MONTHLY PLANNING - PRE-KINDER

MARCH 2023
Educational Level: Third Level of Transition (Pre-Kinder)

Responsible Educator: Yanet Contreras

Teaching Unit: Adaptation week/Year begins

Skills: ["Communicate","Appreciate","Recognize","Experience","Apply","Represent","Coordinate","Express","Understand"]

Attitudes: Participar/Respetar/Responder/Presentar/Aceptar/Hablar/Opinar.

Objective of Learning2. To show willingness and confidence to relate to some adults and peers who are not part of the
transversal group or course.

Citizenship education objective Participate in collaborative activities and games, planning and agreeing on strategies for a purpose.
common and progressively assuming responsibilities in them.

Scope: Personal and Social Development

Learning Objective Learning Strategy Resources Evaluation

ADAPTATION PERIOD START: All the children are gathered in a circle and welcomed, - Beach ball OAT:
highlighting the importance of knowing oneself to create an environment and setting
Core: Identity and autonomy Stuffed animal - Respond a questions
pleasant among colleagues. Then, a dynamic called 'The stuffed animal' will be carried out.
allusions about their vacation,
OAT:8. Communicate yourquestionnaire Permanent marker
a constant asking questions about their vacation or asking what things what they want to do or
characteristics identity-related,
they want to do or learn during this new year. This ball will be thrown at random, Globe or any other to learn.
fortresses, skills y
and the boy or girl who catches it answers a question. objeto
personal challenges. He introduces himself saying his
DEVELOPMENT: Then, you will be invited to play the following introduction game: - Cards, or papers edad, su nombre, su color
Before the activity, the educator prepares cards or sticky notes. stickers favorite and how it feels.
(stickers) with the name of each boy and girl in the classroom. The boys and girls form a
circle. One of them is given a ball, balloon, or any other object,
 while the educator turns her back to the group. In the center of the circle there is Box or hat
a box or hat full of cards with simple and short questions,
ejemplo: ¿Cuántos años tienes? ¿Cómo te sientes? ¿Cuál es tu color favorito?
At least one card must be provided for each child. They receive the instruction to go
passing the ball or object from hand to hand while the educator repeats aloud
high the phrase 'hot dad'. The teacher asks him, 'What is your name?' and he
put the card with his name on his chest. Then, ask him to take out a card.
from the box or hat and answer the question that is in it.

CLOSING: The game continues until all the children have introduced themselves.
the educator should pay special attention to the new children who are moving from
other schools or those that present some type of educational need
special. They should give them a warm welcome to the group, ask them where they are from.

they come, and to express the joy that everyone feels for receiving him ('we all are
very happy that you are with us"). Once everyone has
They are asked to sit in a circle and discuss, How have they ...
Meaning? Everyone expresses their emotions, the educator emphasizes the importance of
demonstrate feelings of affection through a hug and how good it feels
Feel. The activity ends by asking everyone to give applause.

ADAPTATION PERIOD START: Children are invited to sit in a semicircle in front of the Chart paper OAT:
blackboard, placing a flip chart on it and marking the height of each child,
Core: Identity and autonomy pointing out that they are all of different sizes. Write the names of each
Photo of each child (ask - Recognize y name
in advance) individual differences.
OAT:8. Communicate yourchild in front of their height, taking into account the characteristics of each child,
The conversation should focus on the advantages and disadvantages of being small.
characteristics identity-related, White sheets He/She describes himself/herself in front of the group.
the big, taller or shorter, emphasizing the advantages of each one.
fortresses, skills y
Glue He accepts himself.
personal challenges. DEVELOPMENT: The educator asks each child for a photo in advance and the
stick it on a white sheet. If the child knows how to write their name, they will be able to
Markers Communicates the advantages of a
write it at the top of the sheet, otherwise, the educator will personal characteristic.
encargará de hacerlo. La educadora le pedirá a cada niño/a que diga ¿qué Script pencils
What personal characteristic seems most important and typical of him? Then, each
the child will explain to the rest the advantage of having "that" personal characteristic.

