DIDACTIC UNIT SCRIPT (Jesus Fernández Academy)

Once I have defended my programming, I will proceed to the presentation of my Unit.

Didactics.

First of all, I would like to convey what I understand by teaching. For me, it is a
trip that started approximately 5 years ago. Each destination separates me from my
family, friends, city.... but the feeling is always the same, arriving at a
new educational center where new challenges are presented to me, which undoubtedly...
I try to face it with excitement and enthusiasm... In this case, this journey begins with the
UNIT number ___

1 JUSTIFICATION/CONTEXTUALIZATION

Entitled: _______________________. I have selected this unit because

I consider it of vital importance for my students to have a balanced diet, as well as
to engage in sports to lead a healthy life).

I have designed this Teaching Unit for a group of 2nd grade Primary Education.
for the academic year 2018-2019. My classroom has 22 students (12
girls and 10 boys). Among them, 3 students with Specific Support Needs.
Educational (NEAE):

A student belonging to an ethnic minority who faces difficulties

learning in the instrumental areas (Language and Mathematics).

A migrant student of Maghreb origin who has joined late.

educational system and presents difficulties in oral and written comprehension of
Spanish.

And a student with Asperger's syndrome.

I have designed this Unit with characterGLOBALIZER, starting from an axis

vertebrate that will be based on the areas of Natural Sciences and Sciences
Social studies will extend its influence to the areas of Spanish Language and Literature,
Mathematics and Artistic Education in its plastic area.

My Unit deals with different blocks of content, the LOE modified by the LOMCE, the
ROYAL DECREE 126/2014 which develops the basic curriculum of Education
Primary, the DECREE 97/2015 by which the organization and curriculum is established
corresponding to Primary Education, as well as the Order of November 4,
2015 Evaluation.

To conclude this first introductory section, I would like to mention that this
the unit is mainly related to the general objectives of stages e, g, h, i, and j
that encompass aspects of developing reading habits, problem-solving the environment
social and natural as well as the use of ICT.
 2. TIMING

Regarding the TIMING of my Unit, I would like to say that for this I have
having regard to the ORDER of March 17, 2015, which establishes the
hourly distribution of public centers that provide Primary Education in
Andalusia.

Regarding the schedule that my center has prepared for this level, it is as follows (insert here
the board), I have prioritized the instrumental areas Language and Mathematics dedicating them to
the early morning hours since they require a higher level of concentration
and the last hours of the morning for those areas that enhance relationships
social and cultural among my students.

But, when am I going to carry out my Unit? This unit will be developed in the (1st, 2nd,
3rd Quarter), specifically in the (last two weeks of September and the
First of October.

3. OBJECTIVES AND INDICATORS

To assess the degree of acquisition of these competencies, as well as the level of

Achievement of the objectives of the areas of the stage, I will take the indicators as a reference.
of evaluation of my cycle, as established by Decree 97/2015 on the organization
and the curriculum corresponding to Primary Education in Andalusia.

Thus, in this unit, I will take as INDICATORS (copy on the board) for the area of
CN ___ for the CS area _______ for the Language area _____

From these arise the DIDACTIC OBJECTIVES for the area of CN__ for the
CS area_____ These objectives develop the objectives of the areas and stage.

POINT 4. CONTENTS:Likewise, and due to the time I have available to

I have selected the following CONTENTS from my unit: for the area of
CN__ for the area of CS__ that relate to the cycle contents and the
previously detailed indicators.

5. KEY COMPETENCIES

What KEY COMPETENCIES do I propose for this unit? Besides the

Linguistic Communication Competence (C.C.L), Mathematical Competence and
basic competencies in science and technology (C.M.B.C.T), social competencies and
civic, Awareness and cultural expressions (C.E.C.) that I am going to work through
the areas.

We will also develop the following with my tasks and activities: Competence
In the sense of initiative and entrepreneurial spirit, competence to learn to learn.
And finally, Digital Competence through the computer classroom.
 6. TASKS AND ACTIVITIES

I will carry all of this out through a series of tasks and activities. Furthermore,
from the proposals in the textbooks, I am going to carry out tasks that expand and
complete the same. Given the time I have for my presentation, I have
selected the following types of tasks.

