LEARNING EXPERIENCE N°01

WE REFLECT ON OUR DECISIONS TO

A harmonious and preventive coexistence
1. INFORMATION DATA:

[Link] institution:
1.2 Profesor (a):
1.3. Grade and section: V CYCLE
1.4. Duración: Del 03 al 28 de abril del 2023
1.5. Áreas: Comunicación,Matemática,Personal Social,Tutoría,Ciencia
and Technology, Art and Religion .
2. CONTEXT SITUATION

In our daily lives, we always make decisions. Daily, we participate in various activities at home and in our community;
for example, in this new return to the classrooms we are always attentive to our actions regarding the care of the protocols of
biosecurity, we also make decisions about household tasks, we choose the clothes we want to wear, actions with our friends and
Colleagues, we are going to carry out, etc. As we grow, we participate in new tasks and responsibilities that bring new decisions with them.
It is important to pay attention to and take care of the decisions we make, as many of them favor our personal and collective well-being.
but others can be detrimental to us. Likewise, Peru continues to face the consequences of natural phenomena that unexpectedly ended with
lives, dreams of families, material damages and others. We still face such reality and for that we must be prepared for any situation of
natural disaster. In the face of both realities, we pose the following challenges:

How are decisions made? What criteria should we consider when making decisions?
What preventive actions can we plan to be prepared for various natural phenomena that we are facing?
exposed?
In response to our contextual challenges, as well as being a diagnostic experience, we propose the following products:
Present our interview on good coexistence and decision-making.
Preventive action plan against natural phenomena that can cause disasters.
 3. COMPETENCIES, CAPACITIES, STANDARDS, PERFORMANCE, EVALUATION CRITERIA AND
ACTIVITIES

EVIDENCE
COMPETENCIES AND ACTIVITY DE TYPE OF
AREA STANDARD PERFORMANCES CRITERIA
CAPABILITIES S INSTR. APPRENTICE
AJE
If communicate orally communicate Adjust the oral text to List of
Communitiesthrough various types of orally in their the communicative situation Explain understanding cross-check
Arguments
song texts; infers the theme, mother tongue. considering the purpose We interviewed and intention of theyour ideas and
purpose facts y Obtains information communicative y to our texts he reads.
answers
conclusions a to start from of the oral text. recipients. Distinguish colleagues in the
information explicit e Infer and interpret the formal record and Participate in the
interview.
interpret the intention of the informal, to adjust interview formulating
information of
interlocutor in speeches that a the situation questions and issuing
oral text.
they contain ironies. It is expressed communicative. answers.
Adjust, organize and
adapting a situations • Express ideas around
communicative formals e develop the ideas to a topic, although we can publish the Orally express your
informal. Organize y coherently present digressions that interview ideas and feelings.
and cohesive. Dialogue
develops its ideas around they do not affect the meaning of what we did
between
a theme and relates it Do not use resources. text. Organize these partners
through the use of connectors verbals y ideas using some Ask the questions
during the
and some references, as well as paraverbals of connectors and referents of the interview interview.
of a varied vocabulary and strategic form. for establishPlanning using vocabulary
relevant. Use resources no Interact logical relationships between actions of diverse and timely.
verbal and paraverbal for strategically they. Incorporate prevention Participate in a dialogue
emphasize lo what dice. with different varied vocabulary, assistant the from the classroom proposing
Reflect and evaluate the texts interlocutors. how resources no phenomena ideas from shape Argument
listened to from their Reflect and evaluate the verbal (gestures natural to coherent and uses a suspicious
knowledge and context form, the content and body movements what formal language. proposals
sociocultural. context of the text in building the sense of we are of actions
oral. your oral text. exposed of
prevention
 EVIDENCE
COMPETENCIES AND ACTIVITY DE TYPE OF
AREA STANDARD PERFORMANCES CRITERIA
CAPABILITIES S APPRENTICE INSTR.
AJE
Read various types of texts Read various types of 5TH GRADE Interpret the text List of
with various written text elements in your Identify information Us considering comparison
complex in their structure and mother tongue. relevant to the text with we inform relevant information Frames
with vocabulary varied. Obtains information some elements about the and complementary for comparative
Obtain information and integrate from the written text. complexes and vocabulary effects build your meaning s,
data that is in different Infer and interpret varied. caused by global. organizer
parts of the text. Carry out Integrate information the phenomena -Select data it is visual
information from
local inferences from located in different parts natural specific and integrates texts
text.
information explicit e of the text. explicit information informative
Reflect and evaluate the
implicit. Interpret the text Deduce relationships of to identify the ,
form, the content and similarities and differences
considering information To whom data. questionnaire
relevant and complementary context of the text. cause-effect, problem- we attended Recognize in the text s.
to build its meaning solution. before the entities that
global. Reflect about Deduce information to disasters we gather in front of a
starting from the structure of the
various aspects of the text a natural that natural disaster.
based on your knowledge and text, like subtitles, affect the Card of
titles, etc. Locate information and
experience. Assess the use of Peru? activity
Deduce characteristics structure of the
language, the intention of the
of characters, animals, infographic.
textual resources and the effect
objects and places, as well as Interpret
from the text in the reader
the meaning of words
of your knowledge and of the according to the context. We read about provided information
List of
sociocultural context. • Explain the topic and the the Day in the infographic.
comparison
purpose of the text. world of the
Reflect on the
• Give your opinion on the content health
content and intention
of the text and justify its de la infografía.
position.
Locate information
6TH GRADE
in a story with
Identify information
various elements
relevant from the text with
complexes in their
some elements
complexes and vocabulary We read structure and with
 EVIDENCE
COMPETENCIES AND ACTIVITY DE TYPE OF
AREA STANDARD PERFORMANCES CRITERIA
CAPABILITIES S Learning Instrument.
AJE
varied. texts varied vocabulary.
Integrate information narratives Hypothesis formula
located in different parts
about the content of
of the text.
Deduce relationships of tale, starting from the
similarities and differences, indications that it offers you
How is it?
cause-effect, problem- our the text (images,
solution. coexistence titles, paragraphs
• Deduce information to
during recess? words and expressions
starting from the structure of the
Idea keys, dialogues,
text, like subtitles,
principal
titles, etc. indices, etc).
theme and sub
Deduce characteristics
theme. Give your opinion on what is
of characters, animals,
objects and places, as well as raises in the text.
the meaning of words Leemos una
according to the context. interview
• Explain the topic and the
purpose of the text.
• Give your opinion on the content

