PROJECT No.

08

LET'S TAKE CARE OF ANIMALS, THEY ARE OUR FRIENDS

II.- PURPOSE OF THE PROJECT: For boys and girls to understand how to care for and protect animals and their usefulness to us.

III. SIGNIFICANT SITUATION: In the community, there is a diversity of animals, including carnivorous and herbivorous animals.
domestics that are raised in their homes. The children and some residents of the community where the Pronoei is located are unaware of the
care of animals and the diseases that can be caused by neglecting them.

DESCRIPTION OF THE PROBLEM: It was observed that children do not know how to feed and take care of the animals they raise.
CHALLENGING QUESTION:
What can we do to ensure that our boys and girls take care of and protect the animals they raise, which are living beings that need
our protection?
INTEREST: That children care for and protect animals.
With this project, the children aged 4 years will achieve the following products:
Instructional texts, posters, signs. (tangible)

Animal album.

Children with fewer parasites due to animal contact.

Intangible products:
Children's knowledge
Learnings that will help him link other activities.
Counting in everyday situations, etc.
V.-DURATION:
START: November 1st.
TERM: By October 30.
VI.- REPLANNING

WHAT WILL I DO? HOW WILL I DO IT? WHAT DO I NEED?

Plan the project Remember the rules of coexistence, the conservation and care of the Paper bags.
animals. markers.
visiting the homes of the boys and girls to see what animals they raise,
where they sleep, where they eat, if they have no diseases, how they take care of them.

To know some animals from my community. Through a tour of the landscapes of their community. Establish agreements.
how to care for and feed animals The children will share the typical dishes prepared by their mothers. Use the field notebook.
Domestic animals. family. Community foods.
Carnivorous animals. With the support of mothers, they prepare their recipes. Markers, etc.
Herbivorous animals.
Animals that harm humans.
Preparation of dishes 'the guinea pig'

Text production Organizing ourselves in a group. Silhouettes

We create stories, riddles, rhymes about animals. paper bags

markers.
large images.
Colors, crayons, temperas, etc.
Series of different sizes. -Drawing different sizes of animals, large, medium, and small. -silhouettes, drawings.

Counting in everyday situations. Through the game, playing at selling the animals they raise at home. Paper coins from the books,
Animal silhouette drawings.

We will visit the farmer's farm of mine We will learn how the farmer works with the help of animals. questionnaire of questions.
community where he will plow with a team of oxen. What foods do the animals we raise provide us?

We will learn how to raise healthy animals. What diseases they can transmit to us if we do not take care of them. Explanation of the promoter.
and strong
We evaluate the project With the work of all the boys and girls. Paper with the planning of the
project

VII.- NEGOTIATION WITH CHILDREN.

WHAT WILL WE DO? WHY WILL WE DO IT? WHAT WE NEED Y HOW US
SHALL WE ORGANIZE?
Plan the project to let the children know about the care and benefits that we - Motivated boys and girls eager to learn.
children they provide the animals of our community. Paper pads, markers.
For boys and girls to express their prior knowledge that they bring from.
your home or your community.
Know how to, feed and take care - Through a walk to the homes of my community. Appropriate strategies for learning
protect the animals by visiting the farms where they are tied up. boys and girls.
We create in our house and -visiting the guinea pig farms.
community visiting the pigsty. paper rolls, markers, glue, tape.
Listening to the explanations of my PEC.
We prepare our food - We talked about the favorite food obtained from - Paper bags, markers.
favorite animals, the rich guinea pig with potato, the delicious hen with wheat. -Ingredients from your community.
-We share among children and promoters.-the children
they dictate the recipes of their favorite dish to their PEC.

Produce texts -for the child to communicate, express themselves, and transmit their -large sheets of paper, markers
message. -silhouettes.
so that the child dictates texts to their promoter according to their pencil, colors.
knowledge that they have. large images.
Children transcribe their text according to their level of
writing.

We count in situations Knowing many few through sets.

daily Exploring everyday situations, adding and removing up to five. community products. That provide us with the
objects. animals, eggs, milk, cheese, etc
Use counting strategies.
Series with silhouettes of The boys and girls observe the different sizes of animals.
different sizes Distinguish between carnivorous and herbivorous animals. paper rolls.
Draw on paper, the large, medium, and small animals. colors.
Knowing how to take care of yourSo that children know and learn the life cycle of the Laminas,
favorite pet. animals. Colors
For the boy and girl to compare the life of animals Papers, etc.
domesticated with wild animals.
Project evaluation We will observe the learning that the child has achieved. tangible products, typical dishes, Album of
 through questions and graphics. animals, texts, posters, etc.

VIII.- EXPECTED LEARNINGS.

INDICATORS
AREA COMPETENCE CAPABILITIES

3 years 4 years 5 years

Ask people from your Recognize that people can
Interpret critically
family to obtain Provide information about the past.
They build various sources
information about him and his
interpretations
past.
historical.
Understand the time Mention some stages of Mention some facts about his life, following a
historical y employs his life. sequence.
PERSONAL temporary categories.
SOCIAL. Prepare explanations Not applicable Share anecdotes from your personal history.
Participate in historical recognizing
public affairs the relevance of
to promote the certain processes.
common good. Apply principles, Identify your colleagues and Identify your classmates, teachers, and staff.
concepts and information teachers as part of their class as a member of your educational community.
linked to the institution educational community.
and to the citizenry
Listen actively Pay active attention by giving verbal and non-verbal signals according to the oral text.
various types of texts
COMMUNICATION Understand texts oral Say in your own words what you understood from the text you heard.
oral ions Recover and organize
information of various
oral texts.
 Express clearly Use commonly used vocabulary.
his/her ideas.

