LEARNING UNIT N°

TITLE: “ ANIMALS , OUR FRIENDS ”

SIGNIFICANT SITUATION: This learning unit addresses various learning situations whose organizing axis is animals. This

Learning Unit has been chosen because boys and girls show a special interest in animals and enjoy interacting with them.

Furthermore, as a result of these interactions they acquire a lot of knowledge and are interested in delving deeper into

what they are like, what their behavior is and what needs they have, etc.

DURATION: From November 18 to 30, 2019.

CLASSROOM: 3 YEARS.

TEACHER:
DIRECTOR MG. FLOR GENOVEVA GABRIEL JÁUREGUI
III.- PURPOSE OF ACTIVITIES: That boys and girls seek to form people who are aware of caring for the environment, who promote the
development of healthy and sustainable lifestyles.

What will children achieve with this learning unit?

AREA COMPETENCE CAPACITIES STANDARD 4 YEAR PERFORMANCES
-Obtains information Communicates orally through various types of Identify characteristics of people,
from oral text. texts; Identifying explicit information, he makes characters, animals or objects based on
-Infer and interpret simple inferences from this information and what is observed in the illustrations when
information from oral interprets non-verbal and para-verbal resources
exploring stories, labels, posters, which
text. of the people in his environment. Give your
are presented in various media.
-Adapt, organize and opinion on what you liked most/least about the
develop the text in a content of the text. He expresses himself
COMMUNICATION

coherent and cohesive spontaneously based on his previous knowledge,

way. with the purpose of interacting with one or more
-Use non-verbal and interlocutors, known in a communicative
Communicate para-verbal resources situation. Develop your ideas by generally staying
orally in your strategically. on topic; Uses frequently used vocabulary and
language -Interact strategically understandable pronunciation, relies on gestures
with different and body language, in an exchange, generally
interlocutors. participates and responds in a relevant way to
-Reflect and evaluate what is said to him.
the form, content and
context of the oral text.
Read various  Obtains information Reads various types of text that deal with real Deduces characteristics of people,
types of texts from written text. or imaginary topics that are common to him/her, characters, animals and objects in
in their native •Infer and interpret in which familiar words predominate and are anecdotes, stories and oral rhymes.
information from the accompanied by illustrations. Build hypotheses or
language.
written text. predictions about the information contained in
the texts and demonstrate understanding of the
illustrations and some written symbols that
convey information. Expresses his tastes and
preferences in relation to the texts read from
his own experience. Use some basic conventions
of written texts.
Write various -Adapt the text to the Based on his writing hypotheses, he writes -Write on your own initiative and in your own
types of texts communicative situation various types of texts on various topics, way about what interests you. Use lines,
in your native -Organize and develop considering the purpose and the recipient based graphics or other forms to express your ideas
language ideas in a coherent and on his previous experience. Develop your ideas and emotions through a note, to relate an
cohesive way around a topic with the intention of transmitting experience or a story.
-Use written language ideas or emotions. Follow the linearity and
conversations in a directionality of writing.
relevant way.
-Reflect and evaluate
the form, content and
context of the written
text
Create projects • Explore and Create artistic projects by freely experimenting
from artistic experience the and manipulating various media and materials to Spontaneously shows and comments to
languages. languages of art. discover their expressive properties. Explore peers and adults around him what he has
the basic elements of art languages such as done when playing and creating projects
•Applies creative sound, colors and movement. He explores his own
through artistic languages.
processes. imaginative ideas that he builds from his
experiences and transforms them into something
-Represents their ideas about their
•Socialize your new through symbolic play, drawing, painting,
personal experiences using different
 processes and projects construction, music and creative movement. artistic languages (drawing, painting,
Spontaneously share your experiences and dance or movement, theater, music,
creations. puppets, etc.
M SOLVE -Translate quantities Solve problems related to relating objects in It establishes relationships between the
TO QUANTITY into numerical their environment according to their perceptual objects in its environment according to
T PROBLEMS expressions. characteristics; group, order up to fifth place, their perceptual characteristics by
AND -Communicates your serialize up to 5 objects, compare quantities of
comparing and grouping those similar
M understanding of objects and weights, add and remove up to 5
TO objects that serve a certain purpose.
numbers and operations. elements, making representations with their
T -Use estimation and body, concrete material or drawings. Express the
Yo calculation strategies quantity of up to 10 objects, using strategies -Use spontaneous counting in everyday
c and procedures such as counting. Use quantifiers: “many,” “few,” situations following an unconventional
TO “none,” and expressions: “more than,” “less than.” order with respect to the numerical
Express the weight of objects “weighs more”, series.
“weighs less” and time with temporal notions
such as “before or after”, “yesterday”, “today”
or “tomorrow”.
Solve problems Model objects with Solve problems by relating objects in the environment -Establishes measurement relationships in
with two-dimensional shapes. It expresses the location
of shape, geometric shapes and everyday situations. Expresses with his
of people in relation to objects in space “near” “far
movement and their transformations from” “next to”, and movements “forward, backward”,
body or through some actions when
location “to one side, to the other”. This is also how it something is big or small.
expresses the comparison of the length of two
objects: “it is longer than”, “it is shorter than”. Use
strategies to solve problems, when building objects
with concrete materials or making movements.
P.S. Live together Build norms, and He coexists and participates democratically when he Participates in group activities putting
E.O. interacts respectfully with his colleagues on his own
and participate assume agreements into practice the rules of coexistence and
R.C. initiative, fulfills his duties and is interested in
democratically and laws. learning more about the different customs and
the limits he knows.
YEAH
in the search characteristics of the people in his immediate Collaborate in taking care of the use of
O.A.
N.L. for the Participate in actions environment. Participate and propose agreements and resources, materials and shared spaces.
rules of coexistence for the common good. Carry out
TO common good that promote common actions with others for the good use of common
l spaces, materials and resources.
well-being
c “Inquire using Problematize Explores objects, space and events in its environment, -Asks questions that express their
Yo scientific situations to asks questions based on its curiosity, proposes curiosity about objects, living beings,
AND possible answers, obtains information by observing,
methods to investigate. manipulating and describing; compares aspects of the
events or phenomena that occur in their
N
build your Generates and records object or phenomenon to check the answer and environment.
c
knowledge” data or information. expresses orally or graphically what he or she did and -Communicates the discoveries he makes
Yo
Analyze data and learned. when he explores. He uses gestures or
TO
information.
signs, body movements or does it orally.
Evaluates and
communicates the process
and result of your inquiry.
IV.- CROSS-CUTTING APPROACH: Environmental Approach and Orientation approach to the common good
PRODUCT: tangible and Intangible AS ;
 Getting to know domestic and wild animals.
 Playing ordinals
 Modeling
 Listening to various texts of stories, fables and stories related to food.
V.- WHAT INSTRUMENTS AM I GOING TO USE TO COLLECT THE INFORMATION?
 Auxiliary record.
 Field notebook
 Application sheets.
 Evaluation rubrics
 Briefcase.
Huánuco November 18, 2019
 …………………………………………………………..
………………………………………………………………..

