REMOTE LEARNING PROJECT – JULY

1. INFORMATIVE DATA:
EDUCATIONAL INSTITUTION : 40082 MARIANO J VALDIVIA
DEGREE : FIFTH GRADE “A”
START AND END DATE : From June 30 to July 24

2. NAME: We assume commitments to respect and value our diversity.

3. SIGNIFICANT SITUATION:

Our country is wonderful for its cultural wealth, the history of its people and its biodiversity. Did you know that in our country there are 48 native languages? And
that also, together with only 16 other countries, we have 70% of the planet's biodiversity? That's how it is! It is a source of pride to be a culturally diverse country.
A country where the different peoples that inhabit it practice various customs and traditions. These are practiced in families, and daughters and sons learn them
from their parents; That means that we are part of that cultural diversity. So, what do you think if this time we find out about the diversity that occurs in our family,
town, region and country; as well as on biodiversity. In this week of learning, girls and boys will investigate and reflect to answer the following questions: How is
the diversity of cultural customs and traditions of our region and country expressed in our families? What should we do to live together? respecting and valuing
the cultural diversity of our country? What should we do to spread our biodiversity and cultural diversity?
To answer the question, the students will learn about the diversity of our country through the nature of the terrestrial environment. To do so, they will prepare a
technical sheet of some emblematic species of our terrestrial fauna. Also, they will express graphically and verbally the understanding of the equivalence
between the fraction and the percentage. Likewise, they will reflect on the comics, their characteristics and contents. Additionally, they will plan and write the first
version of their comic.
Finally, these activities will allow students to write a story in which they will make known the importance of the cultural diversity of our country and their personal
commitment to live together respecting and valuing that diversity.
.

4. ACTIVITY TO NEGOTIATE THE PROPOSED LEARNING EXPERIENCES WITH CHILDREN.

 We establish communication channels with students and their families by forming a group of App watts.
 We investigate the technological resources and audiovisual media that each family has as a learning tool.
 We provide information to parents about the strategies I learn at home, TV programming schedules and we motivate them to support the development of the activities.
 We agree with parents on a work schedule to interact in real time while the children develop the activities.
 We review the material on the website and make parents aware of the proposed activities, providing digital resources.
  Through WhatsApp messages, the teacher accompanies and guides the activities that the children carry out, providing feedback and evaluating the execution to make
the pertinent readjustments based on the characteristics of the families.
 We recommend that children keep their work in a portfolio as evidence of the work done.

5. MEANINGFUL LEARNING ACTIVITIES

What will we do? How will we do it? What do we need? When we will do it?
 We investigate the biodiversity  We dialogue with our relatives.  Notebook and pencil We will do it in an orderly manner, with the
of Peru.  We review books and websites.  Marker papers, rulers, masking tape help and support of parents.
 We find out the customs and  Underline the main idea of the  cell phone recorder Also at times established by parents to
traditions of our region. texts they read. (They will do this  cell phone camera facilitate cell phones.
 We read comics to identify with the help of their parents)  boom paper
their characteristics.  We talked about the questions.  Workbooks
 We solve workbook problems  Internet
 Silicone
 Scissors

6. PEDAGOGICAL PLANNING

6.1. SCHEDULE OF LEARNING EXPERIENCES. WEEK THIRTEEN: We make commitments to respect and value our diversity

DAY 1 DAY 2 DAY 3 DAY 4 DAY 5

Activity : What are our cultural Activity : What are our cultural Activity : How much do I know Activity : Why is it important to
HOLIDAY manifestations like? Part 1 manifestations like? Part 2 about the diversity of my know and preserve our
DAY OF SAINT PETER AND country? biodiversity? Part 1
SAINT PAUL
ACTIVITY 1:

EXPERIENCES FOR COMPETENCE CRITERION EVIDENCE EVALUATION

DAYS ABILITY PERFORMANCE INSTRUMENTS
DAY 1:
HOLIDAY
DAY 2 Build your identity Explain your personal Describe and participate in the It presents visual Checklist
Activity : What are our  He values himself characteristics (what lities, tastes, traditions, customs and cultural organizers with cultural,
cultural manifestations  Self-regulate your emotions strengths and limitations), which practices that characterize your paternal and maternal
like? Part 1  Reflect and argue ethically allow you to define and strengthen family, locality and region, asking family manifestations.
 Live your sexuality fully and your identity in relation to your the question: what are the cultural
responsibly family. manifestations like?
Describe the cultural practices of
your family. lia, educational
institution and seña community
finding similarities and differences.
DAY 3 Live together and participate Shows respectful and inclusive Establishes relationships with Presents an organizer Checklist
Activity : What are our democratically in the search for the treatment with his classmates and peers without discriminating of cultural
cultural manifestations common good proposes actions to improve against them, proposes actions to manifestations and the
like? Part 2  Interact with all people. coexistence based on the improve interaction between peers idea of discrimination.
 Build norms and assume reflection on one's own or others' while respecting their language
agreements and laws. behaviors. Evaluates the and general cultural
 Handles conflicts constructively. fulfillment of their duties. manifestations.
 Deliberates on public issues.
 Participate in actions that promote
common well-being.
Cultural heritage: my Create projects from artistic Explores the elements of the They reflect on ways to promote Create a testimonial Checklist
family and I languages languages of the visual arts, the preservation of intangible theater script to tell a
 Explore and experience the music, theater and dance, and cultural heritage and the significant story from
languages of art. applies them for expressive and appreciation of cultural diversity your family tradition.
 Apply creative processes. communicative purposes. catives.
 Evaluate and socialize your Test and propose ways to use
processes and projects. media, materials, tools and
techniques for expressive and
communal purposes. nicatives.
DAY 4 Solve quantity problems. Establishes relationships between Establishes relationships between He solves Checklist
Activity : How much  Translate quantities into numerical data and actions of dividing the data and actions and transforms mathematical problems
do I know about the expressions. unit or a quantity into equal parts, them into numerical expressions about the languages of
diversity of my  Communicates understanding of and transforms them into nu of the fraction as part of a discrete our country, of the 48
country? numbers and operations. expressions meric (model) of or continuous quantity and as an that are spoken and he
 Use estimation and calculation fractions and addition, subtraction operator. does so in the southern
strategies and procedures. and multiplication of these. Andes and the 44 in the
 Argue statements about numerical Amazon and they
relationships and operations. speak about that in
Loreto on 6.
How many languages
do they speak in
Loreto?

DAY 5 Explains the physical world based It describes ecosystems and Describes maritime ecosystems Prepare technical Checklist
Activity : Why is it on knowledge about living beings, points out that they are made up and explains the characteristics of sheets for some
important to know and matter and energy, biodiversity, of abiotic and biotic components aquatic animals and why the aquatic animals and
preserve our Earth and the universe that are interrelated. diversity of species gives stability. classify them.
biodiversity? Part 1  Understand and use knowledge
about living beings, matter and
energy, biodiversity, Earth and the
universe.
 Evaluates the implications of
scientific and technological
knowledge and work.
Transversal It operates in virtual environments Participate in virtual environments Participate in virtual environments Submit work using Checklist
Competition generated by ICT. with extensions that represent real using the APRENDO EN CASA virtual environments.
 Customize virtual environments and virtual objects, simulating platform.
 Manage virtual environment behaviors and their
information characteristics.
 Interact in virtual environments
 Create virtual objects in various
formats.
Transversal Manages your learning Determines viable learning goals Determines learning goals and Build your self-learning Checklist
Competition autonomously. associated with your needs, builds autonomous self-learning. and develop your self-
 Define learning goals learning priorities, and available assessment
 Organize strategic actions to resources that allow you to autonomously.
achieve your learning goals accomplish the task.
  Monitor and adjust their
performance during the learning
process.

DEVELOPMENT OF LEARNING EXPERIENCES: PER DAY

LEARNING EXPERIENCES RESOURCES TIME

AND MATERIALS
DAY 2 : What are our cultural manifestations like? Part 1 • Reusable sheets 2 hours
INTERCULTURAL APPROACH: Students and their families identify their customs and traditions, and respectfully embrace those of others, or notebooks •
without belittling or excluding others because of their language, way of speaking and dressing, customs or beliefs. Pencil or pen •
 Welcome and the activity is presented. Text “The cultural
 Instructions are given to start the activity. diversity of Peru”
 To start the activity, we invite you to read the following case: André, Rafael and Laura are fifth grade classmates. They have
managed to be very good friends. They, like you, like to work as a team. For the exhibition on cultural manifestations, they have
prepared the following table:
Our cultural manifestations
Andre Raphael Laura
Where they live? How long I have lived in Cusco for a I have lived in Cusco forever. I have lived in Cusco for 3
have they lived there? year because of my dad's job. years because of my family's
work.
Where they were born? In Lima In progress In Tarapoto
Where are your parents or From Lima From Cusco From Tarapoto
relatives from?
Traditional or typical food that Ceviche, dry soup, anticucho Chiriuchu, baked guinea pig, Juane, patarashka, tacacho
you eat? and others that are very solterito and other dishes that with cured meat and other
delicious. We consume them we eat on birthdays and at very delicious dishes with
on special occasions, such as festivals in my town. fruits and fish meat, cassava
birthdays. and rice. Now that we are in
Cusco, we sometimes
consume it on birthdays.
What traditional music do you We listen to Creole music, The huayno, because it is Jungle cumbia is beautiful and
practice or prefer? because my dad and my mom beautiful. We sing and dance happy, it makes you want to
like it a lot. They dance on birthdays. We almost dance at any time.
beautifully. always listen. To dance you
must have a lot of stamina.
What traditional dance do you The sailor I like many dances, but the I like to dance the boa dance
 practice or prefer? one I like the most is the and the ayahuasca dance.
dance of the wallatas and the
Tinta carnival.
What language do they Castilian Quechua and Spanish Awajún and Spanish
speak?
What other cultural Greet in Quechua and Greet in Awajún and other The food of Cusco. I love the
manifestations are you Awajún. words that Laura taught me baked guinea pig and the
learning? solterito.

 After reading the case, reflect and answer the questions: - What customs or traditions do André, Rafael and Laura have in common? -
What are the main differences between their cultural manifestations? - Who do you think transmitted those customs or traditions to
André, Rafael and Laura? Why? - Why do you think that André, Rafael and Laura became good friends, even though they had
different cultural manifestations? - Which of the cultural manifestations do you identify with? Why?
 Very good! You have identified the cultural manifestations of the families of André, Rafael and Laura.
What the case of André, Rafael and Laura shows us is that depending on the place where we were born and lived,
we acquire cultural manifestations that our families inherit from us. Peru is a country with diverse cultural
manifestations, you probably have friends, or know people with cultural tastes and preferences different from yours.
It is important to understand and respect them to live in harmony and valuing everyone.
 Just as the families of André, Rafael and Laura have their own cultural manifestations that identify them, your family also has them.
To find out what they are, complete the following diagram in your notebook. You can request the support of a family member:

