LEARNING UNIT N° 01

I KNOW AND TAKE CARE OF MY BODY

 PLANNING OF THE LEARNING UNIT
I KNOW AND TAKE CARE OF MY BODY

EDUCATIONAL INSTITUTION: TEACHER: CLASS: 3 YEARS

FECHA:Del 3 al 28 de abril de 2023

1.-STATEMENT OF THE SITUATION:

Girls and boys ask themselves many questions about their personal history and their physical characteristics. For example: What was I like as a baby? Why am I named that way? Who
Did they put my name? Who do I resemble? It is important to help them find the answers as part of the process of building their identity, discovering
those characteristics that make them unique and special. On the other hand, they will be able to develop their body scheme and the ability to represent their body and that of the
others through the exploration of their body and movements. In addition, they will be able to communicate orally with the people around them according to their needs
and interests, for which they will make simple inferences, express opinions, and respond appropriately to what is said to them. Likewise, it is expected that the
children identify actions for the care of their body and health, investigating how they can carry them out. For this, we will pose the following questions: What
What care practices do we engage in to stay healthy? How do we carry them out? To answer these questions, children will observe how to develop care practices.
and, based on this, they will propose actions that can improve these practices, such as washing hands, brushing teeth, bathing, being careful with dangerous objects,
be wary of strangers, among others.

2.-LEARNING OBJECTIVES:
AREA COMPETENCIES STANDARD/CAPABILITIES PERFORMANCES 3 YEARS CRITERIA

Builds its identity by becoming aware of the aspects that ["Recognizes their needs, sensations, interests, and","Makes their needs known,"]
lo hacen único. Se identifica en algunas de sus características preferences; the differences from those of others through sensations, interests and
physical, as well as their qualities and interests, tastes and of words, actions, gestures or movements. preferences through words or
preferences. They feel like a member of their family and the group of Engage in self-care actions, habits of actions, gestures or movements.
class to which it belongs. Practice healthy habits by recognizing healthy eating and hygiene.
what is important to him. Acts autonomously in the Expresses his emotions; uses gestures for that, Take care actions
activities it carries out and is capable of making decisions, from
body movements and words. Identify their personal, eating habits
PERSONAL Build your his possibilities and considering others. Expresses his emotions and those he/she observes in others when the and hygiene.
SOCIAL identity emotions and identify the reason that originates them. Look for and accept
adult names them.
the presence of a significant adult in situations that
make you feel vulnerable, insecure, angry, sad or happy. Use gestures, movements
Capabilities: body language and words for
One values oneself. express your emissions.
Self-regulates their emotions.
 Live and participate democratically when interacting with It relates to adults and children in its environment. It integrates into the activities of the.
respectful way with their colleagues from their own different classroom activities and play in small groups classroom and play in small groups,
initiative, fulfills its duties and is interested in knowing more groups. putting the rules into practice
about the different customs and characteristics of people Participates in group activities putting into practice of coexistence.
from its immediate environment. It participates and proposes agreements and the rules of coexistence and the limits that he/she knows.
Live together and
rules of coexistence for the common good. Take actions with Collaborate in the conservation of the use of resources, materials
participate
others for the good use of spaces, materials, and resources
democratic and shared spaces. Collaborate with order and cleanliness
common.
mind from the classroom for the well-being of everyone.
Capabilities:
Interact with all people.
Establish rules, and assume agreements and laws.
Participate in actions that promote the common good.

Take actions on your own initiative to appreciate the love that ●Recognizes spontaneously, through its ●Comments on how Jesus loves us and
recibe de su familia y de su entorno. Participa de acciones que daily actions, the love and care that he/she provides to his/her takes care of us and takes actions like
show your solidarity and generosity towards your neighbor as family, as a sign of God's love, and begins to share, help and collaborate.
Build your sample of the love they receive from God. actions such as collaborating, greeting, saying goodbye and
identity as Capabilities: thank for one's own initiative.
a person Meet God and embrace his religious and spiritual identity as Participates in the activities of
beloved ... Participates in the practices of the religious confession of their
worthy, free, and transcendent person. parents and discusses it with their classmates. Holy Week with his parents and it
Cultivate and appreciate the religious manifestations of your environment. discuss with your classmates.
arguing their faith in a comprehensible and respectful manner.
It develops autonomously through its motor skills. Recognizes their bodily sensations, and identifies Recognizes bodily sensations and
when he explores and discovers his dominant side and his some of the needs and changes in the state of changes in the state of your body
possibilities of movement on one's own initiative in situations your body, like the breath after a after physical activity.
daily. Performs basic motor actions in which he/she coordinates physical activity.
movements to move safely and use objects Recognizes the parts of their body by relating them to
It unfolds
with precision, orienting themselves and regulating their actions in relation their actions and name them spontaneously in ●Name spontaneously the
to these, to the people, the space and the time. Expresses different everyday situations. parts of your body when doing
in a way
Psychomotor physically their sensations, emotions, and feelings to ● Represents their body (or those of others) in their own way and games and daily activities.
autonomous to
CITY through tone, gesture, postures, rhythm and movement in using different materials.
through his game situations.
motor skills Capabilities: It represents its face and body to its
Understand your body. way using various
He/she expresses himself/herself physically. materials.