PROFESSOR DIRECTOR

VI.- PROGRAMMING OF ACTIVITIES

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

(18-11-19) (19-11-19) (20-11-19) (21-11-19) (22-11-19)

PLANNING AND WHERE THE ANIMALS GROUPING THE FARM GUESS WHAT ANIMAL IT WE KNOW THE
CONFORMATION OF LIVE ANIMALS IS POULTRY.
GROUPS.

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

(25-11-19) 26-11-19) (27-11-19) 28-11-19) (29-11-19)

WE PLAY ORDINALS ANIMALS THAT LIVE IN GETTING TO KNOW WHO CREATED WE CARRY OUT THE
WITH ANIMALS THE HOUSE WILD ANIMALS ANIMALS? MODELING OF
ANIMALS
 Monday, November 18,
ACTIVITY N° 01 2019

QUALIFICATION : PLANNING AND CONFORMATION OF GROUPS

TIME : 45´
RESOURCES: Paper, markers , silhouettes, etc.
CROSS-CUTTING APPROACH Environmental Approach and Orientation to the common good
LEARNING PURPOSE :
AREA COMPETENCE CAPABILITIES PERFORMANCE
COMMUNIC He communicates  Obtains information from Say what it will be about, how it will continue or
ATION orally in his native written text. how the text will end based on the illustrations or
language.  Infers and interprets images you observe before and during the reading
information from written text.
you do.
 Reflect and evaluate the form,
content and context of the
written text.

DIDACTIC STRATEGIES
SEQUENCE
START I ask the children to close their eyes and count to 5. When they have opened it, I show them an envelope
with various animals. I invite them to describe them, telling them that they will help us get to know them
better. We present to you the purpose that today we will learn about the different animals, their care and
their way of living.
We play the game: To the rhythm of AGOGO and I ask the children to mention the animals that they have
at home or know. We ask the Questions: What animals do you know? What sizes are they? Do you have
animals or pets at home? Because they are important? What can we find out about animals? Where will we
find out? How will we find out? What would happen if animals did not exist?
They propose the rules of conduct that we must follow during the unit .

DEVELOPMEN The teacher shows some images of animals and asks some questions: What do children observe?
T What would you like to know about the animals? They respond and the teacher takes note of
everything they respond to the different questions she asks.
What do What do How will What do we How will we
we we want we do it? need? organize
know? to know? ourselves?

I ask the children to draw what they want to do in this unit in order to complete our picture.
Once our project was organized, we went out to the patio and played the animal round, then we gave each
child a silhouette of animals: fish, giraffes, dogs, bees and parrots. That is, figures where they can put
together a puzzle, to form the groups, they paste them on paper. Then they are asked to describe each
silhouette that they get, then they are told to group themselves by the silhouette presented. Each group
designates a coordinator.
Each group is given a card with animal figures, they paint it, cut it out and paste it on a piece of paper
according to the figure, then they decorate it along the outline.
We place the papers on the board and discuss how they did it.
CLOSING The teacher hands out a blank sheet of paper and invites them to draw the animals they know and decorate
it freely.
They verbalize their work to evaluate it.
The boys and girls draw some conclusions from the topic we are addressing today. The boys and girls
answer the following questions:
what they learned, They talk with their parents about animals. What did I learn today? What did I learn
for? How did I learn?
ASSESSMENT:
TECHNIQUE: Observation
INSTRUMENT: Evaluation Form, Evaluation Rubric
 MOMENTS STRATEGIES
Free play in the FIRST MOMENT:
sectors. Planning: Upon entering the classroom, the boys and girls organize themselves to carry out the
assembly, then they autonomously choose who to play with and in which sector to play.
Organization: They are grouped with 5 or 6 members, then through the strategy of the little train in
line we go through all the sectors and those who chose stay in each sector.
SECOND MOMENT: Game project: Boys and girls play freely according to what they have planned to
do.
THIRD MOMENT: Meta cognition: We ask questions: What did you think of the game? How did you
feel? What did you do? Would you like to play again?
Socialization: After ordering the materials, they verbalize what they have done.
Representation: After having verbalized their experiences, they graphically represent their
experiences.
Order: The teacher, using various strategies, orders the toys to be put away.
ROUTINES Permanent activities, personal hygiene, refreshments and recreation
ACTV. Of the and c PLANNING AND FORMATION OF GROUPS.
project
AREA COMPETENCE ABILITY PERFORMANCE

COMMUNICATION Create projects from Explore and experience the Represents ideas about their personal
artistic languages languages of art. experiences using different artistic
Apply creative processes languages (drawing, painting, dance or
. Socialize your processes and movement, theater, music, puppets,
etc.)
Projects

PLASTIC TECHNIQUE OF CHOPING COLORED WOOL

GRAPHIC ASSEMBLY
EXPRESSION We place the boys and girls in the shape of a semicircle, then we make our agreements,
WORKSHOP then we present the activity that will be developed, the wool chopping technique, we
decorate the sheep for this we make the agreements.
MATERIAL EXPLORATION
We give them the materials such as: Wool, crayon, crepe paper, rubber, the boys and girls
manipulate the materials and autonomously decide what material to use to perform the wool
chopping technique.
DEVELOPMENT OF THE ACTIVITY. - We hand out an animal file and the boys and girls
perform the wool chopping technique.
VERBALIZATION. - We stand in a semicircle and each child shows their work and gives it
their name. Everyone observes the work done, comparing the differences and similarities .

OUTPUT They arrange the chairs, put away the toys, remember the rules of conduct, pray, etc.
ACTIVITIES
 ACTIVITY N° 02 Tuesday November 19,
2019
QUALIFICATION : WHERE THE ANIMALS LIVE
TIME : 45´
RESOURCES: Paper, markers , silhouettes, etc.
Learning purpose: we identify their habitat of domestic and wild animals. CROSS-CUTTING
APPROACH Environmental Approach and Orientation to the common good LEARNING PURPOSE :

AREA COMPETENCE CAPABILITIES PERFORMANCE

Science “Inquire using Problematize situations to Asks questions that express their
and scientific methods investigate. curiosity about objects, living beings,
Technolo to build your Generates and records data or
gy events or phenomena that occur in
knowledge” information.
Analyze data and information. their environment.
Evaluates and communicates the
process and result of your inquiry.