It is expressed Interact -Answer questions. Answer questions in form

orally. collaboratively Intervenes spontaneously on life's topics pertinent.
keeping the thread daily. They intervene to contribute to around
thematic. to the topic of conversation

Apply the conventions associated with reading Apply the conventions

Understand texts It appropriates the system
text position for "read" associated with reading:
writings of writing.
orientation and directionality.
Produce texts Approaches the system - Writes in their own way. Write in your own way following the linearity and
writings of writing. directionality of writing.
Perceive with sensitivity Keeps attention and enjoys manifestations of brief and simple dramatic art.
Perceive and appreciate the the natural environment, its their environment.

productions productions and the

artistic. manifestations
cultural artistic.
Employs strategies based on trial and error, to
Elaborate y usa
solve simple problems to count up to 5. Support from
Strategies.
concrete material.
Group objects with a single Express the criterion for
MATHEMATIC. Act and think criteria and expresses the action Group objects with a single arrange (serialization) up to 5
mathematically in carried out. criterion10 and express the action from large objects to

situations of Make representations of completed. small, from long to short,

Communicate and represent
amount. quantities with objects up to 3 Perform from thick to thin.
mathematical ideas.
with concrete material. representations
of quantities with objects,
up to 5 drawings.

-Relaciona características perceptuales de los objetos de su Relaciona características

 environment, relating them to a two-dimensional form. perceptual objects
from their environment, with a
Mathematize situations.
three-dimensional shape.

Employs strategies based Location and Three-dimensional shapes

in trial and error, for displacement Uses materials
solve problems. Use rehearsal strategies concrete
Act and think Prepare and use
And error between pairs for to build objects
mathematically strategies.
solve problems of of the environment with shapes
in situations of
displacements and three-dimensional with the
shape movement and
location. present model.
localization.
Explain in your own words. Location and
language the criterion that was used displacement • Explain with your own
Reason and argue to move around. • Explain in your own language about
generating ideas language the displacement displacements or
mathematics. what do you do to go from a tours, starting from a
place to another. experiential experience or
playful.
Asks questions based on their explorations, games, and everyday situations.
Investigate, through Ask questions that express your interest in finding out about certain objects, beings
scientific methods living or natural phenomena in their environment.

situations that Problematic Explore and observe objects, living beings, events, or phenomena in their environment using
SCIENCE
Y they can be situations. of his senses.
ENVIRONMENT.
investigated by the Respond, with actions or Proposes hypotheses based on their prior conceptions.
science. words, questions that you
they relate to their observation.
 IX.-LEARNING SESSIONS.

DATE SESSION OF COMPETITION CAPACITY INDICATOR PURPOSE

A LEARNING
01-11 I plan my It is expressed orally Express clearly Use common vocabulary Say what you would like
project your ideas. frequent. to work.
February Knowing
11 the Understand written texts Infer written texts Deduce characteristics of the
animals. people, animal characters and
objects of the text they read.
03-11 The animals Explain the physical world, Understand and explain Describe the changes they undergo They say the name of the
who live nearby based on knowledge the knowledge the animals by an action on animals that you observe.
about me. scientific. scientists and they.
arguments
scientifically.
04-11 Where do they live? Investigate, using methods Design strategies Mention the actions that Comment on the
animals. scientists, situations that to make inquiry. while exploring. animals, where they live.
they can be investigated
for science.
NovemberThe
6 fish that Understands written texts. Infers the meaning. Explain the relationships of cause Listen carefully to the
they travel. of the written texts. effect among ideas that he/she hears from the text that his/her teacher reads to him/her.
text.
July 11 The three It is appreciated with Communicate ideas and Sing, dance, and/or hum songs, Dramatize a story.
little pigs and the creativity through feelings through or improvise rhythms and melodies,
scared wolf various languages of productions spontaneously, carrying out
artistic artistic in various gestures and movements that reflect
languages. their emotions.
August 11My nest is not in Expressed Orally. Express clearly Use commonly used vocabulary Mention how they live
a tree. his ideas. frequent. animals in the trees

SeptemberWe11 recognize Investigate using methods Understand and explain Relate living beings to Identify living beings
living beings scientists, situations that knowledge their descendants. with their descendants.
with his they can be investigated scientists and
descendants for science. argue
scientifically.
10-11 we create a Perceive and appreciate the Perceives with It maintains attention and enjoys It moves to the rhythm of the
song to the artistic productions. sensitivity the environment manifestations of dramatic art music.
animals natural, sus brief and simple about his environment.
productions and the
manifestations
artistic–cultural
11-11 The care of Understand spoken texts. Recover and organize Say it in your own words. He/She says what his/her name is
my pet what was understood from the heard text. pet
 information of
various oral texts.
13-11 The animals Act and think Reason and argue Explain in your own words Count to three the
that are raised in mathematically in generating ideas criteria used to sort and animals that live in their
the house situations of form mathematics group objects. house
movement and location.

14-11 Rabbit to you Act and think Communicate and Make representations of Makes representations
rabbit hutch. mathematically in represents ideas quantities with objects up to 3 counting up to four,
situations of quantity. mathematics. concrete material. number and quantity.

15-11 The cat and the Act and think Elaborate y uses strategies based on the Say the name of the
mouse mathematically in strategies. trial and error, to solve animals that have two
situations of shape, problems. legs feathers fur.
movement and location.

16-11 We register
measurements
NovemberFriendships
17 Act and think Communicate and Make representations of Makes representations
of the animals. mathematically in represents ideas quantities with objects up to 3 counting up to four.
situations of quantity. mathematics. concrete material.