of the text and justify its We read about

friendship in
position. • Explain the
coexistence
usefulness of the elements
basic regulations of the
language that favors the
understanding.

Write various types of Write various types 5TH GRADE Plan a poster List of
reflective texts. of texts in their Adjust your text about to make known your comparison
Adjust your text to the mother tongue.
varied themes, to prevention actions
recipient, purpose and the Adapt the text to the recipient and purpose. We plan
record, starting from its communicative situation actions of
considering Organizes its ideas
 EVIDENCE
COMPETENCIES AND ACTIVITY DE TYPE OF
AREA STANDARD PERFORMANCES CRITERIA
CAPACITIES S INSTR. APPRENTICE
AJE
previous experience and some communicative. more than one source of prevention for the dialogue
sources of information Organizes and develops oral or written information. before the adapting them to the
Write
complementary. Organizes and the ideas of form Relate the ideas using phenomena purpose the actions of
logically develops the coherent y connectors (consequence, natural to
recipient y the prevention
ideas around a theme and the cohesive. contrast comparison those who
media format of
structure in paragraphs. Use conventions among others) and references. we are
Establish relationships between Uses various resources exposed communication
of written language
ideas a through of use spelling for their Plan the writing
appropriately.
suitable for some types of the text should be clear. of a script of
Reflect and evaluate the
connectors and referents; • Use vocabulary interview a suspicious
form, the content and
use varied vocabulary. varied besides of companions.
Use orthographic resources context of the text expressions forms Write
written. -Draft the script with texts
for separate expressions like 'once upon a time', between
ideas and paragraphs with the
the end of gatheringnarrative
others.
intention to provide clarity and Write texts around information about the
meaning to your text. Reflect a a theme although we write good coexistence in the
y evaluate of way presents algunastextos classroom. List of
permanently maintains coherence and digressions that are non-narrative cotjeo
Review the script with the
cohesion of ideas in the they affect the sense of Write
end of having a
text that writes, just like the text. texts
language clear y expository.
use del language for
argue o to reinforce simple, a sequence
senses and produce effects in We write logic, the correct use
the reader according to the situation texts of the spelling and the
communicative. expository appropriate use of
los signs of
punctuation.

