PLAN CURRICULAR AREA DE NUTRICION PRIMER TRIMESTRE: LA MILPA-PODUC

FECHAS GRADOS/ ENTANDARES DE

NUTRICION
KINDER

HE.1.K.1 Identify dimensions of health SCIENCES: K-LS1 From Molecules to

(e.g. physical, mental, social, emotional, Organisms: Structures and Processes
and environmental).

SCIENCES:: Energy in our Lives (EL)s -

PRIMER GRADO HE.1.1.1 Describe the
MATH GRAFICA DE RESIDUOS,
3.1.dimensions of health (e.g. physical,
PESAR AYUDA DE KA COMUNIDAD
mental, social, emotional, and
SUMA DE NUMERO SEMANAL.
environmental).
LITERATURA TEXTO INSTRUCTIVO

Growth and Changes in Animals

(AN)Analyze the growth and development
SEGUNDO GRADO:
of familiar animals, including birds, fish,
HE.1.2.1 Recognize examples of physical,
insects, reptiles, amphibians, and
mental, social, emotional, and
mammals, during their life cycles Compare
environmental health.
the growth and development of humans
with that of familiar animals.
 of familiar animals, including birds, fish,
HE.1.2.1 Recognize examples of physical,
insects, reptiles, amphibians, and
mental, social, emotional, and
mammals, during their life cycles Compare
environmental health.
the growth and development of humans
with that of familiar animals.

TERCER GRADO:

HE.1.3.2 List examples of physical, mental,

social, emotional, and environmental
health.Recognize ways in which safe and
healthy school and community
environments can promote personal health
including but not limited to respect for Plant Growth and Changes
diversity; safe routes to school/bike and (PL)Investigate the growth and
walk; school gardens; and other school development of plants, including the
policies and programs that promote health conditions necessary for germination.
literacy.

CURTO GRADO HE.1.4.2 List

examples of physical, mental, social,
emotional, and environmental
health.Recognize ways in which safe and
Habitats and Communities (HC) Life
healthy school and community
Systems :Investigate the interdependence
environments can promote personal health
of plants and animals, including humans,
including but not limited to respect for
within habitats and communities.
diversity; safe routes to school/bike and
walk; school gardens; and other school
policies and programs that promote health
literacy.
 CURTO GRADO HE.1.4.2 List
examples of physical, mental, social,
emotional, and environmental
health.Recognize ways in which safe and
Habitats and Communities (HC) Life
healthy school and community
Systems :Investigate the interdependence
environments can promote personal health
of plants and animals, including humans,
including but not limited to respect for
within habitats and communities.
diversity; safe routes to school/bike and
walk; school gardens; and other school
policies and programs that promote health
literacy.

QUINTO GRADO HE.1.3.2 List

examples of physical, mental, social,
emotional, and environmental
health.Recognize ways in which safe and
healthy school and community
environments can promote personal health
including but not limited to respect for states of matter. Investigate how reversible
diversity; safe routes to school/bike and
walk; school gardens; and other school
policies and programs that promote health
literacy.
Properties and Changes of
Materials/Matter (MC)Investigate the
characteristics and physical properties of
materials in solid, liquid, and gaseous
and nonreversible changes, including
changes of state, alter materials.
 SEXTO GRADO HE.1.6.3 Describe the
interrelationships of emotional,
intellectual, physical, and social health in
adolescence. HE.1.6.4 Identify how the
environment affects personal health.
Physical Science: Thermal Energy
(TE)Examine how heat moves in a
predictable flow from warmer objects to
cooler objects until all the objects are at
the same temperature

