LEARNING PROJECT Nº 10

Paws, fur, and feathers: animals, our friends.

I. INFORMATORY DATA:
1.1. I.E : C.J. No. 03 Virgin of the Miraculous Medal - Huaral
1.2. TEACHER : Betsabe, Alzamora Chumbe.

1.3. DATE : From September 19 to 23, 2022

1.4. EXECUTION PERIOD: 2 weeks
1.5. AGE : 5 years Little Geniuses

II. SIGNIFICANT SITUATION THAT ORIGINATED THE PROJECT:

In the Geniectos classroom of the morning shift for 5-year-olds at I.E. CUNA JARDIN, it was observed that the children mention in their conversations that
Some have dogs, cats, guinea pigs in their homes or in their farms, generating an interest in discovering a little more about the animals, such as: What do they eat?
What sounds do they make, their movements, how do they help us, animals also get sick, which is why we will take the opportunity to develop an inquiry project.
lee diversos tipos de texto, se comunica, resuelve problemas de cantidad, ecribe, teniendo como preguntas retadoras ¿ por qué no todos los animales son iguales?
How can we differentiate it? How do they come to be? Where do they live?
 Project Negotiation
Previous knowledge: What do we know? Theories, hypotheses and problem statement:
What do we want to know?

What do we know about the What do we want to know about the

animals? animals?

Luciana says:
Danna says: How are they Where do they live

Amber says: What animal do I like

Samir says: more... What do they eat?

How they are born

Antuan says:
 III. PURPOSE OF LEARNING

COMPETITION LEARNING STANDARD: PERFORMANCE

COMMUNICATES ORALLY IN HIS/HER Communicates orally through various types of texts; identifies Express your needs, emotions,
MOTHER TONGUE explicit information; make simple inferences from this information interests and accounts for their experiences at
and interprets non-verbal and paraverbal resources of people in their
Obtains information from the oral text. interact with people in their family environment,
environment. Share your thoughts on what you liked the most/least about the content of the text. Youschool or local. Use commonly used words
Infers and interprets information from
oral text. spontaneously express based on their prior knowledge, with the frequent and, strategically, smiles,
Adapt, organize and develop the purpose of acting with one or more known interlocutors in a situation looks, signs, gestures, body movements
coherent text y communicative. Develops her ideas while generally staying on topic, and various volumes of voice, according to their
cohesive. uses frequently used vocabulary and understandable pronunciation, supports interlocutor y purpose: to inform, to ask,
Use non-verbal resources and in gestures and body language. In an exchange, it generally involves and convince, thank. Develop your ideas in
paraverbals strategically. responds appropriately to what is said to him. I return to a topic, although at times it can
Interact strategically with get out of this.
different interlocutors.
Reflect and evaluate the form, the
content and context of the oral text.
Read various types of texts that deal with real or imaginary themes.
MOTHER TONGUE are everyday situations in which words that are familiar to him predominate and that
Obtain information from the they text accompany with illustrations. Build hypotheses or predictions about the
written information contained in the texts and demonstrates understanding of the
illustrations and some written symbols that convey information.
Infers and interprets information from
written text. Express your tastes and preferences regarding the texts read based on your
Reflect and evaluate the form, the own experience. Use some of the basic conventions of texts
content and context of the text writings.
written

WRITE VARIOUS TYPES OF TEXT Write various types of texts based on your writing hypotheses about Write on your own initiative and in your own way
IN THEIR NATIVE LANGUAGE varied topics considering the purpose and the recipient based on their about what interests him: he considers to whom it concerns
Adapt the text to the situation. previous experience, develops her ideas around a topic, with the intention they will write and for what they will write it; use strokes,
communicative. to convey ideas or emotions. It follows the linearity and directionality of thegraphics, letters ordered from left to right
Organize and develop the ideas from writing. right and over an imaginary line for
coherent and cohesive form. express your ideas or emotions around a
Use language conventions theme through a note or letter, to narrate
written in a relevant manner an experience or a story.5
Reflect and evaluate the form, the
content, the context of the written text.
SOLVE QUANTITY PROBLEMS Solves problems related to connecting objects in their environment, according to their Establish relationships between the objects of your in
Translate quantities into expressions perceptual characteristics; group, order up to the fifth place, sequence turn according to their perceptual characteristics
numerical. up to 5 objects, compare quantities of objects and weights, add and remove
when comparing and grouping, and leaving some
up
Communicate your understanding about the to 5 elements, making representations with your body, material loose elements. The boy says the criterion that
numbers and operations. concrete or drawings. Express the quantity of up to 10 objects, usingused to group.5
Use strategies and procedures of strategies like counting. Use quantifiers: "many", "few"
estimation and calculation. none, and expressions: "more than", "less than". It expresses the weight of the
objetos: “pesa más”, “pesa menos”, y el tiempo con nociones temporales
like: 'sooner or later', 'yesterday', 'today' or 'tomorrow'.