Communicates orally through various types of texts; Expresses their needs, emotions, interests and gives Expresses his/her needs,
identify explicit information; make simple inferences She shares some experiences when interacting with emotions, interests and
It is communicated
partir de esta información e interpreta recursos no verbales y people from their family, school, or local environment. experiences when interacting
orally in your about the verbal behaviors of the people around you. Share your opinion on what
●Use common words, smiles, glances, with other people.
mother tongue more/less liked the content of the text. It is expressed signs, gestures, body movements and various
spontaneously from their prior knowledge, with the voice volumes with the intention of achieving their Uses words to communicate,
purpose of interacting with one or more interlocutors purpose: to inform, to ask, to convince or to thank relying on gestures,
 known in a communicative situation. Develop your ideas. movements and different
generally staying on topic; uses vocabulary of voice volumes according to their
frequent use and understandable pronunciation, is supported by purpose.
gestures and body language. In an exchange, generally
participates and responds appropriately to what is said to them.
Capabilities:
COMMUNICATE Obtains information from oral text.
ION Infer and interpret information from the oral text.
Adapt, organize, and develop the text coherently and
cohesive.
Use non-verbal and paraverbal resources strategically.
Interact strategically with different interlocutors.
Reflect and evaluate the form, content, and context of the text.
oral.
Create artistic projects by experimenting and manipulating Explore various materials on your own initiative
freely various means and materials to discover their agreement with your needs and interests. Discover the represent their ideas and experiences
expressive properties. Explore the basic elements of the expressive possibilities of their movements and of the through artistic languages
languages of art such as sound, colors, and movement. materials he/she works with. spontaneously comment on your
Create projects Explore your own imaginative ideas that you build from ● Representa sus ideas acerca de sus vivencias productions.
since the his experiences and transforms them into something new through play personal using different artistic languages (the
symbolic, drawing, painting, construction, music and the drawing, painting, dance or movement, theater,
languages
creative movement. Spontaneously shares its music, puppets, etc.
artistic
experiences and creations.
● Shows and comments spontaneously, to
Capabilities: companions and adults in their environment, which has
Explore and experiment with the languages of art. done while playing and creating projects through the
Apply creative processes. artistic languages.
It socializes its processes and projects.

3.-CROSS-CUTTING APPROACHES:

TRANSVERSAL APPROACH VALUE EXAMPLE

Inclusive or attention to the The teacher promotes that children treat each other with respect and affection,
diversity Respect for differences recognizing the differences they have, so that they can build positive relationships.
The teacher promotes that children have a positive self-image.
The teacher encourages boys and girls to participate in activities without distinction.
On Gender Equality
Respect for differences gender, respecting each other.
4.- POSSIBLE ACTIVITIES:

MONDAY Tuesday WEDNESDAY THURSDAY FRIDAY

That's how I am My name is ... Jesus is my friend -------- ---------

How I have grown My face The parts of my body Man or Woman My favorite toy

When I grow up My senses My body moves How do I feel? I like to be clean

This is how I wash my hands

Vaccines protect us from We take care of the objects I know how to take care of my body How do we take care of ourselves in case
diseases dangerous of earthquake

CALENDAR DATES: HOLY WEEK APRIL 6 AND 7.

5.- ACTIVITY PLANNING:

TIME EVALUATION CRITERIA

ACTIVITIES RESOURCES
ACTIONS
PERMANENT APPROX

Children enter the garden and wash or disinfect their hands. It reveals its
The boys and girls head to the classroom, we greet the teacher and needs, sensations,
Posters: interests and preferences to
companions. through words or
The boys and girls place their lunchboxes, bags, and other belongings in their -Asistencia actions, gestures or
Routines of place. movements.
The children register their attendance. Calendar
ENTRY 15 min Take care actions
The assembly is held: attendance is reviewed and the calendar is updated. Responsible personal, habits of
climate agenda, daily agenda and responsibilities, reminders are given nutrition and hygiene
classroom rules, some experiences or stories are shared -Weather
children at home or in the garden, a song, poem, etc. is shared. It is integrated into the activities
Classroom rules out of the classroom and play in

Agenda of the day small groups, putting

in practice the rules of
PLANNING: The children decide the sector in which they will play coexistence.
●Collaborates with order and the
FREE GAME ORGANIZATION: The children organize their play: space and materials.
Classroom sectors cleaning of the classroom for the
IN SECTORS EXECUTION: The children play according to their organization.
thematic boxes well-being of all.
ORDER: The children store and organize the material in the sectors.
45 to 60 min Express your needs,
SOCIALIZATION: Children represent and/or verbalize what was done. emotions, interests and
experiences when
interacts with others
people.
Routines of The boys and girls leave the classroom in an orderly manner and play freely. Patios and gardens
RECESS, CLEANING ● At the signal, they wash their hands, dry them, and go to the classroom. Use words to
Soap, paper to communicate, supporting each other
AND REFRESHMENT The boys and girls say the prayer, sing, and serve their food.
At the end, they clean their table and put away the lunchbox.
towel in gestures, movements and
different volumes of voice
Lunch boxes 45 min according to its purpose.
They sing the closing song of the snack.
Cleaning cloths
 Routines of ●Recuento de las actividades del día: ¿Qué hicimos? ¿Qué aprendimos?
EXIT How do we feel?
Agenda of the day
The activities for the house are explained.
Leaf of
We sing, recite a poem or rhyme. activities or
notebooks 10 min
We say goodbye

We disinfect or wash our hands.

The children gather their belongings and leave.

MONDAY, APRIL 3: THIS IS ME

DESCRIPTION OF ACTIVITIES MATERIALS AND RESOURCES

LEARNING OBJECTIVES:
Competition Performances Evaluation criteria
Build your Recognize their needs, sensations, interests and make their needs known. Mirror
identity preferences; the difference from others through sensations, interests and
Photos of the children
words, actions, gestures or movements. preferences through words or
actions, gestures or movements. paper and markers

LEARNING ACTIVITY:
Start: Parents are previously asked for a photograph of the child and a mural is created with the
photos that are kept covered with a paper, to begin, children are invited to sit in a circle nearby
to the mural and they are told that there is a surprise, the children try to guess, then the teacher discovers the
mural y pregunta: ¿Qué hay aquí? ¿Quiénes son estas personas? ¿Las conocen? Los niños observan
carefully and find their photograph saying their name and that of their companions, showing
joy. The teacher tells them that today we are going to discover how we are.
Development: The children are then invited to look at themselves in a mirror and discover what their features are.
looking at oneself in the mirror, through questions such as: What are you like?, Is your hair straight or curly, what about
color? What is your body like? etc. Each child says their name and some physical characteristic they have, then they
they draw as they can, remembering how they looked in the mirror.
Closure: Some children show and explain their work, mentioning what their body is like, we write it down.
What do the children say? The teacher asks: What did we do today? What did we learn?
PLASTIC GRAPHIC WORKSHOP: We assemble a puzzle
Beginning: We remember how we are and how we saw ourselves in the mirror.
Development: The children observe the child in the picture and describe how he is, cutting out the image along the lines.
dotted, then they assemble the image on another sheet of paper.
Closing: The children show their work and some spontaneously explain what they did.

