1) PRESENTATION AND JUSTIFICATION

The importance of this unit lies in the fact that, in addition to taking advantage of circumstances

naturally, the child learns experientially about the passage of time, becoming
in a significant and motivating fact.
With the arrival of spring we observe the return of the birds that
they emigrated in autumn; the reappearance of the insects; the plants, after the dormancy
winter, they begin a stage of growth and flowering; the day lengthens its
solar hours; we can enjoy the gardens and parks again; the
the clothes we wear change; the temperatures become more pleasant
leaving behind the cold of winter...
For all this, we propose to bring students closer to the world of plants,
we will carry out activities of observation and contact with nature so that
the children identify this season and learn about some of the changes that come with it
the arrival of spring occurs.

2) TIMING
The development of the UD of 'La Primavera' will take place over 3 weeks.
in April, after returning from the Easter holidays.

3) COMPETENCIES
Throughout the course, all the basic competencies are worked on that are included in the
LOE. This unit places special emphasis on the following:
Autonomy and personal initiative;
Competence in knowledge and interaction with the physical world;
Cultural and artistic competence.

4) OBJECTIVES
- Main objective: To know the characteristics and elements most
significant of our environment with the arrival of spring, and some
characteristics of plants and flowers;
Identify the atmospheric and landscape changes that occur in
spring
Understand the care that a plant needs to grow:
water, light, and air;

To know different types of typical flowers from our environment;

Know the different parts of a plant: roots, stem, leaves, and
flowers
Observe and learn about some insects that reappear with the arrival of the
Spring;
Know some typical fruits of this season;
Collaborate in the care of the natural environment;
Know who Saint George was and what he did;
Take care of and appreciate books and awaken interest in reading;
Discriminate the color orange;
Discriminate and write the number 5;
Perform the spiral stroke smoothly;
Internalize the quantifiers full and empty;
-Discriminate flat shapes: the rectangle.

5) CONTENTS
a) Self-knowledge and personal autonomy:
Precautionary measures against potential dangers in the environment;
Practice of spiral tracing and the writing of the number 5;
I like to play outdoors.
Taste and interest in reading.

b) Knowledge of the environment:

Changes in the environment with the arrival of spring;
Insects: butterflies, ladybugs, and bees;
Process of plant development: sowing, germination and
growth;
Typical spring fruits;
Parts of a plant: roots, stem, leaves, and flowers;
-Saint George: patron of our Community;
Books: care to prevent them from getting damaged;
 -Shapes: the rectangle;
Quantification: full and empty;
The number 5;
Pleasure for outdoor activities.

c) Languages: communication and representation:

Spring vocabulary;
The color orange;
Experimentation with the mixing of yellow and red colors;
Description of characteristic natural elements of spring;
Preparation of compositions;
Poems and stories.

EDUCATION IN VALUES:
Care of plants and the environment;
Charitable actions for the environment;
Appreciation and enjoyment of the natural environment;

Enjoy nature.

6) ACTIVITIES
When programming and planning the activities, we will take into account a
series of questions, such as:
a) Take into account the rhythm of the group;

b) Que sean actividades flexibles para atender a intereses personales;

c) That they respect the alternation of effort, concentration, and movement;
d) And of course, that they allow for the exploitation of facts
spontaneous.

In addition to all this, we will also consider a series of strategies and

techniques:
The activities will be worked on taking into account a series of techniques,
like oral dialogues, collective conversations, reading of
images, dramatizations, drawing, active listening...
 To introduce Crolín: to start we can present Crolín, a
nice snail that will come to life through a puppet. Crolín
will help us throughout the course to start the units, as it
It's about a highly powerful motivating element that offers many
possibilities of interaction with our students.
Just like in this unit, we will also start the rest with the
narration of the motivational story, which will have in all of them as
protagonist to Crolín.
Another essential element that we will use in all the
units, it will be a motivational mural that we will place in a visible location
of the classroom. This will address the theme of the unit that at that moment

let's see. In the 12 units, it will be a striking mural,

vibrant and colorful to capture people's attention
children.
In specific moments or explanations, we will refer to him.