 After completing the table, reflect and answer: - Did you know these traditions? - How does knowing the cultural characteristics of
your family strengthen you? - Are there differences and similarities between the traditions of your paternal family and your maternal
family? Which are? -Which of these traditions are still celebrated in your family?
 To continue identifying the cultural manifestations of your family, we invite you to read the text “The cultural diversity of Peru”,
available in the “Resources” section of this platform. We recommend the following: - Identify the various cultural manifestations and
 think about whether your family practices any of them. Write in your notebook the ideas that seem important to you. - After reading
the text, answer the following questions: what cultural manifestation similar to what you read in the text is practiced in your town?
How?
 Create a visual organizer with one of the cultural manifestations of your town or region. It highlights ideas related to: what
characteristics does the cultural manifestation you chose have? Who practices it? Does your family practice this cultural
manifestation? How?
With your family
 Gather your family: - Tell them about the diversity of cultural manifestations that André, Rafael and Laura had. - Present them the
painting “My family's cultural manifestations”, telling them why it is important to know and practice the cultural manifestations inherited
by our ancestors. - Write a commitment that allows you to know and keep alive the cultural manifestations of the family. • Reflect:
were you able to identify the cultural manifestations of your family? What helped you achieve this? What difficulties did you have?
Point out two specific actions that you will enhance to overcome the difficulties you had.
 Let's reflect: We invite you to reflect on the following questions: - What purpose will what I worked on today be useful to me? Why?
DAY 3 : What are our cultural manifestations like? Part 2 • Reusable sheets 2 hours
INTERCULTURAL APPROACH: Students and their families identify their customs and traditions, and respectfully embrace those of others, or notebooks •
without belittling or excluding others because of their language, way of speaking and dressing, customs or beliefs. Pencil or pen •
 Welcome and the activity is presented. Text: Did you
 Instructions are given to start the activity. know...?
 To start the activity we invite you to read the following case:
Carmelo is a renowned musician. In his art he has fused hip hop with the Quechua language, and Andean and Amazonian music.
Through his music he spreads the Quechua language. He has made presentations in Peru and in various countries around the world.
He says that the idea of combining hip hop and Quechua arose from his childhood memories, when he had to travel from Lima to the
mountains to live with his grandmother. She taught him to speak Quechua to defend himself from children his age who insulted him in
this language. He also learned agricultural work and other traditions of the community. She liked her grandmother's culture more and
more and wanted to be part of the people, she wore a poncho and a chullo, because, in the Andes of Peru, the climate is freezing
and at certain times of the year it rains a lot. For this reason, the residents of these areas need to dress very warmly, sometimes with
clothing they make themselves, such as ponchos and hats to protect themselves from the wind and cold. Currently, he and other
artists, in their compositions, express what is characteristic of the Andean culture. They recognize that sometimes people are
discriminated against for expressing and defending their culture. Given this situation, they recommend knowing, valuing,
disseminating and practicing our cultural manifestations.
 Reflect and answer the following questions: - What does Carmelo do? - What cultural expressions did you learn when you lived with
your grandmother? Why did you have to learn them? - What do you think are the cultural manifestations that you currently practice? -
What problem does the artist recognize? What does he recommend in this regard?
 As you have read and reflected, this artist is a person who knows and values the manifestations of Andean culture, among them, the
Quechua language that he expresses through his music.
 Let's continue reflecting on the case. Complete the following table, you can do it with the help of a family member.

 Excellent! You were able to reflect on how some people's actions or attitudes can affect the emotions or rights of others.
 We invite you to read the text: Did you know that...?, available in the “Resources” section of this platform. When reading the text, we
recommend that you write down the important ideas, as they will help you reflect later.
 Now, reflect and answer the following questions in your notebook: - Do you know any person who has been discriminated against
because of their origin or for expressing their cultural manifestations (dance, music, food, clothing, etc.)? - What's your opinion about
it?

 To reflect on this problem, complete the following table:

How do you think What can we do to
Do you consider cultural cultural discrimination prevent situations like
Does it affect any
ASPECT discrimination to be a manifests itself? You the ones you have
rights? Which?
problem? Because? can propose an described from
example. continuing to occur?
cultural discrimination
  Now that you have reflected on the problem of discrimination, write a proposal for actions that help to live respecting and valuing
cultural diversity in our town or region. Keep the following criteria in mind: - The actions must contribute to generating an environment
where the diversity of the culture of your family, town or region is respected and valued. - The actions must favor the well-being of all
citizens of the different cultures of your town or region. - The actions must be important when generating an environment where the
diversity of the culture of your family, town or region is respected and valued. - The action must be related to compliance with a right
or norm.
With your family
 Tell them your reflections on Carmelo's case and why he had to learn the Quechua language. Ask them if they have experienced
similar situations. Record your comments.
 Reflect together on the table you created about discrimination.
 Present them with the proposal of actions to contribute to living respecting and valuing the cultural diversity of the families in your
town or region. Ask them for their comments and if necessary, improve your proposal.
 Write a commitment or message to live respecting and valuing the cultural diversity of your town or region.
DAY 4 : How much do I know about the diversity of my country? • Reusable 2 hours
INTERCULTURAL APPROACH: Students and their families identify their customs and traditions, and respectfully embrace those of others, sheets or
without belittling or excluding others because of their language, way of speaking and dressing, customs or beliefs. notebooks •
 Welcome and the activity is presented. Pencil or pen
 Instructions are given to start the activity.
 Read the following problem:

 Now I invite you to solve the problem.

 Before making your decisions, think first about what you should do.
 Think about a strategy and the steps you would take to solve the problem. Use a reused sheet of paper or your notebook, and any
other materials you need.
 Come on you can do it!
 After solving the problem, let's check your results.
 First, we do not know the number of languages spoken in the Loreto region, so we will find that number.
 Let's ask ourselves: - Where is Loreto located, in the Andes or in the Amazon? Correct! In the Amazon. - How many languages are
 spoken in the Amazon? Well, 44 languages are spoken. - What data can be used to find the number of languages spoken in Loreto?
Very good! The 6/11 of the languages spoken in the Amazon? They are the ones spoken in Loreto.
We can write the latter like this: 6/11, x 44. This expression means that I will take six elevenths of 44, which is the total number of
Amazonian languages, to find the number of languages spoken in Loreto.
6 x 44
We can also write the previous expression like this:
11
44
Or also like this: x6; This means that we will group the 44 languages into 11 groups that contain the same number of languages to
11
know how many there are in each group. For this we divide 44 by 11.
44
= 4. We can say that there are 4 languages in each group.
11
Later, we will take six of these groups to know how many languages there are in Loreto. Observe the following diagram:

Of these 11 groups of languages we will take only six groups and join their quantities, as we see in the following operation: 4 + 4 + 4 +
4 + 4 + 4 = 24. 24 languages are spoken in the Loreto region.
We can also solve it like this:
6 44 44
x 44= x6. To operate the We must divide 44 by 11 or take the eleventh part of the numerator and denominator.
11 11 11

 So, 24 languages are spoken in the Loreto region. This is six elevenths of the total number of Amazonian languages
Second
If you were the governor of the Loreto region and knowing the number of languages spoken in the region, what decisions would you
make? Write down your decisions. Why would you make these decisions? The important information to take into account for your
 decisions would be that of the 48 languages spoken in Peru, 44 are spoken in the Amazon. Of these 44 languages, 24 languages are
spoken in the Loreto region.
 With the family - Reflect on the information found and talk with your family about the importance of living in diversity. Then answer the
following questions: What decisions would you make given the important information? Write down your decisions. Why would you
make these decisions? - Tell a family member about the decisions you made and explain your reasons, taking into account the
numerical data.
 Reflect We invite you to reflect based on the following questions: - How did you feel when carrying out the proposed activities? - How
has the use of graphics and procedures helped you obtain the unknown amount about the languages of the Loreto region? - How has
the information helped you make decisions? - What will what you learned today be used for?

DAY 5 : Why is it important to know and preserve our biodiversity? Part 1 • Reusable 2 hours
INTERCULTURAL APPROACH: Students and their families identify their customs and traditions, and respectfully embrace those of others, sheets or
without belittling or excluding others because of their language, way of speaking and dressing, customs or beliefs. notebooks •
 Welcome and the activity is presented. Pencil or pen •
 Instructions are given to start the activity. Text: “Some
 In previous days you have reflected on the characteristics of the cultural manifestations of families and the region. On this occasion, aquatic species
we will learn that our country is also diverse in nature, since we have an enormous diversity of ecosystems, and species of flora and of our
fauna. This fact allows us to be one of the few countries called megadiverse. biodiversity”
Megadiverse means that a region or country has a large number and variety of ecosystems, and animal and
plant species.
 Next, identify an animal that you know, it could be, for example, your pet or an animal that your family or farm raises. Think about him
for a moment, and write down what you know about him and what makes you think or say “Yes, I know him.”
 After you have finished writing, reproduce the table that appears at the bottom in your notebook or on your reusable sheets, and
transcribe in it where appropriate what you have written. In case you had not taken into account what is in the table, try to complete it.
 We let you know that to say that we know an animal scientifically it is necessary to know, at least, what appears in the painting.
 Name of the animal you have selected: _____________________________

 If you haven't been able to complete the table, don't worry. But keep in mind that the data we present are the basic and most
important data that we must know about an animal to say that we know it.
 Now that you know what to say about an animal, think about and identify one that lives in the sea. Would you dare to write some of
the data that appears in the table about it? If so, do it in your notebook or on reused sheets.
 Next, we ask you today's research question: what characteristics of the aquatic animal species of our biodiversity can we know to
build a data record in order to know them and make them known to others?
 It will be easier to answer the question if you write down some ideas in your notebook or on reusable sheets based on the answers
you gave to the questions we asked you in the box. Think carefully before writing.
 Now, write down one or two possible answers to the research question. The ideas you have given are very interesting! Those are
your hypotheses.
 Remember that your ideas are not yet a definitive answer to the research problem. They are preliminary and you need to investigate
to give a more informed answer based on observations and records made by experts.
 Create a simple plan that allows you to collect the information you need to answer the research question.
 Next, to help you execute your plan and answer the question posed, we invite you to read the text “Some aquatic species of our
biodiversity” which is available in the “Resources” section of this platform. As you read, we suggest the following: 1. If there are words
you don't know, look up their meaning in a dictionary or ask a family member. 2. Identify the image and information that can help you
answer the research question. You can also ask your relatives if they know of any similar cases. 3. Write and make a comment about
what you have found out. 4. As you read, write down basic information that could help you learn about species of aquatic animals and
that will allow you to show them to others. Take into account the table we provide you.
 After reading and to begin answering the research question, we suggest the following: 1. Prepare short texts about two of the aquatic
animals described in the reading and also about the Humboldt penguin (don't forget the data from the painting you learned about). To
remind you and expand a little, the texts should include the following information: the common name and scientific name of the
animal, its most notable characteristics, its habitat (where it lives), its distribution (where it is found), its diet (what it eats), its habits
(for example, where its roosts are or places where it rests or places itself to watch, take care of the family, etc.), the role it has in the
 ecosystem (if it is a first-order producer or consumer , predator or scavenger; if it controls the population; if its presence indicates
something about the ecosystem, etc.), among other important data, its conservation status (if it is in danger, why it is; if it is on the list
of “ The Convention on International Trade in Endangered Species of Wild Fauna and Flora” CITES or other entity that records
information on the conservation status of animals).
2. Look at the image of the animal and compare it with the data provided by the text. 3. Next, we give you information on where to
better and more attractively record information about animals, to get to know them and take them into account when we want to
remember something about them or make them known to other people. To do this, we present the form called “Technical sheet”
below. Write it down in your notebook or on reused sheets. At the bottom of it you can put some important information that you can
make better known through drawings. 4. Complete the technical sheet that you have transcribed with the information about the
Humboldt penguin. You can reinvent the shape of the card with other graphic elements if you wish, but you should not change the
data that must be recorded. 5. Next, prepare two more sheets about the two animals you have chosen and fill out the technical sheets
only with the information that you consider most important to you, and that you plan to make known to other people.

