LEARNING EXPERIENCE N° 2

I. INFORMATION DATA:
I.E.
PROFESSOR
GRADE AND SECTION 6°
EXECUTION PERIOD
DATE From April 3 to April 28

II. TITULO DE LA EXPERIENCIA DE APRENDIZAJE:

WE PUT OUR SOCIAL SKILLS INTO PRACTICE

III. SIGNIFICANT SITUATION:
Sixth grade children experience physical, psychological, and social changes typical of puberty, they want to have a group of friends, the
acceptance and approval of their parents; their behavior is variable and they do not openly express their feelings. Therefore, they must participate.
in dynamics and socialization activities where they experience and learn how their body works so that they reflect on it
importance of practicing healthy habits to prevent diseases; the following questions are raised: How is it
changing my body? What emotions am I experiencing? Why do I look and feel different? What should I do to live this stage of
healthy way?
In this unit, sixth-grade students will learn to take care of and protect their bodies responsibly, expressing their opinions without hurting others.
Furthermore, for this they will have to learn to control their emotions.
Product:
It proposes and implements emotional self-regulation strategies that improve personal relationships.
Create a cartoon or comic strip about managing emotions
Craft a story about the importance of the practice of values.
IV. CROSS-CUTTING APPROACHES:
APPROACHES VALUES OBSERVED ACTIONS OR ATTITUDES
Orientation approach to Empathy Teachers continuously identify, evaluate, and highlight spontaneous acts of students in
common good benefit of others, aimed at seeking or restoring their well-being in situations that require it

Inclusive approach to care Respect for the Teachers and students demonstrate tolerance, openness, and respect for everyone, avoiding any
to diversity differences form of discrimination based on prejudice against any difference
Trust in the Students protect and strengthen their autonomy, self-confidence, and self-esteem in all circumstances.
person