DIDACTIC STRATEGIES
SEQUENCE
START In the assembly I explained today's topic and the purpose of remembering the established rules on care,
cleaning and respecting the spaces designated for each animal. We motivate the boys and girls by singing
the Song on Noah's Ark, then we promote dialogue through their prior knowledge, asking them what
animals they brought , what the animals are like, and where they live, how they behave, etc., while I will
drink note on the board their interventions.
Then I ask the girls and boys if they know other animals, I listen to their answers while I take note of what
they tell me, encouraging an open dialogue.

DEVELOPMEN We present a sequence of images of the animals of Peru, according to their habitat and the importance of
T each of them. As animals of the Sierra and Jungle Coast, they exchange ideas about the importance and
care we must give to animals as part of our biodiversity and the balance of our ecosystems. I also tell them
that we have different types of animals and that we must take care of them. Because of some of them
there are increasingly fewer and may disappear. In pairs, we identify animals and play with instructions we
give; for example: to put them close to each other, the parrot below the monkey, the squirrel above, the
vicuña away from the crocodile, etc.
We hand over the Sheet, they look at it and recognize the part that each animal is missing. They complete
it with the silhouettes of the animals. The children place their work in the appropriate place, comment on it
and we suggest that they choose one of the animals to investigate with the help of their families. We
remind you that when we investigate, we take into account the habitat of that animal.

CLOSING We conclude with the children in assembly. What did we learn today? What animals are we
talking about? How did we learn?
ASSESSMENT:
TECHNIQUE: Observation
INSTRUMENT: Evaluation Form, Evaluation Rubric

MOMENTS STRATEGIES
Free play in FIRST MOMENT:
 the sectors. Planning: Upon entering the classroom, the boys and girls organize themselves to carry out the assembly,
then they autonomously choose who to play with and in which sector to play.
Organization: They are grouped with 5 or 6 members, then through the strategy of the little train in line
we go through all the sectors and those who chose stay in each sector.
SECOND MOMENT: Game project: Boys and girls play freely according to what they have planned to do.
THIRD MOMENT: Meta cognition: We ask questions: What did you think of the game? How did you feel?
What did you do? Would you like to play again?
Socialization: After ordering the materials, they verbalize what they have done.
Representation: After having verbalized their experiences, they graphically represent their experiences.
Order: The teacher, using various strategies, orders the toys to be put away.

ROUTINES Permanent activities, personal hygiene, refreshments and recreation

ACTV. Of theyc .WHERE ANIMALS LIVE
project
AREA COMPETENCE ABILITY PERFORMANCE

COMMUNI Obtains information from written Deduces characteristics of people,

CATION Read various text. characters, animals and objects in
types of texts in •Infer and interpret information
your native from the written text.
anecdotes, stories and oral rhymes .
language
LITERARY BEFORE Know the text of the story “IN LOOKING FOR MOM” then carry out the assembly
WORKSHO BEFORE READING The teacher presents the students with the images from the story, then the boys and

P girls listen carefully to the story LOOKING FOR MOM.”

DURING THE LECTURE:

Continuing, the teacher proceeds to narrate the story, taking into account the linearity of the writing
following with a cane, the boys and girls listen attentively, the teacher asks some questions during the
narration of the story, the students respond by predicting what is going to happen, and How is the story
going to end?
AFTER READING.
LITERAL:
What is the title of the story? “That the mouse had found”
What did the mouse do with the egg? Who was the egg's real mother? How did he feel when he found it?
INFERENTIAL: What would have happened if the mouse had not found his mother
CRITERIAL:
What would you do when you found a wallet?
How would you feel about not handing over a piece of clothing when you meet ?
We remember the agreement referred to the story, the mouse's attitude.
The boys and girls order the sequences of the story

OUTPUT They arrange the chairs, put away the toys, remember the rules of conduct, pray, etc.
ACTIVITIES
 ACTIVITY N° 03
Wednesday, November 20,
QUALIFICATION : GROUPING THE FARM ANIMALS 2019November 2019
TIME : 45´
RESOURCES: Paper, markers , silhouettes, etc.
PURPOSE: Communicate and represent using a single grouping criterion
CROSS-CUTTING APPROACH Environmental Approach and Orientation to the common good
LEARNING PURPOSE :
AREA COMPETENCE CAPABILITIES PERFORMANCE
M SOLVE -Translate quantities into numerical It establishes relationships between the
TO QUANTITY expressions. objects in its environment according to
T PROBLEMS -Communicates your understanding of their perceptual characteristics by
AND numbers and operations. comparing and grouping those similar
M -Use estimation and calculation objects that serve a certain purpose.
strategies and procedures

DIDACTIC STRATEGIES
SEQUENCE
START We carry out the assembly with the boys and girls, then we present the purpose of the activity,
communicate and represent using a single grouping criterion.

DEVELOPMEN EXPERIENCED : We tell the children to go out to the patio, then we play the San Miguelito game, which
T consists of the boy or girl acting as the Condor to catch their prey, which would be the Chicks, then the
game begins.
They answer the questions: What did you think of the game? How many chicks did mother Hen have? What
is the name of the animal that wanted to catch its prey? How many were there? How many chicks did you
catch?
How did they group together to avoid being caught? What would happen if we were really caught?
CONCRETE: We enter the classroom and continue asking the questions, then we give each group a KIT of
farm animals, such as domestic animals and wild animals.
Once the children are located at the tables (on the floor or in the place we have designated), we give them
time to explore different ways of grouping among themselves. For example, we can tell them to put the
animals together as they wish, invite them to count the animals they have grouped and ask them: why did
you put them together like that? How many animals do you have in this group? Can we count them? Children
will probably group by color, shape, size, or by the characteristics of the animals: with four legs, with
feathers, etc.
If the children cannot identify grouping criteria, we propose some criteria. For example, what do you think
if here we put all the animals that have...? And here we can put those who have...? As they group, the
children observe if there are any animals that do not have the same color, the same size, or the same
characteristics. So we asked them: Where can we put these animals? Can we group them all together?
We ask them to count the animals in each group again and compare the groups using quantifiers: “Where are
there many? Where are there few? Where is there more what? Where is there less what...?”
We can make the activity more complex by inviting them to observe the groupings of the other groups to
compare them with their own, establishing similarities and differences between them.
We ask them to explain to us in their colloquial language the reason for the groups they have created.
GRAPH: We ask them to draw the actions carried out.
CLOSING What did we learn today? How did we learn? Did you like the experience?
ASSESSMENT:
TECHNIQUE: Observation
INSTRUMENT: Evaluation Form,
Evaluation rubric