RESEARCH THROUGH METHODS Explore the objects, the space, and the events happening in your [Link] information about the characteristics of
SCIENTISTS TO BUILD YOURS questions based on your curiosity, proposes possible answers, obtains objects, living beings, facts, and phenomena
KNOWLEDGE information when observing, manipulating, and describing; compares aspects of the objectofornature, and establishes relationships between
phenomenon to check the response and express it orally or graphically they a through observation,
Problematic situations to address what he/she did and learned experimentation and other provided sources
inquiry. (books, news, videos, images, interviews).
Design strategies to do Describe its characteristics, needs,
inquiry. functions, relationships or changes in your
Generate and record data or information. physical appearance. Record the information of
Evaluate and communicate the process and different forms (with photos, drawings, modeling
result of your inquiry. or according to their writing level.

WORKSHOPS
CREATE PROJECTS FROM THE Create artistic projects by experimenting and freely manipulating various Explore individually and/or in groups
ARTISTIC LANGUAGES means and materials to discover their expressive properties. Explore the various materials according to their
Explore y experiments the basic elements of the languages of art such as sound, colors, and the needs and interests. Discover the effects
languages of art. movement. Explore its own imaginative ideas that it builds from that are produced by combining a material with
Apply creative processes. their experiences and transforms them into something new through symbolic play, the
another.5
drawing,
Socializes its processes and projects. painting, construction, music, and creative movement.
Spontaneously share your experiences and creations.
DEVELOPS IN A He/She develops independently through his/her motor skills when Take action y movements of
AUTONOMOUS THROUGH ITS explore and discover its dominant side and its possibilities of movement through ocular-manual and ocular-pedal coordination that
MOTOR SKILLS own initiative in everyday situations. Performs basic motor actions, require greater precision. It does so in
Understand your body in which it coordinates movements to move safely and uses different everyday situations, play or of
Expresses themselves physically. objects with precision, orienting themselves and regulating their actions in relation to graphic-plastic representation, adjusting to
these, to the people, to space and time. It expresses through the body its the spatial limits and the characteristics of
sensations, emotions, and feelings through tone, gesture, postures, the objects, materials and/or tools that
rhythm and movements in gaming situations. they use, according to their needs, interests and
possibilities.5
 IV. CROSS-CUTTING APPROACH:

APPROACHES VALUES ATTITUDE THAT IS DEMONSTRATED

Orientation towards the common good. The teacher promotes opportunities for children to take on responsibilities.
Responsibility like the care of animals for the well-being of all.

Environmental. The teacher promotes opportunities for children to collaborate with the well-being of
Planetary Solidarity the animals, taking care of the community animals.

V. RELATIONSHIP BETWEEN PRODUCTION, PERFORMANCE COMPETENCIES, EVALUATION CRITERIA, AND SUGGESTED ACTIVITIES

COMPETENCE EVALUATION PERFORMANCES

CRITERIA
AND PRODUCTIONS
WHAT IS DESIRED TO BE OBSERVED

SPEAKS ORALLY IN THEIR MOTHER TONGUE Expresses their interests and accounts for their experiences when Express in your own words
Obtain information from the oral text interacting with people by using common words what you know about animals.
Infer and interpret information from oral text. according to its purpose.
Adjust, organize, and develop the text coherently and
cohesive.
Use non-verbal and paraverbal resources effectively.
strategic.
Strategically interact with different stakeholders.
Reflect and evaluate the form, content, and context of the text
oral
READ DIFFERENT TYPES OF TEXTS IN YOUR MOTHER TONGUE Reads various types of texts that are familiar to him/her in which Read a pictogram
Obtain information from the written text predominant words that are familiar to them and that are
Infer and interpret information from the written text. accompanied by illustrations. build hypotheses o
Reflect and evaluate the form, content, and context of the text. predictions about the information contained in the texts.
written