V. LEARNING OBJECTIVES:
Competencies and Proposed topics Evidence of
Area Standard Performances Criteria Inst.
capabilities (aula, casa) learning
Communication Communicates orally Communicates orally -Recoversinformation-The Description Recognize suspicious
Cards of List of
through various types in their mother tongue explicit oral texts personal. characteristics work comparison
of texts; infer the topic, Obtain information from what listen physical of with
Self-portrait.
purpose, facts y selecting data self-portrait.
oral text. -We review and
conclusions based on specific. Integrate this Work in a team
Infer and interpret we publish
information information when it is for the description
information of the text our
explicit, and interpret it oral said in different from your companion
news.
intention of the interlocutor moments and by different of work
Adjust, organize and interlocutors in texts Accentuation of
in speeches what -
they contain ironies. They
develops the ideas of that include expressions the words
expressing itself according to
coherent form and with a figurative sense, and
cohesive. vocabulary that includes
situations
Use resources no synonyms and terms
formal communicative and
verbal and paraverbal typical of the fields
informal. Organize and
strategically. of knowledge.
develops its ideas in
I return to a topic and the -Interact -Explain the topic and the
relates through the use strategically with communicative purpose
of connectors different interlocutors. from oral text. Distinguishes
the relevant of the
 Competencies and Proposed topics Evidence of
Area Standard Performances Criteria Inst.
capabilities (aula, casa) learning
and some references, so -Reflect and evaluate the complementary
like a vocabulary form, the content and classifying y
varied and relevant. Use context of the oral text. synthesizing the
non-verbal resources and information. Establishes
paraverbals for conclusions about it
emphasize what understood; for that,
says. Reflect and evaluate link the text with its
the texts heard to experience y the
to leave of suspicious sociocultural contexts
knowledge y the in which it unfolds.
sociocultural context. In Adjusts their oral text to the
an exchange, it makes communicative situation
questions y considering the
relevant contributions communicative purpose and
what they respond to the some characteristics
ideas and viewpoints of the discursive genre,
from others, enriching keeping the record
the subject addressed. formal e informal y
adapting a suspicious
interlocutors y the
context; for this,
draws on his experience
and there are some sources of
information
complementary.
-Opine as a speaker and
listener about ideas,
facts and themes, of
oral texts of the field
school, social or of
media
Justify your position
about what the text says
oral considering his
 Competencies and Proposed topics Evidence of
Area Standard Performances ["classroom","house"] Criteria Inst.
capabilities learning
experience and context
in which it unfolds.
Read various types of Identify Information - Reading of -aRecognizes the Cards of List of
texts with various texts written in explicit,
their relevant y caricature about main ideas and reading comparison
complex elements in mother tongue complementary that is the emotions secondary schools Scale of
its structure and withGet information from find in different We read a recovering the valuation
vocabulary varied. written text. parts del text. story of the information from
Get information and Select data values in an orderly manner.
Infer and interpret
integrate data that are specific e integrate Interpret the
text information. Synonyms
in different parts of the information explicit content en
text. Make inferences Reflect and evaluate the when found in We read news
relationship with the
locales a to leave fromform, the content and different parts of the text, about conflicts. knowledge
explicit information and context of the text. or when carrying out a reading Tildation of the previous y sus
implicit. Interprets intertextual of various words own experiences
the text considering types of texts with various to favor the
relevant information and complex elements in understanding
complementaria for its structure, as well as
Make reflections
build your meaning with varied vocabulary, and judgments of one's own to
global. Reflect on agreed a the
to leave of the
various aspects addressed topics.
information
of the text from its Predict what it will be about integrating ideas
knowledge y text, starting from some own.
experience. Evaluate the indications such as subtitles,
use of language, the colors and dimensions of
intention of resources the images, index,
textual and the effect of typography bolds,
["underlining","photographs"]
text in the reader from
of your knowledge and of the reviews (tab,
back cover), notes of
sociocultural context.
autor, biografía del autor
o illustrator etc.;
likewise, contrasts the
information of the text that
 Competencies and Proposed themes Evidence of
Area Estándar Performances Criteria Inst.
capabilities (aula, casa) learning
lee.
Share your opinion about the content
and the organization of
text, the intention of
various resources
textual, the intention of the
author and the effect that
produce in the readers,
based on your experience
y of the contexts
sociocultural in which it is
unwrap.
Write various types of Write various types of Adjust the text to the History Recognize the Autobiography List of
texts in a reflective form. texts in their language communicative situation personal events comparison
Cartoons
Adapt your text to the mother tongue. considering the Tree of life most relevant of
his biography Stories
recipient, purpose and Adjust the text to the communicative purpose,
Planning of
the record, based on its communicative situation. the textual type and some the cartoon Plan the Cards of
previous experience and of
Organizes and develops
characteristics del structure of his work
some sources of discursive genre, like this Review and autobiography
the ideas of form
information like the format and the publication of Use the
coherent and
complementary. support. It maintains the a cartoon. schemes
cohesive.
Organize and develop formal and informal register;The semicolon, proposed for the
logically the ideas in Use conventions for this, it adapts to the colon. drafting
I return to a topic and the of written language from recipients y We are planning aElaborate your
relevant form. select some
structure in paragraphs.27 story of autobiography
Establish relationshipsReflect and evaluate the sources of information values following the
between ideas through the form, the content and complementary. We reviewed and structure
