LEARNING SESSION

I.- FECHA:03/11/2016
II.- LEARNING ACTIVITY: My favorite pet
III.- WHAT LEARNING IS PROMOTED?:
AREA COMPETENCE CAPACITY INDICATOR
UNDERSTAND TEXT
COMMUNICATION Inference of meaning Mention the
ON WOW of the oral texts characteristics of
people, characters
animals, objects and
places del text
heard

MOMENTS STRATEGIES MATERIAL

FREE GAME IN Planning: We sit in a circle, we discuss the materials.
THE SECTORS moment that we are going to carry out, the boys and girls of the
they choose which sector to play in and then position themselves accordingly sectors
take into account the rules of coexistence.
Organization: They group into 5 or 6 and organize their
game.
Execution: The boys and girls play freely of
according to what they have planned.
Order: The educator using diverse strategies
enables boys and girls to put away the toys
in an orderly manner.
Socialization: After organizing the materials
they verbalize what has been done.
Representation: After having verbalized their
experiences graphically represent their
experiences if they wish.
ACTIVITY OF They record attendance, time, calendar, comment Children and
ENTRY news of the day, they sing songs girls
MOMENTS METHODOLOGICAL SEQUENCE MATERIAL
START We coordinated with some parents to bring their pet.
house. Figures of the pets are presented describing their Pets
características: ¿Qué es? ¿De qué color es? ¿Cuántas patas tiene? ¿Es
domestic or wild?
How do they take care of their pets?
How should pets be cared for?
Today we will talk about pets and their care.
DEVELOPMENT We went out to the street in an orderly fashion and
we observe the street dogs. Why
Are they on the street? Do they have an owner? What
Do they eat on the street?
- We explain that animals are beings Papers
living beings like us who feel pain, heat, cold Markers
and they are hungry, thirsty... Love
- If we want to have a pet at home masking
we must bathe them, give them their food
daily, clean their little houses, give them affection,
to have them vaccinated when it is due.
- Additionally is important to make them
deworm because they can infect us with their
diseases.
- We deliver cards of various animals
 what can be kept as pets, they name them
and they choose. Which one would you like to have as a pet?
- They stick the cards of the chosen pets.
on the board, they count how many puppies? how many cats?
rabbits?
Development:
They present their work mentioning what they eat.
the pets.

¿Qué aprendimos hoy? ¿Qué fue lo que más te gustó?

CLOSURE What did you have difficulty with?
They inform their parents about the right way to take care of.
to their pets.
ACTIVITY Personal hygiene activities, snack, and recreation.
OF ROUTINE

Workshop Start: What animals live near Puppets

LITERARY us?
-Development: We learn the song of:
DOMESTIC ANIMALS
Using the puppets made...

The little animals (bis)

they are our friends (repeat)
it's the puppy, it's the kitty,
It's the little chick and many more.
How does the puppy bark?
wow, wow, wow
How does it meow...?
How does the... chirp?
Those are my little friends

Closing: We sing in a large group, then in

small groups, making gestures and miming
 LEARNING SESSION
I.- FECHA:04/11/2016
II.- LEARNING ACTIVITY: THE ANIMALS OF MY PERU
III.- WHAT LEARNING IS PROMOTED?:
AREA COMPETENCE CAPACITY INDICATOR
SE
COMMUNICATION EXPRESS Express clearly Develops its ideas in
ON ORALLY their ideas. return to topics of his
interest
DEVELOPMENT IS EXPRESSED WITH Communicate ideas and
Sing, dance year old
FROM THE CREATIVITY TO feelings to humming songs, or
EXPRESSION improvise rhythms y
THROUGH through
melodies
EN Diverse productions spontaneously,
LANGUAGES LANGUAGES artistic in the making gestures and
ARTISTIC
ARTISTIC. various languages movements what
they reflect their emotions.

MOMENTS STRATEGIES MATERIAL

FREE GAME Planning: We sit in a circle, we discuss the moment that Materials
IN THE We are going to do, the boys and girls choose which sector to play in later. of the
SECTORS are located taking into account the rules of coexistence. sectors
Organization: They group into 5 or 6 and organize their game.
Execution: Boys and girls play freely according to what
they have planned.
Order: The teacher using diverse strategies enables that the
Boys and girls, put away the toys in an orderly manner.
Socialization: After organizing the materials, they verbalize it
completed.
Representation: After having verbalized their experiences
graphically represent their experiences if they wish.
ACTIVITY OF They record attendance, time, schedule, comment on the news of the day,Children and
ENTRY they sing songs girls
MOMENTS METHODOLOGICAL SEQUENCE MATERIAL
START We show the children silhouettes of various animals that live in
our Peru (coast, highlands, and jungle)
What are animals for? Who gives them to us? How were they born?
How do they move? What do they feed on?
Are all animals the same?
We observe the animals of our Peru.
 DEVELOPMENT we observe the silhouettes of different animals and describe them Silhouettes
characteristics of each of them Markers
The teacher writes down the names of the animals that the children know. blackboard
The children dictate the characteristics of each animal and the teacher
write on a piece of paper. Then
We compare their features.

Pico. * Snout.
2 legs. 4 legs.
Feathers. shell
Alas.

Animals that are born from an egg are called birds and those that are born from
the belly of their mom, they are mammals because they nurse.
draw on your paper the little animal that you liked the most

Present your work and mention what animal it is.

What did we learn today? What did you like the most? What did you focus on?
CLOSURE difficulty?
In their homes, they talk with their parents about the visit made.

ACTIVITIES Personal hygiene, snack and recreation activities.

OF ROUTINE

WORKSHOP- START Team of

MUSICAL We talked about jungle music, if you know any. sound
songs from our Tocache and how they got to know them, if they know how they are
dance and where they have seen him dance, we tell them that we are going to listen and

dance jungle music.

DEVELOPMENT: We sit in a circle and show instruments
jungle musicals, they are played organized in a group. Then
we listened to various folk melodies, trying to recognize
What music is it about and what instruments accompany it?
We listen to gang music, we dance freely in space
performing improvised body movements. They dance rhythmically
alone, in pairs or in small groups. We form a circle and
we dance accompanied by claps and tapping.
CLOSURE: We provide a form and describe what is in it,
we paint the musical instruments used in the gang, and
then we draw the dance that we liked the most
 LEARNING SESSION
I.- FECHA:07/11/2016
II.- LEARNING ACTIVITY: How do animals come to life?: Some are born from
mom's 'belly'
III.- WHAT LEARNING IS PROMOTED?
AREA COMPETENT CAPACITY INDICATOR
CIA
ACT COMMUNICATE Y
Y Express orally the
THINK REPRESENTS ordinal numbers (First, second,
MATHEMATICS
MATHEMATICS IDEAS third, fourth and fifth) in contexts
MIND EN MATHEMATICS. from everyday life about the position
SITUATIONS of objects and people considering a
S DE regarding up to the fifth place.
QUANTITY.
Psychomotor BUILD Take action Explore new movements where
Z SU various motors with experience balance games and
BODILINESS autonomy, control imbalance, with
all of your body and each safety and control of your body, and
one of its parts in using different objects, such as
a space and a time strings, fabrics, balls, among others..
determined.
Interact with your
environment taking
self-awareness
and strengthening their
self-esteem

MOMENTS STRATEGIES MATERIAL

FREE PLAY IN THE Planning: We sit in a circle, Materials
SECTORS we talk about the moment that we are going to of the
to carry out, the boys and girls choose what sectors
sector play then they are located having in
count the rules of coexistence.
Organization: They group into 5 or 6 and
they organize their game.
Execution: The boys and girls play
freely according to what they have
planned.
Order: The educator using strategies
various possibilities that boys and girls
put away the toys in an orderly manner.
Socialization: After arranging the
materials verbalize what has been done.
Representation: After having
verbalized experiences represent
graphically their experiences if so
they wish.
ENTRY ACTIVITY Attendance, time, calendar are recorded. Children and
 they comment on the news of the day, they sing songs girls
MOMENTS METHODOLOGICAL SEQUENCE MATERIAL
START We coordinate with the person who will visit us to
provide him/her with the possible questions that the
children can perform and thus foresee an explanation
didactics for the understanding of boys and girls.

DEVELOPMENT We received a visit We remember that,

A few days ago, we had the visit of some
familiares que nos presentaron a sus
pets. (If in that activity we achieve
make a visit to a farm or to Scissors
zoo, we remember it too). rubber,
We announce that we will now be visited by apencils of
animal specialist (a veterinarian, colors
a dad or person who has helped to paper
some animal to have offspring). We greet newspaper
our visitor, to whom we ask that sheets 7A
share with us your experiences about (p. 155)
how the birth of some was accompanied and 7B (page
157).
animal. The children could ask him
various questions. For example: "How
Do animals give birth? What do they
Do they feed at birth? What are they like?
care of the young?
we can add the questions that
we create suitable ones to guide the
conversation. We say goodbye to our
visitor of way affectionate
thanking you for your visit. We consolidated the
sitting in a semicircle,
we talk based on the following
question: "Do all animals are born from"
the same way? Why?
We conclude that some animals are born
from mama's 'belly' and others are born
through eggs. In this case,
we emphasize those who are born from the
"belly" of the mom. For example: the
cats get very fat, as they
they have many little kittens in their 'belly';
after approximately three months,
The kittens are born. We work with the
We deliver the card 7A (page 155),
where a pregnant cat is observed,
their newborn cats and the same ones
cats are already bigger. The children
they cut these images and paste them in
the sheet 7B (p. 157), according to the
sequence (first, second, and third).
Exhibimos sus trabajos en un lugar
CLOSING selected, inside or outside the classroom, to
observe them and discuss about them. Then
we can place them in the library sector.
ACTIVITIES OF Personal hygiene activities, snacks and
ROUTINE recess.

PSYCHOMOTOR ACTIVITY PSYCHOMOTOR ACTIVITY

WE PLAY WITH BOXES

ASSEMBLY
We gathered with the children and remembered the
rules of coexistence that we have agreed upon
to carry out movement activities: we
we have fun without hurting others, to play
only in the defined space, organize the
materials at the end of the activity, etc.