HOME ACTIVITY:
Take a full-body photo or draw one, with the help of your parents write how it is.

TUESDAY, APRIL 4: MY NAME IS...

MATERIALS AND RESOURCES
DESCRIPTION OF THE ACTIVITIES
LEARNING OBJECTIVES:
Competition Performances Evaluation criterion
Build your Recognize their needs, feelings, interests and State your needs,
identity preferences; the difference from those of others through sensations, interests and
words, actions, gestures or movements. preferences through words or Labels for names
actions, gestures or movements.

LEARNING ACTIVITY:
Start: We play the 'tell me your name' game, the chorus repeats: Tell me your name, tell me your name that I want it.
I know, tell me now, tell me now before I count to three, every child says my name is..., we move forward
of three to five children, at the end we ask: Why is our name important? What would happen if
would we not have a name?
Development: The teacher explains the importance of having a name that identifies us, then teaches the
children their names on little posters, if possible with their photo, we distribute the poster to each one with their
name, so that they can observe it later they are asked to place and mix the names on the table and they will have to
search for their name and paste it on the board, then we give them a poster with their name written on it to
have them identify it and put modeling clay over the letters and decorate it to their liking.
Closing: The names are displayed on the board or bulletin board, and the teacher talks with the children about it. Markers, modeling clay, tempera paints, glue.
Importance of being called by our name and not by nicknames or aliases. Our name
it makes us feel good because through him is how we are identified, we are known, and others know about us.

PSYCHOMOTOR WORKSHOP:
Start: We locate ourselves in a free space to be able to move, we delimit the space and the children
They move and run freely through the space. A signal is given and the children position themselves in a circle.
Development: the teacher indicates that they will move their bodies as they wish while the tambourine sounds.
when the tambourine doesn't sound, they must remain still, the children move their whole body in their own way and
they remain still when the tambourine stops ringing. Then the activity is carried out by moving part by
body parts: the head, arms, legs, trunk, when the tambourine sounds slow, we move slow
And if it goes fast, we move fast, just like with each part of the body.
Closing: We discussed which parts of the body we moved and how we felt while moving them.
body.

HOMEWORK ACTIVITY:
The children take their sign with their name home to stick it on their bed or door, the parents write the
name of the child and the children stick paper pieces on the letters of their name and decorate it as they wish.

WEDNESDAY, APRIL 5: JESUS IS MY FRIEND

MATERIALS AND RESOURCES
DESCRIPCIÓN DE LA ACTIVIDAD
LEARNING OBJECTIVES:
Competition Performances Evaluation criterion
Build your Express, on your own initiative, the love and care you receive from Comment on how Jesus loves us and us Image of Jesus.
identity as their environment (parents, teachers, and peers) as an indication, takes care and performs actions such as
Song I have a friend:
human person of the love of God. He does it through interaction with the share, help, and collaborate.
[Link]
beloved by God... others, and begins actions such as sharing, helping and
collaborate. Participate in the activities of o
Participates in the religious practices of their parents. Holy Week with his parents and it
and he shares it with his classmates and the educational community. discuss with your classmates. Holy Week:
[Link]

LEARNING ACTIVITY:
Markers, colors, temperas, etc.
Start: The teacher greets the children and explains that we are going to celebrate Holy Week, which is a time
of reflection and remembering Jesus, invites the children to sing: I have a friend who loves me Images of Holy Week.

Development: The teacher shows the image of Jesus and asks: Who is Jesus? What did he do? What
Was it the message that he taught us? What does he want for us? What should we do to be closer?
About him? How do we remember Jesus at home? They watch the Holy Week video, then they discuss the video.
The teacher explains that we must remember that Jesus died and rose again to demonstrate the power of God and
how much he loves us, then they observe the images on the worksheet, describe them, cut them out, and paste them
like a little book to take and tell the story at home.

Closure: We commented on the most important events of Holy Week reaffirming our faith.

PLASTIC GRAPHIC WORKSHOP:

Beginning: The teacher asks the children what we remember during Holy Week and shows them the image.
of the resurrected Jesus in a little square that he has made with craft sticks and other materials, the children
mencionan los materiales que se han utilizado. La docente anima a los niños a elaborar su propio cuadrito.
Development: The teacher explains to the children how to make the little square, with popsicle sticks, colored papers,
depending on the material available. The children make their little board to take home and put it in a place.
special. They can also add a shiny cut-out piece of paper in the shape of a glow to the back.

Closure: The children show the squares they have created and answer the questions: What do we remember?
{"during_holy_week":"During Holy Week?","why_did_jesus_die":"Why did Jesus die on the cross?","what_happened_after":"What happened after Jesus died?"}

HOME ACTIVITY: The teacher asks the family to agree on what activities they will do together.
to celebrate Holy Week, the child tells the story of Holy Week from the little book and they paste it on the
activity notebook.

MONDAY, APRIL 10: HOW I HAVE GROWN

DESCRIPTION OF THE ACTIVITIES MATERIALS AND RESOURCES
PROPÓSITOS DE APRENDIZAJE:
Competition Performances Evaluation criterion
Build your Recognize their needs, sensations, interests, and Make your needs known, Baby doll.
identity preferences; the difference from those of others through sensations, interests and
words, actions, gestures or movements. preferences through words or Baby clothes and toys.
actions, gestures, or movements.
-Photos or images of babies
LEARNING ACTIVITY:
Story: I am growing:
Start: We show the children a surprise box or bag, inside it we have clothes, toys and/or a
baby doll what do you think will be here? The teacher takes out one thing at a time, in the end, the baby doll. [Link]
And the question is, what is it? How is it? Have you seen a baby? What does it like to eat? What do you do if it cries?
A lot? Do you remember when you were babies? Who took care of you?
Development: The children observe images of babies and children, what are they like? How are they similar? How are they different? BABY THINGS KID'S THINGS
diferencian? ¿qué comían cuando eran bebés, y ahora?, ¿con qué jugaban cuando eran bebés, y ahora?,
What type of clothing did they wear, and now? What was the size of their body, and now? Watch the video.
from the story: 'I Am Growing'. We remind the children that they are no longer babies but boys and girls.
and since they were born until today, there are many things that have changed like their clothes, their
toys; they couldn't walk before, now they can; they couldn't talk before, now they do. They
we mentioned that they will continue to change and will grow a lot. Then, we gave the children figures of
baby things and kids things, so they can stick them on the board we have prepared in a
paper projector
Closure: We review with the children how they have pasted the figures on the board and the children mention
spontaneously as they have grown and how they felt doing this activity.