appropriate use of some context of the text Write texts in a way we present Plan the
types of connectors and of written. coherent y cohesion- ours
structure of your
references; employ Nothing. Organize the ideas tales.
comic strip and story
vocabulary varied. around a topic, the Antonyms
Use resources hierarchizes into subtopics and -Utiliza the
orthographic marks to separate main ideas of We plan and schemes
we elaborate
 Competencies and Proposed topics Evidence of
Area Standard Performances Criteria Inst.
capabilities (aula, casa) learning
expressions, ideas y agreement to paragraphs, and the news from proposed for the
paragraphs28 with the develop to expand the resolution ofwriting
intention of to give it information sine conflicts Elaborate you
clarity and meaning to its digressions or voids. We reviewed and comic strip and story
text. Reflect and evaluate Establish relationships we publish following the
permanently the among the ideas, such asours structure.
coherence and cohesion of cause-effect news. Check the
the ideas in the text that consequence and cons- spelling y
Accentuation of
write, as well as the use you, through some structure del
the words
del language for referents and connectors. story and comic.
argue or reinforce Incorporate in a way
senses y produce relevant vocabulary
effects on the reader according to which includes synonyms and
the communicative situation. various terms
typical of the fields
of knowledge.
Use resources
grammatical y
spelling errors (for example,
the separate point for
separate paragraphs) that
they contribute to giving meaning
to his text, and incorporates
some resources
textual (such as the use of
bold or quotes) for
reinforce that sense.
Use some figures
rhetorics
(personifications e
hyperboles) to characterize
to make people laugh,
characters and settings
or to create patterns
 Competencies and Temas propuestos Evidence of
Area Standard Performances ["classroom","house"] Criteria Inst.
capabilities learning
rhythmic and free verses,
in order to produce
effects on the reader (the
entertainment o the
suspense, for example).
-Evaluate in a way
permanently the text
to determine if it
adjust to the situation
communicative, if they exist
digressions or gaps of
information that affects
the coherence between the
ideas, or if the use of
connectors and referents
ensures cohesion
among them. Also,
evaluate the usefulness of the
resources spelling
employees y the
relevance del
vocabulary, to improve
the text and ensure its
sense.
Mathematics Solve solves problems of Establish relationships-Approach to Identify the value Cards of List of
referred to one or more amounts. between data and one or morethe numbers positional of the work comparison
actions of comparing, -Translate amounts to comparison actions, natural numbers.
equalize, repeat or distributenumerical expressions. equalize, reiterate and divide
Problems Recognize the
quantities, to share y Communicate your quantities, y the additives. higher position
distribute an amount in transform in close to the number
understanding about the We resolve
equal parts; the numerical expressions established.
numbers and the problems with
translate to expressions (model) of addition, Round numbers
operations. schemes.
additive, multiplicative and subtraction natural according to
Use strategies and -Properties of
 Competencies and Proposed topics Evidence of
Area Standard Performances (classroom, house) Criteria Inst.
capabilities learning
square exponentiation procedures of multiplication and divisionmultiplication. the strategies
and cubic; as well as to estimation and calculation. of two numbers Problems with applied
expressions of addition, Argument natural (obtains as multiplications Organize the data
subtraction y affirmations about the quotient a number of the problem for
multiplication with numerical relationships and exact decimal), and in your resolution.
fractions and decimals the operations. square powers and -Uses strategies
(up to the hundredth). cubic. of calculation in
Express your understanding Employ strategies y additive problems.
of system of procedures like the -Check your
decimal numbering with next: answers
natural numbers up to
Heuristic strategies. Estimate calculations of
six digits, of divisors and
multiples, and of the value Calculation strategies, multiplications
positional of the like the use of the simple from
decimal numbers up to reversibility of the results
the hundredths; with operations with known.
numeric language y natural numbers, the Solver
representations amplification y problems
various. Represents of simplification of moderately
various ways of fractions, rounding complexes that
understanding of the notion of decimals and the use of involve some
of fraction how the distributive property. operations
operator y how Justify your process of mathematics such as
quotient, as well as the resolution and the the multiplication
equivalences between obtained results. Check their
decimals, fractions or answers
usual percentages 38.
Select y employs
diverse strategies, the
mental or written calculation
to operate with numbers
natural, fractions
decimals and percentages
exactly or
 Competencies and Proposed themes Evidence of
Area Standard Performances ["classroom","house"] Criteria Inst.
capabilities learning
approximately; as well as
to make conversions
of units of measurement
of mass, time y
temperature, and measure of
exact way o
approximately using the
pertinent unit.
Justify its processes of
resolution as well as its
affirmations about the
relationships between the
four operations and their
properties, based on
in examples y sus
knowledge
mathematicians.
Solve problems in Solve problems of Establish Product-Relations Apply Cards of List of
those who shape form, movement and among the changes of ta- Cartesian adequately work comparison
characteristics y localization. hand and location of the -Elements of the the properties
location of objects to Model objects with objects with the am- geometry characteristics of
two-dimensional shapes andgeometric shapes and extensions, reductions and Point, line and the figures
three-dimensional, sus its transformations. turns in the plane ángulo, plano, elementary
properties, his Communicates his cartesian. segment of the plan, the
expansion, reduction or Employs strategies Construction, procedures and
understanding of the
rotation. Describe y forms and relationships heuristics, strategies measurement of
formulas for
classify right prisms of calculation the angles and solve problems
geometric.
quadrilaterals, triangles visualization y the geometric
Use strategies and segments.