MOTOR EXPRESSIVENESS
We invite children to move freely
through space in different positions
standing, then kneeling and finally
lying down. We can do it by imitating some.
animals or simply to move with
claps. We ask you to position yourselves
face down and close your eyes. We place
boxes of different sizes in the center of the
workplace. We ask that you open your eyes
and let them play with the boxes freely.
We observe the children, we approach.
when we are asked for help and we encourage them to
they play different forms of play with him
we play with them, we stack them,
we hide, etc. when we observe
that some children have gathered and have
created a group game with the boxes,
we call the other groups to
participate. For example: passing through a tunnel,
build a tower with all the boxes, etc. The
children verbalize the games they created with
the boxes.
RELAXATION
After they have played for a while,
we invite the children to find a place
especially for them to lie down, a place in
that they wouldn't collide with anyone and we asked them
take a deep breath, close your eyes and remember
how they played.
GRAPHIC PRESENTATION
After they have relaxed, we motivate them.
to draw the game they enjoyed making the most
with the boxes. We used crayons, colored chalk
white or yellow to draw on paper
black.
CLOSURE
We approached each one of them so that
Tell us what you are drawing.
 LEARNING SESSION
I.- DATE: 08/11/2016
II.- LEARNING ACTIVITY: GETTING TO KNOW THE HUMBOLDT PENGUIN
III.- WHAT LEARNING IS PROMOTED?
AREA COMPETENCE CAPACITY INDICATOR
COMMUNICATIONUNDERSTAND TEXTS Reorganize the Represents
N WOW information by means of the drawing
various types of some element
text. (character, scene)
the fact that more you
has liked what
come and listen.
DEVELOPMENT DE LA
EXPRESSION OF DIVERSITY
LANGUAGES EXPRESSION Explore and develop Represents what
ARTISTIC. ideas based on feel, it happens, and
sus own observes through
experiences, various means
themes of the graphic plastic environment.
natural and built
and of its environment
physical and cultural.

MOMENTS ESTRATEGIAS MATERIAL

FREE PLAY IN Planning: We sit in a circle, we talk about the Materials
THE SECTORS moment that we are going to carry out, the boys and girls from the
they choose which sector to play in and then they position themselves in sectors
count the rules of coexistence.
Organization: They group into 5 or 6 and organize their
game.
Execution: Boys and girls play freely
 according to what they have planned.
Order: The teacher using diverse strategies
allows children to put away the toys of
ordered form.
Socialization: After organizing the materials
they verbalize what has been done.
Representation: After having verbalized their
experiences graphically represent their experiences
if they wish so.
ACTIVITY OF They record attendance, time, schedule, comment Children and
ENTRY news of the day, they sing songs girls
MOMENTS METHODOLOGICAL SEQUENCE MATERIAL
START The teacher suggests the children play the game for Cards
guess What animal do I have? To do this, I ask you to guess.
look for a play partner to whom a
card with the figure of an animal native to the
community. When they are ready to play, each couple
observe the card you got and together give hints to
the other children to guess what animal it is
It treats. For example: it flies and lives in the jungle, walks and has the Plume.
They like the bones. The teacher writes the answers on the board.
a visible place in the classroom, sticking the card next to the
correct answer. We talked:
Did you like the game? Why? What animals
Shall we describe? What were they like?

What did we do to discover them? How did they know these

animals? What animals are there in your community? What
Did the little animal repeat itself?

¿Dónde podemos informarnos más sobre los animales?

DEVELOPMENT The children sit in a circle to present
the video about the Humboldt penguins. If there isn't one
use sheets that talk about how the penguin lives
of Humboldt. fischio
At the end, the teacher asks the children about what Colors
they observed in the video or slides: their characteristics,
care, food, habitat, etc
The teacher asks the children to organize the information
About the penguin, they talk about what this animal is like, what
come, where he lives; thus the knowledge is being consolidated and
keep grouping the information. plasticine
Then each group is given half a large paper.
crayolas: each group is given the aspect that
will work. The children express themselves through drawing.
information that is going to be made known to others. By
example, one group draws about how it is, another group Cards of
work
draw about where he/she lives or what he/she eats. Then each group
explain what he did.
They are given modeling clay to create something special
about the Humboldt penguin, we inform you that each
one can represent with that material what one feels, the
what he thinks, what he likes, or what he doesn't like, what
You are concerned about this animal; or any aspect.
related to him.
The work sheet No. 2 is handed out, page 153.
they observe and describe it. Then it is given to them
self-adhesives page 261 they detach and stick on
the corresponding circles.
 The children discuss their completed work, they are asked Game of
CLOSURE Let them research at home about the little animal they like the most. lottery
Like. The teacher will point out the topic. Then it will
will carry out the self-evaluation of metacognition: What
Did we learn today? Was it easy for you to do it? In what
Did they have difficulties?
ACTIVITIES
OF ROUTINE Personal hygiene activities, snacks, and recreation.

ACTIVITY WE MAKE COLLAGES WITH PAPER Silhouette

GRAPHIC NEWSPAPER
PLASTIC
ASSEMBLY: we discuss the activity to be carried out and
How are we going to do it.
MATERIALS EXPLORATION: We present the
materials to be used: printed penguin card,
newspaper, rubber.
DESARROLLO:Explicamos a los niños que van a
do the collage technique with newspaper. They make newspaper
pieces of newspaper and stick them on the penguin image. gum
VERBALIZATION: The boys and girls recount how
they carried out their activity.
CLOSURE:
In a circle, we share the work done. How do we
What did we do? How did we feel while working through the
little wool or thread What difficulties did we face? What
What did you think of the way of working? What was it that you liked the most?

Did you like it?

LEARNING SESSION
I.- FECHA:09/11/2016
II.- LEARNING ACTIVITY: How DO ANIMALS MOVE?
III.- WHAT LEARNING IS PROMOTED?:
AREA COMPETENCE CAPACITY INDICATOR
DEVELOPMENT OF THEMake
COMMUNICATION assume roles in the
ON EXPRESSION EN works of art in group dramatic play
VARIOUS LANGUAGES.
ARTISTIC EXPRESSION. different ways using the voice, the
artistic expressing gesture and movement
ideas, feelings, and physical.
emotions in sus
works y
 developing yes
sensitivity.
MATHEMATICS DEVELOPMENT OF Represents Express with objects,
THOUGHT situations what drawings, a collection
MATHEMATICS. CHANGE involve quantities and up to 5 objects in
AND RELATIONS. magnitudes in various everyday situations.
contexts.

MOMENTS STRATEGIES MATERIAL

FREE GAME IN Planning: We sit in a circle, we talk about the Materials
THE SECTORS moment we are going to carry out, the boys and girls of the
they choose which sector to play in and then they position themselves sectors
consider the rules of coexistence.
Organization: They group into 5 or 6 and organize their
game.
Execution: The boys and girls play freely.
according to what they have planned.
Order: The educator using diverse strategies
enables boys and girls to put away the toys
in an orderly manner.
Socialization: After organizing the materials
they verbalize what has been done.
Representation: After having verbalized their
experiences graphically represent their
experiences if they wish.
ACTIVITY OF They record attendance, time, calendar, comment Children and
ENTRY news of the day, they sing songs girls
MOMENTS METHODOLOGICAL SEQUENCE MATERIAL
START It is proposed for children to play 'Walks of
animals." The game begins when they are placed in
a line at one end of the yard. The children
they move by mimicking the walk of the indicated animal.
They move forward (which is at the other end of
patio) in different ways (they swim, they crawl,
jump, run, fly). For example, if we say "cat",
the children should crawl on all fours and try to
move. If it is said 'snake', the children must
crawl. These moments are for having fun and
therefore, each child will do what they can and
anyway, without needing to correct them or call them
Attention, we will comment on the game later.
DEVELOPMENT Before returning to the classroom, the children use chalk to
to graph on the ground the different ways in which it Chalk
they mobilized. After drawing them. they observe them,
they comment and make logical and special relationships between
the strokes.
In the classroom, we talked about the different ways of
to mobilize from the animals and the places where they
mobilize. This information is recorded in the box of
double entry, the children dictate and it is written, then
they observe the complete picture and describe the
Features of each animal are categorized by groups.
 NADAN FLY SALTAN DRAG (4) Himself
AN delivery a
the children her
file of
work No. 6
page 159
they observe and
recognize to
the animals
what
presents. Card of
They remember and work
they relate Pencil of
the colors

movements and strokes that they made in the yard. With a

colored pencil, the children trace the shape as they
they mobilize these animals.
5) the children work on the same worksheet, they can be taken out
copies.
Children are invited to gather in circles to
CLOSURE that they draw conclusions from the lived experience.
the teacher will clarify the topic and ask the children.
Then self-assessment and evaluation will be carried out.
metacognition: What did we do today? Was it easy for them?
Do it? What difficulties did they have?
ACTIVITIES Personal hygiene activities, refreshments, and recreation.
OF ROUTINE

Blind Hen
ACTIVITY BEFORE THE ACTIVITY: We talk with the children and
Psychomotor girls, we are going to play.
ASSEMBLY OR START: We remember the rules of
coexistence for the moment of the development of the
activity.
MOTOR EXPRESSIVENESS: All participants
they form a circle holding hands except for the
"blind chick" that is found in the center and with the
eyes covered. After turning three times on itself
she will approach anyone in the circle and will touch
his way to recognize him. If he succeeds, they will exchange.
your paper.
RELAXATION: We are all an inflated balloon, but bond paper
a bee comes and stings us, we deflate down to Pencil
lying on the floor, resting for a colors
moment.
GRAPHICAL REPRESENTATION: We ask the children
let them draw what they liked the most.
CLOSURE: They verbalize about the game played.
 LEARNING SESSION (Vilma)
I.- FECHA:09/11/2016
II.- LEARNING ACTIVITY: Movement or mobilization of animals
III.- WHAT LEARNING IS PROMOTED?:
AREA COMPETENCE CAPACITY INDICATOR
They
COMMUNICATION express and understand Incorporate in its Describe in a form
ON words y phrases u the descriptions oral and written the
sentences shorts o characteristics of physical characteristics
simple. objects and places of an animal like it
mobilizes or moves

SCIENCE AND They relate and value theIdentify, describe They carry out the
ENVIRONMENT life of people, the and differentiate them displacements or
plants and animals, the characteristics of the mobilization of the
general characteristics living beings of the environment animals
of its environment. environment.

MOMENTS STRATEGIES MATERIAL

FREE GAME Planning: We sit in a circle, we talk about the Materials
IN THE moment that we are going to carry out, the boys and girls of the
SECTORS they choose which sector to play in, then they position themselves having in sectors
count the rules of coexistence.
Organization: They group into 5 or 6 and organize their
game.
Execution: The boys and girls play freely.
according to what they have planned.
Order: The teacher using diverse strategies enables
that boys and girls put away the toys properly
ordered.
Socialization: After organizing the materials
they verbalize what has been done.
Representation: After having verbalized his/her
experiences graphically represent their experiences
if you wish so.
ACTIVITY OF They record attendance, time, schedule, and comment. Children and
ENTRY news of the day, they sing songs girls
MOMENTS METHODOLOGICAL SEQUENCE MATERIAL
START The teacher shows them images of different animals and the children Box of
they mention each of the animals and place them on the chest then they surprise
They will organize the images and classify whether they belong to air, land, or water.
From
we will play according to the instructions.
images
["Did you enjoy the game?","What did we do?","How do animals move?"]
What is the purpose of the classification of animals? What is the difference?
among them?. Today we will group animals by their movement. Masking
DEVELOPMENT The teacher provides them with images of the different ones.
Synthetic down
animals to the groups formed previously, so that big paper
freely manipulate the food.
How can we classify animals?, How can we do it
group? Can you group it? How would you group it? Is it
the only way we can put the animals? What other
How can we group it? What are we forming when
Do we sort the animals according to their characteristics?
 In teams, the animals are grouped. according to his
characteristic of displacement
Discover quantity and numeral in their groupings.
They communicate and argue why animals move.
they walk or run, fly, crawl or drag themselves and swim, and
formulate hypotheses about animals in the way that is
they move from one place to another.
With the help of the children, we built a pre map.
conceptual of the classification of displacement of the
animals

They draw by grouping the animals by their

displacement and describe verbally.
Boys and girls verbalize their graphic expressions
and they mention which animals are the ones that move.
by air, water, and land.