SOLVE QUANTITY PROBLEMS Solve problems related to relating objects of their Group the animals according to their
Translate amounts into numerical expressions. environment, according to its perceptual characteristics; group. criterion
Communicates his understanding of numbers and the
operations.
Use estimation and calculation strategies and procedures.
RESEARCHING THROUGH SCIENTIFIC METHODS TOinformation by observing, manipulating, and describing;
Obtains Comment on the information.
BUILD YOUR KNOWLEDGE compare aspects of the object or phenomenon to verify the obtained in the video.
Problematic situations for inquiry. respond and express in oral or graphic form what you did and
Design strategies for inquiry. learned
 Generate and record data or information.
Evaluate and communicate the process and results of your inquiry.
WORKSHOPS
Take the initiative and create
CREATE PROJECTS FROM ARTISTIC LANGUAGES Select and transform materials from your context to elaborate. espontáneamente.
a presentation and to capture in it the most important characteristics
Explore and experiment with the languages of art. significant to their community to socialize with people
from their environment.
Apply creative processes.
Socialize your processes and projects

Psychomotricity Carries out basic motor actions, in which he/she coordinates

Understand your body movements for safe displacement and use objects with
It is expressed bodily precision, orienting and regulating their actions in relation to
these, to people, to space and time.

VI. ACTIVITY PROJECTION:

FIRST WEEK

MONDAY 19 TUESDAY 20 WEDNESDAY 21 THURSDAY 22 FRIDAY 23

WE PLAN OUR We complete stories ALL ANIMALS ARE HOW TO FALL We read in family in the
PROJECT ABOUT ANIMALS. EQUALS ANIMALS NATURE
WE VISITED A CORRAL OF
OUR COMMUNITY

GRAPHIC WORKSHOP WORKSHOP GRAPHIC WORKSHOP GRAPHIC WORKSHOP GRAPHIC WORKSHOP

CREATE Psychomotor
CREATE CREATE
 JOURNEY 01
MONDAY, SEPTEMBER 19, 2022
1. LEARNING PURPOSE:

ACTIVITY COMPETITION EVALUATION CRITERIA INSTRUMENTS OF

EVALUATION
Actividad del proyecto COMMUNICATES ORALLY IN THEIR MOTHER TONGUE Express your interests and account forField notebook
CAPABILITIES: your experiences when interacting with
Obtains information from oral text. people when using words in common use
Infer and interpret information from the oral text. frequent according to its purpose.
WE PLAN Adapt, organize, and develop the text in a coherent and cohesive manner.
OUR Use non-verbal and paraverbal resources strategically.
PROJECT. Interact strategically with different stakeholders
Reflect and evaluate the form, content, and context of the oral text.
PERFORMANCE:
Expresses their needs, emotions, interests and accounts for their
experiences when interacting with people from their family, school, or
local. Use common words and, strategically, smiles,
glances, signs, gestures, body movements, and various volumes of
voice, according to their interlocutor and purpose: inform, ask, convince,
thank. Develops her ideas around a topic, although at times
You can get out of this.5

Graphic Plastic Workshop

CREATE PROJECTS FROM ARTISTIC LANGUAGES Select and transform materials from
CAPACITIES: its context to develop a
Explore and experiment with the languages of art. presentation and capture in it the
Apply creative processes. most significant characteristics of its
Socializes its processes and projects. community to socialize them with the Observation
PERFORMANCE: people in their environment.
Explore individually and/or in groups various materials accordingly
with their needs and interests. Discover the effects that occur when
combine one material with another.
 2. DEVELOPMENT OF DAILY ACTIVITIES

ACTIVITIES/ MOMENTS ACTIONS AND/OR STRATEGIES RESOURCES AND

MATERIALS
Activities The boys and girls will be arriving little by little and we welcome them. Human resources
From Routines: Greeting, protocol - We called him by his name, telling him that we were waiting for him.
of biosafety I invite the children to follow the biosecurity protocol at the educational institution. Posters
Hand washing, use of hand sanitizer, and proper use of the mask.
Free play in the sectors Children are invited to choose the sector of their liking, recommending that later
They must place each material in its place.
Once their game is finished, children are given a space to express themselves freely about their sector game
games they played. As long as they want to do it.