SEPTIMO GRADOHE.1.7.3 Explain the

interrelationships of physical, mental,
Structure and Processes (SP)All organisms
social, emotional, and environmental
have external parts that they use to
health in adolescence. HE.1.7.4 Identify
perform daily functions to make sense of
how the environment affects personal
phenomena and solve problems.
health. HE.1.7.4 Identify how the
environment affects personal health.
 OCTAVO GRADOHE.1.8.1 Analyze the
relationship between healthy behaviors
Forces, Fluids, and Density (FD)
and personal health. HE.1.8.2 Describe
Investigate and
qualities that contribute to a healthy body
represent the density of
image. HE.1.8.3 Analyze the
solids, liquids, and
interrelationships of physical, mental,
gases based on the
social, emotional, and environmental
particle theory of
health in adolescence. HE.1.8.4 Identify
matter.
how the environment affects personal
health.
NOVENO GRADO 1 Predict how healthy
behaviors can affect health status
Reproduction and Human
HE.1.12.2 Describe the interrelationships
Development :Examine the process of and
of physical, mental, social, emotional, and
influences on the transfer of genetic
environmental health. H.E.1.12.3 Explain
information and the impact of that
how environment (both physical and
understanding on society past and present.
social) and personal health are
interrelated.

10 A 12 VO GRADOHE.1.12.1 Predict
how healthy behaviors can affect health
status. THE.1.12.2 Describe the
interrelationships of physical, mental,
NUTRICON
social, emotional, and environmental
health. H.E.1.12.3 Explain how
environment (both physical and social) and
personal health are interrelated.
 health. H.E.1.12.3 Explain how
environment (both physical and social) and
personal health are interrelated.
RIMESTRE: LA MILPA-PODUCTOS LACTEOS- FERMENTACION-CONSERVA

AREA DE APRENDIZAJE TRANS SUB AREA

VERSAL

CIENCIAS DE LA VIDA we are?... our senses

Physical Science how can you meet the need of a livng thinks ?

Life Systems: ciclos de la vida CONEJOS

 Life Systems: ciclos de la vida CONEJOS

LIFE SYSTEMS CICLOS DE LA VIDA AYOTE

Life Systems : PRODUCCION LOCAL CONSERVACION

 Life Systems : PRODUCCION LOCAL CONSERVACION

Physical Science: PRODUCCION LOCAL FERMENTACION

Physical Science: PROCESOS DE COCCION

DIGESTION, HIDRATACION, BOMBA SODIO

Life Science
POTASIO
Physical Science – LA COCINA COMO LABORATORIO
Life Science: alimentos vrs productos alimentarios

chrome-extension://
efaidnbmnnnibpcajpcglclefindmkaj/https://
NUTRICION www.tc.columbia.edu/media/centers-amp-labs/
tisch/2020/curricula-and-resources/Food-
Chemistry-FINAL-July-2014-1.pdf
Chemistry-FINAL-July-2014-1.pdf
 UNIDAD O TEMA CIENCIAS PREGUNTA PROVOCADORA

How can we use our senses to describe

la milpa?
Maiz: Tortilla, atol
(pico de gallo, brocamole, canela, nuez
moscada)
Frijoles: Frijoles molidos (ahumado,
tropezones de vegetales dulces)
Ayote: Torta de ayote
(presentacion de vegetales completos)

HOW CAN I CREATE A HOME

FROM KITCHEN WASTE?
MAIZ: desgranar mazorcas (maiz
cocido con yogur casero) Carotenoides
Frijoles: LIMPIAR
FRIJOLES, LLEVARSE A CASA
RECETA DE SOPITA, DEGUSTACION
MEJORAR LA RECETA AYOTE:
Torta de ayote (llevar molde individual,
seguir una receta, estacioones de medida)