18-11 The story Expresses creatively Communicates ideas and Represents figures of people, Mold with modeling clay a
flyer through various feelings through animals from their place. animal that it likes
artistic languages. of productions in
the various languages
20-11 The guinea pig Investigate, using methods Problematic Ask questions based on his Mention the animals that
scientists, situations that situations. explorations, games they feed on meat.
they can be investigated everyday situations.
for science.
21-11 The cow Explain the physical world Understand and apply Describe the characteristics and Says the characteristics of the
based on knowledge knowledge needs they have to live. cow.
scientific. scientists, argues
scientifically
22-11 Foods that Act and think Communicate Group objects with a single Says the foods that we
provides us mathematically in represents ideas criterion and express the action provides the cow.
the cow. quantity situations. mathematics. carried out.

23-11 Exit to observe

the trout of the
Bottles.
24-11 We grouped Act and think Reason and argue Explain in your own words the Say the differences between
 animals and mathematically in generating ideas criteria for ordering and animals.
we do situations of quantity. mathematics. group objects.
comparisons
among them.
25-11 They imitate the Oral expression Interact Answer questions. Imitate the animals that
sounds of the collaboratively know.
animals keeping the thread
thematic
NovemberWe
27 register
measurements
28-11 Right to life
and name.
29-11 Right to the
nutrition and
health.
30-11 Achievement Day.

Bibliography;

For the children:

MINEDU Work Notebooks We Learn by Playing. 4 years
DCN
Learning pathways.
 Symbolization Children draw the patterns of succession.

DATE:
MOMENTS STRATEGIES
PEDAGOGICAL
Planning: The children decide which game to choose. They plan what to play.
Who will play? What are they going to play?

Development: The children play freely according to what they have thought to do, the
FREE GAME IN teacher observes without altering the dynamics of the game.
THE SECTORS Socialization: they verbalize and tell the whole group what they played, how they played,
who played
Order: Through a song, the children get in line.
Assessment: The child describes what they did during their activity
2. SESSION title
PROJECT DE WE ORGANIZE OUR LIBRARY SECTOR
LEARNING
LEARNING Mathematize situations
EXPECTED additive notions
Identify quantities and actions of adding or removing up to five objects in situations.
playful and with concrete support
START We present to the children a picture of a boy reading a
story.
The boys and girls observe the sheet.
We talked about what was observed through questions. What
We observe, what is the child doing? Do you know where he got it from?
book the child? Do you know what the place is called where they are kept?
 MOMENTS books. Would you like to have a place to store the books?
DEVELOPMENT We tell the boys and girls that there must be a
place where books are kept, called LIBRARY.
We select, encode, and organize the books in the place that
we have chosen.
We propose that the children choose the name of the sector of
LIBRARY, then they transcribe and decorate the sign.
They draw and paint what they liked most about the activity.
CLOSURE The children conclude that the place where the books are kept is the
LIBRARY.
The boys and girls bring a rhyme, poetry, or riddle from home.
created by them with the help of their parents.
3. ACTIVITY
MUSICAL Assembly or start.
We introduce the song to the children:
It is time, it is time
It's time to tidy up
Quickly quickly
The little books to keep
Musical exploration
The children accompany the song with musical instruments: tambourine,
triangle, maracas, sticks, etc.
- Musical expressiveness.
In groups, the children carry out a musical activity.
- Closure.
The boys and girls in groups present their musical activity.

DATE:
MOMENTS STRATEGIES
PEDAGOGICAL
Planning: The children decide which game to choose. They plan what to play.
Who is going to play? What are they going to play?

Development: The children play freely according to what they have thought of doing, the
4. FREE PLAY IN the teacher observes without altering the dynamics of the game.
THE SECTORS Socialization: they verbalize and tell the whole group what they played, how they played,
who played
Order: Through a song, the children line up.
Assessment: The child describes what they did during their activity
5. SESSION FROM THE TITLE:
PROJECT DE WE ORGANIZE OUR PSYCHOMOTRICITY SECTOR
LEARNING
LEARNING Autonomy
EXPECTED Make decisions and carry out activities independently and safely, according to their wishes.
needs and interests Choose from the options presented: what do you want to play,
where to play, what activities to carry out, with whom you want to carry out your project Choose among
alternativas que se le ofrecen: Qué quiere jugar, con quién quiere jugar, donde quiere ir
Explore and use elements, materials, techniques, and artistic procedures, recognizing
the visual, tactile, auditory, and expressive qualities of the material with which he/she works
Manipulates puppets by performing various voices and movements and creating stories. Play.
manipulating puppets.
START The teacher motivates the children with a puppet which will show
some materials for psychomotricity
We talked with the children through questions: do they know
these materials? What can we do with them? Would you like
Play with them? What should we do to keep it tidy?
our sector? etc. We listen carefully to the opinions of
MOMENTS the children and we respond to their questions.
DEVELOPMENT We discussed with the children about the importance of sayings.
materials that are used to create games that help to know
and move our body for that they must be located in a
 suitable place.
We suggest the children mention the name of each
material according to the function they have, the teacher writes
the ideas on the board
Children freely choose the materials to manipulate.
and know the usefulness of each of them
The boys and girls draw some games and stick them on.
plasticine, popsicle sticks on what has been done and they place it in
the sector where it belongs. They then create their poster for
place it where it belongs
CLOSURE Answer the questions:
What have you done today?
How did they feel?
What did you learn?
Each child self-evaluates.
The children talk with their parents about the activity carried out.
ACTIVITY Assembly
MUSICAL - We sat in a circle and sang the song
Exploration
- The children select the instruments with which they will accompany the singing.
from the song
Musical expressiveness
- The children sing the song with their instruments.
Closure
The children create a new melody for the learned song.