HOMEWORK ACTIVITY:
Observe photos, little clothes, toys from when they were babies, talk about how they were, stick a photo of
when they were babies in their activity notebook and decorate it.
TUESDAY, APRIL 11: MY FACE
MATERIALS AND RESOURCES
DESCRIPTION OF ACTIVITIES
PROPÓSITOS DE APRENDIZAJE:
Competition Performances Evaluation criteria
It unfolds from Represent his body (or those of others) in his own way and using It represents her face and her body to her -Rubber, cardboard or paper
autonomously to different materials. way, using different Plasticine, plastic caps, streamers, scraps of
through its materials. paper, sticks, wool or strings, etc.
motor skills

LEARNING ACTIVITY:
Beginning: The teacher presents the children with a faceless doll and asks, 'What does the doll need?'
Can you speak? See? Hear? Why? What should we do?
Development: the teacher tells the children that the doll wants to talk and can't because it has no mouth,
The children help to put it in the mouth, then it starts to talk and tells the children that it can't.
to look at them and the children place their eyes, the puppet presents itself and asks the children what their names are,
but he can't hear them because he has no ears, the children give him ears, then the doll
Ask if they can help him put everything he is missing on his face. They go over the parts of the face of
doll and we compare it with our faces to see if we all have the same parts. We play at
Simon says to touch your eyes, mouth, ears, etc. The children complete the worksheet by sticking the
parts of the face.
Closure: The children present their work and the teacher asks: What did we learn? How did we do it?
¿Qué les gusto de la actividad? ¿Cómo se sintieron?

PLASTIC GRAPHIC WORKSHOP:

Start: They remember what their face looks like, its parts and the hair, it is explained to the children.
They will make a collage to represent their face, they can use various materials: modeling clay, lids.
plastic, streamers, scraps of paper, sticks, etc.
Development: children explore various materials and represent their face considering all the parts and
its own characteristics.
Closure: At the end, they showcase their work and some children explain how they did it.

HOME ACTIVITY: Paste a photo of yourself in your activity notebook and decorate it.

WEDNESDAY, APRIL 12: THE PARTS OF MY BODY

 MATERIALS AND RESOURCES
DESCRIPTION OF THE ACTIVITY
LEARNING OBJECTIVES:
Competition Performances Evaluation criteria
It unfolds from Represent your body (or others) in your own way and using Represent your face and your body in your Paper
autonomous manner to different materials. way, using different
through his materials. Markers
motor skills
Crayons
LEARNING ACTIVITY:
Flip chart, eraser
Start: We invite the children to go out to the yard and move freely throughout the space, then we form
a round and we ask the children: What parts does your body have? How can they move? The children
They show how they move the parts of their body.
Development: We made some movements: running forward, walking backward, running to the side,
run to the other, move the arms, the head, etc. Then we ask the children: what part of our
Have we moved the body?, we point out each part of the body and the children say what it is called, we play to
Simon says to move your arms, your head, your feet, etc. Then the children organized in groups,
they outline the body of one of their friends on a large sheet of paper. In the classroom, we review the drawings and the
The teacher highlights the body parts with the help of the children: head, arms, legs, trunk, the children.
They color each part of the body in a different color.
Closure: The children place their work on the board or bulletin board, explain what they have done,
pointing out and recognizing the parts of the body, then they say how they felt while doing the activity.

PSYCHOMOTRICITY WORKSHOP:
Start: Today we have learned the parts of our body and moved them a little, now
we will listen to a song that will make us move more. The children listen to the song: I have a
body. They comment on what is said and if they would like to move.
Development: Children move freely to the rhythm of the music, moving the parts of the body that
freely indicate the song.
Closing: We commented on how we felt while moving and which parts of the body we have moved. Dance: I have a body[Link]

HOME ACTIVITY: Color, stick on cardboard, cut out, and assemble the articulated doll.
recognize the parts of the body, then play to move the body imitating the movements of the doll.
Take the doll to the garden.
THURSDAY, APRIL 13: MAN OR WOMAN

LEARNING PURPOSES:
Competition Performances Evaluation criteria
Build his Recognizes their needs, feelings, interests and Make your needs known, Video about sexual identity:
identity preferences; the difference from others through sensations, interests and [Link]
words, actions, gestures or movements. preferences through words or
actions, gestures or movements.

LEARNING ACTIVITY:
Start: The children watch the video or images about sexual identity and comment on its content.
Development: We talked about the characteristics of their bodies, they identify as men or
women according to the sexual organ and mention some characteristics specific to their sex: man or
woman, the teacher writes on a flip chart what the children say. Then they review and comment on the
characteristics that men and women have, mention if they know people who are men or
women, and the activities they perform, some images can be shown, the teacher explains that
men and women can do the same activities. Then, they color in the worksheet the boy or girl that
it's like them or her and they complete the children's puzzle, cutting the pieces and pasting them together
boy and girl on a leaf.
Closure: They comment on what they have learned about men and women, and how they have felt doing it.
this activity.
Crayons, scissors, paper, glue.
PLASTIC GRAPHIC WORKSHOP:
Start: The children observe a doll or action figure and identify its parts, gender, and other characteristics.
Then we ask if they can make a doll and what material they would use. It is decided to make the dolls.
made of modeling clay, flour dough, or clay.
Development: The children prepare the tables to work and the materials, then they begin to model.
freely with the material they have chosen or have. They make a doll taking into account the parts.
of the body and characteristics according to sex.
Closure: The children showcase their creations and an exhibition of the puppets is organized, so that others
children or the parents can see them.