circles, for suspicious procedures of Measuring angles with
elements: vertices, procedures for Polygons
composition y the transporter
sides, faces, angles, and to orient oneself in decomposition for
space. Draw angles of
for its properties; build forms from a given measure.
using language Argument perspectives, development
geometric. It performs rotations affirmations about -Define and trace with
 Competencies and Proposed topics Evidence of
Area Standard Performances Criteria Inst.
capabilities (aula, casa) learning
in quarters and halves geometric relationships. of solids, make turns the help of the
turns, translations on the plane, just as the rule and the compass
expansion and reduction to trace routes. the midpoint of a
in forms Use various strategies segment and the
two-dimensional, in the to construct angles, bisector of a
Cartesian plane. measure the length (cm) and angle.
Describe routes y the surface (m2, cm2), and Classify
locations on maps. compare the area of two polygons according to
Use procedures surface o the your number of
e instruments for capacity of the objects, sides.
enlarge, reduce, rotate and exactly or Differentiating and tracing
build shapes; like this approximate. Perform
the diagonals of
as to estimate the numerical calculations for
a polygon.
to measurethe length, make conversions of
measures (units of Classify the
surface and capacity of
length). It employs the polygons in
the objects,
unit of measure no regular and
selecting the unit
conventional o irregular.
of conventional measurement
appropriate and carrying out conventional according to
it is appropriate, as well as
conversions. Explain
your statements about drawing instruments
relationships between (compass, protractor)
elements of the shapes and measurement, and various
geometric y their resources.
measurable attributes, with
concrete examples y
properties.
Solve problemasResuelve problemas de Read double tables - We interpret andRead, interpret, Cards of List of
related to data management issues and entry and graphics of ba- we create analyze and critique the work comparison
of study, in which uncertainty. double rras, as well as line graphs. information that is
recognize variables Represents data with information coming from - obtained.
qualitative o graphics and measurements from various sources, to Interpret
discrete quantitative statistics or interpret the information critically data
 Competencies and Proposed topics Evidence of
Area Standard Performances Criteria Inst.
capacities (aula, casa) learning
collects data through probabilistic. what contain of tables and graphs
of surveys y of Communicates the considering the data, statisticians.
various sources of understanding of the the conditions of the Represents data
information. Select statistical concepts situation y another through tables and
double-entry tables, and probabilistic. information that is available line graphs
double bar charts about variables. statistical
-Use strategies and
and line charts, Also, it warns that using various
procedures for
selecting the most there are double tables in- means
collect and process
suitable for trade with data
data.
represent the data. incomplete, the
Use the meaning of the Supports conclusions complete y produce
fashion to interpret or decisions based on nueva información.
information contained in in information Collect data through
graphics and in various obtained. simple surveys or
sources of information. short interviews with
Makes experiments questions adequate
random, recognizes its employing
possible outcomes y procedures y
express the probability resources; processes them and
from an event organize into tables of
relating the number double entry or tables of
of favorable cases and the frequency for
total number of possible cases. describe them and analyze them.
Elaborate y justify
predicciones, decisiones
y conclusions
based on in the
information obtained in
the data analysis or in
the probability of a
event.
Personal social Build your identity to Build your identity -Explica las causas y-La pubertad. Identify the Games of List of
become aware of the One values oneself. consequences of their Stages of the stages of the ingenuity of the comparison
aspects that make it emotions y stages of
 Competencies and Proposed topics Evidence of
Area Standard Performances Criteria Inst.
capabilities (aula, casa) learning
unique when self-regulates its feelings, in itself life human development development
recognizes himself to emotions. same and in others, -Physical changes, -Recognizes the stage human
to leave of suspicious
Reflect and argue in real situations and emotional and of development in the
characteristics ethically. hypothetical. Use social that is found. Cards of
personal suspicious strategies of
Live your sexuality of Emotions Develop work games
capabilities y self-regulation
integral way and Self-regulation ingenuity of the
limitations breathing
responsible for of the stages of
recognizing the role of distancing Game of
according to its stage of human development.
the families in the development and maturity relaxation and visualization emotions memory of
training of said according to the situation Self-esteem. Identify the the emotions
characteristics. Appreciates that is presented. physical changes,
The values
their cultural belonging to emotional y
-Argue your position on Situations that Techniques of
a diverse country. Explain psychological in the
situations specific to you they reinforce the regulation of
the causes y puberty
edad, royal o friendship emotions
consequences of their simulated, what Recognize the
emotions y use involve a dilemma changes that each
strategies for moral, considering one yes is Pyramid of
regulate them. Manifest your how does this affect him passing evaluate
point of view regarding or to others. Recognize the
conflict situations situations what Proposals from
moral, depending on they generate ouractivities of
how they affect you emotions. the practice of
he or the others. Identify the values.
Examine your actions in importance of
conflict situations express sus
moral that is presented emotions.
in everyday life and it
proposes behaviors Participate in
that they take into account techniques of
ethical principles. breathing for the
self-regulation of
Establish relationships of
emotions.
equality between men and
women, and explain their Argument his
position before the
importance. Crea
 Competencies and Proposed topics Evidence of
Area Standard Performances (classroom, house) Criteria Inst.
capabilities learning
links affective practice of the
positives and overlaps values.
when these change. Recognize the
Identify behaviors for friendship like a
protecting oneself from situations