DATE:
MOMENTS STRATEGIES
PEDAGOGICAL
The children decide which game to choose. They plan what to play.
Who will play? What are they going to play?

Development: The children play freely according to what they have thought to do, the
6. FREE PLAY IN The teacher observes without altering the dynamics of the game.
THE SECTORS Socialization: they verbalize and tell the entire group what they played, how they played,
who played
Order: Through a song the children get organized
Evaluation: The child describes what he did during his activity
7. SESSION FROM THE TITLE:
PROJECT WE ORGANIZE THE HOME SECTOR
LEARNING
LEARNING Autonomy
EXPECTED Make decisions and carry out activities independently and safely, according to your wishes.
needs and interests
Choose from the options presented: what you want to play, where to play, what activities
carry out, with whom do you want to carry out your project
Choose from the alternatives offered: What do you want to play, who do you want to play with,
where do you want to go

START We present the children with a surprise box containing household items.
Then we observed and named each of them and
we answer the questions: what are they for? who uses them?
Where? In what part of the classroom can we place them? Can we place
all these objects in the bathroom? Why?
DEVELOPMENT We talked with the children about how important it is to have in the
MOMENTS classroom a sector for the home, which will represent our little
house in the garden.
Then we select and sort the objects that belong to the
living room, kitchen, bedroom, etc. And we place them where they belong.
We propose that the children choose the name of the sector, then it
they transcribe and decorate the poster.
 CLOSURE The children conclude that playing in the household sector is important.
because they know the objects that must be in the place that
corresponds.
Extension: The children at home, with the help of dad, create an object.
to implement the household sector.
ACTIVITY Introduction:
LITERARY - We propose that boys and girls create rhymes with silhouettes of the home.
Demonstration
- The boys and girls play creating rhymes with the given silhouettes identifying the
final sound.
Guided practice
- The boys and girls read their rhymes created with the support of the teacher.
Self-assessment and monitoring
The children comment on how they felt during the activity performed.

DATE:
MOMENTS STRATEGIES
PEDAGOGICAL
Planning: The children decide which game to choose. They plan what to play with.
Who is going to play? What are they going to play?

Development: The children play freely according to what they have thought about doing, the
8. FREE PLAY IN the teacher observes without altering the dynamics of the game.
THE SECTORS Socialization: they verbalize and tell the entire group what they played, how they played,
who played
Order: Through a song, the children get in line.
Evaluation: The child describes what they did during their activity.
9. SESSION FROM THE TITLE:
PROJECT DE WE ORGANIZE THE ART SECTOR
LEARNING

LEARNING Create your own works of art in different artistic forms, expressing ideas.
EXPECTED feelings and emotions in their work and developing their sensitivity
Create various plastic productions with the techniques you discover and those that
learn in its context, demonstrating sensitivity and communicating ideas
Creates various plastic productions with the techniques they discover, demonstrating
sensitivity.
Draw, paint, model, and build on your own initiative and in your own way.
START We observed different materials: tempera, rubber, brushes,
plasticine, papers, etc.
We name each material and respond to the following.
preguntas:¿saben para que sirven?¿qué podemos hacer con la
Modeling clay? With tempera? What else can we do?
DEVELOPMENT We talked with the children about the observed materials and the
MOMENTS important for its use, as through it we will develop
our creativity.
Then we choose the place to put the materials
of art.
We select and organize various materials into groups.
we transcribe the name of each of them and place them
where it corresponds.
We choose the name of our sector, label it, and decorate it.
CLOSURE Children conclude that by painting, drawing, and modeling, we express what we
what we feel..
ACTIVITY Assembly or start
GRAPHIC - We talked with the children about the activity to be carried out and agreed on the
PLASTIC standards and the material to be used
Exploration of the material
- The children manipulate the material to make prints of their little hands on the
cardboard
Development of the activity
- The children paint their hands with tempera, then they stamp them on the cardstock.
they let it dry, then cut out the silhouettes of the little hand and display their works.
Verbalization
Mention what they did and how they felt.

DATE:
MOMENTS STRATEGIES
PEDAGOGICAL
Planning: The children decide which game to choose. They plan on what to play.
Who is going to play? What are they going to play?

Development: The children play freely according to what they have thought to do, the
GAME the teacher observes without altering the dynamics of the game.
FREE IN Socialization: they verbalize and tell the whole group what they played, how they played,
THE who played
SECTORS Order: Through a song, the children are arranged.
Evaluation: The child describes what they did during their activity
2. SESSION FROM THE TITLE:
PROJECT WE ORGANIZE THE RESEARCH SECTOR
LEARNING
LEARNING Explore and observe objects, living beings, events, or phenomena in your environment by making
EXPECTED use of their senses.
Ask questions that express interest in finding out about certain objects, beings.
 living or natural phenomena of their environment.
Ask questions based on their explorations, games, and everyday situations.
List in sequence the actions you can take to solve a problem of
inquiry.
Mention the actions you can take to solve a problem
Mention the actions you take while exploring.
Select tools and materials that you will need for your investigation.
Use objects and tools to explore by performing actions that you already know to
produce a desired effect
Manipulate objects and through trial and error, use them as tools to
explore and observe objects or living beings in their environment
START The teacher motivates the children by presenting a slide, where it
appreciates boys and girls exploring with magnifying glasses, the small animals
from the earth, etc.
We talked with the children about what we observed through
preguntas: ¿Qué observamos? ¿Con qué objetos están jugando los
children? How can we organize the material for the sector of
MOMENTS investigation? What is the first thing we have to do? Then
to select and organize the material from the research sector
What will we do? Would you like to decorate the area?

