Ministry of Regional Direction Management Unit Management Area

PER Education of Education of Lima Local Educational No. Pedagogical

Metropolitan 02
Ú
Year of Investment for Rural Development and Food Security
Decade of Persons with Disabilities in Peru 2007–2016

LEARNING PROJECT N° 1
I. GENERAL DATA
a. I.E
b. TEACHER
c. LEVEL
d. GRADE AND SECTION

II. PROJECT PLANNING

1. Context situation:
In the [Link]. of the UGEL 02 area, most children do not have
with basic educational materials to implement their educational sectors, because
they come from low-income families, as evidenced by the
enrollment forms and the reports of the APAFA. For their part, the boys and girls
they show interest in attending classes and enthusiasm for learning. In light of this fact
teachers and students have decided to change this situation and improve it
conditions.

2. Raising awareness and defining the project.

In order to get our students motivated, involved, committed, and take responsibility
commitments. It is essential to begin the project planning with our
students starting from a learning session for this case preferably from
of citizenship learning) which is detailed below:

Selection of competencies, capacities, and indicators for the awareness session.

Competition Capacity Indicator
LIVE TOGETHER.... …… ……
….

Session development.
Time/
Moments Teaching sequence
resources
Start Talk with the students about the contextual situation
identified by the students or presented by the teacher.
Gather your knowledge regarding quality education.
-…..
Development Make visible the processes involved in the strategy.
Step 1 we identify the difficulty.
Step 2 we analyze the factors that originate it.
Step 3 we determine the title of our project.
Step 4 we pre-plan with the students: we propose
situaciones de aprendizaje y las actividades o tareas a realizar
in each of them.
What ["How","When","Who"] what
we want I am going to the the we need
to know to know? Are we going to do?
to make of How to do?
 …? the
we will make

Step 5 we organize the schedule

Closure We evaluate their compliance through an instrument.
We commit to adhering to the proposed schedule.
-…….

3. Project planning by the teacher.

It is the teacher who finalizes the planning considering what was agreed upon in the classroom with the
students and making the selection of competencies, capacities, and indicators.)
a)Nombre del Proyecto: “Implementamos nuestros sectores de aprendizaje con
the collaboration of our neighbors
b) Duration: 20 days
c) Product: Implementation of the learning sectors of the classroom
What learnings
they will achieve my What will we do? What
students? Activities or tasks do we need?
learning situations
We integrate by organizing our classroom. (coexistence)
We propose the rules of coexistence.
We establish commitments (communication)
We participate in a We prepare our attendance panels (mathematics)
debate about a We found out about the importance of education.
quality education communication
We discussed the free nature of education. (communication)
We learned about toxic and non-toxic materials. MED Books
(Comunicac). to consign
We developed and applied a survey to find out with what title and page of
We investigate the type of materials we can learn. (Communication). text
materiales what We know the effect of toxic materials.
we need for environment Small bags
to implement the We organize the information from the surveys conducted on your Markers
sectors in the classroom Typesetter
companions (Mathematics)
Bond paper
We inquired about the budget to implement the classroom. Colors etc.
(Mathematics)
We base the list of basic materials for Materials
learn.(communication) concrete of the
We carry out a We create posters and banners for the collection campaign MED of
campaign of recyclingCOMMUNICATION mathematics
collection and We draft a request asking for the director's authorization. Science
recycling of from the IE to conduct the [Link] environment
materials for We prepared a sketch of the campaign's movement. communication
implement communication etc.
our sectors of We respect the pedestrian walkways during the campaign.
classroom. (Personal social)
We collect and classify the collected materials
Mathematics
We experienced the physical changes of recycled materials.
(science and environment)
We distribute the classroom space for our sectors.
We classify the different types of texts that are in the
Library.
We organize and We prepare instructions to build educational materials.
we implement communication
our sectors in We assign responsibilities for the proper use of the materials.
the classroom
communication
 We propose rules for the proper use of materials.
After completing the project, plan the dissemination of the product to the educational community. (1 day)

d) SCHEDULE (MARCH)
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
10 11 12 13 14
Welcome and good We integrate We elaborate We inquired about the We elaborate our
start of the school year organizing our commitments importance of the assistance panels
Session of classroom.(coexistence) (communication) education. (mathematics)
awareness on (communication)
the situation of We propose the
context for the rules of
good development of coexistence.
project coexistence
17 18 19 20 21
We debated about the We inform ourselves We developed and We organize the We investigated the
free of charge of the about materials we apply a information about the budget for
teaching. toxic and non-toxic. survey to know surveys conducted to implement the classroom.
(communication) (Communication). with what kind of his companions (Mathematics)
we can materials Mathematics
We know the effect to learn. We respect the roads.
of the materials (Communication) circulation
toxins. (Science and pedestrian during the
environment) campaign. (Personal
social
24 25 25 26 27
We substantiate the We create posters and write. we elaborate a sketch We respect the roads
list of materials posters for the request asking for the displacement of of circulation
basics for campaign of authorization from the campaign pedestrian during the
learn. (communication collection and recycling director of the IE for COMMUNICATION campaign. (Personal
ión) COMMUNICATION launch the campaign. social
COMMUNICATION We collect and
We classify the
materials
collected
(Mathematics)
31 1 2 3 5
We experienced the We collect and We distribute the space We develop We assign
physical changes of the We classify the from the classroom for our instructions for responsibilities
recycled materials. materials sectors. P.S. build materials for the proper use of
(science and environment) collected educational. the materials.
Mathematics We classify the COMMUNICATION COMMUNICATION
different types of
texts that are in the We propose standards
Library. for the proper use of
the materials