ACTIVITY FOR HOME:

Talk about the activities that men and women do at home. They cut out figures from magazines.
of men and women and stick them in their notebook.

Dolls, modeling clay, flour, water, clay.

FRIDAY, APRIL 14: MY FAVORITE TOY

MATERIALS AND RESOURCES
DESCRIPTION OF THE ACTIVITY
LEARNING OBJECTIVES:
Competition Performances Evaluation criterion
Build your Recognizes their needs, sensations, interests and Make their needs known,
identity preferences; the differences from those of others through sensations, interests and
words, actions, gestures or movements. preferences through words or
actions, gestures or movements.
Cardboard box
LEARNING ACTIVITY:
Start: In a box we placed some toys, in an atmosphere of expectation, we opened the box and invited to Various toys
a child to take out the first object. We ask those who like this toy to show it. Crayons, markers
through applause, this is how toys are taken out and children's preferences are identified through their
Applause, then the teacher asks, 'Do we all have the same tastes?'
Development: We talked about the likes and preferences of each child when they respond to
las siguientes preguntas: ¿qué juguete te gusta más?, ¿qué comida te gusta más?, ¿qué cuento te gusta
More? What do you like to do the most? What do you not like? Let's discuss the answers.
from the children, we encourage their participation aiming for their responses to not be monosyllabic, but rather
organize their ideas and be able to express them. Then on a worksheet, they draw and paint their toy.
favorite.
Closure: We place the works on the board or bulletin board, and some children comment on their work.
identifying their tastes.

GRAPHIC-PLASTIC WORKSHOP:
Start: We show the children how we made a paper butterfly with a balloon, the children
identifican los materiales que se han utilizado.
Development: The children decorate the silhouette of the butterfly with the material of their choice: paper circles.
of colors, temperas, markers, etc. Then they stick a balloon with tape so they can play with it
butterfly.
Closure: The children show their butterflies and answer the questions: How did they make the butterflies?
What did we use? What did we do first, then, and at the end?

ACTIVIDAD PARA CASA:Recortar y pegar dibujos de lo que les gusta en su cuaderno de actividades.
 Colored paper, glue, temperas, markers, scissors.

MONDAY, APRIL 17: WHEN I GROW UP...

LEARNING PURPOSES:
Competition Performances Evaluation criterion
It is communicated Expresses his/her needs, emotions, interests and accounts for them. Expresses his/her needs. Images of the community workers
orally in his of some experiences when interacting with people about their emotions, interests, and experiences
mother tongue family, school, or local environment. when interacting with others Paper, colors or markers
Use common words, smiles, glances, gestures, people.
gestures, body movements and various volumes of voice
with the intention of achieving its purpose: to inform, to ask, Use words to communicate,
supporting themselves with gestures,
to convince or to thank
movements and different volumes
of voice according to its purpose.

LEARNING ACTIVITY:
Start: We observe the mural that the teacher has organized with some figures of professions and trades.
The children observe them, the teacher asks them: What are these images? Who could these people be?
Have you ever seen them? What would they like to be when they grow up?
Development: The teacher shows one by one some images of community workers and
Ask the children, 'Who is he/she? How does he/she work? Who would you like to be like this worker?' The teacher.
Briefly explain the work they do, the children observe the images and voluntarily express what they think.
what do they want to be when they grow up and why, pointing to the respective image, communicating their ideas clearly
organized. On a sheet, they stick the image of the worker they would like to be when they grow up.
Closing: The children present their work and explain what they would like to be when they grow up. The teacher comments.
that everyone has their tastes and preferences and we must study and learn a lot to be good
workers.

PSYCHOMOTOR WORKSHOP:
Start: We leave the classroom and head to the psychomotricity room or open space, we gather in
Assembly to delimit the space and remind the rules for carrying out the activities. We present the
materials we will play with: mat, foam blocks, and climbing house.
Development: Children explore and play using available materials freely, relying on
their body and their possibilities of movement, then they can draw what they have experienced in the game and some
children tell what they have drawn.
Closure: We gathered in assembly to talk about the experiences in the workshop, the way they played and
they moved their body, what they liked and what they did not like, what they would like to do another day.

HOME ACTIVITY: Color, cut out, and paste the body puzzle pieces in the notebook
of activities.

TUESDAY, APRIL 18: MY SENSES

MATERIALS AND RESOURCES
DESCRIPTION OF ACTIVITIES
PROPÓSITOS DE APRENDIZAJE: Lthe senses:[Link] 3-4
Competition Performances Assessment criteria
Build if Recognizes their needs, sensations, interests and makes their needs known. Developed senses
identity preferences; the differences of others through sensations, interests and [Link]
words, actions, gestures or movements. preferences through words or Care of the senses:
actions, gestures, or movements.
[Link]
LEARNING ACTIVITY:
Start: We show a closed box and tell the children that there is something inside. How can we
to know what is inside? The children respond and the teacher mentions that there are parts in our body
that help us understand the world around us and are our senses. What are our senses?
senses? How do they work?
Development: We tell the children that we will do an experiment with our senses, we place a
Blindfold some children so they can experiment with their senses, trying to guess from
What object or product is it about, letting them taste a piece of fruit, listening to a sound, smelling something?
food, and touch with their hands some object, the teacher mentions which sense they are going to use each one.
one, after removing the blindfold, discuss each experience with the children, recognizing the meaning that
it was used. They watch the video about the senses and their care or the teacher explains in a simple way with
image help, they comment on the importance of the senses and complete the work sheet.
Closure: What senses do we have? Why is it important to take care of our sensory organs? What
What would happen if we couldn't hear or see?