Introduction and motivation activities: development activities; activities of

expansion and reinforcement and complementary and extracurricular activities. As they can
In the schedule, I have assigned different colors. Red for the activities of
introduction, blue for development activities, purple for the activity
complementary and yellow for the preparation of the final task. The activities of
I have not reflected the expansion and reinforcement because we will work on them throughout all.
the sessions.

• Introduction/motivation activities:

On Monday, during language class (I indicate the time), we will start by watching a video.
about (UD2: the organs responsible for respiration, UD3: food, UD4: the
sports and health
the landscape, UD9: the water cycle and its three states: solid, liquid, and gas UD10:
how the media influences us; UD11: the different models
relatives) to awaken motivation about the topics to be addressed. It will be projected and
From there, a DEBATE will open in which the students will be able to express their opinions on the
theme. Imagine 22 boys and girls eager to express their opinion about it. With
In this activity, aspects related to the debate itself will be worked on: modeler, turns of
word, minutes of agreements collection, among other aspects.

• Development activities

As we progress in this unit, we will delve into the development activities that will address
to give substance and firmness to the acquired learnings.

vFor the area of NATURAL SCIENCES:

- For the content _____, UD2: they will create a word search where they must look for
palabras relacionadas con el aparato respiratorio. Asociar cada palabra con la definición
that corresponds. I will give them a drawing of the respiratory system and they will put it
name of each organ. UD3: they will create a word search where they must search for
palabras relacionadas con los alimentos: frutas, verduras y legumbres. Asociar cada
word with the corresponding definition. I will give you a sheet with food and
they must classify them according to their origin: animal, vegetable or mineral. UD4: they will carry out
a word search where you must look for words about fruits, vegetables, and legumes.
They will prepare a balanced menu for the whole day taking into account the importance of
eat 5 pieces of fruits, vegetables and promote water as a drink with all meals.
I will give them a sheet with foods and they must cross out those that are not.
recommendable in a healthy diet such as pastries, candies… UD5: will carry out
a word search where they should look for words related to animals.
Associate each word with the corresponding definition. And finally, I will give you a ...
sheet with animals and they should classify them as carnivores, herbivores and
omnivores.
UD6: They will create a word search where they must find words related to the
functions
They will hand out a drawing of a flower and they will put the name of each one.
of its parts (antenna, petal, pistil). UD7: they will create a word search where they must
search for words related to terrestrial and aquatic ecosystems. Associate each
word with the corresponding definition. I will give you a drawing with different
animals that we can find in Andalusia and should classify them as terrestrial or
aquatic.

UD8: they will create a word search where they must look for words related to the
maps. Making a simple compass. To do this, a sewing needle is magnetized and it
nail it into a piece of cork. When placed in a container of water, it will orient itself in the
South-North direction. Associate each word with the corresponding definition. Them
I will deliver a drawing of a compass and they will put the name of each cardinal point.
(north, south, east, west). UD9: they will create a word search where they must find
palabras relacionadas con los cambios en la materia. Asociar cada palabra con la
definition that corresponds. I will give you a drawing where water appears in the three
states: solid, liquid, and gas, and they should give examples such as ice in
solid state or rain in liquid state. UD10: they will make a word search where
They must search for words related to _______________. Associate each word with
the corresponding definition. I will give you a drawing of a ______________UD11:
they will create a word search where they must find related words
con_______________. Associate each word with the corresponding definition. Them
I will deliver a drawing of a ________________.

For the second content of the NaturalesUD2 area: the human body and the
muscles
nutrition, hygiene, exercise and rest, UD5: mammals, birds and fish, UD6: knowing the
photosynthesis process, UD7: the importance of water in ecosystems, UD8: the
changes in the subject, UD9: the importance of water and air in ecosystems
personal safety in the use of tools and machines
the force and its relationship with motion. We can apply force to objects to
being able to move them or shape them) in a more traditional way I will explain the
concepts with examples and with all that information they will elaborate in their notebook a small
mind map with drawings to work on memory.
vFor the area of SOCIAL SCIENCES:
- For the content _____ A search for information will be conducted on (UD2: the
air pollution and how it can be avoided; UD3: the origin of products such as
like oil, cheese, or bread; UD4: the rights and duties in the Constitution
Spanish; UD5: the importance of dedicating a day of the year to celebrate PEACE; UD6: the
process of making products such as oil, cheese or bread; UD7: the
importance of celebrating the Day of Andalusia, February 28, as well as knowing the
most characteristic characters of our community; UD8: the cardinal points:
north, south, east and west; UD9: the water cycle; UD10: the types of media
communication such as newspapers, radio, television...; UD11: the importance of
dedicate May 15 as Family Day. These searches will be carried out in different
sources: through the internet, textbooks, the library available at the center,
even asking people in our environment (parents or grandparents), oral sources.
Prepare the interview, conduct it, analyze the questions, among others can be done from
cooperative manner. All the information gathered will be organized through
of a small index where everything we want to learn will be reflected.