DEVELOPMENT We discussed with the children that there are materials with which
we must be careful because they can break like, the
loupes, test tubes, dropper kit mirrors, etc. should be
placed in the research sector because these will be useful to us
to carry out various experiments.
We ask the children to mention the name of each material.
according to the function they have, the teacher writes the ideas on the
blackboard
Children freely choose the material to manipulate.
know the usefulness of each one of them.
 The children paint a large drawing related to the sector and create the
cartel corresponding to that sector
CLOSURE Answer the questions:
What have you done today?
How did they feel?
What did they learn?
Each child self-evaluates
The children talk to their parents about the activity they did.
EXPERIMENT START We organized a trip to the farm taking into account agreements.
previously.
EXPLORING THE DEVELOPMENT We freely explore the visited space. During the exploration
FLOORS we provide strainers, spatulas, funnels, magnifying glasses, and jars
collectors with a magnifying glass to collect soil samples.
Then we ask: What do we observe? What is the soil like? What
Can we find it when we remove it?
Back in the classroom, we organized the boys and girls into groups of
work, placing trays with samples on each table,
collected soil and we encourage them to discover its characteristics
exploring with some materials like magnifying glass, spatulas, funnel and
strainers.
We asked some questions like: where do we collect the
What is the soil of our sample like? What does it smell like? What is its texture?
does it have?, etc.

We wrote down on a piece of paper the similarities and differences that

the children found when comparing the different types of soil.
CLOSURE Finally, we cleaned and organized the space leaving the
materials in the sector where it belongs.

DATE
 MOMENTS STRATEGIES
PEDAGOGICAL
Planning: The children decide which game to choose. They plan what to play.
Who is going to play? What are they going to play?

Development: The children play freely according to what they have thought to do, the
3. GAME the teacher observes without altering the dynamics of the game.
FREE IN Socialization: they verbalize and tell the entire group what they played, how they played,
THEM who played
SECTORS Order: Through a song, the children get in line.
Evaluation: The child describes what they did during their activity.
4. SESSION FROM THE TITLE:
PROJECT WE ORGANIZE THE MUSIC SECTOR
LEARNING
LEARNING Actively listen to messages in different situations of oral interaction.
EXPECTED Ask questions and answer about what he is interested in knowing, what he does not know or has not.
understood
START The teacher motivates the children through a musical puppet.
looking for the sector that corresponds to them
We talked with the children about what we observed through
preguntas: ¿A qué se dedican nuestro amigo Títere? ¿A qué sector
Does it belong? How could I identify its respective sector? What
What can we do to help him find his sector?
MOMENTS DEVELOPMENT After listening to the opinions given by the children, the teacher
explica el significado de la palabra música e Instrumentos musicales
what activities we are going to carry out to decorate the sector
mentioned
We formed two groups by distributing cards with drawings of the
musical instruments and they will be grouped according to the drawing
given
The children decorate a large drawing in a group using
 various graphic plastic techniques
They then create their sign with the name of the respective sector.
The children group the materials that belong to the sector
They place it in the new words file. INSTRUMENTS
MUSICALS
CLOSURE Answer the questions:
What have they done today?
How did they feel?
What did they learn?
Each child self-evaluates
The children talk with their parents about the activity they did.

DATE:
MOMENTS STRATEGIES
PEDAGOGICAL
Planning: The children decide which game to choose. They plan on what to play.
who is going to play? What are they going to play?

Development: Children play freely according to what they have thought to do, the
10. GAME Teacher observes without altering the dynamics of the game.
FREE IN THE Socialization: they verbalize and tell the whole group what they played, how they played,
SECTORS who played
Order: Through a song, the children get organized.
Evaluation: The child describes what they did during their activity
11. SESSION FROM THE TITLE:
PROJECT DE WE ORGANIZE OUR CONSTRUCTION AND QUIET GAMES SECTOR.
LEARNING
LEARNING Propose agreements or rules that regulate games and activities in the classroom: no voting
 EXPECTED papers on the floor, do not take what belongs to others, raise your hand to
Wait your turn to use some toys, raise your hand to speak.
Practice some rules in the game with your peers: no biting, no hitting.
START The boys and girls play freely in the construction area.
We communicate with the children through questions.
What have they played? What have they played with? Do they know what they are called?
materials they have played with?
DEVELOPMENT We observe each of the materials and remember the name of
each one of them.
MOMENTS We select and arrange the materials in the place that we have.
chosen.
We suggest that the children label each object and then we agree.
choose the name of the sector.
The children dictate and the teacher writes on a large sheet of paper.
The children transcribe and decorate the poster.
They model with clay what they liked most about the activity.
CLOSURE The boys and girls conclude that each of these objects is
they will be located in the construction sector.
12. ACTIVITY Experiencing with the body
MATHEMATICS We went out to the patio and played grouping ourselves according to a given characteristic: children.
girls, girls with long hair - boys with short hair, etc.
Concrete and graphic material.
In the classroom, the children group objects according to a given characteristic:
color, shape size.
Representation:
They draw what they liked most about the materials
Verbalization:
They express what they have drawn.
DATE:
MOMENTS STRATEGIES
PEDAGOGICAL
Planning: The children decide which game to choose. They plan what to play.
Who will play? What are they going to play?