value to practice in
which puts at risk their their daily life.
integrity in relation to
your sexuality.
Convivial y participateLive and participate Resort to dialogue or to -The conflicts Identify Proposals List of
democratically democratically. mediators for solutionsResolution of problems what for comparison
when it relates to Interact with all to mediate conflicts and seekconflicts: The affect the course or resolution of
the others, respecting the people. equality or equity; mediation the community conflicts
the differences the propose alternatives to school
Build rules and
rights of each one, assume agreements and solution. Distinguish the
fulfilling and evaluating laws. Proposes, starting from a causes what
his duties. He is interested diagnosis y of the they provoke conflicts
Manage conflicts of
for relating to deliberation about in their environment and the
constructive manner.
people from cultures public affairs, action- parts
different and know theirDeliberates on issues oriented towards good involved.
customs. Build and public. common, solidarity, the They agree what
evaluate standards of Participate in actions protection of people problems
coexistence taking in that promote the vulnerable and the defense they will try to solve
account for your rights. common well-being. of sus rights exchanging
Manage conflicts tomando en cuenta la opinions in shape
using dialogue and the opinion of others. respectful.
mediation based on Supports its position They are planning
equality criteria or based on sources.
strategies
equity. Propose,
concrete for
plan y performs
resolver the
actions collective
oriented towards the common good,
conflicts
identified.
the solidarity the
protection of the
 Competencies and Proposed topics Evidence of
Area Standard Performances ["classroom","house"] Criteria Inst.
capabilities learning
vulnerable persons and the
defense of their rights.
Deliberates on matters
of public interest with
arguments based on
sources and take into account
the opinion of others.
Manage Manage -Explain the factors of -Brigades of Identify the Implementation List of
responsibly irresponsibly the vulnerability before management of functions of the of the comparison
space and environment to space and the environment. disasters, in their school risks. brigades of brigades of
carry out frequently Understand the and locality, and those Drill. risk management. management of
activities for your relationships between the factors de Participate in irrigation.
care and when reducing the natural elements and local vulnerability against simulations of
vulnerability factors social. for the purposes of the change earthquakes and put in
facing climate change Manages sources of climatic; proposes y functioning the
and the disasters in their information for execute actions to brigades of
school. Use different reduce them. risk management
understand space
sources and tools geographic and the
cartographic y environment.
sociocultural for Generate actions for
locate elements in the preserve the environment
geographical space and thelocal and global.
environmenty compare
these spaces a
different scales
considering the action
of social actors.
Explain the issues
environmental and territorial
based on its causes,
consequences y sus
manifestations a
various scales.
 Competencies and Proposed topics Evidence of
Area Standard Performances (classroom, house) Criteria Inst.
capabilities learning
Science and Investigate the causes or Investigate using methods - Use
the data-Functions of Identify the Elaborate List of
technology describe a scientific object to build qualitative o human body. characteristics of organizers match
phenomenon that identifies your knowledge. quantitative to test living beings. visuals of
para formular preguntas Problematic their hypothesesy the Recognize the the
and hypotheses in which situations to do contrast with in- functions of the characteristics
relate the variables inquiry. training scientific. living beings. and functions of
that intervene and that are Elaborate sus Organize the beings
Design strategies to
they can to observe. conclusions. information about alive
make inquiry.
Propose strategies for Communicates sus living beings
observe or generate a Generate and register data conclusions and what
controlled situation in the or information. learned using
which records evidence Analysis data e knowledge
of how a variable information. scientists. Evaluate whether the
independent affects -Evalúa y comunica el procedures followed
another dependent. process and results in you inquiry
Establishes relationships from your investigation. they helped to verify
among the data, the his hypotheses. He mentions
interpret and contrast them the difficulties he/she had
with information and proposes improvements. Gives to
reliable. Evaluate y to know his inquiry
communicates sus orally or in writing.
conclusions y
procedimientos.
Explain the physical world. -Describe the organisms -System Identify the Card of List of
evidence supported by and points out that they can be central nervous. work operation. comparison
scientific, the relationships knowledge about the unicellular o System nervous system Models
between: properties or living beings, matter multicellular
and and that each nervous central and peripheral.
macroscopic functions energy, biodiversity cell performs functions peripheral. Recognize the
of the bodies, Earth and universe. basic or specialized. organs that
The neurons
materials or living beingsUnderstand and use they make up the
with its structure y Diseases
knowledge about nervous system and
movement of the system
living beings, matter peripheral.
microscopic; the and energy, nervous.
Organizes
sexual reproduction with System
 Competencies and Proposed topics Evidence of
Area Standard Performances Criteria Inst.
capabilities (aula, casa) learning
genetic diversity; biodiversity, Earth and circulatory information about
the ecosystems with the universe. Diseases the nervous system
species diversity; Evaluate the implications of the system central and peripheral.
the relief with the activity of knowledge and of circulatory Identify the
inner of the Earth. scientific task and operation of
Relate the technological. the neurons
scientific discovery
- Recognizes the
o the innovation
importance of the
technological with its
neurons in the
impacts. Justify your
transfer of
position front a
information.
situations
controversial about the Know the device
use of technology and the circulatory and its
functions.
scientific knowledge.
To know and
identify the
parts of the device
circulatory: the
blood and its
composition, the
heart and the
blood vessels
Knowing the