Mathematics solves related problems Resolve 5TH GRADE Recognize the value List of
carry out one or more actions of positional of the
problems of comparison
 EVIDENCE
COMPETENCIES AND ACTIVITY DE TYPE OF
AREA STANDARD PERFORMANCES CRITERIA
CAPABILITIES S Apprentice Instructor
AJE
compare, match, repeat or quantity Translate a o more numbers
distribute quantities, split and presented.
Translate quantities comparison actions,
distribute an amount in a expressions equalize, repeat and distributeWe compare, -Use the table of File of
equal parts; translates to numerical quantities and to divide we arrange and positional value for work
additive expressions, Communicates I am a discrete amount in the comparison of
we write
numbers.
multiplicative and the understanding about parts equal; a numbers
square exponentiation and the numbers and the additive expressions and -Ordena números a
cubic; as well as to expressions operations. multiplicative with to leave of the
of addition, subtraction and Use strategies and natural numbers y comparison
realized.
multiplication with fractions and procedures of additive expressions with
decimals (up to the hundredth). estimation y fractions y numbers
Work in a team
Express your understanding of calculation. decimals; when proposing and
in the resolution of
decimal numbering system Argument solve problems.
exercises.
with natural numbers up to affirmations about the Express your understanding
six digits, of divisors and numerical relationships and of positional value in
multiples, and of the positional value the operations. numbers up to six digits,
of decimal numbers the multiples, the
up to the hundredths; with operations y sus
numerical language and properties Card of
diverse representations. (distributive), as well as activity.
Represents in various ways the decimals (up to the
your understanding of the notion of one hundredthy of the
fraction as an operator and as addition operations
quotient, as well as the subtraction of decimals
equivalences between decimals or fractions. For this
fractions or percentages usa various
usual. Select and use representations y
diverse strategies, the calculation mathematical language.
mental or written to operate
with natural numbers, -Employs strategies of
fractions, decimals and Solve problems of List of
calculation and procedures of Elaborate a plan
 EVIDENCE
COMPETENCIES AND ACTIVITY DE TYPE OF
AREA STANDARD PERFORMANCES CRITERIA
CAPABILITIES S LEARNER INSTR.
AJE
exact percentages form, movement, and composition y Cartesian having comparison
or approximate; as well as for localization. decomposition for take the axes into account.
make conversions of Model objects with build shapes, angles, Locate the objects in
units of mass measurement, make expansions,
geometric shapes a Cartesian plane
time and temperature, and measure reductions, reflections and
y suspicious to organize the
exactly or translations of the figures
transformations. sectors
approximately using the unit as well as to make strokes
Communicates hi Express the
relevant. Justify your in the Cartesian plane. For
resolution processes like this understanding about positions of
Hello, use various resources and
like your statements about the ways y objects or people
drawing instruments.
the relationships between the four relationships Also, usa various
in relation to the
operations and their properties geometric. cardinal points.
strategies to measure, from
based on examples and their Use strategies and
way exact o
mathematical knowledge. procedures for approximate estimate Identify the
to orient oneself
in the regularity and express
Employs the unit no
space. conventional or conventional, in a pattern.
Solve problems in which Argument as convenient, just like Represents the rule of
We locate
model characteristics and data affirmations about some instruments of training of a
objects in the
of the location of the objects to geometric relationships. measurement. pattern.
grid
ways two-dimensional y -.• Establish relationships Explain the rule of
three-dimensional, sus
among the data of a training of a
elements, properties, their Locate
regularity y the boss of
movement and location in the objects in
transform into a pattern of growth that
Cartesian plane. Describe the grid
repetition (that combines a combine criterion
you are recognizing these forms
criterion geometric of graph y of
right angles, number of
symmetry or translation and a rotation.
sides and vertices of the polygon, List of
perceptual criterion) or in a Identify the
just like parallel lines and comparison
second additive pattern regularity and expresses
perpendiculars, identify
order. in an additive pattern or
symmetric shapes and carry out
• Elaborate affirmations multiplicative.
translations, in grids. about the non-elements
 EVIDENCE
COMPETENCIES AND ACTIVITY DE TYPE OF
AREA STANDARD PERFORMANCES CRITERIA
CAPABILITIES S APPRENTICE INSTR.
AJE