e) Selection of competencies, capabilities, and indicators

SITUATION ACTIVITIES OR DIDACTIC PURPOSE

N OF TASKS
APRENDIZ COMPETITION CAPACITY INDICATOR
AJE
We integrate Participate democratically: Proposes and manages. Shows willingness to
organizing Participate democratically in initiatives to engage in activities.
our classroom. public spaces to promote common interest. from the school, with what
cohabitation the common good. show what it feels like
part of her.
 We propose the Convive democratic e If commitment fulfills with
rules deinterculturally with the rules and responsibility the
coexistence. Live together in a democratic agreement, as agreements assumed in the
(coexistence) in any context base for o the schools.
circumstance, and with all the coexistence.
people without distinction.
We develop Reflectively produce various planning the Selection in a way
commitments types of written texts in production independent the recipient,
communication varied situations of various types of themes, types of texts,
communicative, with coherence and text resources textual y
They participate cohesion, using vocabulary some source of consultation
the of a relevant and the conventions of that will be used according to
debate language written by means of with its purpose of
about a processes of planning writing.
education textualization and revision.
of quality. We elaborate Solve independently y Solve Develop e interpret
our formula panels with security, problems what tables from the panel of
of assistance. problems whose solution requires involve
the attendance.
(mathematics) establish relationships between organization of
variables, organize them in tables and variables in tables
graphs statistics, y graphs
interpret them and argue them. statistics.

We investigated Understand critically - Identify Localiza información en

about the various types of written texts information informative texts with
importance of the in varied situations various types of several elements
education. communicative according to its purpose texts according to the (number of paragraphs and
communication of reading through purpose-driven processes. Number of sentences per
interpretation and reflection. Paragraph) complex in its
structure y with
varied vocabulary.
Critically understand various listens Take notes while
We discussed various types of oral texts actively. listen according to your
the gratuity of situations communicative, various types of purpose and type of text
teaching. putting into play oral text processes in oral, making a list of
(comunicación) active listening, interpretation and different ideas.
reflection. situations of
interaction.
Reflect on Explain the structure y Reflects on the role of the family
the organizational function of the Peruvian that in State,
the education functions
of the
educadora de la describe y valora las funciones cumple la children.
family. (Staff that fulfills the family institutions) for
social) local government, regional, national provide, education
to improve the conditions of protection and
life of the population, and participates in comprehensive security
organize its members in projects.
of improvement and prevention of
risks in school and in
community.
We inform ourselves Understand critically various Identify Locate information in
about materials types of written texts in information in various types of texts
Indagamostoxics y not varied situations of various types with several elements
about the toxics. communicative texts according to their purpose complex texts (structure
materials (communication) of reading, through purpose-driven processes syntactic of the
what interpretation and reflection. sentences) y with
we need varied vocabulary.
 the for We elaborate a Reflectively produce various textualizations Use spelling resources
implement survey for types of written texts in experiences, ideas, basics according to the
to the to know with what varied situations feelings, need of the text
sectors type of communicative, with coherence and using the
in the classroom. materials cohesion using vocabulary conventions of
we can pertinent and the conventions of written language.
to learn language written by means of
(communication) processes of planning
textualization and review.