Como podemos crear la mejor dieta para

los conejos desde nuestra cocina?
MAIZ tortillas con sabores (conejos:Bajo
valor nutritivo y muy elevado contenido
calórico. Les gusta mucho pero debe darse
con mucha moderación ya que les
engorda en exceso.) Frijoles el hierro y
nuestro sistema digestivo conejos La
razón es simple: los frijoles son ricos en
almidones y pueden ser difíciles de digerir
para los conejos, lo que podría conducir a
problemas de salud graves, como el gas y
la hinchazón. AYOTE: fLORES
COMESTIBLES
 engorda en exceso.) Frijoles el hierro y
nuestro sistema digestivo conejos La
razón es simple: los frijoles son ricos en
almidones y pueden ser difíciles de digerir
para los conejos, lo que podría conducir a
problemas de salud graves, como el gas y
la hinchazón. AYOTE: fLORES
COMESTIBLES

como podemos crear un producto usando

el ayote como materia prima? Ayote:
exploracion de sabores dulces y salados.
Ayote como recurso: ñoquis. Ayote como bello para math
recurso: torta de ayote. Ayote, tortilla con
petalos de ayote, germinacion de semillas
tostar chps

QUE ALIMENTOS USADOS EN

NUESTRA COCINA SON DE
NUESTRA COMUNIDAD:? LECHE,
PRODUCTOS LACTEOS, CRAR
QUESO, YOGURT, POSTRE DE
YOGURT, FRUTAS DE ESTACION
MERMELADA
 QUE ALIMENTOS USADOS EN
NUESTRA COCINA SON DE
NUESTRA COMUNIDAD:? LECHE,
PRODUCTOS LACTEOS, CRAR
QUESO, YOGURT, POSTRE DE
YOGURT, FRUTAS DE ESTACION
MERMELADA

Como podemos crear una bebida

burbujeante con las frutas de mi
comunidad?
Como puedo USAR ENERGIAS MAS
SOSTENIBLES PARA COCIANAR?
Como puedo crear

Como podemos crear una bebida

hidratante casera?

Como puedo describir los procesos
culinarios en procesos cientificos?
La ciencia de hacer dulces.
Efectos del azúcar sobre la salud (por ejemplo,
diabetes, dientes)
Hacer almidón a partir de harina, patatas o arroz.
Los efectos de la germinación sobre las semillas
(azúcar y almidón).
La ciencia de hacer pan: masa, trigo,
levadura y gluten
La elaboración de queso, tofu y yogur, mayonesa
emulsion
 etiquetas de alimentos,

sustitutos saludables
Como nos aseguramos de ingerir
alimentos limpios? que es modificacion genetica y como ingfluye en
nuestros organismos
recrear versiones saludables de productos
alimentarios

etiquetas de alimentos,

sustitutos saludables

que es modificacion genetica y como ingfluye en

nuestros organismos
recrear versiones saludables de productos
alimentarios

Como puedo crear mis aliemntos a partir

de ingredietes saudables¡
 LIBROS SUGERIDOS
CENTROS DE EXPLORACION SENSORIAL INVITACION A LA COCINA CARTA Y MAPA BOLSITAS DE
RECOLECCION HACER RECETAS EN EL PIZARRON NEGRO

Todos los dias llevan el registro del residuo y al final de semana publicamos la suma para que la comunidad nos
ayude, debe estar expuesto en el mural. Observacion de la composta semanal,

CREAR UN CARTEL PARA LA CASA DE LOS CONEJOS QUE PUEDE Y NO PUEDE COMER
 CREAR UN CARTEL PARA LA CASA DE LOS CONEJOS QUE PUEDE Y NO PUEDE COMER

Creacion de un producto por el grupo, inicio del proyecto lectura de texto instructivo, medidas, seguir una receta,

CREAR UN YOGURT PARA SU VENTA, CREAR UNA LISTA DE FRUTAS DE NUESTRA COMUNIDAD Y
HACER MERMELADAS
CREAR UN YOGURT PARA SU VENTA, CREAR UNA LISTA DE FRUTAS DE NUESTRA COMUNIDAD Y
HACER MERMELADAS

crear una bebida refrescante a base de kombucha (catadores de kombucha- proveedor local, crear su marca y diseño
durante el proceso de fementacion y doble fementacion, iniciando desde la doble fementacion
CEAR GALLETAS DE MAIZ Y SEMILLAS, TIEMPO DE COCCION FORMULACION DEL PROBLEMA,
CREAR RECETAS, PRODUCTO