 You have now completed the fact sheet and written the information about the aquatic animals described in the text! Excellent!
 Now you have more interesting information about the aquatic animals of our biodiversity. Furthermore, you already know how to
prepare a technical sheet. Now, strategize how to spread the information using the fact sheets. Write it in your notebook or on reused
sheets.
By reading you have been able to learn about the following: - Characteristics and other data about six emblematic species of our sea
and Lake Titicaca. - That Peru belongs to the group of megadiverse countries, being one of the few that have a very large biological
diversity in its fauna and flora. - What has made diversity in our soil and sea possible is the existence of landscapes with great
 diversity of environments, climates and soils. Furthermore, in its historical evolution our country has had the opportunity for several
regions to come together and because of that different species have mixed. Finally, our native peoples have domesticated various
species of animals and plants.
 Reflect on some other ideas that you can infer from your reading and answer the following: − What evidence or experiences have you
found in your reading about why the Peruvian sea is one of the most productive in the world? What emblematic marine species of
Peru Does it benefit our economy?
 Next, make a technical sheet of the animal you selected at the beginning with the information you gave and other ideas you may have
gotten about it.
 Congratulations! You have done the activities that we have proposed, if you have done them well, we are sure that today you will
have managed to learn a lot. If so, this learning will help you improve your way of seeing our country. A different perspective that
shows us Peru as a privileged country that has been magnified by its culture and its megadiversity.
With your family
 Organize how you will present your new learnings. To do this, do the following: − Review your notes and the technical sheets that you
made about three species of aquatic animals. It will help you present the information to the people around you. − Comment on the
importance of knowing the technical sheet as a new instrument to record information and make it known to others.
Reflect
 We invite you to reflect on the following: − What difficulties did you have during the development of the activity? Did you overcome
them? How did you manage to overcome them?
6.2. SCHEDULE OF LEARNING EXPERIENCES. WEEK FOURTEEN: We make commitments to respect and value our diversity

DAY 1 DAY 2 DAY 3 DAY 4 DAY 5

Activity : Why is it important to Activity : What and how much do we produce Activity : We read a story Activity : We write a comic strip
know and preserve our within our diversity? Activity : We write a comic strip (part 2)
HOLIDAY
biodiversity? Part 2 Activity: Testimonial theater: three generations (part 1)
TEACHER'S DAY

ACTIVITY 1:

EXPERIENCES FOR COMPETENCE CRITERION EVIDENCE EVALUATION

DAYS ABILITY PERFORMANCE INSTRUMENTS
DAY 1:
HOLIDAY
DAY 2 Explains the physical world based It describes ecosystems and Describes terrestrial ecosystems Prepare technical Checklist
Activity : Why is it on knowledge about living beings, points out that they are made up and explains the characteristics of sheets of emblematic
important to know and matter and energy, biodiversity, of abiotic and biotic components terrestrial animals and why we animals, recognizing
preserve our Earth and the universe that are interrelated. must protect emblematic species. their characteristics.
biodiversity? Part 2  Understand and use knowledge
about living beings, matter and
energy, biodiversity, Earth and the
universe.
 Evaluates the implications of
scientific and technological
knowledge and work.
DAY 3 Solve quantity problems. Expressed with various Express and translate quantities Solve mathematical Checklist
Activity : What and  Translate quantities into numerical representations and len numerical into numerical expressions by problems about the
how much do we expressions. guaje (numbers, signs and transforming the equivalence equivalence between
produce within our  Communicates understanding of expression verbal nes) their between the fraction and the the fraction and the
diversity? numbers and operations. understanding of the fraction as percentage of quinoa production percentage of quinoa
 Use estimation and calculation part of a discrete or continuous within our diversity in the production within our
strategies and procedures. quantity and as an operator. departments of Puno, Ayacucho, diversity.
 Argue statements about numerical Apurímac, Arequipa, Cusco and
relationships and operations. others.
Activity: Testimonial Create projects from artistic Explores the elements of the They reflect on ways to promote Create a testimonial Checklist
theater: three languages languages of the visual arts, the preservation of intangible theater script to tell a
generations  Explore and experience the music, theater and dance, and cultural heritage and the significant story from
languages of art. applies them for expressive and appreciation of cultural diversity your family tradition.
 Apply creative processes. communicative purposes. catives.
 Evaluate and socialize your Test and propose ways to use
processes and projects. media, materials, tools and
techniques for expressive and
communal purposes. nicatives.
DAY 4 Reads various types of texts written Identifies explicit, relevant and Identify and infer information from They present their Checklist
Activity : We read a in their native language. complementary information that is the text when reading 2 comics planning for a comic
story  Obtain information from written found in different these parts of 1st. “The ugly fox”, 2nd. “The strip about the cultural
text the text. Select specific data fics legend of the hummingbirds of manifestations of their
 Infer and interpret information from and integrates explicit information Nasca” to identify the structure locality and country.
the text when it is found in different parts and elements of the comic strip.
 Reflect and evaluate the form, of the text with several complex
content and context of the text elements in its es structure, as
well as with varied vocabulary,
according to the topics addressed.
Activity : We write a Writes various types of texts in his Write texts coherently and co Write a coherent and cohesive He presents the writing Checklist
comic strip (part 1) native language. hesitant Organize ideas around a story about the cultural of his comic taking into
 Infer and interpret information from topic, prioritize them into manifestations that express the account its structure
the text. subtopics accordingly. into cultural diversity of our country. and elements about the
 Reflect and evaluate the form, paragraphs, and develops them to cultural manifestations
content and context of the text. expand the information, without that express the
digressions or gaps. Establishes cultural diversity of our
relationships between ideas, such country.
as cause-effect, consequence and
contrast, through some referents
and connectors. It pertinently
incorporates vocabulary that
includes synonyms and some
terms specific to the fields of
knowledge.
DAY 5 Writes various types of texts in his Write texts coherently and co Write a coherent and cohesive He presents the writing Checklist
Activity : We write a native language. hesitant Organize ideas around a story about the cultural of his comic taking into
comic strip (part 2)  Infer and interpret information from topic, prioritize them into manifestations that express the account its structure
the text. subtopics accordingly. into cultural diversity of our country. and elements about the
  Reflect and evaluate the form, paragraphs, and develops them to cultural manifestations
content and context of the text. expand the information, without that express the
digressions or gaps. Establishes cultural diversity of our
relationships between ideas, such country.
as cause-effect, consequence and
contrast, through some referents
and connectors. It pertinently
incorporates vocabulary that
includes synonyms and some
terms specific to the fields of
knowledge.
Transversal It operates in virtual environments Participate in virtual environments Participate in virtual environments Submit work using Checklist
Competition generated by ICT. with extensions that represent real using the APRENDO EN CASA virtual environments.
 Customize virtual environments and virtual objects, simulating platform.
 Manage virtual environment behaviors and their
information characteristics.
 Interact in virtual environments
 Create virtual objects in various
formats.
Transversal Manages your learning Determines viable learning goals Determines learning goals and Build your self-learning Checklist
Competition autonomously. associated with your needs, builds autonomous self-learning. and develop your self-
 Define learning goals learning priorities, and available assessment
 Organize strategic actions to resources that allow you to autonomously.
achieve your learning goals accomplish the task.
 Monitor and adjust their
performance during the learning
process.
DEVELOPMENT OF LEARNING EXPERIENCES: PER DAY

LEARNING EXPERIENCES RESOURCES TIME

AND MATERIALS
DAY 1: HOLIDAY
DAY 2 : Why is it important to know and preserve our biodiversity? Part 2 • Reuse sheets or 2 hours
INTERCULTURAL APPROACH: Students identify the variety of customs and traditions that exist in their families, as well as in that of our notebooks • Pencil
ancestors. Furthermore, they respectfully welcome the customs of others, understanding that the richness of our culture lies in diversity. or pen • Text:
Therefore, they propose actions to promote respect for all people and show that they value their own characteristics by creating their family “Some terrestrial
album. species of our
 Welcome and the activity is presented. biodiversity”
 Instructions are given to start the activity.
 In previous days, you have reflected on biodiversity in the aquatic environment and developed a technical sheet in which you described
some species as a sample of aquatic biodiversity. On this occasion, we will learn that our country is also diverse in the nature of the
terrestrial environment, due to the number of ecosystems and the adaptation possibilities that different species of animals have
developed. In addition, you will expand your description possibilities in the technical sheet that we will present to you.
 Choose one of the following land animals that you may know or want to research: vicuña, condor, cock-of-the-rock, spectacled bear, or
puma. Think about what you know about him and write it on a scrap sheet or in your notebook. Then complete the table with the
information you wrote. Keep in mind that this painting is similar to the one you already saw previously.

 If you haven't been able to complete the table with the information you had, don't worry. Remember that the data that appears in the table
is the basic data and that the most important data that we should know are the scientific points of view.
 Next, we ask you today's research question: what characteristics of the animals of our terrestrial biodiversity should we know to prepare a
data record with the aim of disseminating the species so that other people can learn about it? It will be easier to answer if you write down
some ideas based on what you have written in the box. Think carefully before writing. Don't forget that your answer must be accompanied
by ideas that support it.
 Remember that your ideas are not yet a definitive answer to the research problem. These are preliminary (hypotheses) and you need to
investigate to give a better answer based on reliable sources of information and records prepared by experts.
 Now, create a simple plan that will allow you to collect the information you need to expand your answer to the research question.
 Next, and to help you execute the plan and answer the question posed, we invite you to read the text “Some terrestrial species of our
biodiversity” available in the “Resources” section of this platform. As you read, we suggest the following: 1. If there is a word that you don't
know, find out its meaning, reread the phrase or sentence in which it is found, look for synonyms with which you could replace it or infer a
possible meaning. You can also help yourself with a dictionary or by asking a family member. 2. Write and make a comment about what
you have found out. 3. As you read, write down basic information that could help you learn about the species of land animals in the
reading and that will allow you to show it to others. Keep in mind the chart you completed, because now you have more information you
can include in it.
 After reading, to begin answering the research question, we suggest the following: 1. Create short texts about two of the land animals
described in the reading and also about the spectacled bear (don't forget the data in the box). To remember and expand a little, the texts
should include the following information: the common name and scientific name of the animal, its most notable characteristics, its habitat
(where it lives), its distribution (where it is found), its habits (for example, where it rests or is located to watch, have and take care of the
family, etc.), the role it has in the ecosystem (its diet, what it eats, if it is a first-order producer or consumer (herbivore), or predator (if it
kills the animal to eat it), or scavenger (if it eats dead animals); if it controls the population; if its presence indicates something about the
ecosystem, etc. In important data, you can note its conservation status (if it is in danger. , why it is; if it is on the list of the Convention on
International Trade in Endangered Species of Wild Fauna and Flora (CITES) or another entity that records information on the conservation
status of animals) and some other interesting information. 2. Observe the image of the animal, the place where it is located, its
characteristics, etc. and compare them with the data provided by the text. 3. Below, we attach the technical sheet where you surely
already know that important information about animals can be recorded better and in a more attractive way to get to know them and take
them into account when we want to remember something about them or make them known to other people. Complete the fact sheet with
the information about the spectacled bear. You can reinvent the shape of the card with other graphic elements if you wish, but remember
that you should not change the data that must be recorded. At the bottom of the sheet you can add some important information using a
drawing. 4. Then, make two sheets about the two animals you have chosen and fill out the technical sheets only with the information that
you consider most important to you and that you plan to make known to other people.
 You have now completed the fact sheet and written the information about the land animals described in the text! Excellent!
 Right now, you have interesting information about some of the emblematic Peruvian land animals. Furthermore, you already know how to
prepare a technical sheet. Now, propose a strategy for how you could spread our terrestrial biodiversity using the technical sheets. Write
it.
 With the reading and the activities carried out previously, you have been able to learn about the following: − Characteristics and other data
about emblematic species of terrestrial life in our country. − That the animals that live in our territory are part of different ecosystems and
their presence in them is vital for the maintenance of life in them. − That the activities carried out by man often affect the lives of these
beings without taking into account that they are also affecting the ecosystem as a whole.
 That animal species whose habitat is destroyed or whose individuals are killed, often with excessive cruelty and without control, are
displaced to inhospitable places, where they cannot adapt and die and become extinct as a species.
 Reflect on some other ideas that you can infer from the reading and the activity you have done and respond to the following: 1. What
aspects of the lives of animals does the following include? Give an example. − The habitat − The geographical distribution − The habits −
The conservation status of a species 2. What are the most frequent human activities that affect animal species? 3. What measures have
governments taken to reduce the effects on the lives of wild animals? Are they enough? Come up with some ideas about it.
DAY 3 : What and how much do we produce within our diversity? Reuse sheets or 2 hours
INTERCULTURAL APPROACH: Students identify the variety of customs and traditions that exist in their families, as well as in that of our notebooks • Pencil
ancestors. Furthermore, they respectfully welcome the customs of others, understanding that the richness of our culture lies in diversity. or pen • Khan
Therefore, they propose actions to promote respect for all people and show that they value their own characteristics by creating their family Academy:
album. https://bit.ly/
 Welcome and the activity is presented. 3ii3RpA
 Instructions are given to start the activity.
 We invite you to read the following situation: In Peru, various species of Andean grains such as quinoa, kiwicha and cañihua are grown,
important in the population's diet. The Sierra is the main producing area of these grains, where the regions of Puno, Ayacucho, Cusco,
 Arequipa, Apurímac and Ancash stand out. Additionally, we celebrate National Andean Grains Day on June 30. Below, we present a
graph with the main quinoa producing areas in 2017. The total number of tons produced amounts to 78,700, of which 50% is produced in
Puno, 20% in Ayacucho, 9% in Apurímac, 5% in Cusco, 4% in Arequipa, and 4% in Junín. and in other regions 8%. In this context, Carlos
and Rosa want to find out how many tons of quinoa the Puno region produces more than Ayacucho?