MOMENTS STRATEGIES
 Free play in the FIRST MOMENT:
sectors. Planning: Upon entering the classroom, the boys and girls organize themselves to carry out the
assembly, then they autonomously choose who to play with and in which sector to play.
Organization: They are grouped with 5 or 6 members, then through the strategy of the little train in
line we go through all the sectors and those who chose stay in each sector.
SECOND MOMENT: Game project: Boys and girls play freely according to what they have planned to
do.
THIRD MOMENT: Meta cognition: We ask questions: What did you think of the game? How did you
feel? What did you do? Would you like to play again?
Socialization: After ordering the materials, they verbalize what they have done.
Representation: After having verbalized their experiences, they graphically represent their
experiences.
Order: The teacher, using various strategies, orders the toys to be put away.
ROUTINES Permanent activities, personal hygiene, refreshments and recreation
ACTV. Of the yc GROUPING THE FARM ANIMALS
project
AREA COMPETENCE ABILITY PERFORMANCE

COMMUNICATI Read various Obtain information from Says what it will be about, how it will
ON types of text written text continue or how the text will end based on
the illustrations or images that it observes
before and during reading, by itself
through an adult

LITERARY THE CUY RAYMUNDO

WORKSHOP
START. - Before we place the boys and girls in a crescent, we hold the assembly to listen to the
text.

We present the story through readings of images of the guinea pig Raymundo,

DEVELOPMENT. -

DURING. - WE LISTEN TO THE STORY

On Don Pascual's farm there were chickens, cows, sheep, rabbits and other animals. A few days ago a

very nice traveler arrived to visit and everyone greeted him with amazement: it's a mouse! The cow

said...

AFTER What did you think of the story? What is the title of the story? What happened to the
animals? Why were they amazed at the guinea pig? Why did they make that decision with the guinea

pig?

At home you discuss the food story with your parents.

OUTPUT They arrange the chairs, put away the toys, remember the rules of conduct, pray, etc.
ACTIVITIES
 Thursday November 21,
ACTIVITY N° 04 2019November 2019
QUALIFICATION : LET'S GUESS WHAT ANIMAL IT IS
TIME : 45´
RESOURCES: Paper, markers , silhouettes, etc.
PURPOSE: Understand simple texts
CROSS-CUTTING APPROACH Environmental Approach and Orientation to the common good
LEARNING PURPOSE :
AREA COMPETENCE CAPABILITIES PERFORMANCE
COMMUNICATI Read various types of texts Obtains information from written Deduces characteristics of people, characters,
ON in their native language. text. animals and objects in anecdotes, stories and oral
•Infer and interpret information rhymes.
from the written text.

DIDACTIC STRATEGIES
SEQUENCE
START We start the activity by doing the assembly, then we present the purpose of the
activity, Understand simple texts.
We present an envelope and tell them what will it be? Containing? Children generate their
hypotheses by deducing characteristics of people, characters, animals and objects in
anecdotes, stories and oral rhymes. We inform you that today we will present a text
that has answers. What type of text will it be? The teacher invites the children to
play riddles.
DEVELOPMEN We stick the piece of paper on the blackboard and tell them that a riddle about a cute
T
animal is written there. We ask them to listen carefully so they can guess what animal it
will be. We read the riddle slowly, clearly. Once the reading is over, we give them time
to think and guess what animal it is. After we hear their answers, we turn the figure of
the animal over to see if they guessed or not.
The teacher invites the children to create riddles about animals by describing their
characteristics using simple language. For example, he has hair, four legs and moves
his tail when he is happy . Who could he be ?

To do this, the children draw cards of an animal that is hidden in a box and begin
to give some clues to their other classmates so they can guess.
Once the answer is correct, the boy or girl places the figure on the board.
The boys and girls prick the animal that they had to do the riddle.
CLOSING What did we do? How did we do it? Why did we do it?
ASSESSMENT:
TECHNIQUE: Observation
INSTRUMENT: Evaluation Form, Evaluation Rubric

MOMENTS STRATEGIES
Free play in the FIRST MOMENT:
sectors. Planning: Upon entering the classroom, the boys and girls organize themselves to carry out the
 assembly, then they autonomously choose who to play with and in which sector to play.
Organization: They are grouped with 5 or 6 members, then through the strategy of the little train in
line we go through all the sectors and those who chose stay in each sector.
SECOND MOMENT: Game project: Boys and girls play freely according to what they have planned to
do.
THIRD MOMENT: Meta cognition: We ask questions: What did you think of the game? How did you
feel? What did you do? Would you like to play again?
Socialization: After ordering the materials, they verbalize what they have done.
Representation: After having verbalized their experiences, they graphically represent their
experiences.
Order: The teacher, using various strategies, orders the toys to be put away.
ROUTINES Permanent activities, personal hygiene, refreshments and recreation
ACTV. Of the and c GUESS WHAT ANIMAL IT IS
project
AREA COMPETENCE ABILITY PERFORMANCE

COMMUNICATI Obtains information from Deduces characteristics of people,

ON Read various written text. characters, animals and objects in
types of texts in •Infer and interpret
your native
anecdotes, stories and oral rhymes .
information from the written
language
text.
LITERARY BEFORE knowing the text, of a Comic , then they carry out the assembly, they present the purpose that the boys
and girls use the language so that they reflect on the content of a text.
WORKSHOP
BEFORE READING The teacher presents the text to the students with readings and images, then the boys and
girls listen carefully to the comic.

DURING THE LECTURE:

Continuing, the teacher proceeds to narrate the story: In the middle of the jungle, an otorongo got its tail
tangled, a peccary wanted to help it, but couldn't get it out, the macaw brought a little monkey and everyone
helped it, the friends were very Happy to have joined together to help .
AFTER READING.
LITERAL:
What was the story about? “Who got their tail tangled”
Who helped her? Who brought a monkey? How did her friends feel?
INFERENTIAL: What would have happened if they had not helped the otorongo
CRITERIAL:
What do you think of the otorongo? Did you like the story ?
The boys and girls order the sequences of images, then color the figure of the otorongo.
OUTPUT They arrange the chairs, put away the toys, remember the rules of conduct, pray, etc.
ACTIVITIES

ACTIVITY N° 05
Friday November 22,
QUALIFICATION : WE KNOW THE POULTRY 2019November 2019
TIME : 45´
RESOURCES: Paper, markers , silhouettes, etc.
PURPOSE; They identify the animals
CROSS-CUTTING APPROACH Environmental Approach and Orientation to the common good
LEARNING PURPOSE :
AREA COMPETENCE CAPABILITIES PERFORMANCE
Read various types of Obtain information from Deduces characteristics of people,
texts written in their oral text characters, animals and objects in anecdotes,
COMMON.
native language stories and oral rhymes.

