Primary School:

Lic. Benito Juárez García

CCT: 09DPR5040K

OF TEACHING INTERVENTION BY PROJECTS 5th

WEEK 3
Period from September 11 to 15, 2023

Prof. Juan Pérez López Professor Azucena Santana Morán

Full professor of the Group Principal of the School

SCHOOL YEAR 2023-2024

 PRIMARY SCHOOL 'BENITO JUÁREZ GARCÍA'
CCT: 09DPR1043A
GENERAL DOSAGE OF THE DIAGNOSTIC INTERVENTION PROJECT
ACTIVITIES TO START THE DAY

SEM 3. FROM SEPTEMBER 11 TO 15, 2023

Day Dictation Mental calculation Mathematical problem

events a) 4500 – 550 = Alejandro went to the market to buy his groceries. At the end
2. events b) 6700 – 800 = he realized that he had spent 2472 pesos more.
Monday 3. history c) 3210 – 160 = 5497 for a new cell phone and 289 pesos for the taxi ride back to
4. consequences d) 5900 – 290 = his house. How much money did Alejandro spend in total?
5. chronology e) 1850 – 130 =
concentration a) 7 x 4 + 950 = Mario saves 578.50 pesos in a week. After
2. distractions b) 6 x 6 + 800 = save for 48 weeks, how much money will you have?
Tuesday 3. strategies c) 9 x 5 + 650 =
4. meditation d) 8 x 8 + 400 =
5. tranquility e) 3 x 9 + 990 =
economy 1. 7 x 4 x 10 = Joaquín has 14588 pesos, but he wants to buy a
independence 2. 2 x 6 x 20 = motorcycle that costs 20,300 pesos. How much is Joaquín short?
Wednesday 3. nation 3. 5 x 3 x 30 = in order to buy the motorcycle?
4. issues 4. 3 x 3 x 40 =
monarchy 5. 2 x 2 x 50 =
digestive 1. 2 x 7 x 50 = Jesus spends 239.50 pesos on photocopies in a month.
healthy 2. 5 x 5 x 20 = Two years have passed. How much will Jesus have spent on
Thursday 3. sufficient 3. 7 x 4 + 380 = photocopies?
4. balanced 4. 8 x 9 + 500 =
5. servings 5. 9 x 6 – 39 =
1. backgrounds 1. 50 x 20 + 100 = At the bus terminal, the bus that leaves from the City
temporality 2. 30 x 60 + 300 = From Mexico heading to Monterrey leaves at 7:00.
Friday 3. historians 3. 40 x 40 + 500 = tomorrow and arrives at its destination at 5:00 PM. How many minutes?
4. empire 4. 60 x 60 + 700 = Does it take long to reach its destination?
5. proclamation 5. 20 x 70 + 900 =
 PRIMARY SCHOOL 'BENITO JUÁREZ GARCÍA'
CCT: 09DPR1043A
GENERAL DOSAGE OF THE DIAGNOSTIC INTERVENTION PROJECT
Formative Field of Languages

Name of the teacher: Phase: 5 Grade: 5th

Nombre del Proyecto: Let the descriptions flow! Textbook
Classroom Projects. Pages 10-14
Methodology: Class Projects Our Knowledge. Page 16
Total Duration: 2 weeks
Scenario: Classroom Plan Period: Sem3 from September 11 to 15, 2023.

Problematic of the Plan Traits and needs of the teacher in front of the group according to their analytical plan
Analytical being addressed:
Appropriation of the
Arts and
Axes Thought Equality of Life Interculturality culture through
Inclusion experiences
Articulators: Critical Gender Healthy criticism the reading and the
aesthetics
writing

Contenidos: Learning Development Processes:

Understanding and production of texts Read different types of explanatory texts and reflect on their characteristics and functions.
explanatory. • Expone las diferencias entre una descripción y una explicación, y entre un texto descriptivo y uno
explanatory.
• Retrieve information from various sources, such as popular science articles, textbooks, reports
research, to produce an explanatory text on diverse topics and with particular purposes.
Establish causal relationships and use expressions such as consequently, therefore, due to, because of,
because, consequently.
•Distinguish your own words from paraphrases and textual quotes, and record the bibliographic information of the
consulted sources: author, title, publisher, place and date of publication, pages consulted, etc.
Didactic intention of the teacher Purpose for the student

In this project, you will learn various ways to use descriptions in the
Carry out a project that allows us to make use of the description in various
school texts. For this, you will create an accordion book where you will describe your
types of school-related texts.
environment in relation to the water situation in your community.