LITERARY EXPRESSION WORKSHOP: We learn a poem

Beginning: The teacher shows the children the poetry she has written on a poster with pictograms, and
pregunta a los niños: ¿Qué es esto? ¿de qué creen que tratara este texto? ¿Qué dibujos podemos ver?
The children try to read the text from the images.
Development: The teacher explains to the children that we are going to learn a poem, first they must listen.
as the teacher recites it and then they will gradually memorize the text with the help of the
pictogram, then they can make gestures with their hands and voice inflections to give it more expressiveness
to poetry.
Closing: We all recited the poem together and discussed how we felt while reciting and what most
we liked the text.
HOME ACTIVITY:
Cut out and paste the sense organs. Explain to your family how they should take care of their organs.
senses.

WEDNESDAY 19: MY BODY MOVES

DESCRIPTION OF THE ACTIVITIES MATERIALS AND RESOURCES

LEARNING OBJECTIVES:
Competition Performances Evaluation criteria Doll or puppet
It unfolds from Recognizes the parts of their body by relating them to their -Spontaneously name the
autonomously to actions and name them spontaneously in different parts of their body while performing Plasticine
through its everyday situations. games and daily actions.
motor skills ● Represents your body (or others') in your own way and Represents his face and body to his
using different materials. way using various
materials.

LEARNING ACTIVITY:
Start: The teacher shows a articulated doll, a large doll or puppet to the children and tells them that to
this doll likes to move How could it move? The children suggest how to move the doll
indicating the name of the body part that will move. The teacher asks the children: Our
Can the body also move? How?
Development: The teacher asks the children to form a circle and then asks the children to show how
they can move their body, each child will show a movement and the others imitate the movement, the
The teacher will ask what part of the body we moved? Then, they sing the song: My body is...
moving and making movements, the teacher gives the children modeling clay to mold a
body in motion: with arms up, legs open, bent, etc.
Closing: We organized an exhibition with the works, the children showcase their projects and explain which parts
The students are moving their puppets. The teacher explains that it is very important to move our
body to be healthy.

PSYCHOMOTOR WORKSHOP:
Start: We go out to the yard or psychomotor classroom, we define the work space and recall the rules.
Development: We ask the children to move their bodies in different ways, the children propose
various movements: walking, running, crawling, jumping, quadrupedal movement, etc. carry out the activities of
displacement proposals using your imagination and creativity, using expressions forward,
backward, to the side and the other, up and down, while they carry out their movement activities they can
use various materials such as: foam blocks, ulas, fabrics. Displacements:
Closure: At the end, they draw the shape in which they liked to move their bodies the most and display their works. [Link]

HOMEWORK ACTIVITY:
Cut out images of children moving and paste them in their notebook.

THURSDAY, APRIL 20: HOW DO I FEEL?

DESCRIPTION OF ACTIVITIES MATERIALS AND RESOURCES

LEARNING OBJECTIVES:
Competition Performances Evaluation criterion Paper
Build if Expresses their emotions; uses gestures and movements. Uses gestures, body movements.
identity body language and words. Identify their emotions and those they observe and words to express their feelings. Goma
in the others when the adult names them. Palettes with emotions: joy, sadness, fear,
cholera.
LEARNING ACTIVITY:
Wooden pallets
Start: We read or watch the video of the story of the color monster. Then ask the children: When Cardboard in circles, markers
Do we feel happy? When do we feel sad? When angry? When do we feel fear?
Development: Children create their own palettes with emotions, selecting the four emotions in the
Cut-out caritas are then glued onto a popsicle stick; when they have them, the teacher proposes situations and the
Children have to lift the paddle and say the emotion they would feel, for example:
When I play with friends at recess
When I receive a gift
When my favorite toy breaks
When my mom scolds or yells at me
When the light goes out and I hear a very loud noise
When a classmate takes a toy from me
Closing: the teacher explains how important it is to express what we feel so that others can understand us.
understand, children remember situations in which they have felt happy, sad, angry and
scared.
PLASTIC GRAPHIC WORKSHOP: Collage
Start: The teacher shows a finished collage and tells the children that they will make a collage of the
color monster, we show strips of paper with the colors we can use for the monster and
we show how to cut the paper and glue it.
Development: The children choose the color of paper they will use, cut it out, and paste it on the monster.
they mention the emotion they are representing in the monster.
Closing: They showcase their creations, some children can explain how they made their work, mentioning the
emotion that the color monster is feeling.
HOMEWORK ASSIGNMENT:
Take the emotion palettes home and play making faces with your parents, making little faces with emotions.
and stick them in the notebook.

FRIDAY, APRIL 21: I LIKE TO BE CLEAN

MATERIALS AND RESOURCES
DESCRIPTION OF ACTIVITIES
LEARNING OBJECTIVES: The germsnes: [Link]
Competition Performances Evaluation criteria Hygiene habitse:[Link]
 Build your Engage in personal care actions, dietary habits Engage in care actions
identity healthy and hygiene. personal, habits of
nutrition and hygiene.

LEARNING ACTIVITY:
Start: Have you ever been sick? How did you feel? Why do we get sick? How
Can we take care of ourselves from diseases? We write down the children's answers on the board.
Development: We watched a video about why we get sick and how we should take care of ourselves or the
The teacher explains to the children using drawings or dramatizing actions: Germs are organisms.
very small ones that cause diseases, we cannot see them with our eyes, a
microscope to be able to see them, they are found in dirt or spoiled food. Then the children
they comment on the observed identifying the cause of diseases and how we can avoid them, then
they dramatize how to take a shower, wash hair, brush teeth, comb hair, wash hands, they identify
the hygiene supplies that we need to stay clean and prevent diseases and prepare the file of
work.
Conclusion: We discussed the importance of cleaning our body and being clean to prevent ...
diseases.

PLASTIC GRAPHIC WORKSHOP: We created a reminder for Earth Day

Start: Earth Day is a holiday celebrated in many countries, established to create a
common awareness of pollution problems and protecting the Earth. On Earth Day everyone
we are invited to participate in activities that promote the health of our planet, 'The Earth is
our home and the home of all living beings, that is why we must take care of it
APRIL 22: EARTH DAY
Development: The children create a reminder for Earth Day by gluing images and the message.
about a tongue depressor.
Closing: We read the message and discuss why we made this reminder to take home.

HOMEWORK ACTIVITY:
Practice hygiene habits, cut out and paste the hygiene supplies in your activity notebook and
discuss with your family about Earth Day.