DIDACTIC STRATEGIES
SEQUENCE
START They are informed of the purpose of today's activity. Based on this, we discuss the
chicks.
We present the song in reading and images of Pollito Lito”, then we ask what they are
like and their characteristics. How are chicks born? That eats? How many legs does it
have? Why is your body covered? Where you live? What would happen if we didn't feed
the chick? What opinion do you have?

We present a real Chicken, then the boys and girls watch

The teacher explains to the children how chicks are born and who raises them, their
usefulness when they grow up for people and through a conceptual map they locate the
hen, rooster and compare, then we tell them what uses these animals give us.

CLOSING The boys and girls paint the printed cards and present their work. The boys and girls
answer the following questions:
What did we learn today? Why did we learn? How did we learn?
At home they comment on what was done in the classroom.
ASSESSMENT:
TECHNIQUE: Observation
INSTRUMENT: Evaluation Form, Evaluation Rubric

MOMENTS STRATEGIES
Free play in the FIRST MOMENT:
sectors. Planning: Upon entering the classroom, the boys and girls organize themselves to carry out the
assembly, then they autonomously choose who to play with and in which sector to play.
Organization: They are grouped with 5 or 6 members, then through the strategy of the little train in
 line we go through all the sectors and those who chose stay in each sector.
SECOND MOMENT: Game project: Boys and girls play freely according to what they have planned to
do.
THIRD MOMENT: Meta cognition: We ask questions: What did you think of the game? How did you
feel? What did you do? Would you like to play again?
Socialization: After ordering the materials, they verbalize what they have done.
Representation: After having verbalized their experiences, they graphically represent their
experiences.
Order: The teacher, using various strategies, orders the toys to be put away.
ROUTINES Permanent activities, personal hygiene, refreshments and recreation
ACTV. Of the and c WE KNOW THE POULTRY
project
AREA COMPETENCE ABILITY PERFORMANCE

COMMUNICATI Create projects Apply creative processes Represents ideas about their personal
ON from artistic experiences using different artistic languages
languages (drawing, painting, dance or movement,
theater, music, puppets, etc.)

PLASTIC THE RIPPING TECHNIQUE

GRAPHIC ASSEMBLY
EXPRESSION We place the boys and girls in the shape of a semicircle, then we explain the
WORKSHOP classification of animals, which is why we suggest they decorate them.
MATERIAL EXPLORATION
We give them materials such as: colored paper, magazines or newspapers, rubber or
other glue, the drawing and a container to put the torn ones.
DEVELOPMENT OF THE ACTIVITY. - We give the image of a frog to each one
and in a participatory way the boys and girls. verbalizing what has been done
- They take a piece of paper, we tear it into small strips and they put it in the
container according to the color they will need.
- we take the design of the drawing and apply the glue.
- We place the strips of paper over the drawing until we cover all the blank space
according to the color you want.
VERBALIZATION.- We place the boys and girls in a circle and they will explain
what they did or how they did it, identifying the color and the sequence.
OUTPUT They arrange the chairs, put away the toys, remember the rules of conduct, pray, etc.
ACTIVITIES

ACTIVITY N° 06
Monday, November 25, 2019
QUALIFICATION : WE PLAY ORDINALS WITH ANIMALS
TIME : 45´
RESOURCES: Paper, markers , silhouettes, etc.
PURPOSE: They know the order of the locations
CROSS-CUTTING APPROACH Environmental Approach and Orientation to the common good
LEARNING PURPOSE :
AREA COMPETENCE CAPABILITIES PERFORMANCE
M SOLVE -Translate quantities into It establishes relationships between the objects in
TO QUANTITY numerical expressions. its environment according to their perceptual
T PROBLEMS -Communicates your characteristics by comparing and grouping those
AND understanding of numbers and similar objects that serve a certain purpose.
M operations.
-Use estimation and calculation
strategies and procedures

DIDACTIC STRATEGIES
SEQUENCE
START The boys and girls go out to the playground and we remind them of our rules of group
behavior to comply with during this activity.
EXPERIENTIAL
We ask the boys and girls to go out to the yard, then we present them a box of animal
silhouettes and we ask them to take out each of the silhouettes, then we imitate jumps
of the animals such as duck, cat, toad, giraffe, etc.
We ask the questions: What did you think of the game? What animal did you imitate?
Who came first? Who in second place, who in third place and who in fourth place? Then
we ask the same children to arrange themselves according to the order of arrival
according to the competition.
-What do we need to get there first?
DEVELOPMEN CONCRETE
T
The teacher provides concrete material to the boys and girls that allows them to
interact with it and that they can order freely and individually.
The teacher accompanies the children's work, asking each child some questions during
this activity.
He gives them specific materials, such as the farm Animal KIT, to play the
competitions, they manipulate and interact according to the instructions.
Then, using silhouettes, they order on the board and identify the first and last place.
GRAPH We give the sheet to the boys and girls in order for them to draw which animals
came first, second and third place.
SYMBOLIC : Boys and girls express the actions carried out.
CLOSING
We did? How did we do it? How did you feel? What difficulty did they have?

ASSESSMENT:
TECHNIQUE: Observation
INSTRUMENT: Evaluation Form, Evaluation Rubric

MOMENTS STRATEGIES
Free play in the FIRST MOMENT:
sectors. Planning: Upon entering the classroom, the boys and girls organize themselves to carry out the
assembly, then they autonomously choose who to play with and in which sector to play.
Organization: They are grouped with 5 or 6 members, then through the strategy of the little train in
line we go through all the sectors and those who chose stay in each sector.
 SECOND MOMENT: Game project: Boys and girls play freely according to what they have planned to
do.
THIRD MOMENT: Meta cognition: We ask questions: What did you think of the game? How did you
feel? What did you do? Would you like to play again?
Socialization: After ordering the materials, they verbalize what they have done.
Representation: After having verbalized their experiences, they graphically represent their
experiences.
Order: The teacher, using various strategies, orders the toys to be put away.