INITIAL ACTIVITIES

LETTER TO PARENTS
ANNEX 1
At the beginning of the Unit, we will photocopy a letter for the parents.
that we will send through your daughter/son; in this way we will let them know everything

what will be worked on during the time this Unit lasts, and how they can
collaborate in the internalization of these learnings.

STORY:
ANNEX 2
Just like in this unit, in the rest we will also start the topic with a
story, whose protagonist is Crolín.

CENTER OF INTEREST:
Interest center: we will create an interest center with our students.
to understand their prior knowledge, interests, and concerns;
we will ask open-ended questions... The theme of this center of interest
Unit will be: Plants and spring.

OUTING TO THE PARK:

Trip to the park: since the school has a large park 2 minutes away, it
será un recurso del que nos aprovecharemos al comienzo de esta unidad.
We will carry out an outing during a session (about 45-50 minutes). In it,
we will let the children explore, observe, research, carry out
comparisons between plants, flowers, the landscape in general (the
transformation that has occurred since the winter), the small insects that already
begin to emerge (ladybugs, butterflies, ants…).
For the outings, we will have a rope long enough, with 20
knots (one for each child). In this way, we will place them in order on the list and

Each child will hold onto a knot. In all outings, they will go in the same order.

DEVELOPMENT ACTIVITIES, WORK SHEETS

-FICHA 1:
We fit the halves: We ask the children if they know what
it appears represented in each of the halves. Color, chop with the
punches, and stick to the 2nd card.
-SHEET 2:
Colorful butterfly: Pinch the wings with punches. Stick on the part of
behind colored cellophane. Color the body of the butterfly
as each child wishes.
We can show them sheets that feature different types of
butterflies, so that children can see the great wealth and variety of colors
and shapes that this little animal has.
-CARD 3:
Spring landscape: We observe the elements that appear
represented. Color and chop. Stick on the 2nd card to make it a
spring landscape. We ask the children what other elements
There could be present in that landscape: little birds, clouds, etc.
-SHEET 4:
What fruits do we find in the market?: Observe all the fruits that
They appear in the profile, do you know them? Do you know what they are called? Etc. Join

with an arrow the seasonal fruits to the girl, and cross out the fruits
corresponding to another station.
-FORM 5:
How many flowers do I know?: Observe the flowers represented in the card,
Do you know them? Do you know what they are called? Etc. We will tell you those that

are typical and that we can see in our surroundings (poppy, daisy and
wild rose). Color only those that we know.
-SHEET 6:
The little bee wants to fly: Color the bee freely. Peck the circles and
stick a piece of cellophane at the back of the card. Poke the
bee with needles, and stick a straw with a piece of tape on the body of
the bee. We will simulate that the bees fly by moving around the whole classroom,
and imitating the buzzing sounds that these animals make.
We explain to the children that if they find a bee in the field, they should not

they should never try to catch it, as it could sting them and cause
a lot of damage.

-SHEET 7:
What do plants need to live?: Before providing the form
we will ask the children if they know what things are necessary for
a plant or a flower can grow. We deliver the sheet and explain the
necessary care. Color and trace the words.
During this unit and for the remainder of the course, we will be able to carry out a

small plant in the classroom so that the children can see the growth and be able to

to take part in the care of the plant. We can give it a name, and
each week assign 2 or 3 children as responsible for the care of the
plant.
-SHEET 8:
Where are the rectangles?: Show the children different things that
they have a rectangular shape (the surface of our table, the blackboard, the door,
. Then we will ask them to tell us other ones themselves.
things, objects... that have a rectangular shape.
In the worksheet, they will have to color the rectangles orange.
-FORM 9:
What is out of place in this landscape?: Cross out with an orange X the objects that

They dirty the landscape. We explain to the children that it costs very little to throw away the

things to the recycling bin to take care of the landscape and keep it clean; there are objects

like glass bottles that can be the cause of a great fire...