CLOSURE Boys and girls respond to the following

preguntas: ¿Qué aprendí hoy? ¿Para qué aprendí? ¿Cómo
Did I learn?
At home, they discuss what they have learned and draw and color the most.
significant of the class and weapon with letters from the newspaper the
name of animals by their movement.
ACTIVITIES Personal hygiene, snack, and recreation activities.
OF ROUTINE

Workshop WE PERFORMED THE TECHNIQUE OF THE PAST Silhouette

graphic-plastic Stems of
bush
START: We discuss the work to be done and they listen to the
small
instructions from the teacher.
We choose the materials to use and explore them: Silhouettes of
animals by their movement, small tree sizes,
gum.
DEVELOPMENT:
Each boy and girl chooses the silhouette of their preference to
decorating with the technique of gluing the stems, demonstrating
your creativity.
CLOSURE:
In a circle, we share the work done. How do we
Did we do it? How did we feel working on gluing the stems in
The sheet of paper? What difficulties did we have? What did you think?
the way of working? What did they like the most?
 LEARNING SESSION
I.- FECHA:10/11/2016
II.- LEARNING ACTIVITY:Playing to Add
III.- WHAT LEARNING IS PROMOTED?:
AREA COMPETENCE CAPACITY INDICATOR
MATEMATICA ACT Y THINK MATHEMATIZE Identify data in
MATHEMATICALLY SITUATIONS situations of a
IN SITUATIONS OF stage that demands
QUANTITY. actions of gathering with
quantities up to 10
objects, expressing them
in a model of
additive solution, as
concrete support.
REASON And explain through
ARGUMENTS examples, with support
GENERATING ideas graphic concrete, it
MATHEMATICS. what understand the
commutative property.

MOMENTS STRATEGIES MATERIAL

FREE GAME Planning: We sit in a circle, we dialogue the Materials
IN THE moment that we are going to carry out, the boys and girls of the
SECTORS they choose which sector to play in and then they position themselves sectors
Count the rules of coexistence.
Organization: They group themselves in 5 or 6 and organize their
game.
Execution: The boys and girls play freely of
according to what they have planned.
Order: The teacher using diverse strategies enables
that the boys and girls put away the toys properly
ordered.
Socialization: After organizing the materials
they verbalize what has been done.
Representation: After having verbalized their
experiences graphically represent their experiences
if they wish so.
ACTIVITY OF They register attendance, time, calendar, comment Children and
ENTRY news of the day, they sing songs girls
MOMENTS METHODOLOGICAL SEQUENCE MATERIAL
START They participate in the game played in the yard "Tumba latas". Box of
We form 3 or 4 groups with 4 or 5 members. surprise
We carried out the game by choosing a representative from each group for Siluetas.
count how many cans were knocked down in the game.
The representative of each group should not forget how many cans Little animals
they knocked down their group in the game. made of plastic
Did you like the game? What did we do? How many cans did each one knock down?
Caps
group? Why are we doing this game? What difference is there in Seeds
How many cans did the groups knock down?
Cards
DEVELOPMENT The teacher in the classroom will collect prior knowledge with numeric the questions
How many groups were formed to play? What should we do to find out?
How many cans did the first group knock down and how many did the second group knock down? How many cans?
Did they knock down both groups? How would we know the number of cans knocked down?
 for both groups?
En equipos se les proporciona materiales concretos como: piedritas, semillas,
caps, etc. And to indicate to them to carry out actions of gathering to determine the quantity
total.
For example: Group 5 seeds, then 4 seeds. How many seeds do you have?
now?
This same process can be done many times so that the children leave.
raising awareness through the game of grouping and gathering objects and finding the
total amount.
They operate the addition with other objects using the same process through drawings.

Graphically and symbolically represent on the board with silhouettes.

and they find quantities.
They are provided with numbered cards to represent the amount of
materials or objects to be used.

3 + =
2 5

CLOSURE Talk to the boys and girls about what they learned and
How did they do it? Ask them. What did they do to find out?
How many puppies did they have in total? Is it easy to understand?
The problem? Why?
Congratulations on the work done.

ACTIVITY Personal hygiene activities, snack time, and recreation.

OF ROUTINE

Workshop BALLS ZIG ZAG Silhouette

START OF THE ASSEMBLY: We sit in the classroom,
graphic-plastic
we remember the rules of coexistence, indicating with
what we are going to work on and the care we must have.
DEVELOPMENT: forming two facing rows and with two
balls (one of each color), are starting to be passed to the
the companion who is in front of the one next to you,
thus forming a zigzag chain. The ball that arrives
At the end of the row is the ball of the winning group.
If the ball falls, the journey starts over again.
complete. The score to achieve can be varied for
to win.
RELAXATION: We lie down on the floor, close our eyes and
we inhale air very slowly.
GRAPHIC PLASTIC EXPRESSION: We ask the children
let them graph their lived experience.
CLOSING: The children discuss the work done.
 LEARNING SESSION
I.- FECHA:11/11/2016

II.- LEARNING ACTIVITY: The Animal Train

III.- ORGANIZER AND/OR DOMAIN: Number and operation

AREA COMPETENCE CAPACITY INDICATOR

DEVELOPMENT ACT AND THINK COMMUNICATE Express in form

DEL MATHEMICALLY REPRESENTS ORAL IDEAS the ordinal numbers
THOUGHT AND IN SITUATIONS
MATHEMATICS (First, second, third,
MATHEMATICIANOF AMOUNT.
fourth y fifth in
contexts from the life
daily about the position
of objects and people
considering a reference
up to fifth place.

development of the is expressed with explore and develop ideas to represent what he feels, to him
expression in creativity through to start from his own it happens, and observe through
artistic languages various languages experiences, on topics from various graphic plastic media.
artistic. natural and built environment
and its physical environment and
cultural.

MOMENTS STRATEGIES MATERIAL

FREE PLAY IN THE Planning: We sit in a circle, we dialogue the Materials of

SECTORS moment that we are going to carry out, the boys and girls the sectors
they choose which sector to play in and then they position themselves accordingly
take into account the rules of coexistence.

Organization: They group into 5 or 6 and organize their

game.

Execution: The boys and girls play freely.

according to what they have planned.

Order: The educator using diverse strategies

it allows children to put away the toys
in an orderly manner.

Socialization: After organizing the materials

they verbalize what has been done.

Representation: After having verbalized their

experiences graphically represent their experiences
if you wish so.
ACTIVITY OF They register attendance, time, calendar, comment Boys and girls
ENTRY news of the day, they sing songs

MOMENTS METHODOLOGICAL SEQUENCE MATERIAL

START Experiential WE PLAYED THE ANIMAL TRAIN

The boys and girls must form a train of five animals and we tell them that
animals must be, who is first on the train, who is last, who
this second, third, etc. At a signal all the trains move
freely through space. At the end of the game we ask

What are we playing?

How did they get organized?

Which animals came first, second...?

How else can we make the train?

DEVELOPMENT We show the boys and girls the ordinal numbers from 1 to
5 and we ask them to represent it like this.

CONCRETE we deliver children and girls in different shapes

animals, we simulate having a race with them and then it
They are ordered as they reached the finish line. Who arrived 1-2-3-4-5 each.
group gets on the board.
SYMBOLIC GRAPH we present card 9 p.165 of the train
of the animals and the cutout appendix with 4 animals from the page.
169. The children break down the die-cut shapes and stick them on the
train according to the order they wish.

CLOSURE Children are invited to group together and

they present their work and explain in the order that
The animals are. They respond to the following
preguntas: ¿Qué aprendí hoy? ¿Para qué aprendí?
How did I learn?

The teacher will clarify the topic.

At home, they discuss what they learned and draw and color it.
more significant of the class and weapon with letters of
newspaper the name of the animals.

ACTIVITIES OF Personal hygiene activities, snack time, and recreation.

ROUTINE
 GRAPHIC ACTIVITY WE MODEL WITH PLASTICINE modeling clays
PLASTIC ASSEMBLY OR START: we discuss the work to be done and
They listen to the instructions of the teacher.
MATERIAL EXPLORATION
Every boy and girl They explore the material to be used: modeling clay.
demonstrating their creativity.
DEVELOPMENT OF THE ACTIVITY They are provided with modeling clay
so they can model freely.
VERBALIZATION: The children gather to discuss their work
carried out by expressing themselves spontaneously.

LEARNING SESSION
I.- FECHA:14/11/2016
II.- LEARNING ACTIVITY: CLASSIFICATION OF ANIMALS
DOMESTIC AND WILD.
III.- WHAT LEARNING IS PROMOTED?:
AREA COMPETENCE CAPACITY INDICATOR
DEVELOPMENT ACT AND COMMUNIC Group the
DEL THINK TO SITUATIONS animals by their origin,
THOUGHT
MATHEMATICALLY REGULARITIES use a double frame
MATHEMATICIAN
IN SITUATIONS OF EQUIVALENCES entry to mark
QUANTITY. CHANGES IN relationships.
Diverse
CONTEXTS.
-
MOM STRATEGIES MATERIAL
ENTOS AL
GAME Planning: We sit in a circle,
THE FREE IN THE dialogues the moment we are going to carry out, the children materials
SECTORS girls choose which sector to play in and then position themselves. of the
taking into account the rules of coexistence. sectors
Organization: They group into 5 or 6 and
they organize their game.
Execution: The boys and girls play
freely according to what they have planned.
Order: The teacher using various strategies
allows children to put away the toys
ordered form.
Socialization: After organizing the
materials verbalize what has been done.
Representation: After having verbalized
your experiences graphically represent your
experiences if they wish so.
ACTIVITY OF Attendance, time, calendar are recorded, Children and

ENTRY comentan noticias del día, cantan canciones girls

MOMENTS DIDACTIC SEQUENCE MATERIAL

AL

START The teacher suggests the children play in an outdoor space to be

wild and domestic animals. They will use fabrics of different colors and
sizes expressing their imagination. Fabrics of
different
A meeting is organized and they express their opinions, discussing about the
the colors
animals that have represented and about their characteristics. The teacher them
guides and supports their participation.