crear cata de electrolitos, anotar los puntos a valorar, investigacion de los

proncipales ingredientes de una bebida hidratante
 CLOROFILA Descubra la variedad de clorofila en las plantas carbohidratos: Al estudiar los
carbohidratos, nos centramos en los procedimientos de prueba utilizados para detectar la presencia de azúcar y
almidón, así como sus propiedades.
Proteína: Cuando estudiamos proteínas, nos centramos en los procedimientos de prueba utilizados para detectar la
presencia de proteínas, así como sus propiedades, incluidas las proteínas coagulantes. Se pueden observar las
siguientes propiedades y procesos relacionados con los alimentos: Grasa : Al estudiar las grasas, nos centramos en
los procedimientos de prueba utilizados para detectar la presencia de grasas, así como sus propiedades, incluidas las
emulsiones. Se pueden observar las siguientes propiedades y procesos:
recetas se inciiaran luego de la lista de que productos desean aprender

Disciplined Inquiry and Critical Thinking • Problem Solving • Understanding Self and Others • Local and Global
Mindedness • Health and Safety • Environmental Education • Healthy Relationships • Equity and Inclusive Education
• Financial Literacy • Literacy and Research Skills
Ideas de Actividad
VOCABULARIO

PATRONES, ADJETIVOS DESCRIPTIVOS, Frascos de vidrio para especiero COMO LOS

NOMBRES PROIPIOS DE PRODUCTOS SABORES DE NICARAGUA ME INSPIRAN
AGRICOLAS NICARAGUENSES, PARA CREAR UNA ESPECIA CON
NUESTROS NOMBRE?

NUTRTIENTES (CAROTENOIDES, HIERRO)

APOYO DE LA COMUNIDAD: CREAR UNA
GRAFICO DE BARRAS
COMPOSTA, PESA DE KILOGRAMOS,
DESECHO,DESPERDICIO, REDUCIR, BANCO
FRASCOS DE VIDRIO
DE SEMILLAS.

NUTRTIENTES (CAROTENOIDES, HIERRO)

PLANTAR AYOTES UNA PLANTITA
CARTEL ESTRUCTURA
 NUTRTIENTES (CAROTENOIDES, HIERRO)
PLANTAR AYOTES UNA PLANTITA
CARTEL ESTRUCTURA

materia prima, polinizacion, transformacion,

PLANTAR AYOTES UNA PLANTITA
germinacion,

FERMENTACION, MIRCROORGANISMOS,
BACTERIAS, MICROBIOTA, CONSERVACION
BOLSAS DE FILTRO DE LECHE, PRENSADOR
DE ALIMENTOS, CADENA ALIMENTARIA,
DE QUESO, TARROS DE VIDRIO.
ALIMENTAR LACOMPOSTERA CON PARTE
DEL SUERO DE LA LECHE FILTRADA
 FERMENTACION, MIRCROORGANISMOS,
BACTERIAS, MICROBIOTA, CONSERVACION
BOLSAS DE FILTRO DE LECHE, PRENSADOR
DE ALIMENTOS, CADENA ALIMENTARIA,
DE QUESO, TARROS DE VIDRIO.
ALIMENTAR LACOMPOSTERA CON PARTE
DEL SUERO DE LA LECHE FILTRADA

te negro, botellas de vidrio gandes, botellas de boca

fementacion, ebullicion, cocinar con vapo, hiebas,
ancha por niño, temometros de cocina 2,pogrmar
especias, condimentos
visita de poductores de kombucha.
ENRGIA SOLAR, CONVECCION, CALOR, MATERIALES NECESARIOS PARA LA
DISTRIBUCION, ONDAS, FLUJO DE CALOR, CONSTRUCCION DE 3 PROTOTIPOS DE
ETC HORNO