CLOSING: Finally, the educator will write on the sheet that has the photo, the
special characteristic of each child Later they will set up an exhibition
 "Self-portrait" in the classroom.

Core: Corporality BEGINNING: Before the boys and girls arrive in the classroom, - Concrete material isOAT:
prepared.
Movement each table with concrete materials to provide an engaging welcome for each child
Poster with the routine of the - If self-portrait
girl. This material can be logical blocks, nesting materials, paper and pencils
OAT: 2. Appreciate sus of wax, etc. The educator must assist and welcome each of the children. journey mentioning sus
characteristics corporeal, the first weeks, but especially the first day. It is important that body characteristics.
Rug
showing interest and care learn the daily routine by following the steps described on the poster, to
for their well-being and appearance that they do it independently later. The educator receives and greets. Sheets with the model of a
personal. each boy and girl by their name. It shows them where they can leave their backpack and their cell phone
snack. Then, it encourages them to choose a table to carry out some of the
Scissors
proposed activities, the child can choose where to go.

Script pencils
DEVELOPMENT: The rules of coexistence in the classroom are reinforced.
to form a circle in the designated area for group meetings. Then Packing tape
Children are helped to put the materials away in an orderly manner. Once everyone
they are sitting, she tells them what her name is. She explains that she is their educator and Workbook
that she will always be with them just like the assistant aunt, that when they
If you need something, you can turn to her, then she asks you some questions: How
Did they arrive at the school? Did they feel happy when they got here? What is it that
Did they like it when they arrived? Everyone shares orally. Then he tells them that he brought.

something very special for this important day and shows them a sheet with the
model of a cell phone. The first thing we will do today is a portrait of each one.
Each one will make a drawing within a frame like a 'selfie' in their notebook.
They work. They converse orally about what a selfie is. They explain that each
One will be drawn inside the 'selfie' format. Then once they finish, the van
to trim along the black border. Once they are ready, we will share our
portraits to get to know each other better.

CLOSING: The educator gathers the children to share the selfies that each one
He did. Once calm and quiet, a volunteer is invited to share.
her self-portrait. The educator must be a constant model of respect,
watching and listening attentively to each student who has volunteered.
Finally, the educator collects the works and explains to them that afterwards he or she
They will put packing tape all over so that they remain plasticized and thus
 They serve as labels for each person's hangers.

Nucleus: Coexistence START: The educator receives and greets each boy and girl by their name. They - Poem
OAT: "My school"
Citizenship shows where they can leave their backpack and their snack. At that moment, the children
Banner with large letters - Name the rules of
and girls see that their selfie is placed on the hook that corresponds to them. Then the
OAT: 10. Recognize motivates to sit at a table to carry out an activity. with the poem 'My body' behavior to be in
progressively requirements proposals, the boy or girl can choose where to go. classroom.
PPT with images are
essentials of practices of
DEVELOPMENT: Recite Poem 'My School' to go to the carpet. Once related to the routine
democratic coexistence, such
upon their arrival, he calls them reciting a poem, which he also has written in daily.
how: listening to opinions
a sign with large letters, to form a circle in the designated area for
divergent, the respect for the Projector
the group meetings. The educator encourages them to keep the material organized.
others, of the shifts, of the Then he tells them that he brought something very special for this class day: and projects
Computer
agreements of the majorities. some images. (The images are related to the daily routine for
identify behavior norms in the classroom). The educator
Large poster board

project the images and ask them what they see in that image one by one
Markers
a cow among everyone inferring which rule that image will refer to. The educator
write in a big poster what the children say: Illustrations of the
behavioral standards
In the room, one walks.

I listen to the educator.

3. I follow the instructions.

I am kind to my colleagues.

I raise my hand to speak.

I help to clean and put away.

CLOSING: The educator asks them to read the rules aloud with her help.
salty and suggests a visible place for everyone to put them. It is important that
the educator has the illustrations before carrying out this activity
in a way that children will be able to infer.