Solve problems of immediate ones that continue

regularity a pattern and justifies it
with examples and calculations
equivalence and change.
simple. Likewise, Find
Translate data y justifies its processes of patterns o
conditions a resolution through the use We find law de
expressions of properties of the patterns formation
algebraic. equality and calculations.
numeric numeric
Communicate his
comprehension about
the relationships
algebraic.
four operations, a Use strategies and Establish and
expressions of inequality or to procedures for express the
We identified
proportional relationships to find boss of
patterns
direct y patterns of equivalences and rules training
graphics
repetition that combine generals. graph that
geometric criteria and whose Argue combine
formation rule is associated with affirmations about various
the position of its elements. relationships of change and criteria
Express your understanding of equivalence.
general term of a pattern,
the conditions of inequality
expressed with the signs > and < List of
as well as the relationship comparison
proportional like a change
constant; using language
mathematician y various
representations.
Solve problems Analysis the List of
related to problem-solving topics Expresses understanding information obtained comparison
 EVIDENCE
COMPETENCIES AND ACTIVITY DE TYPE OF
AREA STANDARD PERFORMANCES CRITERIA
CAPABILITIES S Apprentice Instructor
AJE
study, in which he recognizes data management and of fashion as the greatest We express from a survey.
variables qualitative uncertainty frequency and the mean Create graphs of
on a table
quantitative discrete, arithmetic as a point of
of frequency bars to Organize
accordingthe
balance; as well as everyone
collects data through Represent data with proposed data. the data in
the possible outcomes of the the emotions
surveys y of various graphics and measurements
what Identify and explain a table of
occurrence of events
sources of information. statistics or daily using the currently frequency
how is it obtained
Select double tables probabilistic. notions "safe", "more we live to find
fashion.
input, bar charts Communicate his/her probable and less the
doubles and line graphs, understanding of the likely. Mention suggestions frequency
selecting the most suitable concepts Read bar charts and recommendations to absolute.
to represent the data. statistical and with scale, double tables starting from
Use the meaning of fashion probabilistic. entry and pictograms of We elaborate information obtained.
frequencies with
to interpret information Use strategies and graphics of Collect the data to
equivalences, for
contained in graphs and in procedures for bar and to leave of a Card of
interpret the information
various sources of collect and process from the same set of we identify survey. activity
information. data. data contained in fashion.
Process the data of
Sustain conclusions different ways of List of
a survey in a
or decisions based on representation and of the comparison
frequency table
in the information studied situation.
to find the
obtained.
absolute frequency.

Personal Build your identity by -Explain the changes Prepare a List of

Social awareness of Build I have emotional, that the organizer comparison
 EVIDENCE
COMPETENCES AND ACTIVITY DE TYPE OF
AREA STANDARD PERFORMANCES CRITERIA
CAPABILITIES S APPRENTICE INSTR.
AJE
aspects that make it unique, identity • Explain sus Puberty: The they allow define and graph with
He values himself. personal characteristics
when one recognizes oneself coexistence strengthen your identity the changes
Self-regulate sus qualities tastes,
based on its characteristics emotions. in the in relation to your family, that you
personal, their capabilities and strengths and limitations friends, institution and produce in
Reflect and different
which allow you to
limitations recognizing the argument stages community. puberty.
define and strengthen your
role of families in the ethically. Identify changes
identity in relation to its
formation of said physical, psychological and
family.
characteristics. Appreciates its social of the
• Describe the practices
cultural belonging to a country cultural aspects of their family, puberty.
diverse. Explain the causes and institution educational y Compare
consequences of its community pointing characteristics y
emotions, and uses similarities and differences. common changes between
strategies to regulate them. Establish relationships with boys and girls.
Express your point of view sus companions sin
facing situations of discriminate them and express
moral conflict, based on his disagreement towards
how do these affect him or to situations of
Establishes and strengthens
the others. Examine their discrimination en the
bonds of friendship to
actions in situations of school.
moral conflict that is Understand that many form groups of
they are present in everyday life conflicts arise from work.
and behaviors are proposed not recognizing others Participate in the
that they take principles into account as subjects with the development of
ethical. same rights and for agreements or rules
lack of control of the for a good job Elaborate
emotions, and uses the in a team. agreements or
Live together y participates dialogue and negotiation Proposes alternatives rules to
democratically when for overcome the to solve to form
relate to others Live and participate conflicts. conflicts that arise groups of
respecting the differences, the democratically in Explain the characteristics in the classroom. work.
rights of each one the search for good of a problem
Engage in dialogues
 EVIDENCE
COMPETENCIES AND ACTIVITY DE TYPE OF
AREA STANDARD PERFORMANCES CRITERIA
CAPABILITIES S APPRENTICE
AJE
cumpliendo y evaluando suscomún. environmental how the We promote as a mediator that the
responsibilities. Interested Interact with everyone deforestation the the work helped to solve the Sheet of
for relating to people the people marine pollution team for conflict. activity
from different cultures and to know Build and assume desertification and loss
a good Analysis various
their customs. Build and agreements and regulations of floor, and those of a
coexistence. situations in their life Frames
evaluate coexistence rules Manage conflicts of problematic territorial List of
like chaos in the How daily to explain comparative comparison
taking into account their constructive manner envelopes how
transportation at the local level. overcoming the to take s,
rights. Manage conflicts Deliberates on matters
• Explain the factors of conflicts and assertive decisions. organizer
using dialogue and the public
vulnerability beforethe Recognize he is visual
mediation based on criteria Participate in actions
natural disasters in his coexistence? El Niño phenomenon to questionnaire
of equality or equity. It proposes, that promote the educational institution through time. s.
plan and take actions common welfare. locality and region; proposes We analyze
collectives oriented toward the good
Manage and execute actions to situations Locate the damages
common, solidarity, the responsibly the reduce them or adapt to to occurring in Peru
take
protection of individuals space and the environment. they. due to the phenomenon of
decisions
vulnerable people and the defense of theirUnderstand the sequentially child
rights. relationships between the Phenomenon of Draft a line of
natural elements child in the time about the
y sociales. time
-Manages sources of El Niño phenomenon in