-FORM 10:
I know the number 5: Review the spellings of the number 5.
-CARD 11:
Complete the landscape: Finish drawing the sketches so that the landscape
I am finished. Coloring.
-FICHA 12:
What are the parts of a plant?: Before handing over the form, I...
We will show the parts of the plant that we already have in the classroom. You
we explain that through the root they take in food and absorb water, which by
the leaves breathe... Submit the form, cut out the parts of the plant and
stick them in their corresponding box. Color.
-FORM 13:
Crolín's spirals: Review the spirals that Crolín has in his
eggshell. Color.
We can bring a real snail to the classroom for the children.
observe the spirals they have on their shell. We will release it again.
at the school exit.
-FORM 14:
Where are the flowers?: Draw the flowers as we like them most and
coloring. We will ask the children to try to be original and draw
different flowers on each of the stems.
-FORM 15:
5 flores: Repasar la grafía del número 5 y pintar únicamente 5 flores.
-CARD 16:
The growth of a plant: We explain to the children the steps of
growth of a plant; for this explanation we will help ourselves with
illustrations or drawings. We deliver the sheet, coloring, poking the vignettes,
stick them in the correct order on the 2nd card.
We could carry out this activity after the expansion activity.
plant legumes, since you will have understood the steps better.
-SHEET 17:
Full or empty containers?: We bring several containers to the classroom (a glass
made of plastic, a bottle and a jug, all of them transparent.
We will ask if they are full or empty. We will put a little water in them,
we ask again... if they tell us they are full we start again
more water, and we explained that they were not completely full, as there was more capacity

water.
Submit the form, color the containers that are full.
-CARD 18:
Colorful tulips: Paint the left tulip red, the one on the right
yellow, and the one in the center, with the mixture of the two colors (orange). It
we will paint with finger paints.
-SHEET 19:
How many flowers!: Color the flowers in the same way as their equals.
-SHEET 20:
Sunflower pipero: Color the leaves, the stem, and the petals of the sunflower. Put
glue in the center and stick pipes (unsalted).
-SHEET 21:
Card of Saint George: We tell you the story of Saint George in the manner of
story, so you can know who the patron of our community was and it
what did he/she do.

Colorear la ficha, repasar las palabras, y dibujar bajo la lanza al dragón.

-SHEET 22:
ANNEX 3
Poetry. We will work on a poem. We will repeat it several times and the
we will explain. If necessary, we will also illustrate it, in order to ensure that

our students understand it. We will search in books or catalogs for the
flowers that are mentioned in poetry.
We will try to mimic it so that they imitate us.
In this case, we will give the children a sheet with the poem and a
illustration that represents it.
 EXPANSION ACTIVITIES
Other activities:
WE PLANT LEGUMES:
We will plant different legumes in the classroom to observe their process of
growth. We will be able to plant lentils, beans... The materials that
we will need, they will be:

Legumes;
A piece of cotton;
A small jar (preferably made of glass, so you can see how they grow)
roots).
We will ask for the collaboration of families so that each child brings a jar.
(by means of a note…).
With this activity, the child will experience the daily growth of a plant and
It will understand that for its growth it needs water and light.

WE COLLECT LEAVES AND FLOWERS:

Bring natural flowers and leaves to the classroom; distribute a newspaper to each student and

indicate that they carefully place the flowers and leaves between their pages.
Explain that this is done so that the water contained in the flowers and leaves
absorbed by the paper.
Place a heavy object on the newspaper to flatten the elements.
that have been placed indoors. Wait for a while until the flowers and
leaves have dried up.
Cut cardboards of the same size and stick the flowers and leaves on them, once
dry, laminate or put in transparent folders. Bind to
to make an Album of natural flowers and leaves and place it in the Corner of
the library.