Nucleus: Coexistence BEGINNING: The educator receives and greets each boy and girl by their name. They OAT:
- Color painting
Citizenship shows where they can leave their backpack and their snack. At that moment the children
Brushes - Print sus hands,
OAT:11. Appreciate diversity and girls recognize their selfie that is hanging on the hook that he Mixers mentioning the differences
of people and their ways of corresponds. Each boy and girl is taken to a table to perform some what do they have with their hands of
from the proposed activities, the boy or girl can choose where to go.
Block sheets.
life, such as: singularities his companions.
physiognomic, linguistic DEVELOPMENT: Then he calls them to the designated area for the [Link] with rules of the
religious, gender, between group activities. The educator reinforces the rules several times and helps the children and hall

others. girls to leave the material organized. The educator tells them that in order to give us
Scissors
A story about what our body is like, today they are going to work with paint and their hands.

Each person will make their handprints on a sheet, with the color of their choice. Adhesives
using and mentioning your right and left hand. Then with all the little hands
We will create a great mural in the shape of a tree that says 'We are different'. It is

It is important to place the drawings of the children in a visible area of the room.
achieving to create a common mural.

CLOSING: The educator asks some volunteer children to show their

work in front of your colleagues and tell how they felt while doing this
work and what they learned from it. The educator should try to guide the
conversation about the importance of working together, helping each other and
to become a community. Then he asks them to read together with his help the
room rules to remember them more each time.

Core: Identity and Autonomy START: The educator receives and greets each boy and girl by name. Each Activity sheets or OAT:
A boy and a girl are led to a table to carry out some of the activities. workbook
OAT: 8. Communicate suspicious Mention characteristics
proposals, the boy or girl can choose where to go.
characteristics identitarian Pencils in various personal formats when se the
fortresses skills y DEVELOPMENT: They are encouraged to keep the materials organized. The educator tells them question.
desafíos personales. that several days have passed since they arrived at school and that during these
They have learned many things from school and from themselves. However,
tells them that he would like everyone to get to know each other a little more. For this, he...

question:

What do they like to do the most in their free time?

What is your favorite food?

3. What is the animal they like the most?

 4. Who is your best friend?

5. What place would you like to visit? Among others.

Then he tells them that each one will go to complete the activity 'I Want' on their sheet.

"to meet you." The children draw and write, with the help of the teacher, about their food.

favorite, favorite animal, favorite color, what they like to do the most, etc. The
the educator walks around the tables as they finish their work. The
children learn to write as they explore their surroundings, that
they have contact with a literate world that provides them with all kinds of texts,
adults who read to them and talk to them about books and letters. They observe the
adults write and how they use writing to communicate. It is
It is important to stimulate creative and free writing so that they gain confidence.
in the process of their own writings.

CLOSING: The educator asks some children to tell what they drew in.
his work notebooks.

Core: Identity and Autonomy START: It begins by welcoming and greeting each boy and girl by their name. There - Activity sheets or OAT:
show where they can leave their backpack and their snacks. Each boy and girl goes toworkbook
OAT: 8. Communicate sus Talks about himself so that
by itself to a table so that it can carry out one of the proposed activities.
characteristics identitarian, Various pencil formats get to know better.
fortresses, skills y DEVELOPMENT: The educator motivates and helps children to let go of the
ordered material. The educator tells them that many days have passed since
personal challenges.
that they arrived at school and that during these days they have learned many things about

the school and of themselves. However, he tells them that he would like everyone to
to get to know each other a little more. For this, she asks them:

What do you like to do the most in your free time?

What is the favorite food?

3. What is the animal they like the most?

4. Who is your best friend?

5. What place would you like to visit? Etc.

They complete the guide or workbook 'I Want to Meet You'. The children draw and
 they write (with the help of the adult); their favorite food, their favorite animal, their color

favorite, what he/she likes to do the most, etc. The educator walks around the tables to
as they complete their work.

CLOSING: The educator asks some children to share what they drew.
today in your guides or workbooks. Once the common discussion is finished
he reviews each child's work at their respective workstations.