Development: The children play freely according to what they have thought of doing, the
13. GAME the teacher observes without altering the dynamic of the game.
FREE IN THE Socialization: they verbalize and tell the whole group what they played, how they played,
SECTORS who played
Order: Through a song, the children get organized.
Assessment: The child describes what they did during their activity.
14. SESSION TITLE:
OF THE WE ORGANIZE OUR DRAMATIZATION SECTOR.
PROJECT
DE
LEARNING
LEARNING Manipulate puppets making various voices and movements and creating stories. Play
EXPECTED manipulating puppets.
START We present the children with a box of puppets of different models.
We talked about what they have observed through questions:
¿Qué han observado?¿cómo se llaman?¿dónde los podemos ubicar?
DEVELOPMENT We discussed with the boys and girls how these puppets would help us.
When will we use them? How do we take care of them?
With the participation of children, we seek a space for the
MOMENTS dramatization sector.
We organize the different puppet models in a box.
We made different silhouettes of puppets and glued them on a
 cardboard
We labeled each of the boxes, then in the assembly, we chose the
name of the sector.
CLOSURE The boys and girls conclude that puppets are very important.
to communicate and express ourselves.
ACTIVITY Introduction.
LITERARY The teacher presents slides of images from a story.
Tell the story titled THE BLUE HORSE
Demonstration:
Boys and girls learn the narrated story.
Guided practice.
The boys and girls respond to questions related to the story.
The boys and girls draw what they liked the most about the story.
Follow-up.
The children comment on how they felt during the activity carried out.

DATE:
MOMENTS STRATEGIES
PEDAGOGICAL
Planning: The children decide which game to choose. They plan what to play?
Who will play? What are they going to play?

Development: The children play freely according to what they have decided to do.
FREE PLAY teacher observes without altering the dynamics of the game.
IN THE Socialization: they verbalize and tell the whole group what they played, how they played,
SECTORS who played
Order: Through a song, the children get in line.
Assessment: The child describes what they did during their activity.
2. SESSION FROM THE TITLE:
PROJECT WE ORGANIZE OUR CLEANING SECTOR
LEARNING
LEARNING Clearly express your ideas
EXPECTED
START We present to the children various toiletries: soap, toothpaste,
brush, comb and we ask them what do we observe? what are they for?
What other objects can we include? Can a lunchbox go?
Tell a story?
We select and arrange the objects that can go in our
cleaning sector
We propose that the children create a poster for the cleaning sector.
Boys and girls are cutting out silhouettes of cleaning supplies to create.
your poster

CLOSURE The boys and girls comment on how they felt, what they learned, and
What did you like the most?

The children conclude that each object has its place to be stored.
ACTIVITY Assembly or start: We talk with the boys and girls about the activity carried out and
CHART we agreed on the rules and materials to be used
PLASTIC Exploration of the material: children manipulate the material freely that they are going to
to use for the creation of your puppets such as bond paper, cardboard, pencil,
colors, temperas
Development of the activity: the children draw, paint, and decorate their puppets and then
they present their works
Verbalization: what did they do? how did they do it? how did they feel?
DATE:
MOMENTS STRATEGIES
PEDAGOGICAL
Planning: The children decide which game to choose. They plan what to play with.
who will play? What are they going to play?

Development: The children play freely according to what they have thought of doing, the
GAME The teacher observes without altering the dynamics of the game.
FREE IN Socialization: they verbalize and tell the whole group what they played, how they played,
THE who played
SECTORS Order: Through a song, the children get organized.
Evaluation: The child describes what they did during their activity.
2. SESSION FROM THE TITLE:
PROJECT WE EVALUATE OUR PROJECT
LEARNING
LEARNING Ask questions and answer about what it is interested in knowing, what it does not know or has not
EXPECTED understood
Ask questions about what you want to know
START The teacher presents the large paper that was used in the planning of the
project
We remember the activities we have done through questions.
during the month
DEVELOPMENT We told the children that our project has ended and that
It is time to know if everything we had planned has come to fruition.
MOMENTS to carry out
We propose that boys and girls create sad and happy faces that
they will help us evaluate the development of our activities
On a paper, we present the activities done by the children.
so that they put the faces to show how they felt in each one
 (happy or sad)
We counted the smiley faces, how many are happy and how many are sad and
What's more
CLOSURE Through the questions what did we learn today? how have we
sense?
The children conclude that our project has been very beautiful.
At home, the boys and girls discuss with their parents what was done.
today

EVALUATION:
The evaluation will be process-oriented and we will use the checklist by unit/project and the auxiliary record as the evaluation instrument.
assessment for the bimesters

2. RESOURCES:
Sheets
Markers
Flip charts
Cardstock
Colors
Goma
Teaching materials
Concrete material
 ANNEX: THE BLUE HORSE

In a kindergarten class, the children were happy painting with their colors. Arturo was one of them and thought: 'I am going to paint a wonderful blue horse that is going to appear.'
a real horse.

When Arturo finished his drawing, he painted it blue. He admired it and when he caressed it, he felt the skin of the animal.

Oh, you are a real horse! exclaimed Arturo, astonished.

-I am what you wanted- said the horse.

And can I ride you and gallop wherever I want? Arturo asks.

-Sure, get on and let's go- replied the blue horse.

Arturo mounted and galloped out of the garden.

I want to visit the amusement park,

And together they were very happy flying through the skies.

Then the horse asked.

And now, where do you want to go?

Well, to a place where my friends are, where I can play and tell stories - Arturo replied.

I know. You want to go to your garden, right? said the blue horse.

You are right–Said Arturo take me there.

The horse galloped to the garden gate. Before entering, Arturo asked him:

And what do you want to do little blue horse? Where do you want to go?

The horse replied:

I want......
 Story.

A GREAT LESSON

Daniel was a boy who, from the age of 4, showed a natural inclination.
study and responsibility.
He liked to get up very early to go to school with his older brothers.
In class, Daniel was one of the first students to raise his hand when his
the teacher asked questions, always completed the assignments and work that she
they assigned, in general, he was very responsible with everything related to the school, but also with
everything about his house.

