestions:

One suggestion is to have students preview the peer-review process PDF prior to submitting their first draft of the video project. This will allow students to use the checklist and make changes before submitting it for peer-review. In addition, the instructor can offer advice/tips to students when giving feedback. The video under “Possible Supplementary Resources” presents the sandwich technique which can be beneficial for all students.

Another suggestion includes showing students step-by-step videos on Youtube related to well-being to give them a model of the video they will create. A video that can serve as an inspiration is included below under “Possible Supplementary Resources.”

For revisions, students will communicate on their own to revise 3 projects. Expectations for the peer-review revisions is found in the PDF document on the section "For the Student".  If students have not exchanged work with three students, the instructor can assign reviewers. 

Possible Supplementary Resources:

Media embedded September 24, 2022

Fisioterapia a tu alcance (2020). Haz estas 3 cosas cada día para mantenerte en buena salud. Youtube. Retrieved from https://www.youtube.com/watch?v=j9WoqcwR03c.

Media embedded September 24, 2022

ACT Dental (2012). Improve Performance with Sandwich Feedback. Youtube. Retrieved from https://www.youtube.com/watch?v=WO5UgpxuxJs&t=12s.

References

ACT Dental (2012). Improve Performance with Sandwich Feedback. Youtube.  https://www.youtube.com/watch?v=WO5UgpxuxJs&t=12s.

Berardo, S. A. (2006). The use of authentic materials in the teaching of reading. The reading matrix, 6(2).

Cultura UNAM (2020). El arte como terapia emocional - Sin conservadores. Youtube.  https://www.youtube.com/watch?v=12pRrgP7K0s&t=1s.

Cope, B., & Kalantzis, M. (2020). The Digital Learner: Towards a Reflexive Pedagogy. In Handbook of Research on Digital Learning. IGI Global.

Fisioterapia a tu alcance (2020). Haz estas 3 cosas cada día para mantenerte en buena salud. Youtube.  https://www.youtube.com/watch?v=j9WoqcwR03c.

Jones, Z. (2019). Billetes: Ministerio de salud del perú: Refrigerio saludable. Zambambazo. Retrieved from https://zachary-jones.com/zambombazo/billetes-ministerio-de-salud-del-peru-refrigerio-saludable/

Kohn, A. (2008). Why it’s hard to beat, but also hard to find. Independent School.

Ministerio de Desarrollo Social de la Nación (2020). ¿Qué es una alimentación saludable? Youtube.  https://www.youtube.com/watch?v=3lQMkKlYW9E&t=4s.

Ministerio de Educación Gobierno de Chile. (2020). Consejos de comunicación. YouTube.  https://www.youtube.com/watch?v=ddnFmr5ZZTQ.

Ministerio de Salud de la Nación. (2016). Guía alimentaria para la población argentina. Youtube.  https://www.youtube.com/watch?v=r1FKHmqntNU&t=126s.

Ministerio de Salud de la Nación (2017). Cuidados en el verano. Youtube.  https://www.youtube.com/watch?v=9X6gRYNADDQ&t=5s.

Movistar Perú (2020). La Emoción Nos Une. Youtube.  https://www.youtube.com/watch?v=qPHIlPNfECM.

Newmann, F. M., Marks, H. M., & Gamoran, A. (1996). Authentic pedagogy and student performance. American Journal of Education, 104(4), 280–312.

Notodofilmfest. (2019). ¿A quién le creo? YouTube.  https://www.youtube.com/watch?v=9TcJeAfOx4Q.

OsakidetzaEJGV (2021). Emociones. Salud emocional. Youtube.  https://www.youtube.com/watch?v=GlUKYo1V5gQ.

Real, J. D. (2019, June). Pese a prohibición, Persiste Venta de Comida Chatarra en escuelas. ExpokNews.  https://www.expoknews.com/pese-a-prohibicion-persiste-venta-de-comida-chatarra-en-escuelas/

Seguros SURA Colombia. (2021). ¿Qué es el bienestar mental? YouTube.  https://www.youtube.com/watch?v=bd7paPklG-s.

Spanish Listening. (2022). Jennifer- República Dominicana ¿Cómo te mantienes en forma? Vimeo.  https://vimeo.com/212423514/ed25d3f53f?embedded=false&source=video_title&owner=29124495.

Spanish Listening. (2022). Yolanda- España ¿Cómo te mantienes en forma? Vimeo. https://vimeo.com/100550930.

Sociedad Mexicana de Salud Pública. (2020). Factores de riesgo de la salud. YouTube.  https://www.youtube.com/watch?v=luyXBZJVrRs.

WP Company. (2021). Opinión Los Efectos de Instagram en Las Adolescentes Muestran un problema mayor. The Washington Post.  https://www.washingtonpost.com/es/post-opinion/2021/09/21/instagram-dismorfia-filtros-estudio-facebook-adolescentes-ninos/