information for Peru.

How
understand the Explain the effects of
they affect the
geographical space and the phenomena
disasters
the environment. naturales in the
natural in
Generate actions for economy of our
the
preserve the
activities country.
local environment and
economic
global.
of our
country?
 EVIDENCE
COMPETENCIES AND ACTIVITY DE TYPE OF
AREA STANDARD PERFORMANCES CRITERIA
CAPABILITIES S TRAINEE INSTRUCTOR
AJE

Science and Investigate the causes or describe Investigate through 5th GRADE Formula questions List of
Technology an object or phenomenon that burns methods scientists Formulate questions about investigables looking comparison
a identify for formulate for to build the characteristics or How the relationship of variables
Draft a
questions and hypotheses in knowledge causes of an event, produce the origins of the rains
scheme
that relates the variables that Problematic phenomenon u rain objects? through the technique
they intervene and that can be situations for natural or technological that from observation.
observe. Propose strategies make inquiry. observe, identify the Collect data that he
to observe or generate a Design strategies factors involved in allow to measure the
controlled situation in which to make inquiry the cause-effect relationship involved variables
register evidence of how Generate y register for form you and compare them for
an independent variable data and information hypothesis. We know validate your hypothesis to
affects another dependent. Analyze data e Propose strategies, the kingdoms to part of sources Card of
Establish relationships between the information. select sources from nature reliable. activity
data, interprets them and the Evaluate and communicate the reliable information Search information
contrast with information I process
y them
tools and materials about the kingdoms of the
reliable. Evaluate and communicate results of their to help him observe nature
your conclusions y inquiry. the involved variables,
 EVIDENCE
COMPETENCIES AND ACTIVITY DE TYPE OF
AREA STANDARD PERFORMANCES CRITERIA
CAPABILITIES S LEARNER INSTR.
AJE
procedures. in order to obtain data Use the microscope
to confirm or refute e identify the
his hypothesis. characteristics of the
kingdoms of the
nature
Explain, based on evidence, explain the world. Explain the functions List of
with scientific backing, the physicist based on -Use models for from the cell. File comparison
of
relationships between: properties knowledge about explain the relationships Describe how it circulates activity
or macroscopic functions of the beings alive, between the organs y the matter in the Describe them
the bodies, matter and energy, systems with functions What are
ecosystems. functions of
materials or living beings with their biodiversity, Earth vital in plants y the functions
Explain what it is like the cell
structure y movement and universe. animals. of the cell?
process of the cycles Describe them
microscopic; reproduction -It includes y usa Describe that the objects
from matter for ecosystems
sexual with diversity knowledge about can undergo changes
What does it stability
do? of the Represents
genetics; the living beings, reversible and irreversible
possible the living beings of a the
ecosystems with diversity matter and energy, by the action of energy.
life of the ecosystem. relationships
of species; the relief with the biodiversidad, Tierra Ejemplo: El estudiante
living beings Describe the various intraspecific
internal activity of the Earth. and universe. describe why a cube of
in the ecosystems of our home
Relate the discovery-Evaluate the ice dissolves by action
ecosystem?
from the heat of the environment and by community and how it
scientific or innovation implications del
knowledge and of the daily task what can be again a
interrelate in the
technological with its impacts.
We know food chain the
Justify your position regarding scientific y ice cube when placing it
liquid in a refrigerator. the kingdoms in biotic beings.
situations controversial technological.
-. nature Represents the
about the use of technology and -
the relationships
intraspecific e
scientific knowledge.
What is the interspecific what
coexistence they happen in the
of beings ecosystems.
you live in a
ecosystem?
 EVIDENCE
COMPETENCIES AND ACTIVITY DE TYPE OF
AREA STANDARD PERFORMANCES CRITERIA
CAPABILITIES S APPRENTICE INSTR.
AJE
Education Understands the love of God Builds on 5th GRADE Jesus Explain and reflect on the List of
n since the creation respecting identity how resurrected events more Card of comparison
Know God the Father and be
Religious dignity and the freedom of the person human
recognized as a beloved son