Intention
Moments
didactics of the Sequence of activities
Session
session
 Describe Start: Resources
images from Start the activities by reading the project's objective that is found didactic
from observation. on page 10 of the Classroom Projects book.
Continue the activities by observing the images that appear on Notebook
the page.
of the student.
10 of the Classroom Projects book.
Session 1
•Express in plenary what they observe in the images and whatAnnexes it means to them.
Identification Lists of
trasmiten.
(It is proposed comparison
Development:
proposals to
Request that they respond to the questions individually. Evaluation
starting from a
found at the top of page 11 of the book Classroom Projects.
real situation for
•Reflect in plenary What is water? What would happen if Checklists we ran out of it?
introduce the Daily work
water?, what way does your family take care of water?, how do you
dialogue, identify Do you contribute to the care and responsible use of water? In your community, has it Participations
the issue and Observation
that it may also serve
has the water run out?
Give the students the drop from Annex 1 where they will write direct. what it is.
so that the
students should know
meaning of water for them.
what you are going to do
Place the drops in a visible location so they can be observed and shared.
in plenary.
in the project)
Closure:
• Finish the class by assigning the students to ask their
friends, neighbors, and family some information about water. Use the
questions found in point 3 on page 11 of the book Projects
From the Classroom. They must record the answers in their notebook.

Session 2 Identify the Start: Resources

Recovery importance of Start the class by analyzing the recorded responses that were left off didactic
water like task from the last session.
vital element. Allow children to freely express the answers obtained. Notebook
of the student.
Read the text aloud and in groups that is found in the
página 12 del libro de Proyectos de Aula. Annexes
Development: Lists of
Continue the class by observing the words highlighted in blue. comparison
•Look up the meaning of the highlighted words in the dictionary, Assessment the
classroom library, the school library or some other means.
•Registrar los significados encontrados en elanexo 2. Checklists
•Read the text again since knowing the meaning of the Daily wordswork
understanding will be better. Participation
Closure: Observation
Finish the session by completing the table found on pagedirect. 13 of the
book Classroom Projects where starting from the search for meanings of
the highlighted terms. The students will create their own definition.
Reflect on why knowing the meaning of the text affected its understanding.
faster.
•Record your answers at the bottom of page 13 of the book
 Classroom Projects.
Recover Start: Resources
descriptions of Start the class by asking the students to describe the problems. didactic
the problems that what they have observed in their community.
Hey community. Socialize these issues in plenary to see what they are Notebook
of the student.
problems that coincide.
Remind the students what it means to describe or what a Annexes
description is.
Development: •Lists of
Continue the class by delving deeper into the topic of description, for cross-examination
this purpose it is
Session 3 It is necessary to consult the book of Our Knowledge on page 16. Evaluation
Planning •Explain in annex 3 what a description is, what a description is
subjective and what is an objective description. Checklists
Describe the landscape found in annex 4. Daily jobs
Closure: Shares
•Analyze on page 14 of the Classroom Projects book the Observation steps to follow in
the project. direct
Finish the class by assigning the students to ask their friends.
family members and neighbors some testimonies of environmental problems that
There is in your community, specifically on the topic of water.

Intention
Moments
didactics of the Sequence of activities
Session
session
To carry out Start: Resources
descriptions of Share the issues they recorded from their community. didactic
the issues Analyze the issues described by each of the students.
of their community. Point out those problems that coincide. Notebook
of the student.
Development:
Continue the session by describing the problem shown in annex Annexes 5.
Exchange your descriptive texts with a partner to check if they Lists are ofclear.
Session 4 comparison
or need to be corrected.
Approach
Reflect on how to create an accordion book that contains the Evaluation
descriptions of community issues.
Closure: Checklists
Finalize the class by organizing the students into small communities Daily tasksof
learning for which the materials indicated on the page will be requested Shares
15 from the Classroom Projects book, in order to create an accordion. Observation
direct.
 To create a book Start: Resources
in the form of Start the activities by organizing working groups so that the students can didactic
accordion for the assemble your accordion.
compilation of Check that all students have the necessary materials to begin. Notebook
of the student.
descriptions. the making of your accordion.
Development: Annexes
Continue working on your accordion, it is important to fold the sheets Lists of properly.
suitable for assembling the accordion. comparison
Leave the cardboard or cardstock as covers to provide support for the accordion.
Evaluation
Session 5
Give students the freedom to decorate their accordion according to their own
Understanding and
creativity. Checklists
Production
Review the indications that hay in the page: Daily tasks
[Link] Participations
accordionteacher Observation
Closure: direct.
Let the accordions air dry.
•Finish the class by giving the students the assignment to investigate with
friends, family or acquaintances what is the current situation of water in your
community?
•Record the answers you obtain in your notebook.