ROUTINES Permanent activities, personal hygiene, refreshments and recreation

ACTV. Of the and c WE PLAY ORDINALS WITH THE ANIMALS
project
AREA COMPETENCE ABILITY PERFORMANCE

COMMUNICATI Read various Obtains information from written Deduces characteristics of people,
ON types of texts text. characters, animals and objects in
in your native •Infer and interpret information
language anecdotes, stories and oral rhymes .
from the written text.
BEFORE knowing the text, of a fable “the ant and the grasshopper” then they carry out the assembly, they
present the purpose that the boys and girls use language to reflect on the content of a text.
LITERARY BEFORE READING The teacher presents the text to the students with images of the fable, then the boys and girls
listen carefully to the fable “THE ANT AND THE CICADAD”
WORKSHOP

DURING THE LECTURE:

Continuing, the teacher proceeds to narrate, taking into account the linearity of the writing, following
with a cane, the boys and girls listen attentively, the teacher asks some questions during the narration
of the story, the students respond by predicting what is going to happen, and how it will go. to finish
the story
AFTER READING.
LITERAL:
What is the title of the story? “Who collected food for the winter”
Who sang under the shade of a tree? Who had nothing to eat? Did the ant help the grasshopper?
INFERENTIAL: What would have happened if the ant didn't help the grasshopper
CRITERIAL:
What do you think of the ant?
Did you like the fable ?
We remember the agreement referred to the story, the attitude of the ant and the grasshopper.
The boys and girls order the sequences of images, then color the figure of the ant and the
grasshopper.
OUTPUT They arrange the chairs, put away the toys, remember the rules of conduct, pray, etc.
ACTIVITIES

ACTIVITY N° 07 Tuesday November 26, 2019

QUALIFICATION : Animals that live at home

TIME : 45´
RESOURCES: Paper, markers , silhouettes, etc.
PURPOSE: Recognize the animals that live at home
CROSS-CUTTING APPROACH Environmental Approach and Orientation to the common good
LEARNING PURPOSE :
AREA COMPETENCE CAPABILITIES PERFORMANCE
SCIENCE Inquire using Problematize situations to investigate Asks questions that express their
AND
scientific methods Design strategies to carry out research curiosity about objects and living
TECHNOLO
GY to build your Generates and records data or beings, events or phenomena that
knowledge information occur in their environment.
Analyze and evaluate.

DIDACTIC STRATEGIES
SEQUENCE
START We introduce ourselves to the boys and girls, then we ask them to carry out the assembly, then we present
the purpose of the activity that will revolve around recognizing our animals that live in the house.
We present a theatrical performance of two puppets who engage in dialogues about their animals that live
in their homes, one animal that is well cared for and the other not. In relation to what was observed and
heard, answer the following questions: What did the puppets talk about? What do they say about their
animals that they raise in their homes? What animals do you raise in your homes? What can you tell us
about your animals?
What animals live in our house? What non-living animals can live in our house? What are our animals that live
in our house like? What would happen if animals did not exist?

DEVELOPMEN We talk to the boys and girls about their animals that live at home. We ask them to tell us about
T them, we suggest some questions: What do they feed on? What do they do at home? We talked
about the current situation of the animals that live in the house.
•We located the “Animal Books” in the library.
•They observe the images of some animals that they know, we discuss what was observed,
expressing their feelings and emotions, they tell us a story about the animals that we are
observing and others that they know.
•We remember the care that our animals deserve.
•The teacher emphasizes using a pre-conceptual map for learning and they listen to the
teacher's contribution who emphasizes the importance of having our animals at home and the
care we must give them . We hand over a blank sheet of paper, boom, the boys and girls draw their
animals that They live in their house and then they tell us what they represented by telling them
what they know about their little animal.

CLOSING We draw conclusions and reflect on the topic addressed today.

• The boys and girls answer the following questions: What animals live at home? What is the use
of having animals at home? How did we learn today?
On their return home they communicate about the class they experienced
ASSESSMENT:
TECHNIQUE: Observation
INSTRUMENT: Evaluation Form, Evaluation Rubric

MOMENTS STRATEGIES
Free play in the FIRST MOMENT:
sectors. Planning: Upon entering the classroom, the boys and girls organize themselves to carry out the
assembly, then they autonomously choose who to play with and in which sector to play.
Organization: They are grouped with 5 or 6 members, then through the strategy of the little train in
line we go through all the sectors and those who chose stay in each sector.
SECOND MOMENT: Game project: Boys and girls play freely according to what they have planned to
 do.
THIRD MOMENT: Meta cognition: We ask questions: What did you think of the game? How did you
feel? What did you do? Would you like to play again?
Socialization: After ordering the materials, they verbalize what they have done.
Representation: After having verbalized their experiences, they graphically represent their
experiences.
Order: The teacher, using various strategies, orders the toys to be put away.

ROUTINES Permanent activities, personal hygiene, refreshments and recreation

ACTV. Of the and c ANIMALS THAT LIVE AT HOME
project
AREA COMPETENCE ABILITY PERFORMANCE

COMMUNICATI Create projects Apply creative Represents ideas about their personal
ON from artistic processes experiences using different artistic languages
languages (drawing, painting, dance or movement, theater,
music, puppets, etc.)

PLASTIC GRAPHIC POINTILLISM TECHNIQUE

EXPRESSION ASSEMBLY
WORKSHOP
We ask the boys and girls to sit in a semicircle, then we make our rules of
coexistence, then we present the purpose of the activity, with the pointillism
technique we decorate the owl.
MATERIAL EXPLORATION
We give them the materials such as: tempera, crayola, markers, the boys and girls
manipulate the materials and autonomously decide with which material to perform
the pointillism technique.
DEVELOPMENT OF THE ACTIVITY. - We deliver the image of the owl, the boys
and girls perform the pointillism technique.
VERBALIZATION . – Then they will be located in a half moon and each baby child
will show their work and they will give it their names. Everyone will observe the
work done and will explain to us how they did it, what difficulties they had and how
they solved it.

OUTPUT They arrange the chairs, put away the toys, remember the rules of conduct, pray, etc.
ACTIVITIES

ACTIVITY N° 08 Wednesday, November 27,

2019
QUALIFICATION : GETTING TO KNOW WILD ANIMALS
TIME : 45´
RESOURCES: Paper, markers , silhouettes, etc.
PURPOSE: That the boy and girl use scientific knowledge
CROSS-CUTTING APPROACH Environmental Approach and Orientation to the common good
LEARNING PURPOSE :
AREA COMPETENCE CAPABILITIES PERFORMANCE
SCIENCE Inquire using scientific Problematize situations to investigate Asks questions that express their curiosity about
AND methods to build your Design strategies to carry out research objects and living beings, events or phenomena
TECHNOLO knowledge Generates and records data or information that occur in their environment.
GY Analyze and evaluate.