because we important aspects of life, activity
human person. Explains the call by God, but passion and death of
according to
the Sacred
action of God present in the worthy, free y Jesus.
Scriptures to live in
Plan of Salvation. It demonstrates transcendence. We reflect
harmony with its environment. -Understand the love of
his love for God and his neighbor understanding the is about it Arguments
Participate in the Church as God when reading texts
participating in their community and doctrine of their own what us the
community of faith and love, and related a the
performing works of charity religion, open to teach the importance
respect the integrity of the death and resurrection
what the they help in dialogue with the sacred book: of what we
people and the diverse of Jesus.
growth personal nearby ysons. The Bible teaches the
religious manifestations. Arguments suspicious
spiritual. Fosters a Meet God and Bible
-Promotes coexistence answers del
Christian coexistence based on assume your identity harmonious in its environment more
the dialogue, the respect, the religious and spiritual The creation: questionnaire
closeness and strengthens its
tolerance and fraternal love as a worthy person, identity as a child of God. a gift from regarding the topic.
strengthening your identity free and transcendent. love for
as a son of God. to live in peace and Understand the love of
Cultivate and value the
in harmony God upon reading texts
manifestations related a the Valora the
religious from your creation. creation of
environment Develop a God
arguing his faith organizer about the
of way creation considering
understandable y the seven days of
respectful. in an orderly manner.
Acreate projects artistic Explore the elements of Plan and prepare your presentation list.
individual or collaborative
Create projects from the languages of the arts We know the proposal creative work comparison
Exploring shapes visuals, the music, the technique using the technique of using the
the languages
Alternatives to combine and theater and dance, and thepainting about painting on salt. technique
artistic.
to use elements, means, apply with fines salt painting
materials y techniquesExplore y expressive y Make combinations about sal,
 EVIDENCE
COMPETENCIES AND ACTIVITY DE TYPE OF
AREA STANDARD PERFORMANCES CRITERIA
CAPABILITIES S LEARNER INSTR.
AJE
artistic and technologies for the experiment the communicative. Test and what contrast and using
resolution of problems languages of art. proposes forms of they highlight their work. combination
creatives. Generate ideas Applies use the means, the of colors.
processes -Share your work,
investigating a variety of materials, the
creatives. appreciate and collect the
sources and manipulating the tools y the
elements of the various
Evaluate and socialize your
techniques with fines suggestions of yours
languages of the arts (dance, processes y expressive y companions.
music, theater, visual arts communicative. We elaborate Elaborate
projects. Carry out elections
to evaluate which ones cards with card with
Record your ideas and them about languages,
messages from messages from
fit better to their influences of his tools
coexistence good
intentions. Plan y creations and presents them materials used coexistence
produce jobs what in various ways. It assumes for to elaborate me
communicate ideas and experiences roles in the different card
personal y social e phases of the artistic project
incorporates and evaluate the impact of its
-Explore strategies and
influences of his own actions in the result of
sus creations o artistic elements
community and other cultures.
presentations. what is used in the
Register sus processes
creation of a card
identify the aspects
essentials of their jobs and para fortalecer lazos
the of friendship

go modifying for
improve them.
 EVIDENCE
COMPETENCIES AND ACTIVITY DE TYPE OF
AREA STANDARD PERFORMANCES CRITERIA
CAPABILITIES S LEARNER INSTR.
AJE

TUTORING

Competition Dimension Activities

Social dimension

Live and participate Consider the relationships of each student with the people in their environment and the surroundings.
democratically in the pursuit of establishing harmonious coexistence that promotes equality, the sense of
common good belonging and participation seeking the common good. I decide autonomously.
to peer pressure
Personal dimension I am important and you
also
Build your identity Consider knowledge, self-acceptance, and the strengthening of the
The importance of the
students' abilities to express feelings, desires,
autonomy for decision making
aspirations and values that will contribute to the achievement of healthy lifestyles and to the
decisions
construction of your life project.

