LEARNING PROJECT

I. INFORMATIONAL DATA:
EDUCATIONAL INSTITUTION :
PLACE :
UGEL :
DIRECTOR :
TEACHER :
AGE GROUP :
NUMBER OF BOYS AND GIRLS:
APPROXIMATE DURATION from August 8 to August 19, 2022

II. NAME: WE ORGANIZE A STORE IN THE CLASSROOM

III. SIGNIFICANT SITUATION THAT ORIGINATED THE PROJECT:

Within the everyday activities that children regularly engage in within the classroom in the play areas.
it is to play store with some objects that are in the household sector. The teacher, upon evaluating the situation, considered the
possibility of carrying out a project with the children to set up a store in the classroom, as it responded to the children's interests,
and it could also generate many learnings, likewise it will allow students to work cooperatively, that
make decisions and agree to achieve an end, developing various skills, especially in the area
of mathematics, communication and social personal.
For which research situations are proposed with the following challenges: What stores do you know? What would we like?
sell?, how would we organize a store?
IV. PRODUCT:
A store

V. PRE-PLANNING
WHAT WILL I DO? HOW WILL I DO IT? WHAT WILL I NEED?

Promote situations Y Bring some materials that Paper

provocative activities for they are sold in stores Sheets
observe the interest of the (wrappers and containers) and Cardboards
children. place them in the sector of Wraps
home Instructions
Colors
Cartons
Empty product containers
Labels
Packing tape
Jars
 VI. PLANNING WITH CHILDREN

WHAT DO WE KNOW? WHAT HOW IT WHAT HOW DO WE

SHALL WE? SHALL WE? DO WE NEED? Shall we organize?

VII. CROSS-CUTTING APPROACH:

Intercultural approach: boys and girls play by respecting rules for better socialization and cooperative work.
Manages their learning autonomously: Reflects, with the help of the teacher, on what they need to do.
to carry out a task of interest (both individual and group) taking into account their experiences and prior knowledge
regarding this.
Environmental approach: Teachers and students reuse materials, implementing the 3 Rs.
Focus on the common good: Students always share the resources available to them in the spaces.
educational (resources, materials, facilities, time, activities, knowledge).
 LEARNING PURPOSE:

AREA STANDARD COMPETENCE PERFORMANCES

/CAPACIDAD 3 YEARS 4 YEARS 5 YEARS
Solve
MATHEMATICS RESOLVE Establish Establish Establish
TICA problems PROBLEMS OF relationships between relationships between relationships between
referidos a QUANTITY. the objects of his/her the objects of his the objects of your
relate objects environment according to environment according to their environment according to their
of its environment sus characteristics characteristics
according to their characteristics
perceptual to perceptual to
characteristics perceptual to
compare and compare and
perceptual compare and
group those group, and leave
group, arrange group those
similar objects some elements
up to the fifth similar objects
place, to line up until that are used for loose change. The child
that serve them for
5 objects, some end, and leave some end, and leave says the criterion
compare some some what did he/she use for

amounts of elements elements to group

objects and weights, loose loose.
add and remove SOLVE Establish Establish Establish
up to 5 PROBLEMS OF relationships of relationships between relationships, between
elements FORM, measurement in the shapes of the the shapes of the
performing MOVEMENT AND situations objects that are objects that are
representations LOCATION
daily. in their environment.
in their environment and

with her body, Express with his/her the forms

concrete material geometric that
body or
or drawings. Expresses know, using
through some Establish
the amount of material
actions when relationships of
up to 10 objects, concrete.
using
something is big or measure in
strategies such as small. situations
the counting. Use daily. Establish
Express with his relationships of
quantifiers:
{"muchos":"many","pocos":"few"} body or measured in
none, and through some situations
expresiones: "más words when daily and uses
less than something is big or expressions like
Express the weight small. it's longer
of the objects it's shorter.
weighs more
Express with Express with
concrete material concrete material
and drawings and drawings his
experiences, in the experiences, in the
what shows what shows
relationships relationships
spatial between spatial and of
people and measure between
objects. people and
objects.
Test Test Test
different different different
ways of ways of ways of
resolve a solve a solve a
determined determined determined
situation situation situation
related to the related to the related to the
location location location
displacement displacement displacement
in space and the in space and the in space and the
construction of construction of construction of
objects with objects with objects with
material material material
concrete. concrete, and choose concrete. Choose
one to achieve its one way to
purpose. achieve their
purpose and says
why did she use it.
 It is communicated Expresses its Express your Expresses its
information del ORALLY IN needs, needs, needs
text oral. YOUR TONGUE emotions emotions emotions
Inquire e MATERNAL interests and gives interests and gives interests and gives
interpret some account of their accounts your account
information del experiences at experiences in experiences at
text oral. interact with interact with interact with
Adjust, organize people of his people of his people of their
and develops the family environment, family environment family environment
text in the form school or local. school or local. school or local.
coherent y Use words Use words Use words
cohesive. frequently used, frequently used, frequently used
Use resources smiles, glances, smiles, glances, and
no verbals y signs, gestures signs, gestures, strategically
paraverbals of movements movements , smiles,
shape corporate and corporeal and looks, signs,
strategic. various various gestures
Interact voice volumes voice volumes movements
strategically with the intention according to your corporeal and
with different to achieve your interlocutor and various
interlocutors. purpose: purpose: voice volumes,
Reflect y inform, request inform, ask according to his