Project activity START:

MOTIVATION:
WE PLAN The teacher tells the children that today we are going to visit a place near the school and
OUR we agreed on the rules for the outing.
PROJECT. PRIOR KNOWLEDGE: How should we behave to make our departure? What precautions must we take?
to have for our visit? Facilities of the I.E
After that, the teacher goes out to explore the pen with the children that is near the institution, then to their
Upon returning to the classroom, the teacher will ask: big paper bag
COGNITIVE CONFLICT: children after our visit are asked: will all animals be Markers
Are they the same? Which of the animals caught your attention and why? Would you like to know more about the animals? Image
Purpose: the teacher tells the children that today we are going to plan a project to get to know
more about animals.

DEVELOPMENT:
The teacher shows an image to the children of
animals, asking "What do we know about the "
animals?
The teacher records the answers given by the children in
the graphic organizer. After gathering their knowledge
previously, we posed the following question: What
We want to know about animals.
The children present their ideas according to their judgment, which will be the possible activities.
Once the organizer is finished, the teacher reads the proposed activities for the project and the children choose one.
name for the project
CLOSING:
Boys and girls answer questions: What have we created? How did we do it? What activities
 shall we do?
Graphic Plastic Workshop START:
WE CARRY OUT THE The children in the assembly mention and handle the materials to be used such as: sheets with letters, sheets of
NAME OF colors, rubber, scissors.
Then they are asked, 'What can we do with these materials?' Their proposals are listened to. Human resources
OUR PROJECT
DEVELOPMENT:
The children agree on rules for the proper use of materials.
Next, the teacher suggests let's decorate the name of Colored leaves
our project with the colored papers that we have cut. Goma
They are organized by group so that each group performs each phrase of the Scissors
project name Letter molds
We invite the children to put into practice the activity to be carried out.

CLOSURE:
Finally, the teacher congratulates the children for the work they did and asks, 'What did we do? What'
What materials did you use to work? Will they all help? Did they meet the standards?

Routine activity: We say goodbye to the children, inviting them to share with their family at home what they did, whether it be
Exit dialoguing or drawing it.

EVALUATION INSTRUMENT: Field notebook, observation sheet.

DAILY JOURNEY Nº02

 TUESDAY, AUGUST 20, 2022
I. LEARNING PURPOSES

ACTIVITY COMPETENCIES / CAPABILITIES / PERFORMANCE EVALUATION CRITERIA INSTRUMENT OF

EVALUATION
Project activity WRITE VARIOUS TYPES OF TEXT IN YOUR LANGUAGE Write on your own initiativeField notebook
MOTHER about what interests him/her
WE COMPLETE CAPABILITIES using strokes or graphics
2. Tales about the Adjust the text to the communicative situation. to express your ideas.
ANIMALS. Organize and develop the ideas coherently and
cohesive.
Use written language conventions appropriately.
Reflect and evaluate the form, content, and context of the text
written.
PERFORMANCE
Write on your own initiative and in your own way about what interests you:
consider who they will write to and why they will write it; use strokes,
graphics, letters arranged from left to right and on a
imaginary line to express your ideas or emotions about a
theme through a note or letter, to recount an experience or a
tale.
Psychomotor DEVELOPS AUTONOMOUSLY THROUGH ITS Performs motor actions Observation
Psychomotricity basics, in which coordinates
Understand your body movements to move
It is expressed physically. with safety and use objects
PERFORMANCE with precision, orienting and
Performs actions and movements of eye-hand coordination and regulating their actions in
ocular-pedal that require greater precision. It does so in different relationship
a these, a the
everyday situations, of play or graphic representation people, to space and the
plastic, adapting to spatial limits and characteristics time
of the objects, materials, and/or tools they use, according to their
needs, interests and possibilities.