4. LEARNING OBJECTIVES

5TH GRADE
PROTECTION OF LIFE ECONOMIC INCLUSION LIFE SKILLS CITIZENSHIP EDUCATION
 Participate responsibly in Solve problems of the Lee diversos tipos de textos, Identify a correct or incorrect action and
the scheduled drills, daily life performing selecting those of your interest and act according to ethical norms and principles
know and apply some notions addition operations, preference. Give an opinion respect, justice, responsibility, equity
basic first aid that ["subtraction","multiplication"] criticism or sustained about the freedom, etc.)
may be necessary in and division with numbers content of the text; establishing
situations of emergency until 99 999; y conclusions, inferences y Participate in various activities with their
take preventive actions operations with fractions deductions. partners in equal opportunities,
to reduce the factors of and decimal numbers up to Write expository texts about respecting their personal space and care of
vulnerability and risk facing the tenth. topics of your interest, using his body.
possible disasters in your home, Resolve problems various sources of information. Respect your parents, teachers, and people
school and community. using graphs of Review your writing to improve it, adults; and relates to his peers with
bars with scale, tables of ensuring its clarity, use of respect and equality, rejecting all forms of
double entry; which connectors and agreement. violence.
read, interpret and explain, Communicate orally with courtesy your
express conclusions y ideas, organizing them around themes Fulfills their duties responsibly, respects
make decisions based on varied, incorporating words the established norms and proposes actions
the results. specific to some disciplines and specific that benefit everyone.
using other sources of information.
Make critical or value judgments with
a opinion sustained about
various types of oral texts;
establishing conclusions or some
arguments.

[Link] SKILLS

CROSS-CUTTING SKILLS PERFORMANCES EVIDENCE

It develops in virtual environments Perform procedures in virtual environments according to their suitability to Check activities in the WhatsApp group, the
generated by ICT Personalizes environments compliance with research activities, collaboration, and preparation of platform or mobile messaging.
virtual interactive virtual objects Use digital portfolios when organizing
- Manages information from the environment the information you obtained, in such a way that
virtual be available for frequent activities.
- Interact in virtual environments Access established virtual environments,
- Create virtual objects in various through identification credentials of
formats digital and considering procedures follow-
ros, ethical and responsible.
Know what is necessary to learn in the execution of a task.
Manages their learning autonomously You can define the task as a single goal to achieve. Evaluate sus learnings, achievements
y
- Understand that the organization must be as specific as possible. difficulties that arose during the
- Define learning objectives. Understand that what is proposed must include more than one strategy and development of the learning experience.
- Organize strategic actions to procedures.
achieve your goals. Understand that you must take into account your previous experience as a factor
- Monitor and adjust their performance very important.
during the learning process. Permanently monitor when evaluating actions in more than one
moment.
Consider the advice or comments of a classmate as if it were you.
in case of making necessary adjustments.

6. CROSS-CUTTING APPROACHES

CROSS-CUTTING APPROACHES VALUE OBSERVABLE ATTITUDES OR ACTIONS

Students show solidarity with their classmates throughout

GUIDANCE FOCUS ON Solidarity situation in which they suffer difficulties that exceed their capabilities
COMMON GOOD Empathy to face them.
The students identify each other's feelings and emotions and
Responsibility
willingness to support and understand your circumstances.
Students take on diverse responsibilities and make the most of them.
taking into account your own well-being and that of the community.
Justice Students evaluate the environmental impacts and costs of the
ENVIRONMENTAL FOCUS Solidarity daily actions and activities, and seek to act for the benefit of
all people, as well as systems, institutions, and means
shared resources that we all depend on.
SEARCH APPROACH OF THE Overcoming Students make the most of their qualities and resources.
EXCELLENCE personal to successfully achieve the goals set at a personal level and
collective.
Students strive to overcome various circumstances that
live.

7. SEQUENCE OF ACTIVITIES:

WE REFLECT ON OUR DECISIONS FOR HARMONIOUS COEXISTENCE AND PREVENTION

 MONDAY 03 TUESDAY 04 WEDNESDAY 05 THURSDAY 06 FRIDAY 07

WEEK 1

FROM 03 TO 07 COMMUNICATION Personal Social MATHEMATICS

OF APRIL We informed ourselves about the effects El Niño phenomenon over time We create bar charts and
caused by the phenomena we identify the trend.
natural
Us
we inform MATHEMATICS SCIENCE AND TECHNOLOGY RELIGION
We express in a table of Jesus rose because he loves us. HOLIDAY HOLIDAY
to take
frequency the emotions that How is rain produced? PERSONAL SOCIAL Holy Thursday Good Friday
measures of How disasters affect
we currently live
prevention natural resources in activities
5° Page 9 - 10 economic conditions of our country?