The children are grouped according to the animal represented in the game. The
the teacher suggests conducting a count to know how many children are in each
group provides them with a paleographer to draw

To domestic and wild animals. Then they socialize their work.

preguntamos: ¿Cuantos grupos formaron? ¿Cuantos animales domésticos hubo?
And how many wild animals?

Then we asked them to represent the data in a double entry table.

entry. They work on the graphs on paper that they drew earlier.
DEVELOPMENT
We invite a representative from each group to draw in each
first row box the animal that is indicated, the teacher requests to
another group representative that relates the figure of the animal with the

Silhouette that is in the box, mark it with a cross. Other children.

They make tally marks according to the number of animals in each group.

Outline silhouette Silhouette Silhouette Silhouette TOTAL Silhouette

s of the of guinea pig of de of EN
tiger duck rabbits giraffe PALOT
es IS O
NAME
ROS
Rabbit xxx III
Duck
Guinea pig xxxx IIII
Tiger
Giraffe

The work sheet N-4 is delivered on page 177, they observe and identify to

The different animals form relationships and counts. They are given the
card N- 4B page 179 in each circle draw an animal (choose three of
those in the sheet A4) Then they observe and count how many animals
hay

In the 4th sheet, they record the amount by coloring or putting the number that
 corresponds.

The children present their work and discuss the animals.

CLOSURE
What did we learn today? Was it easy for them to do it? What did they have in
difficulties?

ACTIVITIES Personal hygiene, snack, and recreation activities.

OF ROUTINE

ACTIVITY BALL RACE

Psychomotor
ASSEMBLY: We talk with the children that we are going out to play.
with the balls and we must do it with a lot of responsibility and
be very careful.
PSYCHOMOTOR EXPRESSIVENESS: You have to carry a ball across the
soil
With the hand along about 15 or 20 meters. The first one to win who
arrives and does it well. So the desired objective is fulfilled.
you can introduce the rule that whoever does not execute correctly the
action
It will be removed from the game. It is advisable to avoid conflicts.
let the children come out in waves all at once.
It will be necessary to make it very clear what the leadership consists of.
ball, keep it controlled throughout the route, and not thrown ahead
And run after him.
RELAXATION, The children rest by doing breathing
inhale and exhale.
PLASTIC EXPRESSION, Boys and girls choose the material to
to use
To represent your graphs.
CLOSURE. They discuss the game played.
 LEARNING SESSION
I.- FECHA:15/11/2016
II.- LEARNING ACTIVITY: How are animals born? Some are born from an egg.
III.- WHAT LEARNING IS PROMOTED?:
AREA COMPETENCE CAPACITY INDICATOR
SCIENCE AND EXPLAIN THE WORLD Understand and apply Describe the
ENVIRONMENT PHYSICAL, BASED In knowledge characteristics y
KNOWLEDGE scientists and needs that the
SCIENTISTS argue living beings have
scientifically to reproduce.
COMMUNICATIONUNDERSTAND TEXTS Reflect on the Opine about what
N Wow form, content he likes it or he
and context of the disgust of the
oral texts. characters and
facts of the text
listened.

MOMENTS STRATEGIES MATERIAL

FREE PLAY IN Planning: We sit in a circle, we talk about the Materials of
THE SECTORS moment we are about to carry out, the boys and girls choose
the sectors
which sector to play later is located taking into account the
rules of coexistence.
Organization: They group into 5 or 6 and organize their game.
Execution: The boys and girls play freely according to
to what they have planned.
Order: The teacher using diverse strategies enables
for the boys and girls to put away the toys properly
 ordered.
Socialization: After organizing the materials
they verbalize what has been done.

Representation: After having verbalized your

experiences graphically represent their experiences if
so they wish.
ACTIVITY OF Registran asistencia, tiempo, calendario, comentan noticias Boys and girls
ENTRY they sing songs of the day
MOMENTS METHODOLOGICAL SEQUENCE MATERIAL
START Scissors,
We selected some of the works on animals that were conducted.
for the children so far. We create a double table
rubber, pencils
entry on a poster board for the children to carry out their
of colors,
predictions. We prepare the sequence of images of the birth
paper
of a chicken. We implemented the library sector with stories or
newspaper
books about the birth of animals.
cards 7A
DEVELOPMENT We create expectation Sitting in a semicircle,
(p. 155) and
we observed some of the work with the children 7B (p. 157).
about animals that they carried out in activities
previous ones. These are found in the folders and in
the library sector. We asked for an image by
Image: "What is this animal called? Do you know how
Do their young ones come out?” We recorded their responses in a
double entry table and then we clarify its
doubts. We talked about the animals We talked
about the animals that are born from eggs and
its characteristics (if they drink their mother's milk)
When they are born, if the eggs need to be taken care of and from what.

way for the animal inside to

find well and be able to be born, etc.). We ask if
Have you ever seen something hatch from an egg? Maybe someone has.
Do you want to share your experience or maybe you don't?
none who saw it. In any case, we encourage you to know
more and we show them the sequence of images that
we prepared about the birth of a chick, with
which we tell you how some animals are born from
eggs. Then we headed to the library area,
where we look for books related to the subject.
We listen to all ideas, comments, and hypotheses.
that the children formulate, since from that they will be
building your new knowledge, thus awakening
curiosity and interest in knowing and learning.
We work with the form. We deliver form 8B (page.
159) and we ask what they observe in it. We read to them.
the texts of each balloon and we provide them with the annex
(p. 273) with the self-adhesive figures of a
turtle, a fish, a duck, and an ostrich so that the
stick where appropriate.
 We talked about the similarities and the differences
among the animals we have researched, whose
birth occurs through eggs. Also
they observe the different sizes of the eggs of
each animal.
CLOSURE We exhibit your works in a selected place, inside or
outside the classroom, to observe them and talk about them.
Then we can place them in the library sector.
ACTIVITIES Personal hygiene, snack, and recreation activities.
OF ROUTINE

LISTENING TO THE STORY OF THE MANY WAWAS

ACTIVITY Start
LITERARY The boys and girls settle comfortably, remembering the rules of
coexistence in the classroom and verbal communication.
They observe the sequence of slides of the story.
Development
Boys and girls anticipate the text based on the images.
what they observe from the pages of the book, they anticipate the content of the text,
formulating your hypotheses
They listen to the teacher's version that tells the story OF THE TANTA
WAWAS, throughout the entire process of reading, the teacher
formulate questions at the levels of understanding.
Boys and girls contrast their hypotheses according to the version.
what they have heard.
The characters in the story convey the message of the
story.
Closure
The boys and girls draw the most significant part of the story, and respond to the
questions of the levels of comprehension
¿Quiénes son los personajes? ¿Quién trajo las frutas? ¿Cuántas frutas
brought? What fruits were they? What do you think of the children? What happened to the
fruits?
 LEARNING SESSION
I.- FECHA: 16/11/2016
II.- ACTIVIDAD DE APRENDIZAJE: RESOLVEMOS PEQUEÑOS PROBLEMAS
REMOVING
III.- WHAT LEARNING IS PROMOTED?:
AREA COMPETENCE CAPACITY INDICATOR
MATHEMATICIAN
CURRENT Y THINK Mathematize NOTIONS
MATHEMATICALLY situations Additives
A Identify quantities
IN SITUATIONS OF
and actions of
QUANTITY add or remove
up to five objects
in situations
playful and with support
concrete.

PERSONAL DEVELOPMENT Take actions Demonstrates

SACIAL PSYCHOMOTOR AND various engines with autonomy,
CARE OF autonomy, controls security and
all of his body and every initiative expanding
BODY
one of its parts in the repertoire of yours
a space and a actions and
determined time. movements
Interact with your
environment taking
self-awareness
same and strengthening
your self-esteem.

MOMENTS STRATEGIES MATERIAL

FREE GAME IN Planning: We sit in a circle, we talk about the Materials
THE SECTORS moment that we are going to carry out, the boys and girls from the
they choose which sector to play in and then position themselves sectors
consider the rules of coexistence.
Organization: They group into 5 or 6 and organize their
game.
Execution: The boys and girls play freely
according to what they have planned.
Order: The teacher using diverse strategies
 enables children to put away the toys
in an orderly manner.
Socialization: After organizing the materials
they verbalize what has been done.
Representation: After having verbalized their
experiences graphically represent their
experiences if they wish.
ACTIVITY OF They register attendance, time, calendar, comment. Children and

ENTRY news of the day, they sing songs girls

MOMENTS METHODOLOGICAL SEQUENCE MATERIAL
START - Awakening interest: The teacher gives 6 balloons to
each group. The teacher pops 2 balloons out of the 6 in a group, Globos
another group 3, from the other group 4, from what I had and then they tell
again. Now they have.
-What colors are they? What are they for? Are they all the same size?
How many balloons are there? What happens if 2 of them pop?
What does less mean?
- Presentation of the topic: Let's solve situations
problems of removal.
DEVELOPMENT Mrs. Hilda orders him to buy 5 oranges.
his son Marcelo who was playing with his
marbles, but Marcelo on the way back home
Big paper
finds Leo, Helen, and Ruth and gives them 1 Down jacket
orange to each one how many oranges does he/she have
Materials
Marcelo? Why? of the sector
The teacher reads the problem correctly. of
ensuring that all the children understood and mathematic
then the boys and girls and then they are asked: a
What was Macelo doing? What did he ask his...
Mom? What did Marcelo do? Why? How?
What will Marcelo have done?
How can we solve the problem? What
What materials do we need? Can we do it?
playing? How? Can we draw it?
- They are asked to represent the answer.
through a drawing.
- Together with the teacher, they arrive at a
conclusion about removing, then they represent
removing with concrete material
- Statement of the problem in anotherCards of
situation: Marcelo's mom orders him to place application
in the fruit bowl 6 bananas, Marcelo who does not obey
He ate it to his mother 1. How many bananas does he have?
What do you have left in the fruit bowl?

- Confrontation of prior knowledge with the

new learning: The children respond to the
questions What is the purpose of knowing how to solve
problems removing? Why do we remove?
Solve small problems removing
(subtraction).
- Evaluation: Heteroevaluation by the teacher and children
CLOSURE they evaluate your work.
Application of what has been learned to a new situation:
Solve small problems by eliminating.
ACTIVITIES OF Personal hygiene, snack and recreation activities.
ROUTINE
ACTIVITY Musical chair
Psychomotor start
Motivation: through a song they perform some movements of
free way.
Assembly
The children listen to the teacher's instructions regarding it.
what they will do in the yard and the rules that must be respected. Then they
explain the game that is going to be played.
Warming
A circle is formed with the boys and girls to play wolf.
Development
The children gather around the chairs so they can spin.
around her according to the rhythm and each time the music
stop the children have to sit down and the child who is left without
site loses the game.
Relaxation
All boys and girls are asked to sit on the floor to
to be able to perform breathing and inhalation
Graphic representation
The children draw what they liked the most.
Closure
Their drawings are displayed by them.