DEVELOPMENT OF ACTIVITIES:
 MOMENTS ACTIONS AND STRATEGIES MATERIALS AND
RESOURCES
Activities Children will be arriving little by little, and we welcome them. Recursos
From Routines: Greeting, protocol We called him by his name, telling him that we were waiting for him. humans
of biosecurity I invite the children to follow the biosafety protocol at the institution.
educational. Hand washing and use of hand sanitizer and proper use of the Posters
mask.
Free play in the sectors Children are invited to choose the sector of their liking, recommending it.
that they must then place each material in its place.
After finishing their game, children are given a space to express themselves. game of the
freely about their games that they made. As long as they wish. sectors
do it.
Project activity START:
MOTIVATION: The teacher starts by showing the children a book of
He tells them a story and asks, "What do you observe? What will it be about?"
WE WRITE A book?
STORIES ABOUT THE PRIOR KNOWLEDGE Have they read any stories? Who will have
ANIMALS. written the stories?
Cognitive Conflict
Can we write a story?
PURPOSE: Boys and girls, today we are going to write a
story created by you.

DEVELOPMENT:
Planning: The teacher begins by asking the following:
What will we write?, Why will we write?, For whom?
shall we write?
Textualization:
Next, the teacher shows them a die with images.
related to Character, Place, and Object.
Then encourage the children to participate in rolling the dice with figures, the
Children dictate and the teacher writes with sentences relating to the image.
so that they can start writing their own created story.
Review:
The teacher reads what the children have dictated and gives the interpretation of the message that they want to convey.
Publication:
The teacher asks them where they want to place it.
Then the teacher gives each group a die to write a story with the help of the teacher.
and auxiliary.
CLOSURE:
The teacher engages in metacognition by asking the following: What have we learned? How
 Have we learned? What will it be useful for?
Routine activity: Children are invited to participate in
Refreshment and cleaning practice biosecurity protocols,
before and after the snack.

Psychomotor START: Resources

We invite the children to go out to the yard where through cards they are humans
MY BODY IS will motivate to perform different movements with their body.
MOVE They agree on the rules for the proper use of materials, the use
of space and respect for their peers.
DEVELOPMENT:
The snake says to roll and heat. The turtle Juanito says that
jump slowly.
Then, a climate of tranquility is fostered, where the children choose
a cozy place in space to lie down, with the help of the
teacher controls her breathing, after the experience of
lived bodily movement
Children express themselves through different techniques, such as the
drawing, what they did during the development of the activity
corporal.
CLOSURE:
The children stick their work in a visible place, the teacher
encourage to verbalize their experience. Then ask: what have we
done? Did you like it? Why? What else can we do?
using our body?
Routine activity: We say goodbye to the children, inviting them to share with their family at home what they did, whether it be
Exit dialoguing or drawing it.

EVALUATION INSTRUMENT:
Field notebook.
 JOURNEY 03
MIÉRCOLES 21 DE SETIEMBRE DEL 2022
1. LEARNING PURPOSE:

ACTIVITY COMPETENCE EVALUATION CRITERIA INSTRUMENTS OF

EVALUATION
SOLVE QUANTITY PROBLEMS Solve related problems a Field notebook
Project activity Translate quantities into numerical expressions. relate objects in their environment,
Communicates their understanding of numbers and operations. according to its characteristics
ALL THE Use estimation and calculation strategies and procedures. perceptual; to group.
ANIMALS ARE PERFORMANCE
Establish relationships between the objects in your environment according to their
EQUALS?
perceptual characteristics when comparing and grouping, and leaving some elements out
loose. The child states the criterion they used to group
Plastic Graphic Workshop CREATE PROJECTS FROM ARTISTIC LANGUAGES Select and transform materials from
CAPABILITIES: its context to elaborate a
Explore and experiment with the languages of art. presentation and reflect it in
Apply creative processes. most significant characteristics of your
Socializes its processes and projects. community to socialize them with the Observation
PERFORMANCE: people in their environment.
Explore individually and/or in groups various materials according to
your needs and interests. Discover the effects that are produced when
combine one material with another
 2. DEVELOPMENT OF THE DAILY ACTIVITIES