circulation
blood and its
characteristics.
Education Understand the love of Build your identity Understand the love of -Way of the Cross Recognizes the chips of Scale of
religious God from creation as a human person, God from the care of main work facts valuation
The 10
respecting dignity and beloved of God, worthy, the Creation and respects it commandments. I of the Stations of the Cross
the freedom of the free and transcendent person, dignity and freedom of PART Identify the
humana. Explain it by understanding the the human person. importance
The
action of God present doctrine of his own Understand the action of commandments II participate in the
 Competencies and Proposed topics Evidence of
Area Standard Performances Criteria
{"aula":"classroom","casa":"house"} Inst.
capabilities learning
in the Plan of Salvation. religion, open to dialogue God revealed in the PART activities of
He shows his love to those who are dear to him. History of Salvation and The resurrection Holy Week
God y to the neighbor nearby. in his own story, that Know what
participating in on Know God and respect the dignity and the they teach the Ten
community and carrying outassume your identity freedom of the person Commandments.
charitable works that you religious and spiritual human.
You know the Ten
they assist in their growth as a worthy person,
Commandments are
personal y spiritual. free and transcendent. the expression of the
Promotes coexistence
Cultivate and value the natural law of the
Christian based on the
manifestations love of God.
dialogue, respect, the
religious of her To know and to order
tolerance and love
arguing environment the main
brotherly strengthening hishis faith in a way
identity as the son of understandable and moments
God. essentials of the
respectful. passion death
Express coherence between Assume the experience of - Express the love of God - Stations of the Cross And resurrection of
what I believe, say and do is a personal encounter y from their experiences,The 10 Jesus
in their community commitment to coherentinwith their faith, in commandments. I know how to interpret the
God To
personal in light of their life project in his family environment andPART death
Biblical texts. coherence with
community. their and resurrection of
The
Understand its dimension of religious belief. Recognize what the Jesus Christ as
commandments II
religious, spiritual y Transforms his environment teachings of source of love,
PART
transcendent that you since the meeting Jesus Christ allows him sorry, hope
allow changes The resurrection and new birth
personal and community develop attitudes of
behavior in with God and from faith personal change and for the children of
various contexts to the what he/she professes. community. God.
light del Gospel. -
Act coherently
Internalize the presence of because of his faith
God living the according to the principles of
personal encounter y
his moral conscience in
community for
specific situations
collaborate in the
of life.
construction of a
 Competencies and Proposed topics Evidence of
Area Standard Performances Criteria Inst.
capabilities (aula, casa) learning
guided faith community
for the teachings of
Jesus Christ. Assumes his role.
protagonist by means of
concrete attitudes a
image of Jesus Christ and
collaborate in the change
what society needs.
Art and culture Critically appreciate - Develop y Body Drawing Application. Appreciate the technique Elaborate a List of
artistic manifestations relevant criteria for SN Prototype of the body drawing. drawing comparison
cultural when interpreting cultural. evaluate one Appreciate the techniquecorporal.
Collage
the expressive qualities Perceives artistic manifestation, from the preparation
of the elements of art, manifestations with base in the Values: technique from paper mache.
of the collage Prepare a
the structure and the means artistic and cultural. information managed
Identify the model of the
used in a about its shape y Mandalas I and II
Contextualizes the system characteristics
artistic manifestation context of creation, and the technique of the nervous one.
demonstrations
cultural and explains how try a position
cultural. collage.
transmit messages personal in front of her.
ideas y feelings. -Creative reflection and Recognize the Works with
Investigate the contexts critically. characteristics of the technique of
where they originate the mandalas college
artistic manifestations
traditional cultural and Jobs of
contemporary e mandalas
identify how the
changes, the traditions,
the beliefs y the
values reveal the
way in which a
determined person or
society has lived.
Generate hypotheses about the
meaning and the various
intentions that can
 Competencies and Proposed topics Evidence of
Area Standard Performances ["classroom","house"] Criteria Inst.
capabilities learning
to have a demonstration
created in contexts
historical and cultural
different.
Create artistic projects Create projects from the -Explore the elements of -Body drawing. -Make a drawing Make a List of
individuals artistic languages. the languages of the arts Prototype of the SNcorporal of his drawing comparison
collaborative exploring Explore and experiment visuals, the music, the person, body language.
Collage
alternative forms of the languages of art. theater and dance, and the technique
combine y to use combine means, Values: technique developed.
Apply processes of the collage Elaborate a
elements, means, materials, tools Follow instructions model of the
creative.
materials y techniques técnicas y resources Mandalas I and II in the preparation
system
artistic and technologiesEvaluate and socialize their technological purposes of paper mache. nervous.
for the resolution of processes and projects. expressive y
You combine
problems creatives. communicative.
materials y
Generate ideas Carry out creations Works with
create collage.
investigating a individual and collective, the technique of
variety of sources and Combine and propose
college
based on the
manipulating the colors for the
observation and in the
elements of the preparation of its
study of the environment Jobs of
various languages of the collage.
natural artistic y mandalas
arts (dance, music, local and global culture. - Combine
theater, visual arts Combina y proposes materials y
to evaluate which ones are ways to use the tools in the
they adjust better to their
elements, materials, elaboration de
intentions. Plan and techniques y resources mandalas.
produce jobs that technological for
communicate ideas y resolver problems
personal experiences creative ideas proposed in
and social and incorporates your project; includes
influences of his own art proposals
community and others integrated.