A flower of two colors:

The materials we will need for this activity are:
A red carnation;
Red and blue plant paint;
Two glasses.
To conduct this experiment, we will put water in one of the glasses with
blue vegetable dye, in the other glass, put red colored water. With a lot
Careful, we will open the stem of the carnation, from top to bottom, and we will put one half.

in the glass with blue water and the other half in the red one.
After a while, some of the petals will turn red and others blue.
porque el clavel “bebe” el agua pintada a través de unos tubos delgados que
they run through the stem to the petals.

BOOK FAIR AND STORYTELLING SESSION:

Taking advantage of the fact that April 23rd (St. George's Day and Book Day) coincides with
In the full development of this unit, we will carry out an activity related to the
enjoyment and interest in reading.
We will organize a book exhibition in the classroom. We will ask the children...
that they bring their favorite book from home to share that day with their
comrades (we will do it through an informational note that we will deliver to
your parents.
In addition to this activity, we will sit in a circle, and we will discuss one by one.

One, what book have we brought, what is it about, who gifted it to us, why do we...
like...
To conclude, we will invite an adult to come to class and tell us.
stories (for them we will talk with the cultural society of the locality that is
who manages these activities).

PSYCHOMOTOR SESSION: “WE ARE SEEDS”

We can do this proposal with groups of children or with the whole group.
class:
A group are seeds: they are curled up, retracted upon themselves.
2. Other children do a good watering with watering cans. One child is the Sun and
heat the plants.
Little by little, the group of seeds is spreading out, stretching,
stretching, as the Sun warms them up again and the watering can children
they happen again.
Finally, they bloom and a pleasant smell fills the space;
a group of people stroll, admire, and smell.
Since this session lasts very little, we will conduct another one:

PSYCHOMOTOR SESSION "THE TRAIN":

With this activity, we are going to develop spatial perception: to position oneself close to or

far from various places or objects.

Development: Together we will form a little train. Placed behind me, the
children will hold onto the waist of the partner in front. I will be the
train machine, and I will take the children close to the window. Now far from it.
Near the door; as far away from it as possible. Near this wall; as far
far away from her... (we will do everything at a prudent pace, without rushing,
to ensure that the student who has a mild motor deficiency can
develop the activity without any problems.
We can do other exercises:
Walk freely, and upon hearing a clap, stop near... (a corner
or corner); far from.... (a boy/girl); near to...
We can do the same but in pairs, in groups of 4, etc.

PROJECT ACTIVITY

A SPRING LANDSCAPE
The materials we will need for this activity are,
they will be:
Scissors
Glue
Continuous paper;
Shiny and silk papers of different colors;
Colored temperas;
Markers;
Waxes;
Brushes;
-Fabric of different colors;
Cotton.
Before we start the activity, we will recall what happens with the
arrival of spring in the countryside: flowers and new leaves are born
trees, butterflies appear, ladybugs, the little birds return, etc.
We will then begin to carry out the activity: together, draw on paper.
I continue with the landscape that will serve as our base. The teacher will be drawing it, and the

children giving ideas of what could go. It has to remain simple, as they will be
those who will complete it later. The landscape that will serve as our foundation could
have: the sun, some clouds, some mountains, two trees.... The children will be able to

draw flowers with crayons or colored markers; they will paint the trunk of the
trees with tempera or crayons; they will stick pieces of green tissue paper on the
cups of the same; in the clouds they will be able to stick cotton or tissue paper

wrinkled to give them volume; the sun will be painted or picked at by everyone to
stick shiny paper from behind and draw the rays; etc. To finish, each
child will be able to draw themselves in the landscape.
As a final activity, we will display the mural in an appropriate place.
school, along with the work from other classrooms, so that our
companions admire and appreciate our particular spring landscape.
While they carry out the activity, we could play them some listening from the album 'The'
big concert (classical music adapted for children) or Paco de Lucía (guitar)
Spanish). In this way, children awaken and develop a taste for another
type of music from a young age and engage in a more relaxed activity
relaxed, allowing her imagination and creativity to flow freely.