For the second content, we will create a mini trivia of questions and answers.
About UD2: the meteorological instruments such as the thermometer, rain gauge and the
weather vane What instrument can I use to measure the amount of precipitation that has fallen?
A specific place? What is the weather vane for? UD3: raw materials and the
products. Remembering that raw materials are obtained from nature. By
for example, we can transform wool into sweaters, blankets, carpets, and what about wood?
And about the milk? UD4: habits of responsible consumption such as fruits, vegetables, legumes,
blue fish avoiding sugary drinks and saturated fats type questions
How many fruits and vegetables are needed to achieve a balanced diet?
UD5: products according to their origin: animal, vegetable, and mineral such as: would you be able to say
Any example of animal-origin foods? What type of food are water and salt?
Would it be? UD6: the characteristics of the climate in Andalusia What is the most climate?
predominant in Andalusia? How is summer usually?, UD7: the characteristics of
rural and urban areas in Andalusia as well as their similarities and differences, where
Are there more people in the countryside or in the city?, UD8: how to make use of
map and how to interpret it ____. UD9: air and water pollution how it
You can avoid it, these questions are intended to change our habits: do not throw away
wipes down the toilet, avoid plastic products, ride a bike or use public transport.
the advertising___
street, these questions aim to change our habits: do not litter in the
public road, do not disrespect people, go by bike or on public transport.

We will create this trivia in previous sessions during art class.

vFor the area of LANGUAGE:
Story cubes in which we will work on oral expression and vocabulary related to the field.
semantic (UD2: of the respiratory system, UD3: of the necessary food to have
a balanced diet, UD4: of sport and the necessary foods to have a
balanced diet
UD8: of the landscape, UD9: of water and air as essential elements of the environment
environment, UD10: of the media, UD11: on the value of the family.) The
the boy or the girl must roll the die 4 times, paying attention to the images that have come up in the
Faces of the die. Four sentences will be invented, one sentence for each die I roll.

On Wednesday, in the early hours of the morning, we will read the story.
titled "The Little Dog with the Bone" deals with content about conflict resolution
peaceful form through dialogue.. What is intended with this reading is that the child or
the girl knows how to locate the main idea of the text and recognize the main characters
of history. With this activity, they will work on the vocabulary of animals. With this reading,
aims to broaden the vocabulary of the semantic field of the unit.

For the final language objective: UD2: apply the orthographic rule of cr and cl in
words, the students must correctly use the 'cr' and 'cl' in the formation of
words, create phases, write words with 'cr' and 'cl' ... among others. UD3: tonic syllable
and unstressed syllable. Taking into account that stressed syllables are the ones that are pronounced
stronger in one word and the unstressed syllable is the rest of the syllables, an activity would be the
surround the tonic syllable in a series of words, create phrases, write words, among
others. UD4: Making descriptions through comparisons of both people and
landscapes or objects. UD5: Recognize and use time adverbs: yesterday, today and
tomorrow properly. These adverbs inform us of the moment in which it
develop the action as, for example: Yesterday I went to the movies. Tomorrow I will go to the beach. Today not
I will go to the birthday. UD6: Use question marks in questions. UD7: They must
correctly distinguish between masculine and feminine nouns by placing 'el' in front
the or the the”. UD8: You must form word families of flower, fruit, and hair, as well as
cross out the intruder words. UD9: You must correctly use antonyms.
using the prefixes des- or in- such as: inflate, deflate or visible,
invisible. UD10: apply the spelling rule of the "h" in words with "hie" "hue", the
students must correctly use the 'h' in word formation, create phases,
write words with 'hie' and 'hue' ... among others. UD11: Recognize and use the
verbs in present, past, and future appropriately. They inform us of the moment in which
The action develops like this, for example: Yesterday I went to the cinema. Tomorrow I will go to the beach.
I will not go to the birthday today.
vFor the area of MATHEMATICS:
In mathematics (I point to Thursday of the first week) we will work on the numbers of
_____ Do you see what a big number that is? Would anyone be able to read it? And to write it?
In class, we would be looking at the different uses of these numbers.