LEARNING SESSION
I.- FECHA:18/11/2016
II.- LEARNING ACTIVITY: Remembering my duties.
III.- WHAT LEARNING IS PROMOTED?:
AREA COMPETITION CAPACITY INDICATOR
PERSONAL LIVE TOGETHER Interact with each Recognize suspicious
SOCIAL RESPECTING LIKE THIS
person, recognizing duties and is aware
THE SAME AND TO OTHERSthat all are subjects that must fulfill them.
of law and have
homework.

DEVELOP EXPRESS WITH Communicate ideas and Sing, dance years old
O OF THE CREATIVITY TO feelings through tararea songs, or
EXPRESSION THROUGH VARIOUS of productions improvise rhythms y
IN OTHERS LANGUAGES melodies
artistic in the
LANGUAGES ARTISTIC. Spontaneously,
various languages
making gestures and
movements that
reflect their emotions.

MOMENTS STRATEGIES MATERIAL

FREE GAME IN THE Planning: We sit in a circle, Materials
SECTORS we discuss the moment we are going to carry out, of the
Children choose which sector to play in, then sectors.
are located taking into account the regulations of
coexistence
Organization: They group into 5 or 6 and organize
his game.
 Execution: The boys and girls play freely
according to what they have planned.
Order: The teacher using diverse strategies
enables children to store the
ordered toys.
Socialization: After organizing the
materials verbalize what has been done.
Representation: After having verbalized
his experiences graphically represent his
experiences if they wish so.
ACTIVITY OF Attendance, time, calendar are recorded. Children and

ENTRY comentan noticias del día, cantan canciones girls

MOMENTS METHODOLOGICAL SEQUENCE MATERIAL
START The teacher enters the classroom and finds a bag. Laminas
black with clothing. With the help of the children love
take out of the bag a pair of socks, a shirt, a hat
dirty. We asked the children: Whose will this be?
Clothes? Why would it be torn? Would you like to wear this?
clothes? Cards
We ask Markers.
Do you take care of your clothes?

Do you know what your duties are? Color sheet

Do you obey your parents?
Why?
Just as you have rights, you have duties?
Knowing Our Duties
DEVELOPMENT We talked to the children and explained that our
It is our duty to take care of our clothes because our parents buy them with

a lot of effort.
- With the help of sheets, we explained to the children each
one of your duties.
- We must respect our fellow human beings, without
import your sex, socioeconomic level, religion, nationality
or their physical and mental impairments.
We must respect our parents, teachers, and everyone.
people, for they all help us find the
the path that leads from childhood to adulthood.
We must learn to respect opinions and customs.
from others, even if they are not the same as ours.
We must respect the laws that govern society, have
good behavior at school and behaving well at home.
We must respect ourselves. Our body,
our thoughts and our feelings are everything
important that we have.
We must always speak with the truth and fulfill what
we promise.
We must respect and care for the environment.
We must respect our homeland. It provides us with sustenance,
home, education and everything we have. In our hands
is to make us good citizens who do
our country that we are all proud of
Using the blackboard, we make a contrast of our
rights and duties
We remember that just as our parents fulfill their
duty to feed ourselves, children must fulfill the duty
 to eat all the food.
Our parents fulfill their duty to buy us
shoes, we must fulfill the duty of
to take care of them.
- Work responsibly.
- We distribute a sheet and ask them to identify
the child's duties
- They present their works and hetero-evaluation
CLOSURE - We ask, "What did we learn today? What was it that..."
What did you like more? What did you find difficult? What is it for?
Does it work? What are your duties?
- We distribute puzzles on the tables about the
rights and duties of the
ACTIVITIES OF Personal hygiene, snack, and recreation activities.
ROUTINE

SONG OF CHILDREN'S RIGHTS

MUSICAL ACTIVITY START
The boys and girls sit comfortably remembering the
rules of coexistence for the musical moment.

Deliver the musical instruments to the boys and girls of the

class. They explore the different sounds it can produce
each musical instrument.
DEVELOPMENT
They sing the song CHILDREN'S RIGHTS in a group.
using movements and musical instruments. They are
will give the necessary time to be able to learn the song and
the rhythm SONG The Rights of the Child
(Music "Carnival of Arequipa")

Children have rights

(tra, la, la, la, la)

Rights that adults must respect

Right to life,

to a name,

homeland and home,

to be respectful

and to study.

And if they mistreat you,

you must protest,

you are important little one,

They are going to respect you.

CLOSURE
The boys and girls sing the song in a group.
individual vocalizing and articulating correctly the
 words and using musical instruments.

LEARNING SESSION
I.- FECHA:17/11/2016
II.- LEARNING ACTIVITY: Knowing Our Rights
III.- WHAT LEARNING IS PROMOTED?:
AREA COMPETENCE CAPACITY INDICATOR
PERSONAL LIVE TOGETHER Interact with each Recognizes his right to be called by
SOCIAL RESPECTING ONE ANOTHER
person, recognizing his name and to be heard and
Likewise and to that all are subjects respected.
THE OTHERS of law and have
homework. Include your teammates in the games
and activities that it carries out.

Express what you think about situations

and behaviors that affect rights
of his companions
DEVELOPMENT IS EXPRESSED WITH Communicate ideas and Represents a variety of situations,
FROM THE CREATIVITY A feelings to experiences and emotions, in their
EXPRESSION IN THROUGH through plastic productions, in such a way
LANGUAGES VARIOUS productions figurative and non-figurative.
ARTISTIC LANGUAGES artistic in the
ARTISTIC. various languages

MOMENTS STRATEGIES MATERIAL

FREE GAME Planning: We sit in a circle, we discuss the moment that Materials from
IN THE We are going to do this, the boys and girls choose which sector to play in later. the sectors
SECTORS they are located taking into account the rules of coexistence.
Organization: They group into 5 or 6 and organize their game.
Execution: Boys and girls play freely according to what
they have planned.
Order: The teacher using diverse strategies allows for the
Boys and girls, put the toys away in an orderly manner.
Socialization: After organizing the materials, they verbalize it.
 completed.
Representation: After having verbalized their experiences
they can graphically represent their experiences if they wish.
ACTIVITY OF They register attendance, time, calendar, comment on the news of the day,Boys and girls
ENTRY they sing songs
MOMENTS METHODOLOGICAL SEQUENCE MATERIAL
START The child without rights
We asked: Why wasn't Adolfo going to school? Why not?
Were you playing? Why when his tummy hurt couldn't he go to the doctor?
The teacher will ask the children
- Are you going to school? Do you play with your friends? Do they take you to Story
hospital when you are sick?
- Do you know the Rights of the Child? Label
Knowing Our Rights
DEVELOPMENT The teacher presents images that will show the Rights of Children
The children will be questioned: What do they see? What action does this show?
image?, etc.
KNOWING THE RIGHT TO IDENTITY ID card
We asked each child their name and they should respond their
name, accompanied by a movement.
Children will be involved in the creation of 'Our Document of Sheets
Identity
KNOWING THE RIGHT TO EDUCATION, TO PLAY AND TO Images
HEALTH, NUTRITION, AND EQUALITY. papergraphs
The image of the right to Education will be presented. Card
We will investigate the word 'Game'.
The image of the right to Health, Food will be presented,
Equality, etc... and we explain each one of them.
We show images with situations in which it is observed that it does not
they fulfill the rights of the child: situations of poverty, especially in
the high Andean zone, children with malnutrition, in the streets
selling candies or singing, etc. We invite the children to give their
opinion, we listen to your comments and write them down on a flip chart.
Work with order and responsibility.
They develop a brochure on children's rights.

Checklist.
CLOSURE - We ask, "What did we learn today? What was the most important thing for them?"

Did you like it? What difficulties did you have? What is it useful for? What are the
children's rights?
ACTIVITY Personal hygiene activities, snack time, and recreation.
IS FROM
ROUTINE
WHAT IS INSIDE THE LEAVES AND THE FLOWERS
START:We sat in our places and talked about it.
what we are going to do
We showed the materials and discussed their characteristics, the children
they manipulate and explore the flowers and the leaves.
DEVELOPMENT: We give each team a stone and a plastic bowl or a
wooden mortar and we ask him to think of something they can do with these leaves and
GRAPHIC WORKSHOP flowers and we give them time to talk and reach an agreement and they start working.
PLASTIC: We indicate that we are going to explore what the leaves have inside and for that we are going to
to break them. We asked them: What do you think is going to happen? We listened to their
predictions. We let the children crush the leaves. What color of liquid is it?
leaving? We explain that the green liquid in the leaves is called chlorophyll and that's why
all the leaves are that color. We ask them to bloom flowers and we check that the
 The liquid that comes out of them is different colors because it does not have chlorophyll. We deliver.
the cards to the children and we ask them to draw the materials they have used and what
they made with the leaves and flowers, as well as the results.
CLOSURE: The children stick their work on the board and verbalize what they
they carried out.

LEARNING SESSION
I.- FECHA: 21/11/2016
II.- LEARNING ACTIVITY: WHAT DOES EACH ANIMAL EAT?
III.- WHAT LEARNING IS PROMOTED?:
AREA COMPETENCE CAPACITY INDICADOR
MATHEMATICS ACTS Y COMMON THINKING And group the foods
MATHEMATICALLY REPRESENT IDEAS by their origin and express
IN MATHEMATICS SITUATIONS. the action taken.
QUANTITY.
DEVELOP IS EXPRESSED WITH Use techniques and use
OR OF THE CREATIVITY A processes of the intentionally
EXPRESSION THROUGH VARIOUS various languages some materials and
EN LANGUAGES artistic, including tools
LANGUAGES ARTISTIC.
traditional practices anticipating some of
ARTISTIC
and new technologies its effects when performing
the technique of the past
etc.