cultures. Records their
processes, identify them
essential aspects of
 Competencies and Proposed topics Evidence of
Area Standard Performances Criteria Inst.
capabilities (aula, casa) learning
his works and he goes
modifying for
mejorarlos. Planifica los
presentation spaces
considering sus
intentions and presents
your discoveries and
creations a a
variety of audiences.
Evaluate if it achieves its
intentions in such a way
effective.
Education It unfolds from It unfolds from -Regulate your body for -Participate in Regulate your body Participate in Scale of
Physics autonomously in an autonomous way to respond to the races of for the race of races of valuation
through its motor skills through its motor skills. motor situations in resistance resistance. resistance in
when you accept yours
Understand your body. contexts playful, (Marathon) Participate championships
possibilities y It is expressed pre-deportivos, etc.; of hydration and competencies of schoolchildren.
limitations according to your this way, reinforces the hygiene
physically. race of
developmente image skills motors resistance.
corporal. Carry out specific related
sequences of with the run, the jump and
coordinated movements the launches.
applying the alternation Express his shape Play games Discover poses Carry out
from their bodily sides particular about moving, toof relaxation y exercises games of
according to its usefulness. assume y allocate contraindicated relaxation in
Produce with its peers different roles in the for relaxation. different
sequences of activity practice They put into practice dynamics and
body movements physics, applying its len- exercises of activities
expressive or rhythmic 20 body language. relaxation
in relation a a
intention.
Recognizes the
high jump rules
It performs Participate
 Competencies and Proposed topics Evidence of
Area Standard Performances (classroom, house) Criteria Inst.
capacities learning
exercises of competencies of Regulates its
high jump (test high heel. body to
of flexibility) to carry out
exercises of
Apply the
high heel.
alternation of its
Perform body sides
exercises of according to its
long jump preference in The Participate and
(habits of long jump. demonstrate
(Hygiene) Show skills to
skills make a jump
motors when performing long in
long jump. competencies.
Assume a assume a life Use different - Participate in Put into practice your Participate in Scale of
healthy when using healthy. evaluation methods races of motor skills races of valuation
instruments that measureUnderstands the for determine the resistance for the career of resistance in
physical fitness and conditionrelationships between the physical fitness; likewise, (Marathon) resistance championships
nutritional and interpret it physical activity select the ones that are best hydration and schoolchildren.
information of the nutrition, posture and be adapted a suspicious hygiene
results obtained personal and hygiene of the possibilities and uses it
to improve its quality environment, and health. information obtained -Make games
of life. Reconsiders its for the benefit of your health. Participate in games
Incorporate practices that of relaxation
habits healthy they improve their quality of Explain the relationship between
of relaxation.
hygienic and food the physical changes
life.
taking into account the age and the Do it
Show an attitude
personal physical changes repercussion in the exercises of responsible for
of age, avoids the hygiene, in practice of high heel (test
make high jump.
execution of exercises and physical activity and in of flexibility)
contraindicated postures activities of life
for health in the daily practice Carry out
activity practice physical activity and explainexercises of Participate in
physics. Incorporates practices the importance it has long jump competencies of
healthy for your in their daily life. (habits of long jump.
 Competencies and Proposed topics Evidence of
Area Standard Performances ["classroom","house"] Criteria Inst.
capabilities learning
organism consuming Hygiene
suitable foods for
the characteristics
personal and avoiding the
drug use.
Proposes exercises of
activation and relaxation
before, during and after
from practice and participates
in physical activity of
different intensity
regulating their effort.
Competencies It unfolds in the It unfolds in the Carry out various All areas. Use diverse
transverse virtual environments when virtual environments searches of browsers for the
understand the generated by ICT information and select search of
Selection of
procedures e Customize environments and use the most relevant information.
applications
exchanges that are made virtual according to the purpose of
to choose and apply learning.
Manages information Organize various
strategies, participate in of the virtual environment Elaborate materials Navigation of documents, prepares
collaborative activities, digital, like videos, applications
Interact in environments materials of
like this how for audios, animations and
virtual learning with
represent experiences presentations com- various
and concepts through Create virtual objects blending different applications.
virtual objects. in various formats multimedia resources for
represent their
experiences, ideas, with-
cepts, stories o
stories.
Manages your learning at Manages your learning Propose at least potentials Establish compliance strategies
to realize what autonomously a strategy and a way to achieve all
y evidence procedures
should learn the Define goals of procedure that the tasks to achieve their
to wonder how far learning. allow to reach the purposes.
wants to arrive regarding meta; plant
 Competencies and Proposed topics Evidence of
Area Standard Performances Criteria Inst.
capabilities (aula, casa) learning
a task and defines it as Organizes actions alternatives of how it
learning objective. strategic for will organize and choose the best
Applies
Understand that it must reach their goals. adequate.
organize themselves and that it
feedback in
Monitor and adjust your -Check if the application of their learnings.
proposed to include for the
performance during the the strategy y he
less a strategy and
process of procedure
procedures that you
learning. proposed produce
allow to perform the task.
Monitor your progress results expected
regarding the goals of regarding your level of
learning when evaluating the advance, starting from the
process at a moment feedback from your
of work and the results pairs, and change, to be
obtained from this necessary, your actions
and to compare the work to reach the goal.
of a companion
consider doing a
adjust showing
disposition to the possible
change.
VI. PROJECTION OF ACTIVITIES:

WEEK1: Our life through time

03 APRIL April 4 05 ABRIL 06 ABRIL APRIL 7
Actividad Nº 1: Activity No. 2: Activity No. 3:
Puberty. Functions of the body Physical changes,
human emotional and social.
Stages of life.
Personal social
Personal social Science and technology

The personal description. Approach to the Personal history

HOLY WEEK HOLY WEEK
Self-portrait natural numbers. Tree of Life
Communication Mathematics Communication

Body drawing. Participate in races of Stations of the Cross

Body Art resistance (Marathon - Religious education

hydration and hygiene
Physical Education
When other people
they feel.
Tutoring
 WEEK 2: We recognize and regulate our emotions
10 Abril April 11 April 12 13 Abril April 14
Activity No. 3: Activity No. 4: Actividad Nº 5: Activity No. 6: Activity No. 7:
Reading a cartoon Additive problems. Planning of the We solve problems Review and publication
about emotions caricature with schemes. from a cartoon.
Mathematics
Communication Mathematics The semicolon, two
Communication
points
Communication
The emotions Central nervous system Self-regulation of the Nervous system Cartesian product
Personal social emotions peripheral.
Science and technology Mathematics
Self-esteem Science and technology
Personal social
Prototype of the SN. We listen better The 10 commandments. I We create prototypes of the Makes games of
Art and culture PART Nervous System relaxation
Tutoring
Religious education Arte y cultura Physical education
 WEEK 3: The practice of values makes us better people
17 Abril 18 Abril 19 Abril 20 Abril 21 Abril
Actividad Nº 8: Actividad Nº 9: Activity No. 10: Actividad Nº 11: Activity No. 12:
We read a story from the Elements of geometry: We plan a story of Construction, measurement We reviewed and
values Point, line and angle, plane, values. of angles and segments. we present our
Synonyms segment. Communication Mathematics stories.
Communication Mathematics Antonyms
Communication

The values The neurons Situations that reinforce diseases of the system Polygons
Personal social Science and technology friendship nervous Mathematics
Personal social Science and technology

College I work hard and do not The commandments II Values: technique of Do exercises of
Art and culture achievement PART college high heel (test of
Tutoring Religious education Art and Culture flexibility
Physical Education
 WEEK 4: We resolve conflicts assertively
24 Abril April 25 April 26 27 Abril 28 Abril
Activity No. 13: Actividad Nº 14: Activity No. 15: Activity No. 16: Activity No. 17:
We read news about Properties of the We plan and elaborate Problems with We reviewed and
conflicts. multiplication news of resolution of multiplications we publish our
Tildation of words. conflicts news.
Mathematics Mathematics
Communication Accentuation of the
Communication
words
Communication
The conflicts Circulatory system Conflict resolution: The Diseases of the system We interpret and create
Personal social Science and technology mediation circulatory line charts
Personal social Science and technology Mathematics

Mandalas I Assertiveness. The resurrection Mandala II Management brigades

Religious education Art and culture risks. Drill.
Art and culture Tutorial
Personal social
Do jumping exercises
long (hygiene habits)
Physical education.
VII. MATERIALS AND RESOURCES:
For the teacher:
Work notebooks (Minedu)
Classroom library texts (Minedu)
Consultation books on Science and Technology
Consultation books for Social Personnel (Minedu)
Mathematics reference books (Minedu)
Consultation books on Communication (Minedu)
Internet information
Structured material: base ten, multibase blocks, abacus, geo boards, logical blocks, sheets, etc.
Other unstructured material
For the student:
Work notebooks
Material from the ministry
Unstructured material, etc.

VIII. REFLECTIONS ON LEARNING:

What progress did the students make in their learning?
What are the greatest difficulties observed in students at the end of this teaching unit?
What learnings should I reinforce in the next experience?
What activities, strategies, and materials worked, and which did not?
Other remarks:
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