We will also perform basic operations with the manipulation of coins and bills.
simulations and some mathematical problems in which we will use an operation to
solve them by carrying out the four phases proposed by Polya: 1. I understand the
statement
the result. With the statements of these mathematical problems, we will also go
reviewing the spelling rules.

The numerical counting by twos, by fives, or writing the number

posterior or anterior.

As the final objective for the area of mathematics: addition and subtraction understanding the
addition as to add, join and subtraction as to remove; memorize in a way
understanding the tables taking into account multiplication as the addition of addends
equal; use of the calendar as a tool to organize chronologically the
activities; knowing how to read the time on analog and digital clocks; shapes such as the
squares, rectangles, triangles and circles.

vFor the PLASTIC area:

For the content 'creation of plastic compositions,' the student will work on the
creativity using clay, clay, and watercolors. Creating a 'collage' with
newspapers. Creation of prints on animals using newspaper cutouts.
Just like the preparation of our trivia for the Social Sciences area. These
activities lead to the appreciation of color and shapes, as well as to formation
of personality. With this activity, it will help us achieve the competence to learn to
to learn.

• Reinforcement and enrichment activities:

Intended for those students who need to deepen or expand on a certain content.
They will create an animated lapbook about the respiratory system and food.
according to their origin, the foods necessary for a balanced diet, of the
animals, plants, ecosystems, maps, water...). It is a book
made of cardstock, inside there are flaps, attached photos, envelopes that contain
information... It is a great educational tool in which they will learn to design,
research, take notes and organize the material.

• Complementary and extracurricular activities:

We will invite a parent to give us advice on (how to have a diet

balanced, how to care for animals or plants, responsible use of water, use
responsible for the media,...) in this way we will strengthen the
contents addressed in the area of Natural Sciences.
FINAL TASK: Finally, we must make our work known and disseminate it for
endow it with greater projection. The final product of this unit will be the realization of a
PODCAST. We will use the online application called SPREAKER to create our
own radio program or podcast about the ____ where the students will develop their
oral expression ability. We will divide the class into four groups. One of them will
will take charge of current news about animals/plants or whatever.
another group will focus on sports, another will conduct interviews with classmates to
maintain and strengthen the bonds of friendship. And the last group will design posters
advertising to inform the entire educational community about this program. Throughout
From the unit, they would be drafting those scripts in writing.

Look here (I point to a day), an isolated session appears, in this case of Sciences of the
Nature. I'm going to stop here so you can better see how a day would be.
anyone. We return from recess and apparently a problem has occurred between two
companions while playing in the yard, as they remain focused on him the first thing that
We will spend the first few minutes finding solutions and relaxing with the technique.
Jacobson. This technique involves controlling breathing and tension by relaxing the
muscles. Once the problem with the colleagues is resolved, we will briefly review
the concepts we discussed the previous day, then we will correct the exercises they had
for the house and we will continue seeing new content.

In addition to the activities and tasks we have mentioned, we carry out others that
I call them GLOBALIZERS since we work on them throughout the entire school year.
such as recycling, coexistence, care of plants and animals as well as the
emotions where we will learn to manage anger, we will work on empathy by putting ourselves
in the place of the other, all thanks to readings of different stories like the monster of
colors, I go with myself, a little bit of bad mood...
 7. CROSSCUTTING AREAS

Talking about education means discussing AREAS OF KNOWLEDGE

TRANSVERSAL. Work must be done in all areas, levels, and stages of the system.
educational and I start from the basis that to teach them I must program them and evaluate them. For
Therefore, the entire teaching staff must be involved in its development.

Specifically within these cross-cutting areas, I will highlight:

EDUCATION IN VALUES.
EDUCATION IN NEW TECHNOLOGIES OF
INFORMATION AND COMMUNICATION.
PROMOTION OF READING
ANDALUSIAN CULTURE
EMOTIONAL INTELLIGENCE

Thus, Education in Values, where I will work and keep in mind the effort, the
constancy, the responsibility on the part of my students. Promoting attitudes
similar in children regarding self-care, feelings,
emotion, strength, sweetness…; Tasks will be assigned to boys and girls equally. In everything
At the moment, sexist language will be eliminated.