All of the above made some of his peers feel a lot of jealousy,
because they, unlike Daniel, were irresponsible and very poor students
because they did not make an effort to study and fulfill their tasks
.
One morning, teacher Laura noticed that Daniel was not going out to play like the other children.
at recess time and that seemed strange to him. Teacher Laura said: Daniel, everyone
children go out to play and no one should stay in the classroom, it is important
change activities so that they can perform better in their studies in the following
hours.
Almost begrudgingly, the little scholar said: "That's fine, teacher."
As they left, they stayed in a corner watching the children as they played races.
and others playing with the ball. But he didn't approach to play with them.

The worried teacher approached him and asked what was wrong, and he replied.
that his friends did not like him for being responsible.
At the end of recess, the teacher gathered all the children and talked to them about the
importance of being responsible people, he asked them: What would happen if doctors,
Would firefighters, teachers, and their parents not be responsible?

The children thought for a while and then started to respond and to
to recognize how important it is to be responsible, but above all they learned a
great lesson because they realized how bad they had made Daniel feel
despite being the only one who did the right thing.
From that moment on, everyone changed with him, congratulating him for being so responsible and
they asked him to help them know what they had to do to be so as well.

The teacher, very happy about what had happened, ended the class by telling them:
Being responsible makes us good students, good children, good friends, and above all
all good people.
Long live responsibility!
 LIST OF CHECKS
LEARNING PROJECT N°2:My classroom has nice areas where I can learn and play.”
5 years From April 6 to April 30, 2015 AREA: Personal Social
INDICATORS
No. FIRST AND LAST NAMES AGE Comply with the agreements of the Choose between proposes make proposes agreements or
class or the group more alternatives that are available to you activities of his rules that regulate
little: respect turns, presents: what he/she wants interest a the them games y TOTAL
leave the toys in the jugar, donde jugar, docente y a their classroom activities:
assigned place. what activities group games, do not vote papers to the
Encourage compliance to do, with whom you dance, songs floor, do not remove it
of the classroom agreements: wants perform on what is of another,
Notify when someone has project raise the hand
left the things outside of to talk.
his place, indicates to
another child to leave things
in the place that he
corresponds, asks of its
partners who keep
silence, etc.
YES NO YES NO YES NO YES NO YES NO
01 5
02 5
03 5
04 5
05 5
06 5
07 5
08 5
09 5
10 5

LIST OF CHECKS
 LEARNING PROJECT N°2: "My classroom has nice areas where I can learn and play.”
4 years From April 6 to April 30, 2015
INDICATORS
No. FIRST NAMES AND LAST NAMES AGE Encourages compliance Choose between proposes Chat and play Notify a the
of the agreements of to carry out
the alternatives that spontaneously adults
class: Notify when it is presented: activities of with his friends and when ha TOTAL
someone has left the what do you want to play, your interest in the companions arisen a
things out of their place, where to play, what teacher and his/her fight between them
indicates to activities games companions
another child to leave the carry out with dances, songs
things in the place that you who wants
corresponds, asks of his/her carry out yes
companions what project
be quiet, etc.
YES NO YES NO YES NO YES NO YES NO YES NO
01 4
02 4
03 4
04 4
05 4
06 4
07 4
08 4
09 4
10 4
11 4
12 4
13 4
14 4
15 4

LIST OF COMPARISONS
 LEARNING PROJECT N°2:My classroom has nice areas where I can learn and play.”
3 years From April 6 to April 30, 2015 AREA: Personal Social
INDICATORS
No. FIRST AND LAST NAMES AGE Propose agreements o Choose between Practice
standards that regulate the alternatives that some routines
games and activities of they are offered: from the classroom: notify TOTAL
class: do not vote papers to the What wants to go to the bathroom,
floor, do not remove what it is play, with whom wait for shifts
on the other hand, raise the wants play, for use
hand to speak Where do you want to go? some
toys
raise the
hand for
to speak.

YES NO YES NO YES NO YES NO YES NO YES NO

01 3

02 3

03 3

04 3

05 3

LIST OF COMPARISONS
LEARNING PROJECT No. 2: 'My classroom has nice areas where I can learn and play'
5 years DURATION: From April 6 to April 30, 2015 AREA: Mathematics.
 INDICATORS
No. NAMES AND AGE additive notions Patterns deExplora It says with its Represents a
Identify repetition situations own words pattern of
SURNAMES quantities y Propose until daily the criteria of repetition (until TOTAL
actions of three elements referred a grouping of three elements
add or remove that repeat to arrange one one o more with her body,
until five to expand, collection of collections with material
objects in complete o up to 3 objects objects using concrete.
situations5 create patterns of great the a
playful y with of repetition. small, for quantifiers
concrete support to build to many, few
notion of one, none,
number more what, less
what
YES NO YES NO YES NO YES NO YES NO YES NO
01 5
02 5
03 5
04 5
05 5
06 5
07 5
08 5
09 5
10 5

LIST OF CHECKS
LEARNING PROJECT N°2: 'My classroom has nice areas where I can learn and play'
4 years From April 6 to April 30, 2015 Area: Mathematics.
INDICATORS
No. NAMES AND SURNAMES AGE Patterns from Explore situations Explore Says with you Represents
repetition referred daily situations own words a pattern of
Propose until to: daily the criteria of repetition TOTAL
two Group elements a referral a group of (up to two
that are repeated collection to order one one more o elements
to complete the objects of agreement collection of collections with you
expand a a criteria up to 3 objects of objects using body, with
patterns from perceptual (color, large to small, the material
repetition. shape, size y to build the concrete quantifiers.
thickness notion of number many, few.
YES NO YES NO YES NO YES NO YES NO IF NO
01 4
02 4
03 4
04 4
05 4
06 4
07 4
08 4
09 4
10 4
11 4
12 4
13 4
14 4
15 4

CHECKLISTS
LEARNING PROJECT N°2: "My classroom has nice areas where I can learn and play"
3 years From April 6 to April 30, 2015 AREA: Mathematics.
INDICATORS
No. NAMES AND SURNAMES AGE location y Represents a Patterns of
It represents a pattern of displacement boss of repetition
repetition (up to three repetition TOTAL
Express his Propose up to two
elements) with su (until two
location and that of elements that
body, with material elements) with
the objects your body, with they repeat for
concrete or drawings. using the material complete o
expressions concrete.
expand patterns
above-below
up-down of repetition.
in front of-behind
inside-out
YES NO YES NO YES NO YES NO YES NO YES NO
01 3 .