 Read the problem again and answer orally the following questions: What is the problem about? What do Carlos and Rosa want to find
out? Where did they get the information? What percentage of quinoa does Puno produce? What percentage does Puno produce? of
quinoa produced by Ayacucho? What would you do to find out how many tons of quinoa the Puno region produced more than the
Ayacucho region?
 Now we invite you to think about a strategy and the steps you would follow to solve the problem. Use a reuse sheet or your notebook and
some other support material. To do this, remember what you learned previously, for example, the notion of a fraction as an operator of a
quantity.
 Then solve the problem by executing the strategy and steps thought out.
 Now that you solved the problem, let's check your results.
First: let's identify the data and the unknown of the problem that Carlos and Rosa want to solve.
Percentage of quinoa produced in each region.

 According to the information in the table: The Puno region produces ___ % and the Ayacucho region produces ___ %.
 The unknown is expressed by the question: how many tons of quinoa does the Puno region produce more than the Ayacucho region?
 Second: now we find the fractions equivalent to 50% and 20%, which are the percentages of quinoa production in the Puno and Ayacucho
regions, respectively. To do this: - We observe the grid and answer orally the following questions: if we continue painting all the squares
like the one that is already painted: how many squares will be painted in total? - We read and remember about fractions
 :
 We look at the following grid and answer: what fraction does the painted part represent? What percentage is it equivalent to?

 On a reuse sheet, draw the following grid, find the fraction equivalent to 20% and represent it. Ask for support from a family member if
necessary.

 Third: we calculate the number of tons of quinoa produced in Puno and Ayacucho.
 We keep learning! Carlos and Rosa find it important to continue finding out the number of tons of quinoa produced in each of the regions.
Therefore, they will complete the following table:
 Help them complete the picture! To continue learning about percentages, we invite you to access: - The percentages video, available in
the “Resources” section of this platform. - To the Khan Academy platform, the link is at the beginning of this activity.
 We reflect: Answer the following questions: what difficulties did you have in the development of the activity and how did you resolve them?
Do you think it is important to know what and how much we produce within our diversity? Why? Do you think the Strategies proposed in
this work to solve the problems? How? What purpose would what you learned today be useful to you? In what other situations can you
use them?
DAY 4 : We read a story Comic “The Ugly 2 hours
INTERCULTURAL APPROACH: Students identify the variety of customs and traditions that exist in their families, as well as in that of our Fox” • 5th grade
ancestors. Furthermore, they respectfully welcome the customs of others, understanding that the richness of our culture lies in diversity. Communication
Therefore, they propose actions to promote respect for all people and show that they value their own characteristics by creating their family workbook,
album. pages 146, 147
 Welcome and the activity is presented. and 148
 Instructions are given to start the activity. • Reused sheets
 To start the activity, we invite you to reflect and answer the following questions: - What do you know about comics? Why do they write or notebook •
them? Who reads this type of text? Have you read this type of text? What remember? Pencil or pen •
 We are sure that on more than one occasion you read comics and while doing so you had fun and reflected on the actions of their Colored pencils,
characters. markers
 Now we invite you to read the comics “The Legend of the Hummingbirds of Nasca” from the Communication Workbook 5, pages 146
and 147, and “The Ugly Fox”, which is found in the “Resources” section of this platform.
 Before starting to read the two stories, read the goal of this activity again. Then, reflect and answer: for what purpose will I read the
comics? Keep this in mind during the development of the activity.
Let's read the texts!
 To read both comics we suggest the following: 1. Observe the texts, how is the text presented? Who narrates the story? What writing
resources (exclamation marks, question marks) are used? Do all the vignettes have text? , why?, in what cases? 2. Look at the
images, what is the character's expression like? What do they say? What do they think? How do you know? How is the character's
expression related to the text they say or think? Is the character's expression complemented by the text? , because? 3. Identify the
beginning, middle and end of the story.
Let's continue understanding!
 Now that you have read, we invite you to reflect on the following questions and complete the table in your notebook or reuse sheets.

 To answer the previous questions, you have probably gone back to watching and reading the comics. That's good! Yes!, because it
has allowed you to identify some characteristics of these texts. What are those characteristics? Let's see: The comic is a narrative
text, whose narrative sequence is the beginning, middle and end. The purpose of these texts can be varied: to inform, to entertain, to
educate. They can also deal with various topics such as human rights, a childhood adventure, environmental pollution, deforestation,
problems that can be faced as challenges to be achieved, among others. Some of its elements are:
a) The vignette: it generally has a rectangular shape, it corresponds to each scene of the story.
b) The cartouche: it is the voice of the narrator, it is located at the top of the vignette and its shape is rectangular.

c) The balloon: it is the space where the texts that the character thinks or says are placed, and due to its shape it gives different
meanings to the text, for example: - 1. Cloud-shaped balloon means words thought by the character. - 2. Globe with outline outlined
with trembling shapes means fear, cold, trembling or strong voice of the character. - 3. The corner or delta of the balloon points to the
character speaking or thinking. - 4. If the corner appears outside the frame it means that the character or characters speaking do not
appear in the vignette. - 5. A balloon with several corners means that the expression is said by several characters.

 Now you are ready to create a visual organizer with the characteristics of the comic. To do this, you can use newspaper clippings or
 drawings. Be creative. You can!
 You now have your visual organizer, great!
 To review and improve your visual organizer, we suggest you apply the following checklist.

 Now that you have reviewed the visual organizer, you will have realized where you need to improve. Do it. Congratulations! You now
have your visual organizer that expresses the characteristics of the comic.
 Choose one of the comics you have read and point out its elements. You did! Congratulations!
 Finally, solve the activities on page 148 of the Communication 5 workbook, in order to reinforce your learning about how the theme is
presented in the comic, the actions of the characters and distinguish real and fantastic events in the text read.
 We invite you to reflect on the following questions: - What did you know about comics before? What do you know now? What do you
need to know? Are you ready to write a comic? , because? - What difficulties did you have in identifying the characteristics of the
comic text? How did you overcome them?
Activity: We write a comic strip (part 1) Communication
 To begin the activity, we invite you to reflect and answer the following questions: what cultural manifestations characterize your workbook 5th
family? Why? How are cultural manifestations expressed in your locality or in your region? What is your opinion? ? To answer these grade, pages 151,
questions, you can review your portfolio. There you organized activities that allowed you to reflect and express your opinion about the 152 and 153
cultural manifestations of your family, your town or region. Check it. • Reused sheets
Let's plan your comic text! or notebook •
 Before you start planning to write your text, we invite you to re-read the goal of this activity and answer: what will I achieve in today's Pencil or pen •
activity? Write it. Colored pencils,
 Now, we invite you to plan and organize to write your text. To do this, consider the following: The purpose - What are you going to markers
write for? To do this, take into account the goal of the activity. -Who will read your comic? - What kind of comic will it be?
(Humourous: for example, narrating an anecdote or event from a traditional festival; Informative: narrating a significant event from
some cultural experience of the family). The script - What will your comic be about? - Who will be the characters? - Where will the
events or events take place? About the graph - How many vignettes will you make? - What type of balloons will you use? -What will
be in each of them? - Which ones will you use for the beginning, middle and end?
 What will your characters be like? Graph or draw them. You can ironize some of their features, without becoming mockery. For
example, in the cartoon “The Ugly Fox”, the fox had a fairly long snout and small eyes, and in the cartoon this characteristic of the fox
is maintained. Excellent! You already have the planning of your text.
 You will need to take into account the characteristics of the comic. To do this, have on hand the visual organizer that you created in
the activity on day 3.
  We also invite you to read pages 151 and 152 of the Communication Workbook 5, which can be found in the “Resources” section of
this platform. Then reflect and answer: what elements of the comic are mentioned in the text? How are these elements presented?
Likewise, develop activity 2 on page 152. Now, you are ready to write your comic.
 To write your comic, keep in mind:
1. Consider the following criteria:
- The purpose of your comic is to publicize the importance of cultural manifestations that express cultural diversity and your personal
commitment to living together respecting and recognizing that diversity. - Use punctuation marks (comma, full stop, full stop) and
spelling marks (capital letter, tilde, exclamation marks and question marks) appropriately. Some spelling signs such as the
exclamation point and question mark help express the emotions and feelings of the characters. For example, in the cartoon “The Ugly
Fox”, the fox says “Well then, I'm going to get ready!”, or when Qusi says “How beautiful! Thank you, Catuc!”, upon receiving the gift
from his brother. - The theme of the comic is the importance of cultural manifestations that express cultural diversity. - When
designing and writing your comic, take into account the narrative sequence (beginning, middle and end) and the elements of the
comic (vignette, banner and balloon).
2. To design or make the comic sketch, we suggest the following:
- Keep in mind the purpose of your text. - Write the texts or script of your comic; that is, the thoughts of the characters, according to
the number of vignettes you have decided on. - Distribute the bullets that your text will contain on the page or pages you decide. -
Make drawings of your characters. - It will also help you to develop the activities on page 153 of the Communication Workbook 5,
which is found in the “Resources” section of this platform.
 Then write the first version of your comic. Congratulations! You now have the first version of your comic.
 In the following activity you will have the opportunity to review your text and improve it.
DAY 5 : We write a comic (part 2) Reused sheets or 2 hours
INTERCULTURAL APPROACH: Students identify the variety of customs and traditions that exist in their families, as well as in that of our notebook • Pencil
ancestors. Furthermore, they respectfully welcome the customs of others, understanding that the richness of our culture lies in diversity. or pen • Colored
Therefore, they propose actions to promote respect for all people and show that they value their own characteristics by creating their family pencils, markers
album.
 Welcome and the activity is presented.
 Instructions are given to start the activity.
 To review the first version of your comic, it will be important that you have at hand the criteria that you took into account when writing
your comic. These were:
- The purpose of your comic is to publicize the importance of cultural manifestations that express cultural diversity, and your personal
commitment to living together respecting and recognizing that diversity. - Use punctuation marks (comma, full stop, full stop) and
spelling marks (capital letter, tilde, exclamation marks and question marks) appropriately. Some orthographic signs such as the
exclamation mark and question mark help to express the emotions and feelings of the characters, for example, in the cartoon “The
Ugly Fox”, the fox says “Well, I'm going to get ready!”, or when Qusi says “How beautiful! Thank you, Catuc!”, upon receiving the gift
from his brother. - The theme of the comic is the importance of cultural manifestations that express cultural diversity. - When
designing and writing your comic, take into account the narrative sequence (beginning, middle and end) and the elements of the
 comic (vignette, banner and balloon). - The title must be related to the theme of the comic.
 To review your text, read and reflect on the following checklist:

 Now you are ready to review your comic text.

 Excellent! You have already revised your text. • After reviewing your text, reflect and answer: - What should I improve? Because? -
What do I need to improve my text? • Now write the final version of your comic. If you consider it necessary, improve the drawings of
your characters, paint them in colors to capture the reader's attention.
 Congratulations! You managed to write the final version of your text
 We invite you to reflect on the following questions: how did the checklist help you improve your text? What difficulties did you have
when writing your text? How did you overcome them?