PRIMARY SCHOOL 'BENITO JUÁREZ GARCÍA'

CCT: 09DPR1043A
GENERAL DOSAGE OF THE DIAGNOSTIC INTERVENTION PROJECT
FORMATIVE FIELD KNOWLEDGE AND SCIENTIFIC THINKING
Nombre del docente: Kenia Juárez Cruz Phase: 5 Grade: 5°

Nombre del Proyecto: The living beings, very much alive! Textbook

Community Projects page 110-116

Methodology: STEAM
Temporality
Scenario: Community Plan Period: Sem3 from September 11 to 15, 2023.
Issue of the Plan
Problem free to the needs of the main teacher.
Analytical that is addressed:

Appropriation of the
Arts and
Thought Equality Life Interculturality culture through
Articulating Axes: Inclusion experiences
Critical of Gender Healthy critique the reading and the
aesthetics
writing
 Contents: Learning Development Processes:
§ Explain reproduction in plants through seeds, stems, leaves, roots and their interaction with other living beings and the
natural environment; identify and represent the structures of a flower that participate in reproduction.
Vital functions that characterize plants and
animals as living beings, and their relationship with the
§ Describe interactions that occur between the physical and biological factors involved in the process of
natural environment, as well as its changes over time
reproduction of plants: pollination, seed and fruit dispersal, or germination. Investigate the type of
development and birth of various animals (insects, arachnids, mollusks, birds, mammals, reptiles, fish and
of time
amphibians) to classify them as viviparous and oviparous.
§ Comprende que la reproducción es una función que caracteriza a todas las plantas y los animales como seres vivos.

Didactic intention Purpose

In this inquiry project, together with members of your community, you will identify
Carry out a project that allows us to recognize the species of plants and animals that of plants and animals as living beings and their development of growth through the
they inhabit the community, as well as the interactions between them. exploration of nature, to appreciate the environment that surrounds us. In addition, you will design
a scientific outreach poster about the animals and plants of the community.

Intention
Phases
didactics of the Sequence of activities
Session
session
Recognize the Start: Resources
types of plants and Start the activities by reading aloud the project objective in didactic a plenary session.
animals find on page 108 of the book Community Projects.
community •Read the text found in a collaborative manner and out loud. Notebook
page 109 of the Community Projects book. of the student.
Question the students if there are any tianguis in their community Annexes
and what they are.
products sold at the market in your community? Lists of
Development: comparison
Session 1
Continue the activities by reflecting on what the plants and animals are.
Introduction to Evaluation
What species inhabit their community? How do those plant species develop?
theme
animals that inhabit your community?, how do plants reproduce?
Learn more about animal reproduction by consulting page 85 Checklists of the
Book of Our Knowledge. Daily work
•Register in Annex 6 what are viviparous, oviparous animals and the
Participation
ovoviviparous? Observation
Closure: direct.
Classify the animals that appear in annex 7 into viviparous, oviparous, and the...
ovoviviparous
Session 2 To know the Start: Resources
Design of the classification of the Start the activities by making a list on the board of the didactic plants and
research animals of animals that inhabit their community. At least five species must be listed.
Development of the agreement to your Carry out in learning communities the table that is on page 110. Notebook
investigation development in point 3 of the book on Community Projects. of the student.
embryonic. Development: Annexes
•Question the students on how animals are classified according to Liststheir
of
 comparison
Evaluation