evaluate the form, the to convince the convince the interlocutor and
content y to thank. to thank. purpose:
contexto del inform, request
oral text. convince
thank.
Develops its
Participate in Participates in Participate in
conversations or conversations or conversations
listen to stories, listen to stories, dialogues or
legends and others legends, listen to stories,
stories of the riddles and legends, rhymes,
oral tradition. other tales of riddles and
Formula the oral tradition. other tales of
questions about Formula the oral tradition.
what interests you questions about Wait for your turn
to know or to respond what interests you to speak,
to what it to know or not listen while
they ask. has understood or your interlocutor
respond to what they speak, ask and
they ask him/her. respond about it
what interests him/her
to know or not to know
has understood
with the intention
to obtain
information.
READ VARIOUS Identify Identify Identify
TYPES OF TEXTS characteristics characteristics characteristics
WRITTEN IN YOUR of people, about people, of people,
LANGUAGE characters characters characters
MATERNA animals or animals, animal objects, objects
objects from or actions to or actions to
from what observes starting from what starting from what
in the observe in observe in the
illustrations illustrations illustrations, like this
when exploring when explores like some
stories, stories, words
labels labels, known to him:
posters, that are posters, that his name or that of
present in present in others, words
various supports varied that appear
supports. frequently
in the tales,
songs, rounds,
rimas, anuncios
advertising or
classroom posters
calendar
birthday
agreements of
coexistence) that
are presented in
various supports
WRITE Write for Write by
Various types own initiative and own initiative and
OF TEXTS IN YOUR in their own way in his own way about
LANGUAGE about what he what interests him/her:
MATERNA interests. Use consider who
traces, graphics they will write to you and
or other forms
what for
to express
will write; use
his ideas and
traces
emotions to
through a graphics, letters
note, to report ordered from
an experience or a left to
story right and on
a line
imaginary for
express your
ideas or emotions
around a
theme through
a note or letter,
to report a
experience or a
story.

Check the writing

that has dictated, in
function of what
 Build your LIVES AND Collaborate in the Collaborates in Assume
identity when participating care of use activities responsibilities
awareness of the DEMOCRATIZE ME of resources, collectives in your classroom for
aspects that it NTE IN materials and oriented towards collaborate with him
make unique. They THE SEARCH FOR spaces care of the order, cleanliness and
identify in COMMON GOOD shared. resources, well-being of
some of his materials and all.
characteristics spaces
physical, as well as shared.
 his/her qualities and It relates to • It relates It is related
interests, likes adults and children with adults of with adults of
and preferences. It from his environment your environment, its environment,
feel like a member of
in different play with others play with others
his family and of the
activities of the children and themselves children and I
class group to
classroom and play in integrate in integrate in
that belongs.
Practice habits
small activities activities
healthy groups. group activities of group of the
recognizing that class. Proposes class. Proposes
they are important game ideas and game ideas and
for him. Acts as the rules of the its rules. It
autonomous way same, continues to bring them together
in the activities rules of the with the group
what it does and is besides to choose a
able to take agreement with his game and the
decisions, from
interests rules of the
your possibilities and
same.
considering the
others. Express
your emotions and
identify the
reason that the
originate. Search and
accept the company
of an adult
significant before
situations that it
VIII. EVALUATION OF LEARNING:

Through continuous observation, we will assess the students' actions in relation to the development of the competency.
(mathematics, communication, social personnel), later we will note relevant situations in the Field Notebook,
to later systematize them in the Observation Register of the development and learning of boys and girls accordingly
at their age and in a personalized way.

IX. EVALUATION INSTRUMENTS FOR GATHERING RELEVANT INFORMATION:

We will use the students' Portfolio where the products (evidence of learning) will be archived, as well as the
field notebook.

X. POSSIBLE ACTIVITIES:

We organized ourselves to visit a nearby store

We visited a nearby store

We talked about what they observed in the store and made a list of the products they saw.

What other stores do you know?

Choose the name of your store and we will make the sign.

We compile a list of the products we want to sell in our store.

We organize the space where the store will be located.

We implemented the mentioned products with recyclable materials.

We organize the products

We label the products.

Make posters for the prices

We sell and buy