electrolitos,hidratacion, celula,
mitocondria, citoplasma, globulos
rojos,hemoglobina
 En octavo grado estudiamos química vegetal y de
alimentos. Como siempre deseamos mantener una
conexión entre el mundo exterior y el ser humano,
nosotros mismos. En este bloque la atención se
centra en los procesos orgánicos que transforman
las plantas en sustancias útiles para los humanos,
frascos de vidrio para productos, vasos de medida 3
principalmente alimentos. Estudiamos los procesos
equipos completos,
que llevan los alimentos desde su estado crudo
hasta sus componentes nutricionales individuales:
azúcares, almidones, proteínas y grasas o aceites.
Estos procesos ocurren tanto fuera de nosotros en
forma de maduración, procesamiento y cocción
como dentro de nosotros en forma de metabolismo.
potencializadores de sabor, colorantes,xitol,
ingredientes especificos
sucralosa, etc

PROCESOS CULINARIOS, HABILIDADES INGREDIENTES ESPECIFICOS CLASES

PARA LA VIDA DESPUES DEL SERVICIO DE COCINA
 Organization for Matter and Energy Flow in
Organisms
Use observations to describe patterns of
what plants and animals (including humans) need
to survive

Demonstrate an understanding that the sun, as the

earth’s principal source of energy, warms the air,
land, and water; is a source of light for the earth;
and makes it possible to grow food.

Identify food as a source of energy for

themselves and other living things.
Investigate growth of living things (plants) based
on their exposure to the sun.

Create a physical, visual, or dramatic representation

of the growth and development of familiar animals
during their life cycles.
Create a physical, visual, or dramatic representation
of the growth and development of familiar animals
during their life cycles.

Observe and explain the function of the major

structures (i.e., root, stem, flower, leaf, and fruit or
seed) of a variety of plants. (ayote)
Compare the basic needs of
plants to the basic needs of animals and humans
Students know how sugar, water, and
minerals are transported in a vascular plant.

Identify the plants and animals which can be found

in the communities (e.g., house, village, farm,
reserve, and city) in which students live.lassify
plants and animals, including humans, according to
their role(s) (e.g., producer, consumer, herbivore,
omnivore, carnivore, predator, prey, scavenger, and
decomposer) in food chains and food websites.
Construct a visual representation of a specific food
chain that exists within a habitat or community.
Observe and maintain a habitat such as a terrarium,
aquarium, mealworm box, ant farm, pond in a
bottle, or vermiculture to examine interactions
between plants and animals, and their
environments. Students know plants are the
primary source of matter and energy entering most
food chains. Students know decomposers,
including many fungi, insects, and microorganisms,
recycle matter from dead plants and
animalsStudents know that most microorganisms
do not cause disease and that many are beneficial.
 Identify the plants and animals which can be found
in the communities (e.g., house, village, farm,
reserve, and city) in which students live.lassify
plants and animals, including humans, according to
their role(s) (e.g., producer, consumer, herbivore,
omnivore, carnivore, predator, prey, scavenger, and
decomposer) in food chains and food websites.
Construct a visual representation of a specific food
chain that exists within a habitat or community.
Observe and maintain a habitat such as a terrarium,
aquarium, mealworm box, ant farm, pond in a
bottle, or vermiculture to examine interactions
between plants and animals, and their
environments. Students know plants are the
primary source of matter and energy entering most
food chains. Students know decomposers,
including many fungi, insects, and microorganisms,
recycle matter from dead plants and
animalsStudents know that most microorganisms
do not cause disease and that many are beneficial.