Checklists
embryonic development. Daily work
Individually answer the questions found in annex 8. Participations
Share the answers given by students through a plenary. Observation
Classify the animals found on pages 111 and 112 of the book.
direct.
Community projects according to their embryonic development.
Collect Start: Analyze the
information about Start the activities by forming work communities within which
the reproduction of They should formulate five questions about reproduction and care of the
the animals. animals. Such questions must be recorded on page 112 Notepad
•Define to whom they will ask these questions, preferably it shouldof thebestudent. someone
that is responsible for the care of animals. Annexes
Development: •Lists of
Session 3
Explain to the students that they can visit the person they will comparison interview.
Organize and
company of an adult and they must record the answers that this person gives them in
the structures Evaluation
the notebook.
answers to the
•Investigate in some source of information (school or classroom library) what it is
questions
the plants reproduce.
specific to Checklists
•Describe through a mind map or some graphic organizer how it is that
inquiry Daily work
How do plants reproduce?
Closure: Participations
•Conclude the class by asking the students to research on Observation some
source of information on how plants reproduce. direct.
Request the material found on page 113 of the book Projects
Community. The material should be presented by learning community and not
an individual.
 Intention
Phases
didactics of the Sequence of activities
Session
session
To know the Start: Resources
manner in which Start the activities by reminding the students what the parts are.
didactic
they reproduce Flower? And what is asexual reproduction or what does it refer to?
plants. Complete the diagram with the corresponding labels to identify the Notebook
parts of
of the student.
the flower. Use annex 9.
Session 4 Annexes
Development:
Organize and Lists brought
of
Continue the activities by verifying that the working communities have the
structures the comparison
material requested to observe the way plants reproduce.
answers to the
Use the procedure described on page 114 of the Projects book. Assessment
questions
community members to plant their seeds.
specific to
Mention to the students that they must record the observed changes every day.
inquiry in its cultivation. Closure: Checklists
Finalize the class by assigning students to research some sources Daily work
of
information on what pollination is. Participations
Observation
direct.
Recognize the Start: Resources
importance of the Recover with the students their research on pollination. didactic
pollination for Reflect with the students on why pollinators are fundamental to the
the renewal of conservation and renewal of ecosystems.
ecosystems. Name some animals that are pollinators. Notebook
Session 5 of the student.
Development:
Organize and Observe the images of the pollinators found on page 115 of the Annexes
structures the Book of Community Projects. Lists of
answers to the •Draw in annex 10 the pollinators that are requested. comparison
questions Write in the notebook: what would happen if pollinators disappeared? Evaluation
specific to Share the written responses through a plenary.
investigation Closure:
Finish the class by telling the students to complete page 116 Checklists of the book.
Community project, as they need to ask some questions to their Daily tasks
relatives to learn about the actions they take to care for the plants and animals of Participations
your community. Observation
direct.

PRIMARY SCHOOL 'BENITO JUÁREZ GARCÍA'

CCT: 09DPR1043A
DOSIFICADOR GENERAL DEL PROYECTO DE INTERVENCIÓN DIAGNÓSTICO
Nombre del docente: Kenia Juárez Cruz Phase: 5 Grade: 5th

Nombre del Proyecto: Environmental ethics reporters Textbook

School projects. Page 184-193

Methodology: Problem-Based Learning
Temporality
Scenario: School Plan Period: Sem3 From September 11 to 15, 2023.

Analytical Plan Issues

Problematic free to the needs of the lead teacher.
what is addressed:

Appropriation of the Arts and

Axes Thought Equality of Life Interculturality
Inclusion culture through the experiences
Articulators: Critical Genre Healthy criticism
reading and writing aesthetics
Contents: Learning Development Processes:
§ Discuss the values we need to promote to conserve and protect biodiversity.
Ethics and biodiversity: social factors that § Choose and critically implement common welfare actions for regeneration and preservation.
they promote harmonious coexistence with the environment of its biodiversity in everyday life, promoting that authorities, individuals, and families in their community,
environment based on respect, responsibility, Collaborate responsibly to achieve this goal.
social justice and equity with nature § Engage in dialogue and build ethical judgments about the rights of living beings, and establish commitments for their
respectful and dignified treatment, as well as their protection and preservation.

Didactic intention Purpose

Carry out a project that allows students to evaluate their lifestyle and propose In this project, you will promote values and ethical actions to improve the relationship.
measures or actions that promote the care and preservation of the environment. empathetic and responsible of humans with nature.