ACTIVITIES/ ACTIONS AND/OR STRATEGIES RESOURCES AND

MOMENTS MATERIALS
Activities The boys and girls will be arriving gradually and we welcome them. Human resources
From Routines: Greeting, We called him by his name, telling him that we were waiting for him.
biosecurity protocol I invite the children to follow the biosecurity protocol at the educational institution. Washing of Posters
hands and use of gel alcohol and proper use of the mask.
Free play in the sectors - Children are invited to choose the sector of their liking, recommending that they should then
put each material in its place.
After finishing their game, the children are given a space to express themselves freely about their game of the
games they performed. As long as they wish to do it. sectors
Start: Image
Project activity MOTIVATION: Does the teacher tell the children that she would like to buy several animals for me to
Having a farm, what animals could I buy? The children are mentioning the animals and the Animals of
the teacher writes and at the end reads to them all the animals she is going to buy for her farm and them toys
question: Sheet colors
PRIOR KNOWLEDGE: Which of the animals I mentioned would you like to buy? What is your... Goma
favorite animal
COGNITIVE CONFLICT: What would happen if everyone is together? What would we do to make sure everyone
Are the animals not together?
PURPOSE: the teacher informs the children that today we are going to group the animals and this will help us to
differentiate them from each other.

DEVELOPMENT
LIVING EXPERIENCE:
In the yard, the teacher will whisper an animal sound to each child, then the dynamic takes place where the
Children will group with the partner who makes the same sound, asking 'Who did you group with? Why did you...?'
Did you group with them?
CONCRETE:
The teacher presents various toy animals or pictures of animals for the children to group according to
your criteria, whether by habitat, by their characteristics, etc. asking, How did you group the animals? Why did you do that?
Did you group it like that? What would happen if the fish is in the group of cows?
GRAPHIC:
The teacher hands out worksheets with two circles and small images of animals for them to
Stick them together according to their criteria. Example: all those with feathers in one circle and all those with 4 legs.
in another circle, etc.
CLOSURE:
The teacher performs metacognition by asking the following: What have we learned? How have we learned? For what purpose?
 what will serve us?

Free play activities: Children are invited to put into practice the
protocolos de bioseguridad, antes y después del
snack.
Workshops START:
Plastic Graphic
WE CREATE TO In the assembly, the teacher shows some materials to the children such as: tempera paints, bond paper, colored paper.
plastic fork. We asked, "What can we do with these materials?" We listened to the children's suggestions and
OUR ANIMAL
We encourage them to make various creations freely.
FAVORITE The rules for the proper use and care of materials are reminded.

DEVELOPMENT:

The children put into practice their proposals on how they could create their favorite animal.

CLOSURE:
The teacher asks the children, 'What have we created? How did we do it?'
Routine activity: We said goodbye to the children, inviting them to share at home with their family what they did, whether by talking.
Exit or drawing it.

EVALUATION INSTRUMENT:
Cuaderno de campo/ Ficha de Observación.
 DAILY JOURNEY Nº04
THURSDAY, SEPTEMBER 22, 2022
1. LEARNING PURPOSES