02 3

03 3

04 3

05 3

CHECKLIST
LEARNING PROJECT N°2: 'My classroom has nice areas where I can learn and play'
5 years DURATION: From April 6 to April 30, 2015 AREA: Communication.

INDICATORS TOTAL
No. Incorporate He says with Express Write to your Create various Choose various Manipulate
NAMES AND SURNAMES AGE
norms with way productions sounds according to puppets
suspicious
plastics with
cultural own clarity following the the different performing
the own
that allow his ideas linearity and various
words it techniques needs, already
the directional what he discovers and
voices and
what sea for
communication dad of the those who learn movement
oral understood writing in its context, to express oneself and creating
of the text demonstrating freely or stories
sensitivity and
listen to accompany
communicating
ideas some event
o.
musical
YES NO YES NO YES NO YES NO YES NO Yes NO YES NO IF NO
01 5
02 5
03 5
04 5
05 5
06 5
07 5
08 5
09 5
10 5

LIST OF COMPARISONS
LEARNING PROJECT N°2: 'My classroom has nice areas where I can learn and play'
4 years DURATION: From April 6 to April 30, 2015 AREA: Communication.
INDICATORS TOTAL
No. Incorporate standards He says with his Express Write to your Mention it Choose various Draw,
NAMES AND SURNAMES ED sounds according to the
cultural that own with way what has paint,
AD they allow the
words it clarity them following the written in their different model and
oral communication What did you understand? ideas linearity and texts to needs, whether build
directionality starting from the for by
from the text
of the graphics or to express oneself initiative
listened. writing letters that has freely or for own and to its
used. accompany someone way
musical event
YES NO YES NO YES NO YES NO YES NO YES NO YES IF NOT NO
01 4
02 4
03 4
04 4
05 4
06 4
07 4
08 4
09 4
10 4
11 4
12 4
13 4
14 4
15 4

LIST OF COMPARISONS
LEARNING PROJECT N°2: “My classroom has nice areas where I can learn and play”
3 years From April 6 to April 30, 2015 AREA: Communication.
INDICATORS TOTAL
No. NAMES AND SURNAMES AGE Write to his/her Explore Choose Identify Draw, .
gestures and where is
way various paint
movement written and what
sounds mold and
s free in can say
according to the build
the space on posters
imagining relating
for
different
y elements initiative
necessity own and to her
assuming (images)
the role of yes, either way
another being or
for
object.
to express oneself
freely
or for
accompany
or some
event
musical
YES NO YES NO YES NO IF NO YES NO YES NO YES NO IF NO
01 3
02 3
03 3
04 3
05 3

LIST OF COMPARISONS
LEARNING PROJECT N°2: 'My classroom has nice areas where I can learn and play'
5 years DURATION: From April 6 to April 30, 2015 AREA: SCIENCE AND ENVIRONMENT.

INDICATORS TOTAL
No. NAMES AND SURNAMES AGE Explore y It makes Mention Select It makes Manipulate objects
observe objects, questions in tool questions a and through the
beings alive, what sequence s and materials part from them trial and error
expression the actions song a explorations use as
facts o
interest in what can , games and tools
phenomena of need in
to find out to carry out for situations to explore and
his environment his
about solve a daily observe objects
making use of determined problem inquiry the living beings of
his senses. the objects, from my environment
living beings inquiry.
o
phenomena
natural
of his
environment.
YES NO YES NO YES NO YES NO YES NO YES NO YES NO IF NO
01 5
02 5
03 5
04 5
05 5
06 5
07 5
08 5
09 5
10 5

LIST OF CROSS-CHECKS
LEARNING PROJECT NO. 2: 'My classroom has nice areas where I can learn and play'

INDICATORS TOTAL
No. FIRST AND LAST NAMES AGE Explore y observe Ask questions Ask questions a Mention the Use objects Manipulate objects and
objects, living beings expression of interest for based on their actions y tools through the
to find out about explorations can to explore trial and error
facts or phenomena
certain objects, games and to carry out carrying out, utilize as
of his environment
living beingso situations resolverun actions that tools for
making use of their you know for exploreobserve
natural phenomena daily problems
senses. of its environment. produce a objects or beings
the effect of desired living from its environment

YES NO YES NO YES NO YES NO YES NO YES NO IF NO

01 4
02 4

03 4
04 4
05 4
06 4
07 4
08 4
09 4
10 4
11 4
12 4
13 4
4 years DURATION: From April 6 to April 30, 2015 AREA: Science and environment.

LIST OF COTES
LEARNING PROJECT N°2: 'My classroom has nice areas where I can learn and play'
AGE: 3 years DURATION: From April 6 to April 30, 2015 AREA: Science and Environment
INDICATORS TOTAL
No NAMES AND SURNAME AGE Mention the Manipulate .
actions that objects and to
we realize through the
explore. essay-
error, the
use
how
tool
asparagus
explore and
to observe
objects or
living beings
is
environment

YES NO YES NO YES NO YES NO YES NO YES NO YES NO IF NO

01 3
02 3
03 3
04 3
05 3