Regarding Education in the New Information Technologies and the

Communication, which due to its current importance I will address.
later in a more detailed manner.

I will dedicate half an hour a day to promoting reading.

I will develop Andalusian culture in my classroom for three basic reasons:

A pedagogical reason since it is necessary for my students to know the environment.

in which they live, the environment in which they develop.

A historical reason, since culture is a mark of identity.

And because we are Andalusians, a WORKSHOP will be held.

RESEARCH that will be developed throughout the entire school year and
where my students will discover the cultural, social, and artistic wealth of
Andalusia.

And finally, emotional intelligence through the social skills program,

where we will work on self-motivation and empathy with activities like greeting and
smile, ask how are you?...
 8. TEACHING OF READING AND WRITING

One of the sections with the most importance and that will have the most weight within my
Didactic Unit is the teaching of reading and writing. I am going to develop this.
through two aspects:

SYSTEMATIC READING
-RECREATIONAL READING

SYSTEMATIC READING:

Systematic reading. I will dedicate half an hour daily to promoting reading as...
promulgates Decree 97/2015, through a reading notebook that I have prepared in
coordination with the Cycle Team following the PLANNING (shown) that I pass to
explain:

On MONDAY we will carry out the anticipatory reading starting from the title of the text “_____”
I will ask a series of questions for the student to incorporate the knowledge that
It has. Next, I will do a modeled reading where I will read the text aloud.
high with the right rhythm and intonation so that the students can hear it
and understand how it should be done.

On Tuesday, I will develop reading fluency with strategies such as choral reading and the
pair reading. One student will read the text to their partner and they must correct the
possible failures that I may have or commit.

WEDNESDAY will be dedicated to reading comprehension through reading.

alternative and monitored. Each child will read a small fragment of the text out loud,
afterwards I will ask you a couple of questions to check if you have understood what you read and
Next, they will answer literal questions such as: What characters appear in the
reading? Who is the protagonist?
Inferential and evaluative questions such as, for example: Do you think that the character
Does the principal act correctly? What would you do in their place?

On THURSDAY they will read the text again, this time silently. Subsequently
They will complete the lexical and orthographic file individually (show)
They will then create a summary drawing of the text.

And finally, on FRIDAY they will work on creativity. To do this, they will invent endings.
alternatives, they will imagine another type of characters...
RECREATIONAL READING:

I will promote it through the classroom library and the use of the good reader card.
To this end, we have set a board in the books and the movie of the Chronicles of
Narnia, where students must progress through these squares to
As they read books. Every four squares they will be given the opportunity to read a
book from the famous collection. When I reach the end of the journey, I will reward you by
the diploma of excellent reader with the purpose of them understanding reading HOW
A source of pleasure and personal enrichment.

I wouldn't want to forget about the WRITING where we will dedicate three half sessions.
hour following the model proposed by Flower and Hayes, in the first we will work on the
oral teaching of writing, in the second we will make the draft and in the third
we will clean up the drafted text. We will write about different themes
related to their areas of interest, will be current topics that contribute to their
citizenship education such as bullying, gender violence, feminism, use
of video games in school, among others.

9. METHODOLOGY
What METHODOLOGY am I going to apply? It should start from real situations experienced by
the students, trying to achieve meaningful learning and motivating them with
logical, clear, and precise activities.

We will employ different types of thinking, research will be favored, the

deliberative thinking in the conduct of debates; analytical thinking through
from problem solving with complex operations; and with the execution of
murals and plastic compositions will especially favor practical thoughts and
creative, among others.

10. RESOURCES

No methodology would be feasible without the use of certain resources:

• Material type: they will use abacuses, tokens, notebooks, cardstock, whiteboard, the
textbook... Gamification that contributes to motivation, creativity and
mental agility with games like minecraft, classcraft or classdojo.

• Of a Personal nature: collaboration of the Teaching Team, advice from

Guidance team who will provide appropriate materials, the teacher
of PT, ATAL as well as the reinforcement teacher. Outside of class, I will have the
family collaboration to generalize what has been learned in class.