MOMENTS STRATEGIES MATERIAL

FREE GAME IN Planning: We sit in a circle, we dialogue the Materials
THE SECTORS the moment we are going to carry out, the boys and girls of the
they choose which sector to play in and then position themselves sectors
consider the rules of coexistence.
Organization: They group into 5 or 6 and organize their
game.
Execution: The boys and girls play freely from
according to what they have planned.
Order: The teacher using various strategies
it allows children to put away the toys
in an orderly manner.
Socialization: After organizing the materials
they verbalize what has been done.
Representation: After having verbalized your
experiences graphically represent their
experiences if they wish to.
ACTIVITY OF They register attendance, time, schedule, comment Children and
ENTRY news of the day, they sing songs girls
MOMENTS METHODOLOGICAL SEQUENCE MATERIAL
START The teacher invites the children to take out their game of Box of
animal cards, encouraging them to observe surprise
each card and recognize the animals. It Silhouettes
dialogue about the animals they have in their
Canasta
cards, their physical characteristics, establish
Fruits
relationships regarding their diet, Vegetables
we ask: Masking
What do they eat?
Down jacket
What other animals do you know? And what do they eat?
What would happen if they didn't eat?
DEVELOPMENT The children are organized into two groups, they go out to
patio and they are provided with chalk. One of the
groups draw different animals in a row, the
others observe. Then the children who observe
they stand in front of each drawn animal, and in
coordination with the friend who drew, they agree
draw what this animal eats. The teacher
accompany the moment by approaching each one
of the groups. Upon finishing. They observe everything that
they have done and do counts of up to ten drawings,
Then they are asked: What animals did you draw?
What characteristics do they have?
¿Dónde viven? ¿Qué alimentos dibujaron? ¿Que
Do they eat?
Then the children look for the figures in the classroom.
animals. When they find them, they say the name of the
animals and describe the needs they have
in order to survive. The teacher proposes
some problems regarding the images:
Would that animal live if it doesn't eat? Why? If it...
I give meat to a rabbit, what will happen? If I give it
I feed a cat, will it eat it?, etc.
The children are given work sheet No. 7A
page 187. They observe her and comment on the
animals that see, then stick the chip on a
cardboard, they wait a moment for it to dry
little, and they cut along the dotted lines. Like this
they will have some cards. The teacher gives them
then the card No. 7B page 189 in which you will see
images of food for animals. The
cut along the dotted lines and paste them on
the sheet 7A, below each animal according to
correspond. The teacher tells them that they have achieved
to create a lottery game and teaches them how
play. They guide them to gather the animals that
they eat the same food, they search for it and
they compare.
 (4) Worksheet No. 7 page 161, they observe it.
and they recognize animals and their food. In
the double-entry table, locate that
food belongs to each animal and
paint the corresponding box or mark it
with a cross.

CLOSING
Children are invited to gather in circles.
so that they draw conclusions from the experience
lively, and every two children play with a game of
lottery The teacher will clarify the topic. Then
will carry out the self-assessment and the evaluation of
metacognition: What did we do today? Did they succeed?
Is it easy to do? What difficulty did they have?
How did they organize themselves?
Activities of
ROUTINE
Personal hygiene activities, snack, and recreation.
WE LEARN A RHYME Silhouette

ACTIVITY
LITERARY CLOSURE:
In a circle, we share the work done. How do we
Did we do it? How did we feel while working through the
little hues the wool or the thread What difficulties did we have?
What did you think of the way of working? What was it that
Did they like it more?
 LEARNING SESSION
I.- FECHA:22/11/2016
II.- LEARNING ACTIVITY: WHERE DO ANIMALS LIVE?
III.- WHAT LEARNING IS PROMOTED?:
AREA COMPETENCE CAPACITY INDICATOR
MATHEMATICS ACT Y THINK COMMUNICATE And group the foods
MATHEMATICALLY REPRESENTS IDEAS by their origin and expresses
IN MATHEMATICS SITUATIONS. the action taken.
QUANTITY.
DEVELOPMENT IS EXPRESSED WITH Use techniques and Use
OR OF THE CREATIVITY A processes of the intentionally
EXPRESSION THROUGH VARIOUS various languages some materials and
EN LANGUAGES artistic, including tools
LANGUAGES ARTISTIC.
traditional practices anticipating some of
ARTISTIC
and new technologies its effects when performing
the technique of the past
etc.

MOMENTS STRATEGIES MATERIAL

FREE PLAY Planning: We sit in a circle, we talk about the Materials
IN THE moment that we are going to carry out, the boys and girls of the
SECTORS they choose which sector to play in and then they position themselves according to sectors
count the rules of coexistence.
Organization: They group in 5 or 6 and organize their
game.
Execution: The boys and girls play freely.
according to what they have planned.
Order: The teacher uses diverse strategies to enable
that the boys and girls put away the toys properly
ordered.
Socialization: After organizing the materials
they verbalize what has been done.
Representation: After having verbalized their
experiences graphically represent their experiences
if they wish so.
ACTIVITY OF Register attendance, time, calendar, comment Children and
ENTRY news of the day, they sing songs girls
MOMENTS METHODOLOGICAL SEQUENCE MATERIAL
START The teacher places in different spots of the yard. Box of
three sheets of places where animals live surprise
(landscapes of a field, the sea, the river, forest, etc). Silhouettes
Children are invited to play 'Pumpkin, pumpkin'. Canasta
Fruits
each little animal goes home." It consists of each one
Vegetables
choose to be an animal (fish, bird, etc.) and move by Masking
the whole yard imitating his voice and movement. The
Down jacket
teacher accompanies her movements with sound
from the tambourine. When she stops playing the
tambourine says aloud: "Pumpkin, pumpkin
each little animal in its house. At that moment, the
 children observe the landscapes and move to the place
what corresponds to them.

BACK TO THE CLASSROOM they remember the characteristics of

O some animals and the place where they live. The children
they establish logical, spatial, and numerical relationships.
Later the teacher draws his attention to give him a
indication. He tells them that he will give them some clues to that
they guess what animal it is about, for example:
They live in trees, have wings to fly and chirp.
little birds
They live in water, moving with their fins and tail.
(the fish)
Then the teacher invites the children to observe illustrations,
photos, and if possible a video, of various places
in which animals live. They comment on the
places that are observed. The children remember the
names of animals and some characteristics that
They have. They talk about the needs they have.
animals (food, rest, movement, etc) and how
the place where they live can satisfy them.
The children are given work sheets No. 6A and 6B.
pages 183-185 observe and comment on what they see in
she recognizes the landscapes and places. Then, the teacher
they deliver self-adhesive stickers of different animals page
303 and they stick them in the place where they live. They set up a
small album. They cut each landscape along the lines
dotted. They use the blank box to make the
cover, they write their name on it. Then they organize the
sheets to finish assembling your album.
(4) card No. 5 die cut page 279 observe and infer from
what it's about, the children carefully remove the
pieces, identify each animal and look for the image
which indicates the place where they live, then they play in
couples.

Children are invited to gather in circles.

CLOSURE to draw conclusions from the experience
vivid. The teacher will clarify the topic and ask
to the children What would happen if the places are destroyed
Where do the animals live? Then it will be done.
self-assessment and metacognitive evaluation:
What did we do today? Was it easy for you to do it?
What difficulties did they have? How did they organize the...
animals?
ACTIVITIES Personal hygiene activities, snacks, and recreation.
OF ROUTINE

Silhouette
ACTIVITY Take me by the sound
Psychomotor
ASSEMBLY: We talked to the children who
Z
we are going out to play with the balls and
we must do it with great responsibility and
 be very careful.
PSYCHOMOTOR EXPRESSIVENESS: Everyone
They sell the eyes except one, which will carry a
tambourine
Guided by the sound of the tambourine all
they try to catch him. When he is caught,
the first one who picks it up will get to play the
the tambourine and the other will blindfold themselves to
get into the game. For the more agile
game development should not be played in a
very large surface for the musician not to
have many chances of escape once
located.
As for the safety factor, it is
essential that in the area where it
develop the game there should not be any type of
obstacles that may cause bumps.
RELAXATION: The children rest by doing
the breathing of inhaling and exhaling. They imagine
they smell a flower and blow out the candle. They do it.
several times.
PLASTIC EXPRESSION: The boys and girls
choose the material to be used to represent their
graphics.
CLOSING: They discuss the game played.

LEARNING SESSION
I.- FECHA:23/11/2016
II.- LEARNING ACTIVITY: BIRDS, FISH, REPTILES, AND MAMMALS
III.- WHAT LEARNING IS PROMOTED?:
AREA COMPETENCE CAPACITY INDICATOR
SCIENCE AND EXPLAIN THE WORLD Understands and applies Describes the
ENVIRONMENTPHYSICAL BASED In knowledge characteristics,
KNOWLEDGE scientists and similarities and
SCIENTISTS arguments differences of the
scientifically living beings.
Mention the
COMMUNICATION characteristics of
UNDERSTAND TEXTS Infer the meaning
N animals, objects
WOW from oral texts.
people and characters
from the text heard.

MOMENTS STRATEGIES MATERIAL

L
FREE GAME IN Planning: We sit in a circle, Materials
THE SECTORS we discuss the moment we are going to carry out, s of the
The boys and girls choose which sector to play in after sectors.
are located taking into account the rules of
coexistence.
Organization: They group into 5 or 6 and organize
his game.
Execution: The boys and girls play freely.
according to what they have planned.
Order: The teacher using diverse strategies
enables boys and girls keep them
toys in an orderly manner.
Socialization: After organizing the materials
they verbalize what has been accomplished.

Representation: After having verbalized their

experiences graphically represent their
experiences if they wish so.
Use of posters: attendance, chronological,
meteorological, rules of coexistence, etc.
Routines
personal hygiene activities, snack and
recess.
MOMENTS METHODOLOGICAL SEQUENCE MATERIAL
AL
START They sing a song: "The round of the
animals
With all my friends, we make a round.
which makes me laugh a lot because it is completely round
the round, the round of the animals,
the round, the round, that I like
how does the kitten meow, meow, meow
moving its little tail meow, meow, meow
(how does the puppy, the pig, the horse,
etc.)
-Realizamos preguntas: ¿les gusto la
canción ?, ¿de que se trata?, ¿Qué
Do animals know? How do they walk?
 -Do you know about reptiles? Do you know about the
mammals?
DEVELOPMENT - The teacher proposes to the children to play a game. Silhouettes
about animals, it is organized into four groups and to Paper bags
each group is given the silhouette of birds,
fish, mammals, and reptiles.
The children talk in their groups about the
characteristics and similarities they have
animales: ¿Cómo son?, ¿Cómo se movilizan?,
What will they eat?, etc.
The teacher invites them to go out to the courtyard and each group
demonstrates how the animal moves that
representing, moving quickly, slowly,
going up, going down.
-Back in the classroom, the teacher approaches each
group and asks them about their characteristics and
similarities of animals and explains a bit about it
more on the subject and ask them to choose a child to
to present about the type of animal they got.
-With the help of silhouettes a child from each group
explain about the animal that was assigned to your group
teacher reinforces the topic.

AVES PECES MAMMAL REPTI

The teacher hands out the work sheet from the book.

CLOSURE Evaluation: Checklist

Metacognition: Children respond to the
next questions; What did we learn today?
Why did we learn? How did we learn?
At home, they discuss what they have learned and draw the
foods they enjoy eating most.

ACTIVITIES Personal hygiene activities, snack time, and recreation.