READER PLAN TUTORING COMMUNICATION

I am important and you are too We plan actions of
Who do we turn to in the face of
prevention against phenomena
natural disasters that affect
natural to which we are
to Peru?
exposed
CIVIC DATE
We read about World Day of the
health
MONDAY 10 TUESDAY 11 WEDNESDAY 12 THURSDAY 13 FRIDAY 14
COMMUNICATION PERSONAL SOCIAL MATHEMATICS READING PLAN ART
WEEK 2 We read narrative texts We promote teamwork to We identify graphic patterns What is our coexistence like?
6° Page 15 - 19 una buena convivencia. during recess? :Main idea, We create puzzles
6° Page 9 - 12
FROM THE 10TH TO THE 14TH OF
tema y sub tema.

APRIL MATHEMATICS SCIENCE AND TECHNOLOGY RELIGION PERSONAL SOCIAL

We find numerical patterns What are the functions of the cell? We reflect on what we Puberty: Coexistence in
5° Page 11-14 teach the sacred book: The Bible the different stages
We promote Tutoring COMMUNICATION SCIENCE AND TECHNOLOGY COMMUNICATION
a coexistence The importance of autonomy for We write narrative texts We know the kingdoms in the We read and write a
decision making 6° Page 20 - 24 nature expository text
harmonious
REINFORCEMENT 5° Page 5 - 14
REINFORCEMENT
MONDAY 17 TUESDAY 18 WEDNESDAY 19 THURSDAY 20 FRIDAY 21
COMMUNICATION PERSONAL SOCIAL RELIGION READING PLAN ART
WEEK 3 We read an interview. How to overcome conflicts in the Creation: a gift of love We read about friendship in the Tempera painting
 6° Page 25 - 28 coexistence? to live in peace and harmony coexistence fruits
FROM 17 TO 21 CIVIC DATE
OF APRIL April 22
Earth Day
We are MATHEMATICS CIENCIA Y TECNOLOGÍA MATHEMATICS PERSONAL SOCIAL
interviewers We compare, organize and
” We place objects on the grid What makes the life of beings possible we write numbers We analyze situations to
living in the ecosystem? make decisions
Page 15 - 16
6° Page 15 - 18
Tutoring COMMUNICATION COMMUNICATION
REINFORCEMENT
I decide autonomously facing the We interviewed our SCIENCE AND TECHNOLOGY We publish the interview
group pressure companions What is the coexistence of the what we did
6° Page 29 - 34 living beings in an ecosystem?
REINFORCEMENT

Week 4 Reader's plan PERSONAL SOCIAL Product exhibition MATHEMATICS Application with pica pica of
24 - 28 MATHEMATICS vases
We compare, we organize and We analyze situations to make We locate objects in the
we write numbers part 2 decisions part 2 grid part 2

5° Page 15 - 16
Parábola oveja perdida
6° Page 15 - 18

INTEGRATIVE PRODUCT EVALUATION CRITERION INSTRUMENTS OF

EVALUATION
PRODUCTS OF THE Plan a poster to promote your prevention actions
EXPERIENCE: Ask the interview questions using diverse vocabulary and
Develop a prevention action plan against the phenomena CHECKLIST
opportune.
natural elements we are exposed to.
Plan the writing of an interview script with your colleagues.
Conduct and publish your interview regarding the importance of the -Draft the script in order to gather information about the good SCALE OF
good coexistence and decision-making. coexistence in the classroom. VALUATION

8. BASIC MATERIALS AND RESOURCES TO BE USED

For the teacher
National Basic Education Curriculum. Lima. MINEDU
Programa Curricular de Educación primaria. Lima. MINEDU
For the student

Student Work Notebooks 2023

Laptop
Printer
Scissors
Glues
Paper bags
Markers
Bond Paper
9. REFLECTIONS ON LEARNINGS:
What progress did the students make in their learning?
What are the main difficulties observed in students at the end of this teaching unit?
What learnings should I reinforce in the following learning experience?
What activities, strategies, and materials worked and which did not?
Other observations
10. BIBLIOGRAPHY:
Of the teacher
MINEDU RVM N°474-2022 - "Provisions for the provision of educational services in educational institutions and programs"
basic education for the year 2023
[Link]
Learning goals
[Link]
PRIMARY EDUCATION CURRICULUM PROGRAM
[Link]
MINISTRY OF EDUCATION (2016). Primary Education Curriculum Program – 2016 – [Link]
MINISTRY OF EDUCATION (2019) Formative evaluation RVM No. 025-2019
PERUEDUCA Educational Resources.
MINISTRY OF EDUCATION (2021) Primary Curriculum Planning.
Of the student
MINEDU Books 2023
Educational resources for elementary school children. Retrieved from[Link]
ADDRESS Classroom Teacher