DIDACTIC STRATEGIES
SEQUENCE
START We place the students in a crescent, then we make the agreements, then the Teacher presents
them with a box of surprises, then the boys and girls draw silhouettes of the different wild
animals, the children observe.
Ask some questions: What animals did you see? Where do these animals live? Do you know the
name of all the animals? How many legs does the lion have? Will it have hair or feathers? What
color is it? Can it be kept in the house? Because? What other wild animals do you know?
DEVELOPMEN The teacher talks with the boys and girls about wild animals. Explaining to them that there are
T animals that we cannot have at home because they need to be in adequate spaces to develop
better, we also say that some animals are large and feed on other animals that they themselves
hunt; Besides, they don't eat what we eat. Others are very dangerous and it is not possible for
them to live with us. For all these reasons, they are called wild animals.
Next, they take out the silhouettes of wild animals, motivating them to make predictions about:
What will it be, what will it be, it has a big neck and walks like this, what will it be THE GIRAFFE
What animal do you think the silhouette belongs to?
They are given a token with figures of wild animals. The boys and girls mention some
characteristics, such as what their body is covered with, how they move, where they live, what
they eat, etc.
They color the figure of a wild animal.

CLOSING What did we do today?

What animal? Do you like me more?
What have we done it for?
ASSESSMENT:
TECHNIQUE: Observation
INSTRUMENT: Evaluation Form, Evaluation Rubric

MOMENTS STRATEGIES
Free play in the FIRST MOMENT:
sectors. Planning: Upon entering the classroom, the boys and girls organize themselves to carry out the
assembly, then they autonomously choose who to play with and in which sector to play.
 Organization: They are grouped with 5 or 6 members, then through the strategy of the little train in
line we go through all the sectors and those who chose stay in each sector.
SECOND MOMENT: Game project: Boys and girls play freely according to what they have planned to
do.
THIRD MOMENT: Meta cognition: We ask questions: What did you think of the game? How did you
feel? What did you do? Would you like to play again?
Socialization: After ordering the materials, they verbalize what they have done.
Representation: After having verbalized their experiences, they graphically represent their
experiences.
Order: The teacher, using various strategies, orders the toys to be put away.
ROUTINES Permanent activities, personal hygiene, refreshments and recreation
ACTV. Of the and c.
project
AREA COMPETENCE ABILITY PERFORMANCE

Create projects Apply creative processes Represents ideas about their personal
COMMUNICATI from artistic experiences using different artistic
ON languages languages (drawing, painting, dance or
movement, theater, music, puppets, etc.)
PLASTIC GRAPHIC TECHNIQUE OF THE BACKGROUND FIGURE OF AN ANIMAL
EXPRESSION ASSEMBLY
WORKSHOP
We place the boys and girls in a semicircle, then we make our rules and agreements
to start the activity, then we present the activity that will be carried out, we color
the leopard that is at the bottom of the lines.
MATERIAL EXPLORATION
We deliver the materials such as: tempera, colors, crayola, etc. The boys and girls
manipulate the materials and autonomously decide what material to use to discover
which animal is at the bottom of the lines.
DEVELOPMENT OF THE ACTIVITY. - We give the cards to the children and
show them a model so they can do it.
VERBALIZATION . – Then we ask the boys and girls to stand in a semicircle and
show us their work and explain to us how they did it .
OUTPUT They arrange the chairs, put away the toys, remember the rules of conduct, pray, etc.
ACTIVITIES

Thursday, November 28, 2019

ACTIVITY N° 09

QUALIFICATION : WHO CREATED ALL THE ANIMALS

TIME : 45´
RESOURCES: Paper , markers , silhouettes, etc.
PURPOSE: Know and value God's creation
CROSS-CUTTING APPROACH Environmental Approach and Orientation to the common good
LEARNING PURPOSE :
AREA COMPETENCE CAPABILITIES PERFORMANCE
SOCIAL PERSON He builds his identity as a human -knows God and assumes his religious and spiritual
person, loved by God, free and identity as a worthy, free and transcendent person
transcendent, understanding the -Cultivates and values the religious manifestations of -Enjoy on your own initiative the nature
doctrine of his own religion, open to its environment, arguing its faith in an understandable created by God with love
dialogue with those close to him. and respectful way

DIDACTIC STRATEGIES
SEQUENCE
START We communicate the purpose of the activity, and the boys and girls arrange themselves in a half
moon. The teacher asks would you like to sing the creation song? The children first listen, then
sing with the teacher.
“To the sound of the crocodile
and of the orangutan the mischievous snake
and the golden eagle
the mole and the rabbit
also the elephant
poro po po
poro po po
they are of creation (bis)
The teacher asks, children, what is the song about? Who created animals? How do I create it?
Should we take care of animals? What happens if we do not provide our care?

DEVELOPMEN The teacher comments how in those times, before Christ, the earth was being destroyed, people
T killed each other, there were many fights between people, so God wanted everything that would
have been left not to be destroyed, he felt very worried, because That is why he decides to send
his only begotten son to earth to make his father's work known.
Children are presented with a large picture. What do they see in this picture? The first man
and woman, who made them? Yes, God called the man and the woman Adam and Eve. God had a
job for Adam and told him to give names to the different kinds of animals. The animals were in
pairs, there were elephants and female elephants, there were lions and lionesses, but Adam did
not have a companion of his, so God made Adam fall asleep well, and he took out a rib from his
side.
Using this rib, God made a woman for Adam who became his wife “this is finally bone of my bones
and flesh of my flesh” so Adam and Eve began to work and then have children. His first sons
were named Cain and Abel.
God wanted the earth to multiply, enjoying its creation and life.
The boys and girls listen carefully to the creation of the world through pictures and/or
silhouettes.
Finally they color the card of God's creation.
CLOSING In groups, the boys and girls answer the following questions: Who is God? What was the name of
the first man? What work did he have to do? What was the name of the first woman?