• From the environment: for the development of tasks and activities we will need the class
and the students' house, the computer classroom for carrying out
exhibitions through programs like PowerPoint or Genially; as well as the
library to promote reading.
11. EDUCATION IN INFORMATION TECHNOLOGIES
AND COMMUNICATION

As I mentioned earlier, Education in Information Technologies and

Communication (ICT) is one of the elements that contributes to development.
Key competencies, particularly digital competence. I will work on them with my
student body through three aspects:

First: through the computer lab and the class computers where by
Shifts will work on the unit contents through the CEIP Loreto website.

Second: Using the digital whiteboard where the content will be projected.
each unit.

Third: with my help, my students will carry out self-assessments through the
clickers program.

12. ATTENTION TO DIVERSITY

As I mentioned at the beginning, there are 3 students enrolled in my classroom.

students with Specific Educational Support Needs (NEAE), that's why I have
this section of ATTENTION TO DIVERSITY is intended to provide
better educational response for each of your needs in this way for:

Ø A student belonging to an ethnic minority who faces difficulties of

learning in the instrumental areas (Language and Mathematics). In the area of
language will work on notebooks developed by me in coordination with the specialist
from PT, such as 'We work on words and phrases' in which
includes activities to work on associating phrases with images, drawing words
that contain the phoneme worked or dictated 'Support Notebook for the
reading and writing" in which there will be different activities such as: ordering
words to form a sentence... and for the math area a notebook
to solve simple problems with addition and subtraction operations,
multiplications and divisions.

Ø A female immigrant student of Maghreb origin who has joined late to the
educational system and presents difficulties in oral and written comprehension of
He/She attends two sessions a week in the ATAL classroom.
it will also produce notebooks like the UDEC, Citizens and Citizens of
World of the Junta de Andalucía, just like some notebooks in which
the auditory association, copying, sentence construction...

Ø A student diagnosed with ASPERGER SYNDROME by the Team

Mental Health. First of all, let me tell you that this student has an IQ
intellectual inside of the normal no understand the ironies
he/she finds it difficult to identify his/her feelings and those of others, which is why it is necessary
strengthen communication and social skills and for this reason, with the
advice from the EOE, it has been proposed that it continues a Teaching program
Social Interaction Skills of Inés Monjas, where they will be worked on
 behaviors that allow him to communicate feelings, opinions, and affections in a way
assertive.

13. EVALUATION

Before concluding the presentation of the unit, it's time to evaluate all of this.
development. It will be the fundamental reference to assess the degree of acquisition of the
Key competencies as well as the established objectives. For the proper development, I
formulated three questions: what, how, and when.

Ø What to evaluate?

I will assess both the skills and the key competencies as well as evaluate my
acting as a teacher, whether it has favored and to what extent the achievement of the
results since this assessment will be a global and continuous process.

Ø How to evaluate?

I have used different TECHNIQUES in the evaluation process such as observation

direct observation of behaviors, questionnaires, task review, participation in
collective activities, interest and effort, among others.

To collect this information, I have planned various INSTRUMENTS such as lists of

control, anecdotal record, both oral and written exams, the PORTFOLIO that
It is nothing more than a compilation of learning evidence (showing) and for recording
The information obtained will be based on evaluation RUBRICS (show).

Ø When to evaluate?

At all times and through three processes:

Ø I will start with an Initial Assessment, with which I intend to know your ideas.
previous through dialogue.

Ø Later on and throughout the unit, I will carry out an Evaluation.

Formative, in which I will observe how the process is developing.
learning.

Ø And at the end of the unit, I will proceed to the Final Evaluation, in which it will be observed
if the students have developed the Key Competencies and the acquisition of the
stated objectives.

In this unit, the achievement levels for each evaluation indicator are
siguientes: Excelente (4) Bueno (3) Adecuado (2) Mejorable (1)

For the language area ... if it understands ... if it knows ... if it applies ...
For the math area…..
For the area of Natural Sciences…
 CONCLUSION

In conclusion to my defense, I must say that Primary Education constitutes a

basic educational stage for the personal and social development of students. Throughout
In this teaching unit, we have been able to verify that the acquisition of skills
related to ___ contribute to the integral development of the child and prepare him for a
adequate performance in their later adult life.

BIBLIOGRAPHY

For the preparation of this unit, I have used, among others, the following manuals:

Escamilla. Didactic Units a proposal for the classroom.

Gimeno. In the curriculum, a reflection on practice.