6.3. SCHEDULE OF LEARNING EXPERIENCES. WEEK FIFTEEN: We celebrate the richness of being a diverse country

DAY 1 DAY 2 DAY 3 DAY 4 DAY 5

Activity: We investigate the origins Activity : We locate the origin of Activity : We investigate the Activity : What are the reports Activity : We build geometric
of cultural manifestations in cultural manifestations in time. origins of cultural manifestations in like? figures with the chacana.
various sources (part 1) various sources (part 2).
Activity: Dance to celebrate

ACTIVITY 1:
 EXPERIENCES FOR COMPETENCE CRITERION EVIDENCE EVALUATION
DAYS ABILITY PERFORMANCE INSTRUMENTS
DAY 1 Build historical interpretations Obtains information about a fact Obtains information and critically Reads written and Checklist.
Activity: We  Critically interpret diverse sources. or pro historical process, from the interprets diverse sources, image sources and
investigate the origins  Understand historical time. Viceroyalty to the process of the identifying the contributions of interprets them on
of cultural  Prepare explanations about Independence of Peru, draw traditional dances by applying the cards and draws them
manifestations in historical processes. statistical tables, simple graphs or steps of a historian's research. (3-step development of
various sources (part historical investigations. a historian).
1)
DAY 2 Build historical interpretations Chronologically sequences the Chronologically sequence the He creates a timeline Checklist
Activity : We locate  Critically interpret diverse sources. great conventional stages of stages of national history on a with the stages of the
the origin of cultural  Understand historical time. national history nal and timeline and at the same time historical process and
manifestations in time.  Prepare explanations about distinguishes what characterizes locate the origin and current places it in the dance
historical processes. them. status of the dance you chose as he chose. (develops
 a cultural manifestation. the 4th step of a
historian).
DAY 3 Build historical interpretations Obtains information about a fact Obtains information and critically Prepare a two- Checklist
Activity : We  Critically interpret diverse sources. or pro historical process, from the interprets diverse sources to paragraph writing
investigate the origins  Understand historical time. Viceroyalty to the process of the explain the presence of original explaining the origin
of cultural  Prepare explanations about Independence of Peru, draw cultural elements and those from and facts of the dance
manifestations in historical processes. statistical tables, simple graphs or other continents in a cultural you chose (develop the
various sources (part historical investigations. manifestation. 5th step of a historian).
2).

Activity: Dance to Create projects from artistic Explores the elements of the They reflect on ways to promote He dances a typical Checklist
celebrate languages languages of the visual arts, the preservation of intangible dance that he chose as
 Explore and experience the music, theater and dance, and cultural heritage and the a family.
languages of art. applies them for expressive and appreciation of cultural diversity
 Apply creative processes. communicative purposes. catives.
 Evaluate and socialize your Test and propose ways to use
processes and projects. media, materials, tools and
techniques for expressive and
communal purposes. nicatives.
DAY 4 Reads various types of texts written Identifies explicit, relevant and Identify relevant and Read a report, create Checklist
Activity : What are the in their native language. complementary information that is complementary explicit an organizer about the
reports like?  Obtain information from written found in different these parts of information to obtain information report, its
text the text. Select specific data fics about the report, its characteristics characteristics and
  Infer and interpret information from and integrates explicit information and structure. Reading the report structure, analyzing its
the text when it is found in different parts titled “3 out of 5 students have formats.
 Reflect and evaluate the form, of the text with several complex consumed alcohol.”
content and context of the text elements in its es structure, as
well as with varied vocabulary,
according to the topics addressed.
DAY 5 Solve problems of shape, movement Express with a sketch the Express with graphics your Find the area and Checklist
Activity : We build and location. movements and positions of understanding of perimeter and perimeter of the figures.
geometric figures with  Model objects with geometric objects or people with re lation to length measurement by Solve the page. 147 to
the chacana. shapes and their transformations. a reference system such as, for constructing Chacana figures and 151 of the fifth grade
 Communicate your understanding example, streets or avenues. explain that the surface workbook.
of geometric shapes and Likewise, screens changes in the measurement is maintained even
relationships. size of objects through if the shape changes.
 Use strategies and procedures to enlargements, reductions and
orient yourself in space. reflections of a plane figure in the
 Argue statements about geometric Cartesian plane.
relationships.
Transversal It operates in virtual environments Participate in virtual environments Participate in virtual environments Submit work using Checklist
Competition generated by ICT. with extensions that represent real using the APRENDO EN CASA virtual environments.
 Customize virtual environments and virtual objects, simulating platform.
 Manage virtual environment behaviors and their
information characteristics.
 Interact in virtual environments
 Create virtual objects in various
formats.
Transversal Manages your learning Determines viable learning goals Determines learning goals and Build your self-learning Checklist
Competition autonomously. associated with your needs, builds autonomous self-learning. and develop your self-
 Define learning goals learning priorities, and available assessment
 Organize strategic actions to resources that allow you to autonomously.
achieve your learning goals accomplish the task.
 Monitor and adjust their
performance during the learning
process.

DEVELOPMENT OF LEARNING EXPERIENCES: PER DAY

LEARNING EXPERIENCES RESOURCES AND TIME

 MATERIALS
DAY 1 : We investigate the origins of cultural manifestations in various sources (part 1 • Text: “Some
FOCUS ON THE PURSUIT OF EXCELLENCE : Students and their families demonstrate flexibility to change and adapt the way they Peruvian dances”
celebrate National Holidays under certain circumstances, always demonstrating respect for people and the different expressions to celebrate • Reuse sheets or
these holidays. notebook • Pencil or
 Welcome and the activity is presented. pen
 Instructions are given to start the activity.
 In today's activity, you will read and analyze various reliable historical sources, such as images and texts, about the origin of some of the
main cultural manifestations, including the dances of Peru and your community.
 As you have investigated in previous weeks, Peru has several cultural manifestations that we practice and with which we identify, since
we learned them from our families. Among them, we have dances, which are expressions of the feelings and experiences of people and
the community.
 To start the activity, we invite you to read the following: Fabián, Julia and Matías are researching two of our traditional dances: the
celebration and the Canas carnival, which you may be interested in learning to dance and perform on special occasions. As part of the
investigation, they must also write their respective reviews and know where they are from, who created them, why they started dancing,
among other aspects.
 In this activity, you will help Fabián, Julia and Matías to investigate the origins of dances. That is, you will do the same work as a
historian, as you will follow a series of steps to know where, when, who and how a dance was created.
 Let's start investigating!
 The first step is to propose the questions you want to answer during your research. For example: In what place and year were you born?
Who created it? Why did you create it?
 The second step is to make assumptions regarding where, when, who, and why they created the dance. These assumptions or
hypotheses are responses to what you stated in the first step; For which it is not necessary to have read any document, but rather they
will be answered based on your previous experiences and knowledge.
 To carry out the first and second steps, we invite you to complete the following table in your notebook or reuse sheet. You can also
propose other questions that you would be interested in investigating. Now, complete the table from your previous knowledge.
 Excellent! You already have your hypotheses or assumptions.
 The third step to investigate like a historian is to obtain information from various historical sources (testimonies of people, images,
videos, various texts, etc.) about the origin of the dances you are researching. By observing and reading these sources, you will be able
to verify whether or not your assumptions or hypotheses were correct.

 To carry out step 3, we first invite you to look at the following images presented below. Write down what can help you answer the
questions posed or also the questions that arise. Remember that images are sources from which we can obtain information.
 Let's analyze the images!
 When observing the images, record the information related to the questions in the painting “The Dances of Peru.” Remember that you
are analyzing a source of information that will help you verify your hypotheses. Excellent!
 As you well know, texts are also sources of information. Next, read the text “Some Peruvian dances”, available in the “Resources”
section of this platform. As you read, record information that will later help you answer the questions in the box.
 Now that you have information from the images and the written source “Some dances of Peru”, review your initial answers (hypotheses
or assumptions), correct them and improve them
 With the information obtained from the sources, you managed to verify your hypotheses and answer the questions posed. Now, we invite
you to reflect and answer the following: – What are the historical sources that you observed and read about? – What information do they
give us about the dances? – Do your hypotheses coincide with historical sources? Why? – Do you consider that these historical sources
tell the truth? Why?
 Very good! Today you learned to investigate like a historian, that is, to ask questions, make hypotheses and interpret sources, such as
images and historical documents, and then answer the questions posed.
 Continue with your reflections, this time, based on the following questions: – What dances are danced in your community? – Of the
dances that are danced in your community, which one do you identify with? Why? – Do you consider that the dance with which you
identify contributes to the identity of your town or region? Because?
 Taking into account the dance of your community with which you identify, complete the following table. You can ask a family member for
support and review a reliable source of information:

 Excellent! Have you already researched the dance of your town with which you identify?
DAY 2 : We locate the origin of cultural manifestations in time. • Text: “History of 2 hours
FOCUS ON THE PURSUIT OF EXCELLENCE : Students and their families demonstrate flexibility to change and adapt the way they Peruvian dances”
celebrate National Holidays under certain circumstances, always demonstrating respect for people and the different expressions to celebrate Text: “Stages of the
these holidays. history of Peru”
 Welcome and the activity is presented. • Reuse sheets or
 Instructions are given to start the activity. notebook • Pencil or
 The day before, you reviewed and analyzed various sources of information, such as images and texts about some traditional dances: pen
celebration, Canas carnival and a dance from your community, in order to explain their origin and contribution to national culture. In
today's activity, you will choose a dance and create a timeline of it, taking into account historical data that you reviewed and guidelines
on how to create said timeline.
 We invite you to remember what you did in the previous day's activity. To do this, answer the following questions: – What dances did you
research and obtain information about in written sources and images? – Which of those dances would you choose to continue
investigating? Why? Remember that you also researched a dance in your town. – What steps did you follow to research dances?
 So far you have completed three steps: (1) asking questions, (2) formulating hypotheses, and (3) interpreting sources. To continue
investigating as a historian, you will carry out the fourth step, understanding the moment in history in which the dance you have chosen
appears. For this purpose, you will create a timeline.
 In this regard, reflect and answer: – How is a timeline created? What must be considered? – What information is needed? – How will we
organize the information?

 To remember what a timeline looks like, we present an example. Observe and identify its elements:

 Now that you remembered what the timeline is like, it's time to make one about the dance you have chosen. To do this, take into account
the example you have reviewed and follow the following steps: 1. Read the following texts: – “Some dances of Peru” and the source of
 information that you consulted about the dance of your community with which you identify, which you read in the previous activity. –
“History of Peruvian dances” and “Stages of the history of Peru”, which are available in the “Resources” section of this platform. 2. Select
information about the facts related to the dance that you have chosen to continue investigating and organize it sequentially, taking into
account the stages of the history of Peru. It identifies the conquest of Tahuantinsuyo in the year 1532 as a reference event. Record it in
your notebook or reuse sheet using the following table:

