Classroom Material Organization Activity
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ScribdTranslationsClassroom Material Organization Activity
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ScribdTranslationsDIAGNOSTIC ACTIVITY 4
NoExperience Diagnosis
INFORMATIONAL DATA:
13 de marzo al
My March 31
1.1. Educational Institution:
1.2. Edad years Activity number 4
1.3. Classroom :
1.5. Duración :
1.6. Date :
1.7. Teacher :
WE COMPARE AND GROUP OUR MATERIALS
I. WHAT LEARNINGS ARE WE GOING TO OBSERVE?
In this activity, the girls and boys will have the opportunity to participate in demonstrating their
skills to organize the materials of the sectors by grouping them and placing them where
they correspond, explain the grouping criterion that was used.
II. WHAT ARE WE GOING TO NEED?
Puppets
Different materials from the classroom sectors and others
Toys
Containers
colored pencils
bond paper
crayons and markers
PURPOSE OF LEARNING
COMPETITION AND Performances EVIDENCE OF INSTRUMENTO
EVALUATION CRITERIA
CAPACITY LEARNING EVALUATION
RESOLVE Establish relationships betweenMention the Portfolio materials group
PROBLEMS OF the objects in your environment characteristics of the of the sectors of
Card of
QUANTITY according to their characteristics materials when compared classroom observation.
Translate
perceptual when comparing and grouping them, explaining
quantities to
group, and leave some the criterion I use for
expressions
numerical. loose elements. The child sort them.
Communicates his/her says the criterion that was used
comprehension
about the to group.
numbers and the
operations.
Use strategies and
procedures
of estimation and
calculation.
III. CROSS-CUTTING APPROACHES
CROSS-CUTTING APPROACH VALUE
FOCUS ON WELL-BEING
RESPONSIBILITY
COMMON
IV. DEVELOPMENT OF THE ACTIVITY:
Greeting: We sing 'Hello Hello how are you'
Sentence: We sing together 'I will praise, I will praise' thanking God for this new day, for the
family we have and for the health of all, and today we ask for all the people who are
sick so that God can help them recover soon and be able to continue sharing with family.
Calendar: We show today's date on the calendar and ask them to enter the date.
Weather: Then we sing about the weather, and we give the necessary recommendations. To continue
taking care of ourselves and thus avoiding any illness.
Registro de asistencia:Los llamamos por su nombre y apellido.
Rules: We remember the classroom rules that we created yesterday to be able to coexist better, together they
we mentioned and agreed to respect them.
Responsibilities: We organize those responsible for the activities of the day.
FREE PLAY IN THE SECTORS
FIRST MOMENTPLANNING AND ORGANIZATION.- They plan what to play, where, and with
who. They make agreements and are distributed in the sectors. The number of children per sector is flexible.
SECOND MOMENTGAME DEVELOPMENT - The children start their play project, the
they develop using their imagination. The adult accompanies and provides support.
THIRD MOMENTSOCIALIZATION, REPRESENTATION, METACOGNITION AND ORDER.- In
In the assembly, the children who wish to share comment on what they played; they can represent it if they want to.
They organize and store the materials and toys.
START
Before the activity, we created a situation in the classroom, we changed the location of some materials.
placing them in different sectors where they do not belong and leaving other materials in a
box, as the children have already attended the first three days, they know the place of some
materials.
Then we introduce a character named 'Lupita' who visits us to play in the sectors, and
It is found that the materials are disorganized, so Lupita asks, 'What'
What happened? Who has messed up the materials? And then the magpie Paca Otrottere appears.
observing from the library and tells her, Lupita I didn't make a mess, I was just playing and I forgot
to put it in its place.
Lupita asks the children, 'What could have happened to the classroom materials? What can we do?'
How to make the classroom materials not look disorganized? How would we do it so that all...
Are things in their place? We listen to the interventions of the boys and girls.
We communicate the purpose of the day 'we compare and group our materials from the sectors
and they explain the grouping criterion.
DEVELOPMENT:
We asked the boys and girls, are all materials the same? Are all materials
Do they go in the same place? Do you think you can organize the materials in their place? Then
Now we are going to organize the materials but first we are going to carry out the following activity.
Embodiment: we invite children to play a game 'looking for the materials of the
classroom" which are hidden in other places, we will ask each child "what
Did they find it? What are the materials they found? How can we play with them?
Them? In which sector would you place them? Why? Will all the materials be in the same sector?
How do you think we can organize all the materials in the classroom that are mixed together?
How would you group them? We listened to the children's answers, then we invited them to
form groups for exploration.
Manipulation of concrete material: In groups, the children observe the materials, they choose the
materials from a specific sector and group them by establishing their own criteria for
place them in each sector as appropriate.
They compare shapes, sizes, colors, and the usefulness of materials.
They group or classify it in the place that corresponds.
Graphic representation: once the activity is finished, we invite each child to draw the
group that carried out, and verbalizes the criterion it used
After explaining the grouping criterion you used, we ask that you prepare the following
activity.
CLOSURE:
We asked some questions: How have you been feeling today? What has affected you the most?
Did you like it? What have you done? Was it easy for you to make the groups?
Why should the materials be organized? We are recording through observation.
We invite children to play in the areas that are already organized.
We accompany them to the sectors and we are recording their game.
Communicate the evaluation criteria.
Evaluation criteria:
Mention the characteristics of materials when comparing and grouping them, explaining.
the criterion that I use to sort them.
Freely explore various musical sounds using different instruments.
V. EVALUATION INSTRUMENT:
Reflections on the What advancestthey had my istudiantis?
learning What difficultytagestthey had my estIndiantIs it?
What learnings should I reinforce in the followingtand session?
What activities, istratand metWhich series worked, and which did not?