OF ROUTINE

ACTIVITY LISTENING TO THE STORY THE SEVEN Tale

LITERAL KIDDOS silhouettes
Start
The boys and girls sit comfortably
remembering the rules of coexistence in the classroom and
of verbal communication.
 They observe, identify the library sector
locating the story of the preference of the great
majority of boys and girls.
Development
The boys and girls anticipate the text of
according to the images you see of the
pages of the book, they anticipate the content of the
text, formulating your hypotheses
They listen to the version of the teacher who recounts.
the story THE SEVEN KIDS, in all the
process of during the reading the teacher
formulate questions of the levels of
understanding.
Children contrast their hypotheses of
according to the version they have been hearing.
Represent the characters of the story
they communicate the message of the story.
Closure
The boys and girls draw the most significant of
story, and answer the questions at the level
of comprehension
{"question1":"Who are the characters?","question2":"What was the wolf like?"}

How many little goats were there? What did the mom do?
the little goats when they arrived at the house? What do you think?
About the little goats? What advice does the story give us?
heard?
 LEARNING SESSION
I.- FECHA:24/11/2016
II.- LEARNING ACTIVITY: We create riddles with animals
III.- WHAT LEARNING IS PROMOTED?:
AREA COMPETENCE CAPACITY INDICATOR
Plan the Mention, with
production of adult assistance
PRODUCE TEXTS various texts recipient, the
COMMUNICATION
WRITINGS writings. theme and purpose
of the texts that
is going to produce.
Take actions - Explore
varied motors movie
with autonomy, ntos
controls everything his
new
body and each one
where
of its parts in a
experience
space and a time
games of
determined.
Interact with your balance
environment taking y
self-awareness desequili
same and brio, with
PERSONAL
strengthening its security
SOCIAL BUILD YOUR
self-esteem. dy
PSYCHOMOTOR CORPOREALITY
control
DAD
of his
body, and
using
different
the objects,
how
strings,
fabrics,
balls
between
others

MOMENTS STRATEGIES MATERIAL

FREE GAME IN Planning: We sit in a circle, Materials
THE SECTORS We discuss the moment we are going to carry out, of the
children choose which sector to play in sectors
then they are located taking into account the rules
of coexistence.
Organization: They group into 5 or 6 and organize
his game.
Execution: Boys and girls play freely
according to what they have planned.
Order: The teacher using diverse strategies
allows children to save the
toys in an orderly manner.
 Socialization: After organizing the
materials verbalize what has been done.
Representation: After having verbalized their
experiences graphically represent their
experiences if they wish.
Routines Use of posters: attendance, chronological,
meteorological, coexistence norms, etc.
personal hygiene activities, snack and
recess.
MOMENTS METHODOLOGICAL SEQUENCE MATERIAL
START The teacher through a song What will it be? Box
What will it be?, What will it be?, and the children will take out the
Various
silhouettes of various animals, we will describe them. foods
What does the song say?, What did they observe? What
Were there silhouettes? How many were there? What for?
Will it work? What do you think if we create a
riddle? What will it be useful for us?
riddle?
How will we create a riddle? For what purpose?
Will the riddle be useful to us?
DEVELOPMENT We agreed to create a riddle with the Laminas
participation of all boys and girls Papers
taking into account the following steps: Markers
Planning: We plan the text Silhouettes of
based on the following questions What animals
What will we do?, How will we do it?, Why will we do it?
shall we?

WHAT HOW LO WHAT FOR

SHALL WE? WILL WE DO? WILL WE DO?
A riddle Observing. To learn and
Writing. to teach a
Asking. our parents
and little friends.
2 Write the text or textualize
The motivated boys and girls by the teacher
they choose the silhouette of an animal that they
they want and the boys and girls start to dictate
the characteristics of the silhouette.
3. Review and Correction
The text dictated by the boys and girls is read.
to then improve the riddle
4. Editing and Publishing
Publish in a certain space that is
visible so that children can read it.
Each child will be given their worksheet.
so they can draw what they liked the most
from the riddle.

CLOSURE Evaluation: Checklist

Metacognition: Children respond to
 the following questions; What did we learn?
Today?, Why did we learn?, How
Did we learn?
At home, they discuss what they have learned and with the help
from the parents, create a riddle about another
animal.
ACTIVITIES Personal hygiene, snack, and recreation activities.
OF ROUTINE

Ballet Ribbons Cintas

ASSEMBLY: We gather in a circle with the Whistle
children, we talked about the dances that
we know. We ask: What dances
Do you know that you need some object to
dance them? For example: the handkerchief in the
ACTIVITY
marinera, the candunga or the huaraca for him
Psychomotor
huayno, etc. We tell you that we have brought
some colored ribbons with which we are going to
create our own dances.
Expressiveness MOTORIZED:A way of
warming up, we walk around the patio or garden
where the activity will take place. This time
we tried walking at different speeds:
slow, fast, very slow, very fast. Then
we asked some children to distribute the ribbons.
We give them time to play freely.
with the material, they explore it and observe each other among
we propose to them: In how many ways
Can we play or dance with the ribbons? Let's put them on.
various types of music that have rhythms
slow and fast rhythms, for them to explore and
propose different movements. Then
we ask the children to group themselves into fours,
choose a fast-paced song and another with
a slow rhythm and invent a dance between
Everyone using the tapes. We give them some time.
so that they can organize and practice their dance.
Each group presents their dance and the others, then
by observing it, they also carry it out.
RELAXATION: We ask the children to place
she stretched her tape on the floor. Then we walked.
very slowly over her from one end to
another. As we progress, we are going
bending down, when we reach the end of the tape, we
we sit down. We close our eyes and we
we focus on listening to distant noises
(sound of a car, of a bird, a voice of a
professor, the water, etc.).
GRAPHIC REPRESENTATION: We draw the part
of the activity that we liked the most and each child
 tells us what he has drawn
CLOSING: We talked about how we
we organized to create the game, yes we did
difficulties in creating it, etc. Also
we talked about the dance proposals
from each group.

LEARNING SESSION
I.- FECHA:25/11/2016
II.- LEARNING ACTIVITY: SEQUENCE OF ANIMALS
III.- WHAT LEARNING IS PROMOTED?
AREA COMPETENCE CAPACITY INDICATOR
MATHEMATICS ACT AND THINK COMMUNICATE And express the criterion for
MATHEMATICALLY REPRESENTS ordering (serialization) up to 5
EN SITUATIONS IDEAS objects from large to small
OF QUANTITY. MATHEMATICS. from long to short from thick to
thin.
DEVELOP If express with Use techniques and Use intentionally
O DE LA creativity through processes from some materials y
EXPRESSION various diverse languages languages tools foreseeing
IN OTHERS artistic. artistic some of its effects for
LANGUAGES including practices like drawing, painting, modeling,
traditional and print, build, sew,
new technologies to do college u others
techniques relevant y
possible in your context like
knitting or taking photographs,
etc.

MOMENTS STRATEGIES MATERIAL

FREE GAME Planning: We sit in a circle, we talk Materials
IN THE the moment we are going to carry out, the boys and girls of the
SECTORS they choose which sector to play in and then position themselves sectors
taking into account the rules of coexistence.
Organization: They group into 5 or 6 and organize their
game.
Execution: Boys and girls play freely.
according to what they have planned.
Order: The teacher using diverse strategies
it allows children to save the
toys in an orderly manner.
Socialization: After organizing the materials
they verbalize what was done.
Representation: After having verbalized their
experiences graphically represent their
experiences if they wish.
ACTIVITY OF Register attendance, time, calendar, comment Children and
ENTRY news of the day, they sing songs girls
MOMENTS METHODOLOGICAL SEQUENCE MATERIAL
START Experiential Box of
 We went out to the yard to play in [Link]
then we will agree on our Silhouettes of
size (from large to small or from small to large) numbers
large and also from thin to thick
Patio
Did you like the game? How did you organize? Who
Who was first? Who was last?
Materials
DEVELOPMENT CONCRETE from the classroom
With the classroom materials, the boys and girls will play. children
to form a series of objects both by size
as by thickness

The teacher will create an outline of animals.

size sequence

SYMBOLIC GRAPH
The work sheet is delivered for the children
color, cut and paste on another sheet
ordering from small to large
CLOSING Boys and girls respond to the following
preguntas: ¿Qué aprendí hoy? ¿Para qué aprendí?
How did I learn?
At home, they discuss what they learned.
ACTIVITY Personal hygiene, snack, and recreation activities.
IT IS FROM

ROUTINE
ACTIVITY WE DO ORIGAMI
GRAPHIC Assembly: Paper
PLASTIC We meet and inform you that we are going to carry out a job rainbow
of
origami rubber
Exploration of the material:
We present the materials to be used as paper and rubber circles.
they manipulate them, etc.
Development of the activity:
The boys and girls with circles of different sizes will form a
worm starting from the largest to the smallest.
Verbalization:
They will voluntarily present their completed works.
COLOR, CUT OUT AND PASTE ON ANOTHER SHEET ORDERING FROM SMALLEST
TO THE GREAT ONE

LEARNING SESSION
I.- FECHA:28/11/2016
II.- LEARNING ACTIVITY: PLAYING I LOCATE THE PREVIOUS NUMBER
III.- WHAT LEARNING IS PROMOTED?:
AREA COMPETENCE CAPACITY INDICATOR
MATHEMATICS ACT Y THINK COMMUNICATE And Express the criterion
MATHEMATICALLY REPRESENT IDEAS to locate the number
IN MATHEMATICS SITUATIONS. previous
QUANTITY.
PERSONAL BUILD YOUR Realize Explore actions movements
SACIAL VARIED MOTOR BODINESS in with where new
autonomy, controls experience
games of
all your body and every balance y
one of its parts in an imbalance, with
space and a time security and control of
determined. your body, and using
Interact with its different objects
environment taking as strings, fabrics,
self-awareness balls, among others.
y strengthening its
self-esteem.