Discuss the importance of water, in all states of

matter, as a sacred substance within communities
and traditional knowledge keepers. Observe and
record characteristics and physical properties (e.g.,
color, texture, mass, volume, hardness, flexibility,
absorbency, strength, buoyancy, melting point,
malleability, magnetism, and solubility) of different
solids, liquids, and gases in their environment.
Measure the temperature, volume, and mass of
materials using appropriate instruments (e.g.,
digital thermometer, ruler, tape measure, graduated
cylinder, measuring cup, single-pan balance, and
electronic scale) and standard units (e.g., °C, cm3,
ml, and kg).
 Energy can be carried from one place to another by
heat flow or by waves, including water, light and
sound waves, or by moving objects. That when fuel
is consumed, most of the energy released becomes
heat energy. Students know heat flows in solids by
conduction (which involves no flow of matter) and
in fluids by conduction and by convection (which
involves flow of matter). Students know heat
energy is also transferred between objects by
radiation (radiation can travel through space).

All living things are made up of cells. In organisms,

cells work together to form tissues and organs that
are specialized for particular body functions.
Identify questions to investigate related to genetics.
Provide examples of genetic conditions whose
causes and cures are not understood according to
current scientific and technological knowledge
(e.g., some causes of male infertility, cystic
fibrosis, Down’s syndrome, and muscular
dystrophy). Recognize that the nucleus of a cell
contains genetic information and identify the
relationship among chromosomes, genes, and DNA
in transmitting genetic information. Identify
examples of dominant and recessive traits in
humans and other living things. Observe, collect,
and analyze class and/or family data of human traits
that may be inherited from parents (e.g., eye colour,
chin shape, ear lobes, and tongue rolling). Discuss
environmental factors and personal choices that
may lead to changes in a cell’s genetic information
(e.g., toxins, carcinogens, pesticides, smoking,
overexposure to sunlight, and alcohol abuse).
Select and synthesize information from various
sources to illustrate how developments in genetics,
including gene therapy and genetic engineering,
have had an impact on global and local food
production, populations, the spread of disease, and
the environment. Describe careers that require an
understanding of genetics or reproductive biology.
dentify questions to investigate related to genetics.
Provide examples of genetic conditions whose
causes and cures are not understood according to
current scientific and technological knowledge
(e.g., some causes of male infertility, cystic
fibrosis, Down’s syndrome, and muscular
dystrophy). Recognize that the nucleus of a cell
contains genetic information and identify the
relationship among chromosomes, genes, and DNA
in transmitting genetic information. Identify
examples of dominant and recessive traits in
humans and other living things. Observe, collect,
and analyze class and/or family data of human traits
that may be inherited from parents (e.g., eye colour,
chin shape, ear lobes, and tongue rolling). Discuss
environmental factors and personal choices that
may lead to changes in a cell’s genetic information
(e.g., toxins, carcinogens, pesticides, smoking,
overexposure to sunlight, and alcohol abuse).
Select and synthesize information from various
sources to illustrate how developments in genetics,
including gene therapy and genetic engineering,
have had an impact on global and local food
production, populations, the spread of disease, and
the environment. Describe careers that require an
understanding of genetics or reproductive biology.

Este curso se centra en pautas para elegir alimentos

nutritivos. Los estudiantes investigarán los factores
que influyen en la elección de alimentos, incluidas
creencias, actitudes, tendencias actuales, patrones
alimentarios tradicionales, estrategias de
comercialización de alimentos y necesidades
individuales. Los estudiantes también explorarán el
impacto ambiental de una variedad de opciones de
alimentos a nivel local y global. El curso brinda a
los estudiantes oportunidades para desarrollar
habilidades de preparación de alimentos y les
presenta el uso de métodos de investigación de
ciencias sociales en el área de alimentación y
nutrición.
alimentos a nivel local y global. El curso brinda a
los estudiantes oportunidades para desarrollar
habilidades de preparación de alimentos y les
presenta el uso de métodos de investigación de
ciencias sociales en el área de alimentación y
nutrición.
INDICADORES DE LOGRO TRANSVERSALES
 25%
10 horas 3 horas semanales de clase de cocina
2 horas de planificacion semanal
5 horas de apoyo curricular mensual (PBL determinados por home teachers, 2 grados semanal agendar )
ados semanal agendar ) crear centros, material para losPBL, conexión con agentes externos desde flor.