K-LEARNING PROJECT
SKILLS
EFL 4.3.1: Interact and engage in meaningful, short, and simple conversations about familiar topics.
EFL 4.4.1: Write short, simple, and coherent texts on familiar topics, using basic sentence patterns and connectors.
EFL 4.4.5: Use ICT tools (Canva, Slides, etc.) to write, publish, and present texts in a creative way.
REAL-LIFE APPLICATION
This project empowers students to become “health influencers” within their peer group. By creating wellness campaigns, students move from passive learners to active promoters of healthy living. It teaches them how to synthesize health information into clear, actionable advice, a skill that translates directly into real-world communication regarding community safety, public health awareness, and interpersonal empathy..
LEARNING ACTIVITIES
SESSION 1 (80 min)
Unit: Health and Body
Project Plan: The Health Ambassador Challenge
Objective: Groups of 3-4 students will design a digital “Wellness Poster” or a “Quick Guide” to help students at their school handle common ailments or maintain a healthy lifestyle.
Session 1: Planning and Creation (40 Minutes)
- Introduction (5 min): Explain the goal. Groups must choose one specific target: (1) Managing stress/fatigue, (2) Eating healthy, or (3) Dealing with common symptoms (colds/headaches).
- Group Roles (5 min): Assign roles to ensure participation:
- The Designer: Manages the visual layout (colors, images).
- The Content Lead: Writes the tips (imperatives/should-shouldn’t).
- The Fact Checker: Ensures vocabulary (symptoms/body parts) is used correctly.
- Drafting (30 min): Students use digital tools (Canva, PowerPoint, or Google Slides) to create their guide.
- Requirement: Must include 4+ symptoms, 2+ body parts, and at least 5 sentences using advice grammar (“You should drink water,” “Don’t ignore a cough”).
Session 2: Final Polish and Presentation (40 Minutes)
- Editing/Polishing (15 min): Groups finish their design. They do a peer-review “gallery walk” (if using digital screens) or switch computers to check for spelling and grammar errors in each other’s work.
- Presentations (25 min): Each group gives a 3-minute presentation.
- Format: One student introduces the “Health Problem,” and the group shares their “Healthy Advice” using their poster/slides as a visual aid.
- Teacher Feedback: Use a simple checklist: Did they use the target vocabulary? Was the grammar accurate? Was the message clear?
Students hang their posters in the hallways around the school!
Rubric:
| Criteria | Excellent (3 or 2 pts) | Good (2 or 1.5 pts) | Developing (1 pt) |
| Grammar Usage (3 pts) | Correct use of Imperatives and Should/Shouldn’t. (3 pts) | Mostly correct, with 1-2 minor errors. (2 pts) | Frequent grammar errors make advice hard to understand. (1 pt) |
| Vocabulary (3 pts) | Uses 4+ target health/body words accurately. (3 pts) | Uses 2-3 target health/body words. (2 pts) | Uses 1 or 0 target words. (1 pt) |
| Visual Design & ICT (2 pts) | Creative, clear, and well-organized digital layout. (2 pts) | Clear and neat, but basic. (1.5 pts) | Messy, difficult to read, or incomplete. (1 pt) |
| Presentation (2 pts) | Speaks clearly and engages the audience. (2 pts) | Understandable, but reads mostly from notes. (1.5 pts) | Very quiet or does not present. (1 pt) |
NEE – Agregar el tipo de adaptaciones curriculares
Principio II: Pautas 6.1 – 6.3 – 6.4
Principio III: Pautas 7.1 – 8.1 – 9.1
ALUMNO 1: Constante monitoreo. Dar tiempo adicional para el desarrollo de la actividad y se reduce el número de ejercicios o se modifican los ejercicios con un nivel de dificultad reducido, de acuerdo con sus necesidades académicas.
ALUMNO 2: Constante monitoreo, Dar tiempo adicional para el desarrollo de la actividad y se reduce el número de ejercicios o se modifican los ejercicios con un nivel de dificultad reducido, de acuerdo con sus necesidades académicas.
ALUMNO 3: Constante monitoreo. Corroborar que el contenido entregado en clase haya sido comprendido por la estudiante mediante retroalimentación.