MOMENTS STRATEGIES MATERIAL

FREE GAME Planning: We sit in a circle, we talk Materials
IN THE the moment we are going to carry out, the boys and girls of the
SECTORS they choose which sector to play in and then they position themselves sectors
taking into account the rules of coexistence.
Organization: They group into 5 or 6 and organize their
game.
Execution: The boys and girls play freely.
according to what they have planned.
 Order: The teacher using diverse strategies
enables boys and girls to save the
toys in an orderly manner.
Socialization: After organizing the materials
they verbalize what has been done.
Representation: After having verbalized their
experiences graphically represent their
experiences if they wish.
ACTIVITY OF They register attendance, time, schedule, comment Children and
ENTRY news of the day, they sing songs girls
MOMENTS METHODOLOGICAL SEQUENCE MATERIAL
START experiential Box of
We went out to the patio to play with the numbers, each surprise
the child takes a number out of the surprise box and Silhouettes of
place it on the chest, to the rhythm of the tambourine numbers
they disperse and when they stop sounding they are arranged according to
Patio
the slogan.
Did you like the game? What did they stick on your chest?
Were all the numbers the same? Until what
Do you know how to count? Materials
of the classroom
DESARROLLO CONCRETE paper bag

Being in the classroom, it is delivered to the children

materials for them to count from 1 to 10

The children identify the numbers, then

we present the numbers on a sheet so that
they read it in a group and then individually
say what number is before the one that is written

-------------- 8

-------------- 5

-------------- 3

SYMBOLIC GRAPH
The work sheet is delivered for the children.
completing the numbers that are prior to the
what is written
CLOSURE Boys and girls respond to the following
preguntas: ¿Qué aprendí hoy? ¿Para qué aprendí?
How did I learn?
At home they discuss what they have learned.
ACTIVITIES Personal hygiene, snack, and recreation activities.
OF ROUTINE

ACTIVITY LOOK HOW IT STRETCHES Means

Psychomotor nylon
Start: Elastic
Patio
 We sat in a circle and presented the materials to work with.
nylon stockings, thick elastic joined at the ends, reminiscent of the
rules for the use of space and materials, the children anticipate the work
to be done
Development:
Each child is given the materials to work with, they handle them.
freely.
We propose that you hold it in different ways, without letting it fall,
using different parts of the body
We propose to make geometric shapes with the elastic.
They invent a strange and special shape with our elastic and we put a
name
We grouped ourselves into three or four children and formed geometric shapes.
with our elastics
We form diverse shapes holding our elastic, with different
parts of the body
We invent strange shapes
Relaxation:
We lay on our stomachs on the floor, closing our eyes to rest for a while.
moment
Graphic expression:
In a card, they graphically represent what happens in the yard and
they verbalize their representations
Closure:
They converse and explain what they did with the elastic, the
difficulties

Write the previous number

-------------- 2
 --------------- 5

--------------- 7

--------------- 6

-------------- 4

-------------- 8

-------------- 3

I.- FECHA: 30 de noviembre del 2016

Is it an insect?
1.2 ACTIVITY DE
LEARNING
II. WHAT LEARNING IS PROMOTED?

AREA COMPETENCE CAPACITY INDICATORS

ACT AND THINK Mathematize situations Identify data related to

MATHEMATICALLY IN the
MATHEMATICAL SITUATIONS OF information about your
 CA DATA MANAGEMENT AND E preference in
UNCERTAINTY everyday situations and
of the classroom,

Expressing them in lists,

with concrete material.
years)

Identify data related to

the
information about your
preference
in everyday situations and
del
class, expressing them in
lists,
count tables or
pictograms
non-stop with material
concrete
and drawings. (5 years)
WORKSHOP IS EXPRESSED WITH COMMUNICATE IDEAS AND Represents variety of
GRAPH CREATIVITY THROUGH FEELINGS THROUGH situations,
PLASTIC FROM VARIOUS OF PRODUCTIONS experiences and
ARTISTIC LANGUAGES. ARTISTIC IN THE emotions, in their
VARIOUS LANGUAGES plastic productions
in a figurative way and not
figurative)
LEARNING SESSION
 MOMENTS STRATEGIES MATERIAL
Free play in the Planning: Upon entering the classroom, the boys and girls choose material cards.
with images according to the sector they are going to play in. of the
Organization: They group into 5 or 6 and organize their game. sectors
Execution: Boys and girls play freely according to what
what they have thought of doing.
Order: The teacher uses various strategies to organize putting away.
the toys.
sectors. Socialization: After organizing the materials, they verbalize it.
completed.
Representation: After having verbalized their experiences
graphically represent their experiences.
ACTIVITY OF They record attendance, time, calendar, and comment on children's news.
ENTRY day, they sing songs girls
MOMENTS METHODOLOGICAL SEQUENCE MATERIAL
INICIO The teacher invites the children to explore the green areas of the Lupas
institution and provides materials from the set of Tweezers
sciences (magnifying glasses, tweezers, tubes) tubes
The teacher indicates that they collect carefully.
some insects.
They observe with the magnifying glass they use with the tweezers to pick up the
insects and place them in test tubes. This is how they take them
to the classroom.

In the classroom, the teacher asks questions. Did you like the...
visit the green areas? why? what did they learn? was it
Is it easy to find insects? Are all insects the same?
Today we will learn more about insects.
DEVELOPMENT Back in the classroom, the teacher suggests they sit down.
forming a circle and placing all the tubes in the center paperwork
collected insects. markers
The teacher takes one of them and approaches each child to
have a close look with their magnifying glass, examine it carefully and
listen if it makes any sound.
He asks you: What do you see? What is their body like? How many
how many legs does it have? etc. This shows each tube. While a
The child observes and can show another tube to another child.
Children acquire data through observation, from the
experimentation and what the teachers and their
companions.
Children are asked to make descriptions and
comparaciones: ¿Qué tubo tiene más animales?, ¿cuántos
Do you have?, which are bigger?, which is the most
small? What colors do they have? How many legs do they have?
At the end, the children return the insects that they have.
collected, they clean the research materials and the
they keep in their place.
We worked on worksheet No. 9 (page 193).
they observe and recognize the insects. The teacher reads to them what
it is written and asks them to count how many legs they have
those insects. The children write according to their writing level
or placing tokens with numbers in the box. In the part
at the bottom of the sheet, the children draw one of the insects that
collected.
CLOSURE Responden las preguntas ¿Qué aprendieron hoy? ¿Cómo lo
Did we do it? What will what they learned be useful for?
ACTIVITIES Personal hygiene, snack, and recreation activities.
OF ROUTINE
 PAINTING IMAGES WITH ISOP
GRAPHIC ACTIVITY ASSEMBLY: We discussed the activity to be carried out and how to do it.
PLASTIC Let's do it considering the rules for using Tempera.
materials swab, temperas Hyssops
EXPLORATION OF MATERIALS:
We present the materials to be used: drawn bond paper.
ant,[Link] explain to the children that we are going
paint the ant with a swab using tempera.
VERBALIZATION:
The boys and girls talk about how they carried out their activity.

PLASTIC GRAPHIC ACTIVITY

Paint the ant with a cotton swab and tempera.
NAME
-------------
 LEARNING SESSION
I.- DATE: November 29, 2016
Successor of a number
1.2 ACTIVITY DE
LEARNING
II. WHAT LEARNING IS PROMOTED?

AREA OF COMPETENCE CAPACITY INDICATORS

MATHEMATICS Act and think Reason and Argue Number

CA matemáticamente en Generating ideas • Explain with your own
situations of quantity language the criterion that was used
Mathematics.
para ordenar y agrupar
numbers
PSICOMO BUILD YOUR Perform motor actions Coordinates his/her

TRINIDAD CORPOREALITY . varied with autonomy, performing movements

controls his whole body and stocks with higher
each of its parts in precision at level
a space and a time visomotor: ocular-
determined. Interact manual and ocular-pedal
with its environment taking kick, throw
self-awareness and receive).
strengthening its
self-esteem.
 MOMENTS STRATEGIES MATERIAL
Free play in Planning: Upon entering the classroom, the boys and girls choose cards with materials.
images according to the sector in which they will play. of the
Organization: They group into 5 or 6 and organize their game. sectors
Execution: Boys and girls play freely according to what
they have thought about doing.

Order: The teacher uses various strategies to organize the storage of the
toys.
the sectors.
Socialization: After organizing the materials, they verbalize it.
completed.
Representation: After having verbalized their experiences
graphically represent their experiences.
ACTIVITY OF They record attendance, time, calendar, comment on the news of the day,Children and
ENTRY they sing songs girls
MOMENTS METHODOLOGICAL SEQUENCE MATERIAL
START EXPERIENTIAL : Necklaces
The teacher invites them to form a circle, then proceeds to hand out to of
each one of them a collar with a number not following the order number
numerical.(1 to 10)
The teacher asks them to move around the entire courtyard without stopping.
an order and that upon hearing the sound of the whistle everyone would return to their
places. Then ask the students to look at their necklaces and the
number that was assigned to them; then they form a line, each
Child will be positioned one behind the other respecting the numerical order. One
They take turns counting out loud. The teacher asks them to stay in place.
to the children who possess the necklaces with the numbers (1,3,5,7,9) and that
Take a seat the rest and ask: Is the order sequence okay?
numerical? What numbers are missing? The missing numbers are located
before or after? Why after….?
Communicate the purpose of the session: today they will locate numbers in a
ordered sequence, and they will point out the number that is found
after.
DEVELOPMENT The teacher prepares cards of approximately 50 cm in advance.
x 50 cm, using paper, cardboard or carton (if possible, that they are
in different colors). On some cards write a number, such as
as shown below:

Cards

The teacher collects the counting and numbering strategies that the
children know. Asking: how are we going to know the number of the
Empty card? How will we find out what the next number is?
The teacher refers to the previous number, in order to locate the
next number (successor). The idea is that they always identify that
if from the previous one, they name the following number, they will be referring to the
empty card in which it is found.
The teacher invites them to play and observe the type of strategy.
applied for the counting and numbering of the cards: with its
hands, memory: that is to say, it points out, each box, and starts mentioning a
number for this., etc.
At the end of the game, reflect, in the form of a dialogue, with some
preguntas: ¿qué jugamos?, ¿cómo era el juego?, ¿qué hicimos?, ¿qué
What happened with some boxes? What should we keep in mind, so as not to
 Should we make a mistake next time we touch the blank card? Why?
what are important the numbers that are found after the
empty card?
The children identify the subsequent number in their worksheet.
CLOSURE Responden las preguntas ¿Qué aprendieron hoy? ¿Cómo lo hicimos?
What will they use what they learned for?
ACTIVITY Personal hygiene, snack, and recreation activities.
IS FROM
ROUTINE
Workshop DE PLAYING THROWING BALLS INTO A BOX AT DIFFERENT
Psychomotricity
AD
DISTANCES Boxes
ACTIVITY ASSEMBLY: we tell the children that we are going out to play and balls
Psychomotor we must be very careful when carrying out the
activity.
PSYCHOMOTOR EXPRESSION: Before the game, we carry out some
exercises to warm up the body and be very
agile,
singing the song "up, up, down, down". Then
we start the game, the children in shape
lined up in a row they grab their ball and try to score in the box.
He/She will place the box at different distances.
RELAXATION: We sit on the grass to rest: inhale and
exhale.
PLASTIC EXPRESSION: they draw what has been done.
CLOSING: We discussed the activity carried out.
 SUCCESSOR OF A NUMBER
NOMBRE:…………………………….. EDAD:
5 YEARS

WRITE THE SUCCESSOR NUMBER (NEXT):

Successor of a number
 Successor of a number

NOMBRE:…………………………….. EDAD:
4 YEARS

WRITE THE SUCCESSOR NUMBER (NEXT):