7) ORGANIZATION AND RESOURCES

A) SPACES
In this Unit, we will fundamentally work in the classroom, making use of
the different corners, especially the work corner and the arts and crafts corner.
In addition to that, we will make use of other spaces, such as the park.
we will visit at the beginning of the Unit.

B) TIME
Regarding the organization of time, I will take into account the rhythm of the group.
class. I will respect the alternation of effort, concentration, and movement, and
I will take advantage of the spontaneous events that arise throughout the
session.
A routine of stable activities will be maintained, although it is sufficiently
flexible to accommodate individual interests.
Regarding the organization of the corners, we must point out that the classroom
it has the following fixed corners:
Corner of Symbolic Play;
Corner of the library;
-Corner of logic- mathematics;
Work corner;
Plastic corner;
Computer corner;
Corner of bodily expression.

C) METHODOLOGY
When it comes to implementing our particular teaching method in the classroom-
learning, we will start from a series of principles of educational intervention.
In order to ensure the achievement of the objectives and mastery of them,
we will take into account the following methodological principles, among which
it is worth noting:

Starting from the student's level of development;

Encourage the construction of meaningful learning;
Starting from a globalizing approach, in which participation is given
activates the student through play, with the child being the main focus
protagonist.

8) ATTENTION TO DIVERSITY
Regarding the immigrant student of Romanian nationality, and although he continues
the normal development of the class, we will reinforce in it aspects that have to
see with vocabulary and oral and written language. For example, cards of
reinforcement, illustrations... (has been in school since the age of three).
Regarding the child with mild motor difficulties, it can be said that although his
Mobility is autonomous, with slight coordination difficulties.
An Individualized Curriculum Adjustment will not be necessary, but small ones will.
non-significant curricular adaptations, through the provision of support
punctual in mobility and displacement activities (for example: instead of
run, crawl...). In this unit, we will not have to perform any type of
adaptation, since the activities we have planned to carry out are not significant
no obstacles for this student.
Con respecto a la motricidad fina de este mismo alumno debemos apuntar que
it has no problem.

9) COLLABORATION WITH FAMILIES

Throughout the school year, a bond will be maintained with the families.
through interviews, meetings, direct involvement (workshops, programs
concrete...), written information (at the beginning of each unit, as already
We have seen, a letter will be sent to the families through their children to
that they be co-participants in the education of their children, and know at all times

the content we are working on in school, so that to the extent of

as much as possible, reinforce them in the family environment), etc.

10) EVALUATION
The evaluation of children will be a global, continuous, and formative process.
The techniques we will use will primarily be direct observation and
systematic. And the evaluation instruments to be used will be:
The checklists;
Anecdotes;
Tracking sheets;
-Etc.
In addition, the evaluation involves assessing the learning process of our
students, the teaching process and our own teaching practice.

EVALUATION CRITERIA
1. Use the appropriate vocabulary related to spring;
2. Get to know the unique characteristics of spring;
Understand the care that a plant needs to grow:
water, light, and air;

To know different types of typical flowers from our environment;

Know the different parts of a plant: roots, stem, leaves, and
flowers
Observe and learn about some insects that reappear with the arrival of the
Spring;
Know some typical fruits of this season;
Collaborate in the care of the natural environment;
Know who Saint George was and what he did;
Take care of and appreciate books and awaken interest in reading;
Discriminate the color orange;
Discriminate and write the number 5;
Perform the spiral stroke smoothly;
Internalize the quantifiers full and empty;
-Discriminate flat shapes: the rectangle.

Precautionary measures against potential dangers in the environment;

Practice of spiral tracing and the writing of the number 5;
I like to play outdoors.
Taste and interest in reading.

Changes in the environment with the arrival of spring;

Insects: butterflies, ladybugs, and bees;
Process of plant development: sowing, germination and
growth;
Typical spring fruits;
Parts of a plant: roots, stem, leaves, and flowers;
-Saint George: patron of our Community;
Books: care to prevent them from getting damaged;