ACTIVITY COMPETENCIES / CAPABILITIES / PERFORMANCE CRITERIA OF INSTRUMENT OF

EVALUATION EVALUATION
Project activity INVESTIGATE THROUGH SCIENTIFIC METHODS TO BUILD YOUR Get information at Field notebook
KNOWLEDGE observe, manipulate and
HOW DO THEY BORN describe; compare
ANIMALS? Problematic situations for inquiry. aspects of the object or
Design strategies for inquiry. phenomenon for
Generate and register data or information. check the answer
Evaluate and communicate the process and outcome of your inquiry. and express orally
PERFORMANCE: the graph what it did and
Obtain information about the characteristics of objects, beings learned
living beings, facts and phenomena of nature, and establishes relationships
among them through observation, experimentation, and others
provided sources (books, news, videos, images,
interviews). Describe their characteristics, needs, functions,
relationships or changes in their physical appearance. Record the information.
in different ways (with photos, drawings, modeling or according to
it's level of writing.
Workshop CREATE PROJECTS FROM ARTISTIC LANGUAGES Select and transform Observation
Plastic graphic CAPABILITIES: materials of his
Explore and experiment with the languages of art. context for elaboration
Apply creative processes. a presentation y
He socializes his processes and projects. to embody in her the
PERFORMANCE: more characteristics
Explore on your own initiative various materials according to your significant of its
needs and interests. Discover the effects that occur when community for
to combine one material with another. to socialize them with the
people in their environment.
2. DEVELOPMENT OF THE ACTIVITIES:

MOMENTS ACTIONS AND STRATEGIES MATERIALS AND

RESOURCES
Activities The boys and girls will gradually be arriving and we welcome them. Human resources
Of Routines: Greeting, protocol ofWe called him by his name, telling him that we were waiting for him.
biosecurity I invite the children to follow the biosecurity protocol at the institution. Posters
educational. Hand washing and use of hand sanitizer and proper use of
mask.
Free play in the sectors Children are invited to choose the sector of their liking, recommending that
then they must put each material in its place.
Once their game is finished, kids are given a space to express themselves freely. game of the
about the games they made. As long as they wish to do so sectors
Project activity START
MOTIVATION: The teacher presents the image of different newborn animals and they respond to the following
HOW ARE THEY BORN question:
ANIMALS? SABERES PREVIOS.¿Qué observan en la imagen? ¿Sabes cómo nacen los animales?
COGNITIVE CONFLICT: Will all animals be born in the same way? Would they like to know how they are born?
the animals? Riddles
PURPOSE: the teacher informs the children that today we are going to find out how they are born.
animals.

DEVELOPMENT:
Problematiza:
The teacher asks, 'Will all animals be born in the same way? Why?'
How will the giraffe, the hippopotamus, the turtle, the parrot, and the fish be born?
We noted the children's responses which will be their hypotheses.

Design strategies:
We ask, Where can we find out? The children propose various strategies to find out such as
example a video.
htps://[Link]/watch?v=ymq99VBRIIw
htps://[Link]/watch?v=e2-dBXc51b0
htps://[Link]/watch?v=Kejo2psRgeg
 htps://[Link]/watch?v=zXJWg3r7Lp4
htps://[Link]/watch?v=cISGFTuZARg

Generate and record data:

The children discuss the information seen in the video through questions. What do we observe in the video?
Do all animals are born in the same way? Why? Children compare and contrast the information
obtained with its initial hypotheses.

What I knew before What is now

That the turtle is born from the belly of The turtle hatches from the egg
your mom. The hippopotamus is born from the womb.
The hippopotamus goes to the doctor offrom her mother in the water. Without help
animals for their baby to be born from the veterinarian.

They comment on how they obtained the information. What did we find out? Where did we find it out? What
Shall we check? Not all animals are born in the same way.
The children draw what they liked most about the information received.
CLOSING:
The teacher carries out metacognition by asking the following: What have we learned? How have we
learned? What will it be useful for?

Routine activity: Children are invited to participate in

Snack and cleaning practice biosecurity protocols, before
and after the snack.

Workshop START: Human resources

Plastic graphic
WE FORM ANIMALS In the assembly, the teacher shows some materials to the children such as: bond paper, tempera paints and
WITH THE FOOTSTEPS OF
palettes. What are they? What can we do with these materials? Can we make prints with
tempera? How would we do it?
THE HANDS It is suggested to print freely with colored tempera using hands. Tempera
The rules for the proper use and care of materials are reminded. Card

DEVELOPMENT:

The children put their proposals into practice.

The teacher will place the paint on the palettes so that the children can freely decorate their sheets with it.
prints.

CLOSURE:
The teacher asks the children, 'What did you do? How did you do it?'
 Routine activity: We said goodbye to the children, inviting them to share with their families at home what they did, already
Exit whether discussing it or drawing it.

EVALUATION INSTRUMENT:
Field notebook/Observation sheet.