3. Select the time unit you will use: years and epochs. 4. Determine the scale or measurements equivalent to each unit of time (for
example: 1 cm is equal to 100 years or 1 square in your notebook is equal to 100 years). 5. Draw a timeline and mark the years at the
bottom. 6. He writes as a reference fact the conquest of Tahuantinsuyo in the year 1532. 7. Locate other events by writing them on the
timeline where they apply. 8. Write the legend. 9. Add drawings or images referring to the identified facts. 10. Look closely at the timeline
and finally give it a title
 You can create the timeline in your notebook or on a piece of paper. Be guided by what is presented in the text “Stages in the history of
Peru”, available in the “Resources” section of this platform.
 After creating the timeline, reflect and answer the following questions: – What periods in the history of Peru are present in the timeline? –
What was the referential fact to analyze the origin and history of the dances? – What other facts did you identify regarding dances in
different periods of history? – In what period did the dances you investigated originate?
 Present the timeline about the dance you chose. Explain to your relatives when it originated and what happened from then on in the
other periods of Peru's history.
DAY 3 : We investigate the origins of cultural manifestations in various sources (part 2) • Reuse sheets or 2 hours
FOCUS ON THE PURSUIT OF EXCELLENCE : Students and their families demonstrate flexibility to change and adapt the way they notebook
celebrate National Holidays under certain circumstances, always demonstrating respect for people and the different expressions to celebrate • Pencil or pen
these holidays.
 Welcome and the activity is presented.
 Instructions are given to start the activity.
 The previous days you investigated the origin of the dances as a historian would do: (1) you posed questions about the dances of Peru;
(2) you formulated hypotheses or gave answers to the questions; (3) you interpreted reliable historical sources, such as images and
texts, and (4) you understood the moment in history when the dance you chose appeared, for which you created a timeline.
 In today's activity, you will explain your conclusions about the process you carried out and why in a dance there is the presence of
 original cultural elements and those from other cultures. The work done will be an input to prepare a report on the celebration of the
National Holidays in the family, which you will write later.
 The fifth step in a historian's research is to develop explanations about the causes and consequences of events that have occurred, as
well as to describe and explain what things have changed and what things have not changed over time.
 Today you will write an explanation about the origin of the dance that you chose to continue investigating, its characteristics, the
contributions it received from other cultures and the causes for changes, for example, in its clothing and music, as well as its importance
to preserve our identity.
 Based on the sources you reviewed and the timeline you created, answer the following questions: 1. What is the traditional dance you
chose? Why? 2. In what year and era did it originate? How? 3. Why did ancient Peruvians practice the dance you chose? 4. What things
have changed regarding the practice of dance? What was it like before? What is it like now? 5. What elements of Spanish culture have
been incorporated into the dance you chose? 6. How does this dance contribute to our cultural diversity?
 After analyzing your answers, write a text of two paragraphs or more to explain the origin of the dance you chose to continue
investigating, its characteristics, the contributions it received from other cultures, the changes that have occurred, as well as its
importance in our cultural diversity. In the description, you must use the following temporal categories: year and season.
 Congratulations! You already wrote the explanation. Now, review it and improve it using the checklist:

 Explain to them about the origin of the dance you chose, its characteristics, the contributions it received from other cultures, the causes
for some changes, as well as its importance for preserving and valuing our cultural diversity.
 Ask your family members to tell you about a dance they know how to dance, its origin, who created it and when it is danced.
 We invite you to reflect on the following questions: – Were you able to explain the contributions of other cultures in the dance you chose?
How? – What did you know about dance before researching it? What do you know now? What do you still need to research?
DAY 4 : What are the reports like? • Text: “3 out of 5 2 hours
FOCUS ON THE PURSUIT OF EXCELLENCE : Students and their families demonstrate flexibility to change and adapt the way they schoolchildren have
celebrate National Holidays under certain circumstances, always demonstrating respect for people and the different expressions to celebrate consumed alcohol”
these holidays. • Reuse sheets or
 Welcome and the activity is presented. notebook • Pencil or
 Instructions are given to start the activity. pen
 This week you have developed activities that have invited you to reflect on the origin of cultural manifestations and how they have
contributed to the cultural diversity of our country. To do this, you were able to investigate the origin of the dances in various sources
and how these cultural manifestations are related to the history of our country. You were also able to reflect on the reasons we have
to celebrate the anniversary of independence, what it means to celebrate the national anniversary and how we should celebrate it.
 Remember that cultural manifestations are present in your family, town, region and country when you celebrate, for example, an
important event, such as the national anniversary. Many times, these cultural events are broadcast by various media, such as radio
and television, so that citizens can learn about and appreciate them.
 Celebrating the National Holidays mobilizes the entire population. Families gather and the community programs a series of activities,
which also include students like you. In this sum of expressions and celebration, our different ways of celebrating, our culture, and
customs emerge in each event. To know them, we have various sources, not only documentary (written), but also living sources
from which we can collect valuable information to analyze it and give our point of view; for example, documentaries and reports.
 The reports are like the news, but much broader, that is, they develop topics of interest to the entire society and not only narrate the
facts, but also investigate reliable sources that give them support and delve deeper from a critical position, and then be spread
throughout the population.
 A simple example to distinguish a news story from a report is how broad the headline is:

 In this activity and the next, you will have the opportunity to delve deeper into the function and structure of a report. It will be quite an
investigative adventure!
 To start the activity, let's do the exercise of remembering: – Surely, you have read reports in newspapers or magazines, you have
seen them on television or you have heard them on the radio. Do you remember what they are like? What do you think they are for?
What were they made for?
 If you have old newspapers at home, look for some reports. If you pay more attention to the television news, it is very likely that you
will be able to identify one of them. I suggest you look at what type of information they present, what their structure is and what their
purposes are. They are very broad, important and all the information revolves around a topic!
 To delve deeper into the reports, today you will read and analyze the text “3 out of every 5 schoolchildren have consumed alcohol”,
which is a report from the written press, available in the “Resources” section of this platform.
 Identify the way of presenting the information or other aspects that you consider. Then, answer the following questions: – Where did
you begin your journey of observing the text? Why? – Will it be directed to a single person? Why do you think that? – How is the
information organized?
 As you may have noticed, they are very organized and schematic texts, they have a broad headline that marks the beginning of the
 reading pattern and their path is linear. Some tend to break this rule of linear organization and you as a reader, to be clear about the
topic of the report, can start where it catches your attention the most.
 Now, before reading the text, review the goal of this activity again and answer the following question: For what purpose will I read
this report? Write down the answer in your notebook or reuse sheet.
 We invite you to read the text “3 out of every 5 schoolchildren have consumed alcohol.” To do this, take these recommendations into
account: 1. When we read, we must keep in mind three important pieces of information that place us in the context of the journalistic
text: – Name of the newspaper and author of the text – Date of publication – Topic, what is this report about? 2. In the reports,
different types of information are organized that have their own structure, but converge and respond to the topic in question. Identify
its elements:
- Headline. It is the biggest title that tells you what the report is about.
- Entrance. It is a set of synthetic ideas that is placed below the headline with the purpose of capturing the reader's attention to hook
them into reading. Generally, it has another type, size and color of font.
- Body. It is the vast and deep content, where not only the facts are narrated or described, but also the situations experienced in
another time or in other places are analyzed and compared. The events are detailed and the causes and consequences are
explained based on statistical data, interviews, testimonies or quotes from bibliographic sources. To all this, images are added
(photographic support, statistical graphics, visual organizers and others).
- Fountain. Not all reports have everything mentioned, but seriousness is guaranteed with an exhaustive source, which is the data
from the places where the information was obtained and that supports what is said.
– Closing. Some reports end by providing conclusions from what was investigated; others, leaving open a question or questioning
idea, so that the reader can draw their own conclusions. Interesting!
 Write the following chart in your notebook; Mark and detail some examples of your findings when reading, based on what is
indicated in points 1 and 2:

 After reading the report “3 out of every 5 schoolchildren have consumed alcohol”, reflect on the following questions and answer in
your notebook:
  The answers to the previous questions have allowed you to identify some characteristics of these texts. Furthermore, you have
probably realized that they are very broad texts but with a simple narrative, because they are aimed at the general public. However,
there are some details that should draw your attention: – It is expected that the reports are objective and that the sources are varied
for a sincere analysis of the topic or problem analyzed. However, sometimes the author's position could influence the analysis and
reflection generated in the reader; Therefore, it is important to read, listen and watch other media so that you, as an informed
citizen, can build your own conclusions. – Reports arise in written journalism as a need to delve into news of national or global
significance; However, over time they have developed an internal classification. We have scientific and technological reports,
research, explanatory, autobiographical and others.
DAY 5 : We build geometric figures with the chacana • Worksheet: “How 2 hours
FOCUS ON THE PURSUIT OF EXCELLENCE : Students and their families demonstrate flexibility to change and adapt the way they many squares does
celebrate National Holidays under certain circumstances, always demonstrating respect for people and the different expressions to celebrate the chacana have?”
these holidays. • Reuse sheets or
 Welcome and the activity is presented. notebook • Pencil or
 Instructions are given to start the activity. pen, cardboard,
 To start the activity, we invite you to read the following situation: scissors • Khan
Our ancestors also used geometric shapes such as the chacana, as well as various symbols and Academy:
mathematical knowledge to represent their daily activities, beliefs, astronomical phenomena, etc. A https://bit.ly/2BzILT
symbol of the Inca worldview is the chacana, which is a representation of the constellation of the b
Southern Cross and is considered a bridge or ladder of communication between Andean man and
the cosmos. Thus, a team of researchers interested in this symbol has made a prototype to divide it
into 12 pieces with which we can represent a variety of objects, daily activities, phenomena, etc.,
linked to our reality or our imagination.
 Now, we invite you to read the following problem: An entrepreneurial family, dedicated to the
production of printed polo shirts, has received from the designer two figures that are formed with the
12 pieces of the chacana. For National Holidays, they will make polo shirts that will have one of the two figures provided stamped on
them. To do this, they need to choose the one with the least surface area, in addition to giving said figure a name. Which of the two
figures should they choose and what name would you recommend giving it? Why?
 Read the problem again and answer the following questions: – What is the problem about? – How are figures 1 and 2 related to the
pieces of the chacana? – What information does the problem provide us? – What does the entrepreneurial family want to know?
 We invite you to think about a strategy and the steps you would take to solve the problem. Use a reuse sheet or your notebook and
some other support material. To do this, remember what you learned in previous grades, for example, the notion of area.
 Then, solve the problem by executing the strategy and steps you thought of.
 • Now that you have solved the problem, let's check your results.
 First, we cut out the pieces of the chacana proposed in the “How many squares does the chacana have?” sheet, available in the
“Resources” section of this platform. Excellent! You now have the 12 pieces of the chacana.
 Second, we identify the data and the unknown problem that the entrepreneurial family wants to solve. Complete:

 As you will understand, the mystery is expressed by the question: – Which of the two figures should they choose and what name
would you recommend giving it? Why? • Third, to know which of the two figures has less surface area, we design the first figure
using the 12 pieces of the chacana. You should get the following design:

 Then, we answer: – How many squares does the chacana have? – How many squares will the figure have? Why? – If you
disassemble the figure, will you be able to put the chacana back together? Why? – What name would you give to the figure?
 Fourth, we put together the second figure using the 12 pieces of the chacana.

 Then, we complete: – How many pieces of the chacana were used to form the figure? If you disassemble the figure, can you
assemble the chacana? Why? How many squares does the chacana have? How many squares will the figure have? Why? Observe
the figure formed, what would be the name you would give it? Why?

 Fifth, we draw conclusions and provide recommendations to the entrepreneurial family.