Intention
Phases
didactics of the Sequence of activities
Session
session
Recognize the Start: Resources
Session 1 effects of the Start the activities by holding a plenary session wheredidactic
the students
Let us present pollution and mention what a reporter does.
the change Question whether all reporters work only for the Notebook
 of the student.
Annexes
Lists of
comparison
Evaluation
Checklists
Daily work
climatic. newspapers.
Participations
Read the text found on pages 184 and 185 of the book.
Observation
Classroom Projects.
direct.
Development:
•Answer individually the questions found in the
page 185 of the book Classroom Projects.
Socialize in plenary the responses given by the students.
Question the students: what is pollution? How does it occur?
Recognize the Start: Resources
impact of the Start the activities by gathering the students' research didactic and
activities define collectively what climate change is and how it is
humans in the it affects us. Notebook
deterioration Development: of the student.
environmental of his Organize students into learning communities and research Annexes
community. What are the layers of the Earth? They can go to the classroom library. Lists of
school library comparison
Session 2 Read the annex 12 and place the signs where they correspond to each one.
Evaluation
Let's collect of the layers of the atmosphere.
Read page 186 of the book Classroom Projects and Checklists respond to the
questions that appear in point 1 of the same page. Respond Daily work
the questions in learning communities. Participations
Closure: Observation
Socialize the responses provided by the students. direct.
•Assign as homework to interview five adults about the
changes that have occurred in your community due to the activities
humans.
Session 3 Recognize the Start: Resources
Let us formulate the problem. impact of the Start the activities by sharing in assembly the changesdidactic that
activities the students investigated about their community.
humans in the Identify the data where there is a match. Notebook
of the student.
deterioration •Question the students the following: Are environmental issues
environmental of its matters that only correspond to those who provoke them or Annexes
community. Does it involve everyone? Use Annex 13. Lists of
Invite the students to justify their answer and share it in comparison plenary.
Development: Evaluation
Continue the activities by answering the question on page 188.
from the book Community Projects and read the text that appears in Checklists
the same page. Daily work
 Participations
Observation
direct.
•Comment and record in your notebook what the consequences are that
indigenous communities are experiencing due to environmental degradation.
Closure:

Intention
Phases
didactics of the Sequence of activities
Session
session
Session 4 Recognize the Start: Didactic resources
Let's formulate the importance of •Start the activities by reflecting on what urbanization is, why urbanization
problem to have initiatives Is it destroying ecosystems?
that help the Color in annex 14 those images that show the negative consequences Notebookof
protection of the urbanization. of the student.
environment. Development: Annexes
Individually carry out annex 15 so that you can understand more in •Listsdepthof what
It establishes the 4th constitutional article on access to water and a healthy environment. comparison
•Analyze with them the following: according to the constitution your right to water and to have
a healthy environment is guaranteed, is it necessary for you to contribute with measures that Evaluation
promote water conservation and environmental preservation?
Checklists
Closure:
•Conclude the class by responding in the community to pages 190 and 191 of the Projects
Daily tasks book.
Participations
Students.
Observation
Define in plenary what the term ecocide refers to.
 direct
Recognize the Start: Teaching resources
importance of •Start the activities What could be the reasons why it is lost
stop the loss biodiversity of a locality or region?
of biodiversity. •Record in the table on page 192 of the School Projects book the reasons for the
that biodiversity is being lost. Notebook
Development: of the student.
Read the informational note found on page 193 of the Projects book. Annexes
Session 5 Students.
Let's organize the
Lists of
List the environmental problems that arise from excessive use and production. comparison
experience of plastics.
•Record your answers in annex 16. Evaluation
Closure:
Finalize the work session by conducting a brainstorming session with Checklists
the students to
recover all those actions that can help stop the deterioration of the environment Daily work
environment. Participations
Write down and reserve ideas for the next session. Observation
direct.

PRIMARY SCHOOL 'BENITO JUÁREZ GARCÍA'

CCT: 09DPR1043A
GENERAL DOSAGE OF THE DIAGNOSTIC INTERVENTION PROJECT
Educational Field of the Human and the Community

Teacher's name: Phase: 5 Grade: 5th

Nombre del Proyecto: Knowing how to listen to reach agreements Textbook

Community Projects p. 269-273

Methodology: Service Learning
Temporality

Scenario: Community Plan Period: Sem3 From September 11 to 15, 2023.