MONDAY, APRIL 24: THIS IS HOW I WASH MY HANDS

MATERIALS AND RESOURCES

DESCRIPCIÓN DE LAS ACTIVIDADES
LEARNING OBJECTIVES:
Competition Performances Evaluation criteria
 Build your Perform personal care actions, eating habits Perform care actions Wash your handsus:[Link]
identity health and hygiene. personal, habits of
nutrition and hygiene.

LEARNING ACTIVITY:
Start: We remember how we take care of ourselves from diseases, which of all these actions should we
Practice more frequently during the day? Why? How should we wash our hands?
Development: We talked about how important it is to wash our hands to take care of ourselves from the
diseases, we ask the children: do you know how to wash your hands? How do you wash your hands? The
children explain how they do it, then, they demonstrate how they wash their hands and the teacher writes in the
They write down what they are observing, then they watch a video or infographic on how to wash our hands.
correctly, we are carrying out the steps to wash our hands, they practice the
movements, we can sing a song to help us remember them, then we perform the correct one
hand washing with water and soap, the children dry their hands well and then draw on a sheet their
clean hands and they paint them.
Closure: The children talk about how they felt doing the activity, and what washing hands is for.
hands.
LITERARY EXPRESSION WORKSHOP:
Beginning: We listened attentively to the story of Lili and her dirty hands: "Lili and Pepe play during recess.
making little balls of dirt, when it's time to eat his snack, Pepe washes his hands with
soap and tells Lili to wash her hands, but she ignores him and eats her snack with her hands.
dirty, after a little while she starts to feel very ill, when she gets home her mom takes her temperature,
Lili is very sick, she will not be able to go to school until she gets better.
Desarrollo:Los niños responden a las preguntas: ¿Por qué se enfermó Lili? ¿Por qué Pepe no enfermó?
What would you do? What did the mom do for Lili to get better? Then, cut out and arrange the sequence of
images of the text and stick them on a strip of paper,
Closing: The children present their work, some children tell the story in their own words and
we discussed how important it is to wash our hands to stay healthy.

ACTIVITY FOR HOME: Practice proper handwashing and teach the members of your family.
how to wash, contour, and paint your clean hands in the activity notebook and paint them. Read the
Earth Day poem and discuss with family.

TUESDAY, APRIL 25: VACCINES PROTECT US FROM DISEASES

MATERIALS AND RESOURCES

DESCRIPTION OF ACTIVITIES
PROPÓSITOS DE APRENDIZAJE: Vaccines:[Link]
 Competition Performances Evaluation criteria
Build your Engage in self-care actions, eating habits. Engage in self-care actions.
identity healthy and hygiene. personal, habits of
nutrition and hygiene.

LEARNING ACTIVITY:
Start: We show the children a vaccination card for children and ask if they know it, we...
explicamos lo que es y para qué sirve ese carnet, preguntamos a los niños si se han vacunado contra el
Coronavirus, some children share their experience. Why do we get vaccinated?
Development: We observe the video or images, explain what vaccines are and how they protect us.
about diseases, then ask the children: What are vaccines? How do they protect us from
diseases? Are you afraid of getting vaccinated? Why? We remember everything we saw in the video, that
first it happened, then, and finally. We commented on what this story teaches us. Then, some
Children use the images to tell the story in their own words.
Closing: We discussed the importance of getting vaccinated to protect ourselves from the
diseases and we remember other ways to take care of ourselves.

PLASTIC GRAPHIC WORKSHOP: We are superheroes with vaccines Colored paper, cardstock, cardboard, markers.
Start: We remind you that vaccines are a shield that protects us from diseases, now
we will make our own superhero shield, which protects us from all viruses and germs.
Development: We observe the shields, color them, and creatively decorate our shield.
we can also paint and decorate masks. The children suggest some phrases related to vaccines:
"Vaccines protect me", "I am a superhero with vaccines", etc.
Closing: The children put on their masks and shields and say their phrases, we discuss how to protect ourselves.
of the diseases. They take their shields and masks home.

HOMEWORK ACTIVITY:
The children discuss the importance of vaccines, stick their shield on a piece of cardboard, and put on
a bra for playing at home.

WEDNESDAY, APRIL 26: I KNOW HOW TO TAKE CARE OF MY BODY

MATERIALS AND RESOURCES

DESCRIPTION OF ACTIVITIES
PROPÓSITOS DE APRENDIZAJE:
Competition Performances Evaluation criteria I know how to take care of my body:
It is communicated Expresses their needs, emotions, interests and accounts for Expresses their needs, emotions.
orally in about some experiences when interacting with people of their interests and experiences when [Link]
your tongue family, school or local environment. interact with other people.
maternal

LEARNING ACTIVITY:
Start: We watched the video of the song I Know How to Take Care of My Body, and then we discussed: What was
What is happening in the video? Why do we have to take care of our body? How should we take care of our body?
body?
Development: We observe images about taking care of our body in front of people who love us.
to harm, we discuss each image What situations do they present to us? How do you think they are being
feeling those children? How should we avoid being harmed by them? Who is or who are the
people we can tell what is happening to us? We explain to children that sometimes there are
people who want to harm us and touch our bodies and we feel bad,
Uncomfortable, because we don't like being touched or kissed, so we must say no, very loud.
And of course, tell our mom or the teacher what happened to us. We dramatized risky situations.
with the children.
Closure: The children discuss the safety and risk situations they encountered and remember how
They must act in the face of risky situations to take care of their body.

LITERARY EXPRESSION WORKSHOP:

Beginning: We listened to the story of Little Red Riding Hood, then the children ask questions about the
cuento, después la docente pregunta: ¿De qué trata el cuento? ¿Cómo comienza? ¿Después que pasó?
And in the end? What did her mother recommend to Little Red Riding Hood? What other ending can we give to this story?
What should Little Red Riding Hood do? What does this story teach us?
Development: We distributed a sheet with the characters at each table, each child chooses a character to
trim it and stick a palette on it, then they dramatize the story, expressing the dialogues in their own way
words, making different voices and inflections.
Closure: We discuss how we have represented the story, what it teaches us, and how we should
to take care of strangers.