ASSESSMENT:
TECHNIQUE: Observation
INSTRUMENT: Evaluation Form, Evaluation Rubric

MOMENTS STRATEGIES
Free play in the FIRST MOMENT:
sectors. Planning: Upon entering the classroom, the boys and girls organize themselves to carry out the
assembly, then they autonomously choose who to play with and in which sector to play.
Organization: They are grouped with 5 or 6 members, then through the strategy of the little train in
 line we go through all the sectors and those who chose stay in each sector.
SECOND MOMENT: Game project: Boys and girls play freely according to what they have planned to
do.
THIRD MOMENT: Meta cognition: We ask questions: What did you think of the game? How did you
feel? What did you do? Would you like to play again?
Socialization: After ordering the materials, they verbalize what they have done.
Representation: After having verbalized their experiences, they graphically represent their
experiences.
Order: The teacher, using various strategies, orders the toys to be put away.
ROUTINES Permanent activities, personal hygiene, refreshments and recreation
ACTV. Of the and c WHO CREATED ALL ANIMALS
project
AREA COMPETENCE ABILITY PERFORMANCE

COMMUNICATIO Create projects Apply creative Represents ideas about their personal
N from artistic processes experiences using different artistic languages
languages (drawing, painting, dance or movement,
theater, music, puppets, etc.)

PLASTIC GRAPHIC FINGERPRINT TECHNIQUE

EXPRESSION
WORKSHOP
ASSEMBLY
We ask the boys and girls to sit in a semicircle, then we make our rules of
coexistence, then we present the purpose of the activity, with the fingerprint
technique we decorate the duck.
MATERIAL EXPLORATION
We give them the materials such as: tempera, crayola, markers, the boys and girls
manipulate the materials and autonomously decide with which material to carry out
the fingerprint painting technique.
DEVELOPMENT OF THE ACTIVITY. - We hand out a duck card, the boys and
girls perform the dactlopainting technique.
VERBALIZATION . – Then they will be located in a half moon and each baby child
will show their work and they will give it their names. Everyone will observe the
work done and will explain to us how they did it, what difficulties they had and how
they solved it.

OUTPUT They arrange the chairs, put away the toys, remember the rules of conduct, pray, etc.
ACTIVITIES

ACTIVITY N° 10
Friday, November 29, 2019
QUALIFICATION : WE EVALUATE THE UNIT BY CARRYING OUT THE MODELING
TIME : 45´
RESOURCES: Paper, markers , silhouettes, etc.
PURPOSE: We represent an animal through modeling or construction.
CROSS-CUTTING APPROACH Environmental Approach and Orientation to the common good
LEARNING PURPOSE :
AREA COMPETENCE CAPABILITIES PERFORMANCE
COMMUNICATION Create projects from Apply creative Represents ideas about their personal experiences using
artistic languages processes different artistic languages (drawing, painting, dance or
movement, theater, music, puppets, etc.)

DIDACTIC STRATEGIES
SEQUENCE
START We organize the classroom so that the children can represent an animal of their choice. They
will use two types of materials: dough (clay or plasticine) and recyclable or reused materials. We
make sure to present the materials well, so that they can observe them, know what is there, and
quickly locate the material they prefer or need to work with. For example, put boxes, bottles and
other elements that can be used for details (wool, scraps of fabric, buttons, etc.) in different
containers.
We explain to them that each one will be able to represent the animal they want, with the
materials we have prepared.
We show them the materials they can work with and ask them to look at them and see which
ones they would like to use.

DEVELOPMEN  We ask the children to organize themselves into two groups based on the material they will choose to
T work on.
 Each one takes the material with which they will represent their animal and places themselves in the
place where they will work. We remind them that they must take what they need so that their
colleagues also have materials to work with.
While the children are working on their representation:
 We allow them to build freely. We avoid giving them instructions or telling them how to do it. We
can ask the group that works in construction how they will join one piece to another; Depending on
their answers, we can provide them with some other material they need or give them some ideas to
do it.
 We are at your disposal for whatever you need, such as cutting the masking tape or reinforcing a
joint that you have made that does not work, reinforcing the joints of your modeling pieces, etc.
 We approach each one to ask them to describe the animal they are representing: "What animal are
you representing? How is?" If they can't describe it, we help them with some questions: "What
color is it?
What do you like to eat?", etc.
To the children who are finishing their work:
 We ask you to place your works in the space we have established to exhibit them. We explain to
them that the animals they represented will stay in the classroom to play with them until the unit
is finished. Then, they can take the work home.
 We ask them to observe the works carried out and to discover which animal has been represented
the most times and which of those they observed was not represented.
We invite you to participate in cleaning the classroom. If we still have time, we invite you to review animal
books in a space in the classroom that we have designated for this.
CLOSING Metacognition What did we learn today? How did we learn? Did you like the experience?
Extension: We commit to making a drawing of the animal you like the most
ASSESSMENT:
TECHNIQUE: Observation
INSTRUMENT: Evaluation Form, Evaluation Rubric

Free play in the FIRST MOMENT:

sectors. Planning: Upon entering the classroom, the boys and girls organize themselves to carry out the
assembly, then they autonomously choose who to play with and in which sector to play.
Organization: They are grouped with 5 or 6 members, then through the strategy of the little train in
line we go through all the sectors and those who chose stay in each sector.
SECOND MOMENT: Game project: Boys and girls play freely according to what they have planned to
do.
THIRD MOMENT: Meta cognition: We ask questions: What did you think of the game? How did you
 feel? What did you do? Would you like to play again?
Socialization: After ordering the materials, they verbalize what they have done.
Representation: After having verbalized their experiences, they graphically represent their
experiences.
Order: The teacher, using various strategies, orders the toys to be put away.

ROUTINES Permanent activities, personal hygiene, refreshments and recreation

ACTV. Of the and c WE EVALUATE THE UNIT BY CARRYING OUT THE MODELING
project
AREA COMPETENCE ABILITY PERFORMANCE

PSYCHOMOTRI He develops Understand your body He performs actions and coordination

CITY. autonomously -It is expressed bodily movements such as running, jumping, from small
through his heights, climbing, rolling, sliding in which he
motor skills expresses his emotions by exploring the
possibilities of his body in relation to space,
the surface and objects.
PSYCHOMOTORTIC DANCING WITH THE ULA ULA
WORKSHOP
START:
We ask the boys and girls to stand in a semicircle to inform them of the activity that we will carry
out in the playground. For this, two groups will be formed with an equal number of children,
then in an orderly manner we move to the playground.
The ula ula will be placed on the ground, then the boys and girls will be placed at both ends and
to the sound of the music we will begin to jump one by one. For this we will make the
agreements to start the game.

MOTOR EXPRESSION:
Players start the game by standing at each end. Becoming dancers who want to reach the goal
and whoever arrives first will win the game.
RELAXATION:
We perform the relaxation technique.

CLOSING
Lugo we ask the boys and girls to represent the activity they carried out.
OUTPUT They arrange the chairs, put away the toys, remember the rules of conduct, pray, etc.
ACTIVITIES