Issues of the Analytical Plan

Problem free to the needs of the lead teacher.
what is addressed:

Axles Inclusion Thought Equality of Life Interculturality Appropriation of the Arts and
Articulators: Critical Genre Healthy criticism culture through experiences
 the reading and the
aesthetics
writing
Contents: Learning Development Processes:
Build healthy and sustainable alternatives associated with personal hygiene and cleaning habits.
Individual actions that impact the spaces to promote awareness of their impact on personal and social well-being.
conservation and improvement of health • Analyze the eating habits present in the family and community to assess their impact in favor
of responsible consumption.
Didactic intention Purpose

In this service learning project, you will be organized into brigades

Carry out a project that allows us to improve community spaces for community efforts to restore a space in your community that can be improved
benefits for everyone. for you and your companions. You will also create a craft that showcases the
connection you have with your environment.

Intention
Phases
didactics of the Sequence of activities
Session
session
Recognize the Start: Resources
importance of Start the activities by reading the project's objective found on thedidactic
page.
to feel part 268 of the book Community Projects.
as part of its Recognize representative elements of their community such as food, Notebook and
traditions,
community. customs, representative places, etc. of the student.
Question the students if they feel proud to belong to the Annexes
community.
Development: Lists of
Mention to the students that at the national level there is a highly representative
comparison festival of
Session 1
Mexico, which is the Day of the Dead. A festivity that makes Mexico recognized for
Point of worldwide due to this tradition because of the mysticism, history, and tradition that are Evaluation
departure around this festivity.
Checklists
Request the students to describe how the Day of the Dead celebration is carried out.
in your community. Write the description in annex 17.
Daily work
Share your descriptions in a plenary. Participations
Closure: Observation
Conclude the session by asking the students to research with friends direct. as homework.
family and neighbors: festivities, typical food, traditions, representative places,
traditional games and typical costumes that are part of their community.

Session 2 Recognize Start: Resources

What I know and the elements Start the activities by recovering the elements they researched about their didactic
what I want representatives of community.
to know your community. Create a lottery with the elements that you researched about Notebook
your of
community. Work on
learning communities. student.
Attachments
 Checklists
Evaluation

Checklists
Follow the instructions found on page 269 of the book Projects Daily work
Communities prepare their lottery tickets. Participations
Development: Observation
Continue the class by playing Lotería with the prepared cards. direct
Later play airplane in the schoolyard as shown on the page
Propose possible Start: Resources
solutions in the face of a •Individually select some places in your community that you do not didactic
conflict that thank you.
affects one •Justify the reasons why these places are not pleasant to them. Notebook
community. annex 19. of the student.
Share in plenary the responses given by the students. Annexes
Development: Lists of
Continue the activities by completing page 271 of the Projects book. comparison
Session 3
What I know and the
Community members.
Evaluation
Question the students what they can do when a place in their community does not...
what I want
Do you like it? Checklists
to know
Share the answers in plenary and identify what were the pointsDaily inworkwhich
Do the students coincide? Participations
Closure: Observation
Read the comic found on pages 272 and 273 of the Projectsdirect. book.
Community members and answer the questions in the notebook.
Leave as homework for the students to ask their parents and grandparents how many years
How long have they been living in the community? What are the causes that have led them to migrate?
from one community to another?

Intention
Phases
didactics of the Sequence of activities
Session
session
Session 4 Identify the Start: Resources
What I know and what I want needs of the Define collectively based on the students' references. didactic
to know community. What are the needs of your community?
List the needs mentioned by the students.
Notebook
Define in plenary what an action plan is. of the student.
Development: Annexes
Organize work communities where students create five Lists of
questions that allow them to better understand the needs of their
comparison
 Evaluation

Checklists
Daily work
Participations
community. Observation
Encourage students to focus their questions to be direct.
answered by neighbors of their community where they can express what it is
what they like about their community, what they do not like about their community, and how
its community has changed over time.
Closing:

Prof. Juan Pérez López Professor Azucena Santana Morán

Tenured professor of the group Director of the School