 – Both figures have the same surface, because with the pieces of each figure we can assemble the chacana again, which has 24
small squares. – Therefore, the surface of both figures measures 24 square units (24 u 2 ). – We can recommend that you stamp the
first figure on some poles and the second figure on others, because both have the same surface area (24 u 2 ). – The names we
recommend for each figure are the following: Name for the first figure: ___________________________ Name for the second
figure: _________________
 Now, we invite you to reflect and answer the following: – What do we use the chacana pieces for? – What do the formed figures
represent? – How could we realize that both figures have the same surface? – What did you do to find out the measurement of the
surface of the figures formed?
 Propose to the entrepreneurial family other creative figures that could be considered in the prints on the polo shirts, related to
various motifs. Draw them on reused sheets. Remember to use all 12 pieces of the chacana to maintain the same surface and be
 able to recommend them.
 To continue learning about surface measurement, join Khan Academy. The link is in the “Resources for the activity” section of this
sheet

6.4. SCHEDULE OF LEARNING EXPERIENCES. WEEK FIFTEEN: We celebrate the richness of being a diverse country

DAY 1 DAY 2 DAY 3 DAY 4 DAY 5

Activity: We analyze cases of Activity : We interpret statistical Activity : We raise points of view Activity : We prepare a cell report Activity : We prepare a cell report
good practices of respect for information about our cultural on respect and appreciation of or written report of the celebration or written report of the celebration
cultural diversity diversity cultural diversity for National Holidays (part 1) for National Holidays (part 2)

Activity: We celebrate the richness

of being a diverse country
ACTIVITY 1:

EXPERIENCES FOR COMPETENCE CRITERION EVIDENCE EVALUATION

DAYS ABILITY PERFORMANCE INSTRUMENTS
DAY 1 Build your identity Explain the reasons why an action Explain the reasons why an action Present on a poster a Checklist.
Activity: We analyze  He values himself is right or wrong, based on your is correct and incorrect, reflecting phrase that encourages
cases of good  Self-regulate your emotions experiences. riences, and and arguing ethically in everyday people and motivates
practices of respect  Reflect and argue ethically proposes actions that comply with situations to identify the values of them to respect and
for cultural diversity  Live your sexuality fully and the rules and ethical principles. good practices of respect for value cultural diversity.
responsibly cultural diversity by reading the
cases of Azucena and Nicolle.
DAY 2 Solve data management and Read scaled bar graphs, charts, Reads and communicates their Solve bar graph Checklist
Activity : We interpret uncertainty problems. ble input and frequency understanding, interpreting the problems p. 23 and 24
statistical information  Represent data with graphs and pictograms with equivalences, to information obtained from of the fifth grade math
about our cultural statistical or probabilistic interpret the information of the interviewing family members or workbook.
diversity measures. same set of data contained in people from the neighborhood or
 Communicates understanding of different forms of representation community about discrimination.
statistical and probabilistic and of the si studied situation.
concepts.
 Use strategies and procedures to
collect and process data.
 Supports conclusions or decisions
based on information obtained.
DAY 3 Live together and participate Shows respectful and inclusive Shows respectful treatment It presents Checklist
Activity : We raise democratically in the search for the treatment with his classmates and towards his colleagues. In an recommendations for
points of view on common good proposes actions to improve argumentative text, he deliberates living together
respect and  Interact with all people. coexistence based on the his position on discrimination respecting and valuing
appreciation of  Build norms and assume reflection on one's own or others' against cultural diversity, having cultural diversity.
cultural diversity agreements and laws. behaviors. Evaluates the analyzed written sources and
 Handles conflicts constructively. fulfillment of their duties. images while reading the reading
 Deliberates on public issues. “Discrimination in Peru.”
 Participate in actions that promote
common well-being.
Activity: We celebrate Create projects from artistic Explores the elements of the They reflect on ways to promote Create a dance to Checklist
the richness of being languages languages of the visual arts, the preservation of intangible celebrate the national
a diverse country  Explore and experience the music, theater and dance, and cultural heritage and the holidays.
languages of art. applies them for expressive and appreciation of cultural diversity
 Apply creative processes. communicative purposes. catives.
 Evaluate and socialize your Test and propose ways to use
processes and projects. media, materials, tools and
techniques for expressive and
communal purposes. nicatives.
DAY 4 Writes various types of texts in his Write texts coherently and co Write and organize the planning Plan taking into Checklist
Activity : We prepare native language. hesitant Organize ideas around a taking into account the structure account the structure
a cell report or written  Infer and interpret information from topic, prioritize them into and characteristics of a written and characteristics of a
report of the the text. subtopics accordingly. into report on the Celebration of the written report on
celebration for  Reflect and evaluate the form, paragraphs, and develops them to National Holidays. national holidays.
National Holidays content and context of the text. expand the information, without
(part 1) digressions or gaps. Establishes
relationships between ideas, such
as cause-effect, consequence and
contrast, through some referents
and connectors. It pertinently
incorporates vocabulary that
includes synonyms and some
terms specific to the fields of
knowledge.
DAY 5 Writes various types of texts in his Write texts coherently and co Write texts in a coherent and Prepare a written report Checklist
Activity : We prepare native language. hesitant Organize ideas around a cohesive way. The written report on the celebration of
a cell report or written  Infer and interpret information from topic, prioritize them into adapts the text of the national holidays in
report of the the text. subtopics accordingly. into communicative situation. Write your family or
celebration for  Reflect and evaluate the form, paragraphs, and develops them to and develop the idea in a community.
National Holidays content and context of the text. expand the information, without coherent and cohesive way of the
(part 2) digressions or gaps. Establishes written report about the
relationships between ideas, such celebration of the national
as cause-effect, consequence and holidays in your family or
contrast, through some referents community.
and connectors. It pertinently
incorporates vocabulary that
includes synonyms and some
terms specific to the fields of
knowledge.
Transversal It operates in virtual environments Participate in virtual environments Participate in virtual environments Submit work using Checklist
Competition generated by ICT. with extensions that represent real using the APRENDO EN CASA virtual environments.
 Customize virtual environments and virtual objects, simulating platform.
 Manage virtual environment behaviors and their
information characteristics.
 Interact in virtual environments
 Create virtual objects in various
formats.
Transversal Manages your learning Determines viable learning goals Determines learning goals and Build your self-learning Checklist
Competition autonomously. associated with your needs, builds autonomous self-learning. and develop your self-
 Define learning goals learning priorities, and available assessment
 Organize strategic actions to resources that allow you to autonomously.
achieve your learning goals accomplish the task.
 Monitor and adjust their
performance during the learning
process.

DEVELOPMENT OF LEARNING EXPERIENCES: PER DAY

LEARNING EXPERIENCES RESOURCES TIME

AND MATERIALS
DAY 1 : We analyze cases of good practices of respect for cultural diversity • Reuse sheets or 2 hours
FOCUS ON THE PURSUIT OF EXCELLENCE : Students demonstrate flexibility to adapt to new ways of celebrating the National Holidays in the notebooks • Pencil
current context. Likewise, they demonstrate openness to recognize that they can improve the evidence of their learning. or pen • Text:
 Welcome and the activity is presented. “Advances in Peru
 Instructions are given to start the activity. to achieve respect
 Read the following case: for cultural
NICOLLE'S DILEMMA diversity” (available
Nicolle and Flavia are best friends. One day Nicolle saw how Flavia was making jokes with her neighbor Rodrigo because of the color of his skin. in the “Resources”
Rodrigo was very upset, he told Flavia that he would tell his parents to get their attention and asked Nicolle to accompany him to witness what section of this
happened. Given this, Flavia asked Nicolle to please say that she did not see or hear anything, because if she told the truth Flavia's parents platform)
would punish her. Besides, if she did, they would stop being friends.
 Sometimes we find ourselves in situations like those Nicolle experienced, where she must make a decision. This is complicated, since any
decision you make will have pleasant and unpleasant consequences. These types of situations are called moral dilemmas.
 To resolve a moral dilemma, we have to avoid making hasty decisions. We must analyze the situation well. To do this, you must identify the
people involved and know what their intentions and problems are. It is also important to analyze all the possible consequences of our decision
and evaluate if we are capable of taking responsibility for them.
 We suggest you answer some questions in relation to the moral dilemma in which Nicolle finds herself: - What is the relationship between Nicolle
 and Flavia? -What did Flavia do? How did Rodrigo feel? - What is Nicolle's dilemma? - What would you do if you were in Nicolle's place? - What
should Nicolle do? Should he tell the truth to Flavia's parents or should he say that he hasn't seen anything? - What possible consequences will
the decision made by Nicolle bring? - What should be done in this case? Tell the truth to Flavia's parents or say that you haven't seen anything?
 It is important for Nicolle to take a position: tell the truth to defend Rodrigo's rights or say that she has not seen anything to maintain Flavia's
friendship. In the following table write arguments for each position. That will help Nicolle resolve her moral dilemma and make a decision.
Example:
Position 1: Tell the truth to Flavia's parents Posture 2: Saying you haven't seen anything

 For more arguments, read the text: “Advances in Peru to achieve respect for cultural diversity”, available in the “Resources” section of this
platform. When reading the text, keep the following in mind: - Read the text paragraph by paragraph. - Write down the ideas that you consider
can serve as arguments for position 1 or position 2, regarding Nicolle's dilemma. - If there is a word you don't know, ask a family member or look
in the dictionary.
 After reading the text, complete the table again with more arguments or improve the ones you already wrote.
 Now that you have more arguments to evaluate both positions, answer the question in your notebook: What would you do if you were Nicolle?
Because?
 What Flavia did is disrespectful to another person because of their skin color, which is known as discrimination. Respecting the cultural diversity
of our country and eliminating discrimination is a challenge that we have as Peruvians today.
 We are close to celebrating the National Holidays, this July 28 and next year the bicentennial. This should be one of the reasons to make efforts
and make commitments to contribute to the respect and appreciation of our diversity. One of these forms of respect and appreciation is to
contribute to the reduction of discrimination.

 This date is a holiday, a reason for celebration for all of Peru. It is time to celebrate our achievements as a nation and look to the future. Thus,
throughout the month of July, the Peruvian flag is raised in our homes, institutions, businesses and others; Likewise, various celebrations are
held in different cities of the country. In these celebrations, different cultural activities are made known and shared that reflect our cultural
diversity.
 Now that we are close to celebrating the National Holidays, reflect and answer in your notebook or reuse sheets: - Why do Peruvians celebrate
the anniversary of our homeland? - How do you celebrate the national anniversary in your community and family? What should this year be like?
- What should we do so that the celebration of the national anniversary is developed with respect and appreciation of our cultural diversity? -
Some people say that respect for cultural diversity and the fight against discrimination is a challenge that Peru must face. What's your opinion
about it? Because?
In family
 Tell your family about Nicolle's dilemma and the position you took on the matter. Explain the arguments that led you to take that position.
 Now, reflect and answer together the question: - What cultural manifestations will you share as a family for the national anniversary? - What
 should we do so that the celebration of our independence is developed with respect and appreciation of cultural diversity?
 Together, write a phrase that encourages people and motivates them to respect and value cultural diversity to publish it for the 199th anniversary
of Peru's independence, this July 28.
DAY 2 : We interpret statistical information about our cultural diversity • Mathematics 5 2 hours
FOCUS ON THE PURSUIT OF EXCELLENCE : Students demonstrate flexibility to adapt to new ways of celebrating the National Holidays in the workbook, pages
current context. Likewise, they demonstrate openness to recognize that they can improve the evidence of their learning. 23 and 24
 Welcome and the activity is presented. (available in the
 Instructions are given to start the activity. “Resources”
 To start the activity we invite you to read the following headline: section of this
platform) - Reuse
sheets or
notebooks - Pencil
or pen

 Then, reflect and answer: - What do you know about discrimination? Why is it said that discrimination is a public problem in Peru? - Write your
reflections in your notebook or reuse sheet.
 Your reflections are important, and to continue knowing and reflecting more about discrimination, we propose the following problem: As part of
the research you have been carrying out on the challenges that cultural diversity implies in our country, you will have to investigate how in your
family, community or neighborhood discrimination occurs. To do this, you will interview 10 people and with the information collected you will have
to create a bar graph and interpret it. Then, you will write your commitments arguing about what to do to reduce discrimination in your family,
community or neighborhood.
 We provide you with the interview form:

 We invite you to solve the problem! Read the problem again and answer the following questions orally: What is the problem about? What
information do they provide you? What are they asking you to do?
 Now we invite you to think about a strategy to interview 10 people and obtain data about discrimination. Organize the steps you would take to
solve the problem. Use a reuse sheet or your notebook to make notes and some other support material. To do this, remember what you learned.
For example, organize information in tables.
 Then, solve the problem by executing the strategy and steps thought out. Now that you have solved the problem, contrast what you have done
with what Isabela, a student in your grade, did.
 First, Isabela reread the problem and identified what was requested of her in this way: 1. Apply the interview form to 10 people. 2. Prepare a bar
 graph with the data obtained and interpret it. 3. Write reasoned commitments about what to do to reduce discrimination in your family, community
or neighborhood.
 Second, he constructed a table to record the responses.

 Third, she spoke with each of the family members who live with her and told them that she was conducting an interview about discrimination
between people and asked them to answer her interview questions. Since he was not able to conduct the interview with 10 people, he asked a
family member for help to interview other people, thus completing the 10 interviews. The responses were recorded in the table prepared in the
“second” step and the following data was obtained:

 Fourth, with the data from the table from the previous step, he created a frequency table and a bar graph. Only the people who answered “Yes”
to each question were considered in the count.

