Didactic Planning Preschool Education 2018-2019

AREA Physical education LEVEL Preschool TIME OCTOBER

KEY LEARNINGS
AXIS PEDAGOGICAL-DIDACTIC COMPONENT
Motor competence Motor development
EXPECTED LEARNING
Uses tools, instruments and materials in activities that require control and precision in their
movements.
DIDACTIC UNIT PURPOSE
That students explore basic movement patterns that are related
I MOVE AND KNOW to their maturity process, with the knowledge they have of
MYSELF themselves, their previous experiences and their possibilities, by
stimulating their perceptual-motor abilities, spatial location and
laterality, as well as such as the use of segments and parts of
the body.
INTRODUCTION
Students discover, explore, combine and adapt movements, by participating in motor tasks
individually or in teams proposed by them, in which they can manipulate objects, move and
balance, by proposing various alternative solutions.
DIDACTIC STRATEGIES TEACHING TECHNIQUES
 Played forms.  Direct command.
 Motor challenges.  Problem resolution.
 Motor tasks.  Task assignment.
 Imitation games.  Guided discovery.
 Motor action circuit.  Free exploration.
 Chants and rounds.
ACTIVITIES
Ants in the anthill
Discover movements by participating in tasks

 Talk to the children about how the little ants walk in a line towards the
anthill to bring their food.
 The children must imitate how the little ants move in a line towards
the anthill.
proposed by him or his classmates.

 Form teams of five members. Each one must have a ball in their
hands; This will represent the food.
(30 minutes)
Session 1

 Place boxes or containers (to represent the anthill) at one end of the
field.
DIDACTIC INTENTION

 On the opposite side, the teams will be placed in rows.

 At the teacher's signal, they must transport the food to the anthill.
 Change the way you transport food; hold the ball with your chest using
the back of the teammate in front of you.
 If someone's ball falls, the entire line must return to the starting point
and begin the route.
VARIANTS: Change the way of transporting the ball. Trace a path on the
floor, you can also place obstacles along the way.

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 Didactic Planning Preschool Education 2018-2019
The elephants

Combine movements with the manipulation of

 Form teams of five members.
 The teams will be placed in rows.
 Each child will pass one hand between their legs, to take the hand of the one
behind them, until they reach the last one.
objects individually, in pairs or teams.
 When they finish forming the chain of elephants, they must walk, maintaining
balance and without getting in each other's way.
(30 minutes)

 They must move around the entire playground, imagining being a herd of
Session 2

elephants.
DIDACTIC INTENTION

VARIANT: You can modify the way you move

Horse race
 All participants must have a cane that will be the horse.
 The teacher prepares an obstacle course using cones.
 Instruct the children to line up on an initial line or mark.
 At the teacher's signal, all the cavalry will jump on the horse with their feet
together.

Wich animal am I?
Explore ways to coordinate movements while maintaining or regaining

 The teacher draws or marks two parallel lines with a separation of 6 meters
between them.
 Place a child behind line 1 (group 1), facing away from the group.
 Place the rest of the classmates behind line 2 (group 2).
 Group 2 must ask in unison "what animal am I?"
 Group 1 answers, for example: "An elephant." Group 2 takes a big stride.
 Group 1 can turn and see the distance for their teammates to reach line 1.
After returning to your initial position and after hearing the question again
"what animal am I?", you must respond with another animal, for example:
ant, taking a step in front of the other foot, or kangaroo and jump forward.
 When group 2 reaches line 1, the child who has his back turned must touch
(30 minutes)

the closest partner; Whoever is caught must collaborate on line 1 to restart

Session 3

the game.
balance (stability) in different tasks.

Evolution
 The game consists of evolving from egg to chick, from chick to hen, from hen
to eagle and from eagle to human.
 The teacher tells the children to move freely around the playground, first all
DIDACTIC INTENTION

in the shape of an egg with their hands up, forming a circle above their
heads.
 At the exclamation of Evolution!, when the children encounter a similar one
they will play rock, paper, scissors, the winner will be able to evolve into a
chick, the other child will remain an egg moving around the yard.
 The chick opens and closes its hands at shoulder height.
 The chicken will simulate the movement of its wings, making a movement
with its arms flexed and its fists close to its body.
 The eagle will have its arms extended, moving its arms up and down.
 Whoever manages to evolve into a human is the winner.

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 Didactic Planning Preschool Education 2018-2019

Transport it if you can.

Adapt your actions according to the balance

and coordination characteristics of each task.
 Use different objects, such as books, balls, cushions, cones, lunch
boxes, etc., and place them on a table or bench.
 Trace a path through the playground, where there may be obstacles
such as cones to avoid, benches to climb over, etc. At the end of the
route, place another table so they can leave the objects.
(30 minutes)

 The students will sit next to the table where all the objects are located.
Session 4

 At the teacher's signal, each child takes only one object, and must
DIDACTIC INTENTION

carry it to the other side of the path, in the way indicated, it can be
with both hands, only one hand, with the head, under the arm,
between the legs.
 They must be able to move without throwing objects. If someone falls,
they must return to the beginning of the path.

VARIANT: When you finish transporting all the objects, you can start
the route again in the opposite direction.
The twin shadow
Identify the parts of your body, individually and with the help of your classmates, in

 Distribute freely to all children with their backs to the Sun.

 Discover what happens to the shadow when you move each limb of
the body.
 Form different figures, playing with shadows.
 Set challenges for who makes their shadow grow bigger, as well as
who makes their shape look smaller.
VARIANT: You can make teams to form more complex figures with shadows.

My neighbor cousin
 The children are instructed to form a circle.
 The teacher sings the song and when he finishes he says STOP THE
MUSIC!
(30 minutes)

 The students answer WHAT HAPPENS?

Session 5

 The teacher will respond “that the king of cucurumbe wants everyone,
but everyone, to shout very loudly.”
Imitate an animal.
Raise your hand.
Shake your legs.
Let them greet all their colleagues with one foot.

SONG:
DIDACTIC INTENTION

I love my cousin, my neighbor cousin.

the different actions.

I love my cousin, my cousin Germán.

Stop the music!
What's happening?
That the king of cucurumbe wants everyone,
But everyone, everyone, (the action is mentioned there).
VARIANT: all those that occur to the children or the teacher.

DIDACTIC MATERIALS AND/OR RESOURCES

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 Didactic Planning Preschool Education 2018-2019

Session 1:
Balls.
Session 2:
Canes.
Session 3:
No material required.
Session 4:
Balls, Cones and any available materials.
Session 5:
No material required.
EVALUATION AND EVIDENCE OF LEARNING
 Observation record on: basic movement patterns, exploration of laterality in space and
motor actions with spatio-temporal organization.
 Checklist.
CURRICULAR ADAPTATIONS

OBSERVATIONS

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 Didactic Planning Preschool Education 2018-2019

OCTOBER MONTHLY EVALUATION

PRESCHOOL
AXIS PEDAGOGICAL-DIDACTIC COMPONENT
Motor competence Motor development
EXPECTED LEARNING
Uses tools, instruments and materials in activities that require control and precision in their
movements.
INDICATORS
Discovers Combines movement Explore ways to It adapts its actions He identifies the
movements by with the coordinate according to the parts of his body,
participating in tasks manipulation of movements while balance and individually and with
proposed by him or objects individually, maintaining or coordination the help of his
STUDENT his classmates. in pairs or teams. regaining balance characteristics of classmates, in the
(stability) in different each task. different actions.
tasks.
l EP M. l EP M. l EP M. l EP M. l EP M.
D. D. D. D. D.

L = Achieved EP= In process MD= Sample Difficulty

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