DAILY JOURNEY Nº05

VIERNES 09 DE SETIEMBRE DEL 2022
1. LEARNING PURPOSES

ACTIVITY COMPETENCIES / CAPABILITIES / PERFORMANCE EVALUATION CRITERIA INSTRUMENT OF

EVALUATION
Project activity READ VARIOUS TYPES Read various types of texts Field notebook
WE READ IN OF TEXTS IN YOUR MOTHER TONGUE what everyday sounds in the
FAMILY IN THE Get information from written texts that predominates words that
Infer and interpret information from written text the known sound and that
NATURE
Reflect and evaluate the form, content, and context of the text. accompanied by illustrations.
written build hypotheses or
predictions about the
information contained in the
texts.
Psychomotor Workshop DEVELOPS AUTONOMOUSLY THROUGH ITS Perform motor actions Observation.
MOTOR SKILLS basics, in which it coordinates
CAPABILITIES: movements to move
Understand your body with security and use objects
He/She expresses himself/herself through body language. with precision, orienting and
PERFORMANCE: regulating their actions in
Explore various materials on your own initiative according to your relationship
a these, a the
needs and interests. Discover the effects that occur when people, to the space and the
combine one material with another. time

2 DEVELOPMENT OF ACTIVITIES:
 MOMENTS ACTIONS AND STRATEGIES MATERIALS AND
RESOURCES
Activities The boys and girls will be arriving gradually and we welcome them. Human resources
Of Routines: Greeting, protocol of We called him by his name, telling him that we were waiting for him.
biosecurity I invite the children to follow the biosecurity protocol at the institution. Posters
educational. Hand washing and use of hand sanitizer and proper use of
mask.
Free play in the sectors Children are invited to choose the sector of their liking, recommending it.
that they must then place each material in its place.
Once the game is finished, children are given a space to express themselves. sector game
freely about their games that they made. As long as they wish.
do it
Project activity MOTIVATION: the children take out the pieces of a puzzle from a surprise envelope, discovering a
porcupine.
WE READ IN FAMILY IN PRIOR KNOWLEDGE: asking What is it? How is it? Have you ever seen it?
NATURE COGNITIVE CONFLICT: Have you ever heard a story about a porcupine? Would you like to Tale
listen? [Link]
PURPOSE: the teacher informs the children that today we are going to read the story outdoors.

DEVELOPMENT
BEFORE:
The teacher introduces the person who will read the story, who
it will show the cover of the story.
We ask, what do you think the story will be about? What other
personajes participaran del cuento? ¿Cómo se llamará el cuento?
DURING
The mom reads them the story, showing the images. Asking some questions, 'What will happen in'
 the chicken's house? What do you think will happen to the balloons at the party?
As she reads, she will start asking the children.
FINAL
After finishing the reading of the story, the following questions will be asked: How was the porcupine? Why didn't it ...
Did his friends want? What other characters participated in the story? What were they like?
Next, the children will draw what they liked the most from the story.

Clavito the Porcupine[Link]

CLOSURE: The teacher engages in metacognition by asking the following: What have we learned? How
have we learned? What will it be useful for?
Routine activity: Children are invited to put into practice the
Refreshment and cleaning biosecurity protocols, before and after the
snack.
Plastco Graphic Workshop START: Human resources
WE MODEL WITH
In the assembly, the teacher shows some materials to the children such as: modeling clay of different colors.
PLASTICINE THE
colors, unused CDs, what are they? What can we do with these materials? Can we do
ANIMALS OF THE prints with tempera? How would we do it?
NATURE. It is proposed to model the little animals they like the most from nature.
The rules for the proper use and care of the materials are reminded.

DEVELOPMENT:

The children put into practice the proposed idea, taking into account the
standards. Plasticine
The teacher gives them the modeling clay to create freely. CD
little animal that you like the most and 1 unused CD to place it for
exhibit their artworks.

CLOSURE:
The teacher asks the children, 'What did you do? How did you do it?'

Routine activity: We say goodbye to the children, inviting them to share at home with their family what they did.
Exit either by dialoguing or by drawing it.

EVALUATION INSTRUMENT:
Field notebook/ observation sheet.