 Fifth, observe and analyze the table and bar graph and answer the following questions. Of the 10 people interviewed: - How many people felt
discriminated against because of their skin color? 3 people - How many people felt discriminated against because of their facial features? 4
 people - How many people felt discriminated against because of their place of origin? 2 people - How many people felt discriminated against
because of the language they speak? 1 person - How many people felt discriminated against because of their customs? 1 person - What is the
most frequent reason for discrimination? Because of his facial features. - What is the least frequent reason for discrimination? Because of the
language they speak and their customs.
 Sixth, Isabela, based on the information obtained, reflected on the following questions: - Can I affirm that discrimination is a problem in my
community or neighborhood? Because? - He also wrote his reflections and commitments, some of them are: “My colleagues have different facial
features, I always respect them and I will continue to respect them because they are valuable and valuable like me”, “My friends have different
customs, just like I. For this reason, I value them and will continue to treat them with respect.” • Now that you have contrasted what you did with
what Isabela did, we invite you to reflect and answer the following questions: - How are the procedures you performed similar to what Isabela
did? - What procedures that you performed can you improve? - According to the interview you conducted, which of the reasons for discrimination
are most frequently presented? - What is the commitment you will assume based on the results found?
 You are now in a position to continue and use what you have learned in other situations. To do this, I invite you to develop the activities on pages
23 and 24 of your Mathematics 5 Workbook.
DAY 3 : We raise points of view on respect and appreciation of cultural diversity • Reuse sheets or 2 hours
FOCUS ON THE PURSUIT OF EXCELLENCE : Students demonstrate flexibility to adapt to new ways of celebrating the National Holidays in the notebooks • Pencil
current context. Likewise, they demonstrate openness to recognize that they can improve the evidence of their learning. or pen • Text:
 Welcome and the activity is presented. “Discrimination in
 Instructions are given to start the activity. Peru” (available in
 On day 2 you conducted a survey of people you know to obtain information about cultural discrimination, tabulated the data, created statistical the “Resources”
graphs, and interpreted the information. You could probably see that there are cases of cultural discrimination in your immediate environment. section of this
platform)

 Now, we invite you to analyze this pie chart, published by the Ministry of Culture on its “Alert against racism” platform, where they show the
results of 250 reports regarding ethnic-racial discrimination at the national level.

 According to this graph, in our country there is ethnic-racial discrimination for several reasons, among which are discrimination based on facial or
physical features, discrimination based on skin color, place of origin, customs, and clothing. , or by the language or language spoken, among
others.
 Taking into account the results of the survey that you administered on day 2 and the pie chart on the reasons for discrimination, complete the
 following table:

 To better understand what the problem of ethnic-racial discrimination is about, we invite you to read the text “Discrimination in Peru”, available in
the “Resources” section of this platform. When reading the text we recommend the following: - Write down the ideas that seem important to you.
- If there is a word you don't know, ask a family member or look in the dictionary.
 Taking into account the information from the text, the survey and the graph “Reasons for discrimination” from the Ministry of Culture, answer the
following questions: - What is ethnic-racial discrimination? - Does ethnic-racial discrimination affect any rights? Which? - To which institutions
can we report situations of discrimination? - What legal norms would support our complaint? Because?
 Based on what you have read, reflect: what do you think about ethnic-racial discrimination in your community or country? Write your point of
view, arguing with the data analyzed, with your experience and with the norms that exist. To do this, you must collect the information developed
in the previous activities.
 Very good! Have you reflected on the problem of discrimination and the challenge we have as Peruvians to respect and value cultural diversity?
 Now, write recommendations to contribute to the respect and appreciation of cultural diversity in your family, neighborhood or community.
DAY 4 : We prepare a cell report or written report of the celebration for National Holidays (part 1) • Reused sheets or 2 hours
FOCUS ON THE PURSUIT OF EXCELLENCE : Students demonstrate flexibility to adapt to new ways of celebrating the National Holidays in the notebooks • Pencil
current context. Likewise, they demonstrate openness to recognize that they can improve the evidence of their learning. or pen • Colored
 Welcome and the activity is presented. pencils or markers
 Instructions are given to start the activity.
 In last week's activity you read and analyzed a written report. You were also able to write recommendations for presenting a report in a digital
format, thereby reinforcing the following:
- The structure of a report is orderly and schematic. It includes headline, entry, body and closing. The reports are broad texts in simple language
so that they can be read by a general public. - The technical support of a report is diverse. It can be written, radio, television or digital. - Reports
are the expansion of news as a result of an investigation, that is why they are objective and from various sources that guarantee what is being
reported. You can present a position on the topic (point of view), but the information must be real and complete.
 Before starting to plan and organize the writing of the report, review the goal of this activity again and answer the following question: Why will I
plan a report? Write the answer in your notebook.
Let's plan!
 Now we invite you to plan and design your report. To do this, do the following: 1. First, decide: what will you do? A cell report or a written report.
Remember: To make a cell report you must have access to a cell phone that has the ability to take photos, film videos and record audio; You
should also have sheets or a notebook to write on. For a written report you need some family photos, sheets of paper and pencils to write. Both
supports are very interesting and it is quite a challenge to know how to use them.
2. Answer the following questions in your notebook: Why will you do a report? Who is your report aimed at? How will you make it reach your
recipients?
3. Identify the information you will collect and write it briefly in your notebook, taking into account the following procedure:
Read carefully the information that you have reviewed these days and that which you have produced. You will find this information in your
portfolio. You can also expand the information with the help of a family member. Write down important ideas in your notebook in a synthetic way
about: - Why do Peruvians celebrate the anniversary of our country? - How do you celebrate the national anniversary in your community and
family? - What cultural manifestation is practiced in your family and community for the national anniversary? Because? - What should we
improve as citizens so that our independence is celebrated in a context of respect and appreciation of our cultural diversity?
Also, you can select other data that enhances or complements your ideas. For example: Location and characteristics of your town, and historical
background on how the National Holidays were previously celebrated in your town. Statistical information on the economic activities generated
by National Holidays. Testimony from your family members about problems of cultural discrimination and recommendations to help overcome it.
PRIMARY EDUCATION 5th grade We celebrate the richness of being a diverse country To make a cell report you must have access to a cell
phone that has the ability to take photos, film videos and record audio; You should also have sheets or a notebook to write on. For a written
report you need some family photos, sheets of paper and pencils to write. Both supports are very interesting and it is quite a challenge to know
how to use them. Remember! If you are going to prepare a cell report, define what information will be written so that you can later take a photo,
what information you will narrate and what information you will collect in an interview with a family member in a filming and which of your
relatives will you ask to give you a testimony about their experiences of National Holidays in the community so that you can record it on audio
and take photographs. If you are going to prepare a written report, distinguish the types of information or data that you will gather and decide
how you will present them in the development of your text. To do this, you must design how you will organize the information and images.
4. Now, complete the guide that we present below in your notebook so that you have defined the planning of your report.

Keep in mind that you are planning and designing a report to communicate to your recipients how they celebrate the National Holidays in your
 community or in your family. Depending on the type of reports you will do, we suggest the following: - If it is a cell report, you can search for
some television reports and observe how the reporter behaves when narrating the content (how he uses his voice, how he looks at the camera,
his body posture and the respectful attitude when interviewing others or collecting testimonies), the order in which the information is presented,
the resources on which it is based and how the report concludes. - If it is a written report, you can look for examples in newspapers and observe
how the information is presented, the coherent use of images and how the journalist makes one piece of information distinguishable from
another by appropriately using colors and fonts. Likewise, you should observe how the written text looks organized with adequate spaces so that
the information is not so crowded and allows for agile reading, and that it has an aesthetic in the presentation of the design.
With your family
 Meet with your family and show them the planning of your report. Tell them the purpose, topic and recipient of your report.
 Tell them that your report will also collect testimonies and interviews for which you require their support. Commit them.
 Also ask them what other information they would like your report to include. Listen to them.
DAY 5 : We prepare a cell report or written report of the celebration for National Holidays (part 2) • Cell phone • 2 hours
FOCUS ON THE PURSUIT OF EXCELLENCE : Students demonstrate flexibility to adapt to new ways of celebrating the National Holidays in the Family photos •
current context. Likewise, they demonstrate openness to recognize that they can improve the evidence of their learning. Reused sheets or
 Welcome and the activity is presented. notebooks • Pencil
 Instructions are given to start the activity. or pen • Colored
 Surely with yesterday's activity you have realized that: - Planning to write a report depends on the format you have chosen: audiovisual or pencils or markers
written, even though the same information is developed in both. - Planning allows you to organize yourself better and be clear about what you
really want to communicate to achieve your writing purposes. - Planning a journalistic report is a great responsibility because you must
guarantee that the information is true and objective.
 We invite you to review the goal again and answer the following question: for what purpose are you doing this report? Write the answer in your
notebook
 To start writing and developing your report, have the planning guide on hand, the one you wrote in the previous day's activity. And take into
account the following recommendations:
- If it is a cell report:
Have the list of the presentation sequence of your report on hand so that you can develop it in that order. Make sure that the title of your report is
attractive, that it attracts attention and, above all, that it responds to the purpose of the report. If it is written, it uses a color, size and font different
from everything else. If it is in a recording, give it appropriate emphasis, using voice inflections. You don't have to shout or talk fast. Say it with
enthusiasm and serenity. Ensure that your story entry presents interesting information that ensures your audience sees your story. You must
write or say it after the title. If it is written, use a color, size and font different from everything else. If it is part of the recording, after the title pause
briefly and say the entry in a different tone of voice. It ensures that the information is coherently organized, information is distinguished from
others and responds to the three aspects or contents provided for in the planning. If any information is complemented by interviews or
testimonies, ensure that these are visible and distinguishable from the information they accompany.
In the written part, take care of the order, spelling and visibility when taking the photo and in the auditory or audiovisual part (your narrations,
interviews, testimonies), ensure that the cell phone resources or devices are in good condition. Make an effort not to appear nervous or nervous
in your speeches. You don't have to memorize the script, say it in your own words, without using jargon. For each information you provide, you
must mention the source from which you got it: book, name of the person interviewed or who gave their testimony, or the learning activities
developed during these two weeks. Evaluate whether the photos, images or graphics you use enhance the meaning and complement the
 information you are providing. Sort and classify them according to the location you will assign them.
 If it is a written report:
Have your design ready to enter information, photos or other images or graphics. Make sure that the title of your report is attractive, that it
encourages reading and, above all, that it responds to the purpose of your text. Use a color, size and font that is different from everything else.
Ensure that the entry you give to your report presents interesting information that ensures that the reader continues reading your report. It should
be below the title. Use a color, size and font that is different from everything else. It ensures that the information is coherently organized, that
information is distinguished from others, and that it responds to the three aspects or contents provided for in the planning. If any information is
complemented by interviews or testimonies, ensure that these are visible and distinguishable from the information they accompany. For each
information you provide, you must mention the source from which you got it: book, name of the person interviewed or who gave their testimony,
or what you developed during the two weeks of learning. Evaluate whether the photos, images or graphics you use enhance the meaning and
complement the part of the text they accompany. Summarize a little more what you want to express, if you cannot enter all the information in the
spaces that you have given to a type of content. Do not accumulate information because it becomes difficult to read. Evaluate if you find it
necessary to place small subtitles in each space.
 Remember: It is necessary that others view your report before sharing it with your recipients. Consider having one of your family members
review it and collect their input to improve your report. They will be your first readers and their suggestions give important alerts that our
communicative purpose is being achieved.
 Let's review and improve your report! For this review use this checklist:

 You already have your report finished. Excellent! Now you can present it or share it with your family.
With your family
 Meet with your family and present your report to them. Invite them to comment.
 Then reflect on some of the contents. For example, about the customs or traditions they carry out on National Holidays and how these identify
them as a family.
 Also tell them the feelings that you have generated by doing the report about how your family celebrates the National Holidays, making cultural
diversity known.

SOCIALIZATION OF THE PROJECT:

What strategy will I socialize What resources will I When will I do it? Who will I involve?
with? use?
Invitation to the educational -Invitations -Managers
community to visit the classroom. -PP.FF.