We know the Relate the functioning of Investigate. Recognizes the effect of

effect of the los sistemas de su cuerpo en efectos of the substances chemicals
materials harmony with the environment, substances contaminants in health.
toxic. (science and valuing hygiene practices, Chemicals
environment) prevention and comprehensive security. contaminants in
health: monoxide
of carbon
cyanide lead
mercury, arsenic
and others.
We organize the Solve independently y Interpret y Elaborate e interpret
information of formula with security, argues statistical tables with the
the surveys problems whose solution requires information what data collected in the
made to your establish relationships between related survey variables.
companions variables, organize them into tables and present them in
Mathematics charts statistics, bar charts,
interpret them and argue them. polygonal y
circulars.
We investigated theSolve situations represent Experiment and describe, the
budget for real context problems and situations meaning and use of the
implement the mathematician that implies the one involve operations with numbers
classroom. construction of meaning and use of quantities y natural in situations
(mathematics) of numbers and their operations magnitudes in everyday situations that involve the
employing various strategies in various contexts actions of
of solution, justifying y equal two amounts (5
valuing their procedures and y6)
results.
We express it orally in an explicit form. ideas, Relate ideas o
the list of effective in different emotional situations y information using
materials communicative based on experiences with various relevance
basics for various purposes, being able to use connectors and referents clearly.
to learn. make use of various resources the conventions
(communication) expressive of oral language in
each context.
We elaborate Reflectively produce various Textualize Write various types of
posters and signs types of written texts in experiences, ideas, texts with some
for the campaign varied situations feelings elements complex
of collection and communicative, coherent and using the syntactic structure of
recycling. cohesion, using vocabulary conventions of the sentences)*with
(communication) relevant and the conventions of written language. various themes, starting from
regulations, through processes of his knowledge
of planning, textualization and previously and based on
review, with the aim of sources of information.
use them in various contexts.
Reflectively produce various Textualizes Use spelling resources
We carry out We draft a types of written texts in experiences, ideas, basics of punctuation and
it's a request varied situations feelings, accentuation to give
campaign asking for the communicative, with coherence and using the clarity and meaning of the text
of authorization of cohesion, using vocabulary conventions of the producer.
collection director of the IE relevant and the conventions of written language.
ny to carry out the language written through
recycling campaign. processes of planning
of (communication) textualization and review
materials
for
implement We develop a solution and formulate problems Interpret the expansion is prepared and
ar sketch whose solution requires enlargement y reduction of figures to
ours displacement transformation of figures reduction of to start from a sketch.
sectors of the campaign. geometric in the plane, geometric figures,
of the classroom.
mathematics arguing with certainty, the graphs in
employed processes grids and
y in the
communicating them in Cartesian plane language and
mathematician. express your rule of
transformation
We respect the organized participation in Identify and respect Respect the roads of
ways of actions of Civil Defense, the traffic regulations pedestrian
circulation Road Safety and Traffic Management during the campaign.
pedestrian during Risks in the areas where pedestrian in
the campaign. unfolds. road and assumes
(Personal social) a
behavior
adequate how
pedestrian
We collect and Solve situations Develop uses various strategies
We classify the real context problems and strategies what the use of the implies
materials mathematician that involves using concrete representation,
collected construction of meaning and use of numbers in their y graph, in the classification
(mathematics) of numbers and their operations operations for materials
employing y valuing their problem-solving. collected, in the
procedures and results. resolution of situations
problems.
We experiment Elabora, rehearsal y evaluate Understand Identify the changes
the changes conservation strategies and physical and chemical changes of matter.
physicists of the improvement of their chemical environment
materials immediate from material concepts for
recycled. basic scientists, on determining
y suspicious
(science and understanding of the interactions differences
environment) among biotic beings and beings
abiotic elements of nature.
We distribute the CONSTRUCTION DE LA - Recognize the Participation in the
classroom space IDENTITY AND COEXISTENCE importance of organization e
for our DEMOCRATIC. organization implementation of the
sectors. Explain the structure and the student in the actions of the
Organization of the Peruvian State, implementation of distributions of the
describe and evaluate the functions of our classroom spaces
What the institutions fulfill in the classroom that our sectors...
local, regional, national government, favor the
to improve the participation conditions of the
life of the population and students participate in the
Organism organized in educational process projects.
os e for improvement and prevention of
implement risks at school and in the
we love community.
our We classify the Understand critically - Identify Recognize structure
sectors different types various types of written texts information external characteristics
in the classroom. of texts that en variadas situaciones diversos tipos de de diversos tipos de
they are in the communicative according to their purpose texts according to the texts.
Library. of reading, through purpose-driven processes.
communication interpretation and reflection.
 We develop Reflectively produce various Textualizes Write instructional texts
instructions for types of written texts in experiences, ideas, with some elements
to build varied situations feelings, complex (structure
materials communicative, with coherence and using syntactic unit of the
educational. cohesion, using vocabulary conventions of sentences)*with various
communication relevant and the conventions of written language themes, based on their
regulations, through processes prior knowledge and
of planning, textualization and based on sources from
review, with the purpose of information.
use them in various contexts
He/She is recognized as a person. Assume responsibilities
We assign valuable as well as the others and the importance of it for the proper use of the
interactive responsibility demonstrating organization materials
and for the good attitudes of respect and student treatment what
use of the equalizing a the people, favor the
materials rejecting all forms of participation from the
(Personal social) violence, corruption students
y in the
discrimination, in the coexistence educational process
daily.

III. PROJECT IMPLEMENTATION

Learning Sessions: We integrate by organizing our classroom.

COMPETENCE CAPACITY INDICATOR
Participate democratically: Propose y manages Manifest willingness a to participate in
Participate democratically in public spaces initiatives of common interest. school activities, with what it shows
to promote the common good. that feels part of her.

Development of the session

Time/
Moments Teaching sequence
resources
Start -

Development -
Closing -

Learning Sessions: We propose the rules of coexistence.

COMPETENCE CAPACITY INDICATOR
Live democratically and interculturally He/She commits to fulfilling responsibilities
Live democratically under any norms and agreements, such as agreements made in schools.
context or circumstance, and with all the foundations for coexistence.
people without distinction.

Development of the session

Time/
Moments Didactic sequence
resources
Start -

Development -
Closure -

[Link]ÓN: (Planificar una sesión para la socialización del producto)