HOMEWORK ACTIVITY:
They discuss at home what they learned about their personal safety and look for figures where they can see
children who are with safe people and places.
THURSDAY, APRIL 27: WE TAKE CARE OF DANGEROUS OBJECTS
 MATERIALS AND RESOURCES
DESCRIPTION OF ACTIVITIES
LEARNING PURPOSES:
Competition Performances Evaluation criterion
Build your Engage in personal care actions, eating habits Engage in care actions
identity health and hygiene. personal, habits of
nutrition and hygiene.

LEARNING ACTIVITY:
Start: Have any of you ever hurt yourself or had an accident at home? Who wants to tell us what happened?
step? What dangerous objects can we find at home? Today we will learn to identify and
taking care of dangerous objects.
Development: The teacher presents a box, asks if they know what is in the box (big scissors, knife,
etc.) then shows each object one by one for the children to identify, asks them if they
They know how to use these objects in their house, why are they dangerous objects? Then the children mention
objects that are in the house and are dangerous, the teacher makes a list that can accompany with
images. We observe slides or a video where dangerous situations with objects are shown.
dangerous.
We comment on the images and commit to taking care of ourselves. We distribute to each child the image of a
we put the object on a poster separating them into hazardous and non-hazardous, then the children
they create the worksheet.
Cierre:¿Que hicimos hoy? ¿Qué aprendimos? ¿para qué nos sirve?

MUSIC WORKSHOP: Boxes, bottles, sticks, rattles, etc. any object that
We listen to the song 'Under a Button' or another one that the child likes and we play it with help from can make sounds.
our palms marking the rhythm that the music has. After practicing it a few times, we say to the
children who must look for some sound instruments or objects in the classroom that can make sounds Song under a button:
to play the song as if we were an orchestra. The children look for various materials that [Link]
they produce sounds, like cans, boxes, bottles, pots, lids, spoons, etc. we test how they sound,
we choose some to make music, we create our own musical rhythms by playing with objects
freely, then we accompanied the song keeping the rhythm with the instruments.

HOMEWORK ACTIVITY:
We identified some dangerous objects we have at home and drew them in the notebook.
activities.
FRIDAY, APRIL 28: WE TAKE CARE IN CASE OF EARTHQUAKE

MATERIALS AND RESOURCES

DESCRIPCIÓN DE LAS ACTIVIDADES
LEARNING PURPOSES:
How to take care of ourselves in case of an earthquake:
Competition Performances Evaluation criteria
Build your Perform actions of personal care, eating habits Perform actions of care [Link]
identity healthy and hygiene. personal, habits of
nutrition and hygiene.

LEARNING ACTIVITY:
Start: We asked the children if they have ever felt an earthquake or tremor, the children share their
experiences. What is an earthquake like? Why do earthquakes occur? What should we do to take care of ourselves?
Development: We watch a video or images about earthquakes and explain what they are, how they
they are produced easily, and we remember what we should do to take care of ourselves. We make a list of
actions we should take in the classroom to take care of ourselves:
● Identify safe zones, risk areas, exit routes, and meeting points.
● Prepare the emergency backpack
● Conduct earthquake drills

We take actions to keep ourselves safe in case of an earthquake, we put up safety signs.
we prepare the emergency backpack with what we have asked the children for, Backpack or sack, water bottles, cookies, candies, a
and we carried out the earthquake drill. radio a pilas, silbato, papel higiénico, papel toalla, jabón,
alcohol, masks, a stuffed animal, crayons, sheets of paper, a
Closing: We discussed how we conducted the drill: Why is it important to do drills? What
story, etc.
What should we do in case of an earthquake?

WORKSHOP ON PSYCHOMOTOR SKILLS:

We play at taking off our little tails, each one puts a handkerchief or ribbon behind them as a tail held on to the
pants waistband, then on the count of three they will try to take the little tail from the other, each one must
moving in different positions to avoid having their little tail taken, the children who took the little tail win
others. We use a ula ula or circles drawn on the floor to conduct movement activities,
we jump to one side (right) and the other (left), then forward and backward, inside and outside. Then in
They draw a sheet, we play at being bunnies, each circle is a little house and the bunnies go out for a walk.
When the tambourine sounds, they must return to their little house, we keep eliminating little houses and the game continues.
until only a little house is left.

HOMEWORK ACTIVITY:
They discuss what they learned to protect themselves from earthquakes and prepare their emergency backpack.
At home, they paste images of the safety signs into their activity notebook.
6.-EVALUATION INSTRUMENT:

FIELD NOTEBOOK
LEARNING EXPERIENCE: I KNOW AND TAKE CARE OF MY BODY

FECHA: del 03 al 28 de abril 2023

COMPETITION: EVALUATION CRITERIA:

No. NAME OF
CHILD
DESCRIPTION OF LEARNING EVIDENCES
1

10

11

12

13

14
15

HEAT MAP
Competencies Builds its identity as
Build your identity Live and participate...
a person loved by God...
Make your needs known, Take actions of Use gestures, It is integrated into the activities Collaborate with Comment like Jesus Participate in the
sensations, interests and personal care, movements the order, loves us and takes care of us and Holy Week activities
Criteria of from the classroom and play in small groups
preferences through habits of body and words groups, putting into practice cleaning for take actions like Santa with his parents and it
evaluation
words or actions, gestures or nutrition and to express your the rules of coexistence. well-being share, help and comment with its
movements. hygiene. emissions. of all. collaborate. companions.
Boys-Girls
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
 HEAT MAP
Competencies It develops autonomously through its mobility. Communicates orally in their mother tongue. Create projects...
Recognize sensations Name Represent his face Express your needs, Use words to Explore various materials for
Criteria of corporals and changes in the spontaneously the and body to his emotions, interests and communicate, relying on represent their ideas and experiences
evaluation condition of your body parts of his/her body to way of using experiences when interacting gestures, movements and through artistic languages
after an activity make games and various materials with other people. different volumes of voice spontaneously comment on your
physics. daily actions. according to its purpose. productions.
Children
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25