Scope: Integral Communication

Learning Objective Learning Strategy Resources Evaluation

ADAPTATION PERIOD BEGINNING: Children are invited to gather in a semicircle with - notebook paper, pencils OAC:
where each person will take their seat and position themselves, asking them questions about in colors, watercolors,
Core: Artistic Languages It is expressed creatively to
activation of prior knowledge, such as: markers, among others.
Coexistence and Citizenship through drawing and painting.
¿Qué les gusta hacer? ¿Qué les divierte más hacer? ¿Tienen algún talento?
Model drawings
OAC:6. Experiment with various Which one? How did they discover it? Later, it is explained to them that we are going to do It is expressed creatively to
combinations of expression a talent workshop to find out what we are good at. All of us Musical instruments through music.
plastic, bodily, and musical we are good at something, we have amazing skills, but sometimes not
- Ribbons, daily paper, It is expressed creatively to
communicating the reasons for thewe know what our skills are. To discover them we are going to do a handkerchiefs, music through dance.
process completed. talent workshop, where we will test different skills and then entertaining, among others.
we will check which ones we stand out in.
It is expressed creatively in
OAT:5. Apply strategies Glue, scissors, through the graph and modeling.
DEVELOPMENT: Once this is explained, we begin with the workshop, for this
peaceful in front of the resolution variety of papers, sticks
we divided the space into different corners, each designated for a type of OAT:
of everyday conflicts with ice cream, clay,
talent.
other boys and girls. clay, dough, material in Positively solve a
Drawing Corner: In this corner, we place different materials to disuse, among others. conflict caused by sharing
drawing, from sketch pads, with colored pencils, watercolors, of the materials.
markers, etc. as well as drawings that may serve as a model for
make another one like this.

Music corner: In this corner we try to have some instruments

musicals, we can use applications for this purpose. We can propose
tasks like create a song, make the music that corresponds to a lyric
determined, etc.

Corner of the body: In this corner we have tapes, newspaper paper,

handkerchiefs, entertaining music, etc. In the corner of the body the activities
are related to dance.

Craft Corner: The craft corner will be

equipped with materials such as: glue, scissors, various papers,
popsicle sticks, modeling clay, clay, dough, discarded material, among others.

CLOSING: Each child has to go through the different corners and do

some educational dynamic. They will do it freely. At the end of the workshop
we reflect on the corner that we liked the most, also asking them:
What is your talent? Would you like to continue developing it? Why? Among other things.

ADAPTATION PERIOD BEGINNING: The children are gathered, and we start by recalling experiences from the Classroom Library. OAC:
learning related to readings and story covers. Provide some to the center
Core: Language Variety of pencils. Create your own cover of a
library books from the classroom, choose those that have the most attractive covers
verbal/corporeality y suggestive, and encourage the children to observe them, compare them, and discover how story.
Guides or notebooks of
Movement In each of them, some characteristics of the characters are expressed.
OAC: 8. Represent Based on this observation, they name and describe each character, highlighting work. Experience of Write your name with help
graphically some strokes, its variety and diversity; people, animals, big, elegant, scared, etc. Learning: Creating the of an adult.
Give some other ideas that expand their range of alternatives by asking, for
letters, signs words cover of a story.
example: How do you imagine a tale about a mosquito, a fly or a Write or copy the title of your
significant y messages
whale?, a child who travels on a comet or a girl(boy) who dances on a own story.
simple readable using
cloud? Comment on how you imagine each story.
diferentes recursos y soportes OAT:
in authentic situations. DEVELOPMENT: Suggest they create their own character and design the cover of
Take and use it correctly.
a story. To assist in this construction, encourage them to share their ideas with
OAT:6. Coordinate precisely pencil for writing.
a companion, supported by the star of questions: What is it like?
and efficiency your skills personaje?, ¿dónde está?, ¿cuál es su característica?, ¿para qué?, ¿por qué?,
fine psychomotor skills in function When?, etc. Once they have commented on and defined certain characteristics of

of their exploration interests its characters, invite them to work on their worksheets, where they will find
and I play. the frame of a cover, which must be completed with the requested information
and draw the character from their story. Remind them of the information they need to include.

on its cover, using a book as a reference. Point out that where it says author and
illustrator this time will have to put their name and where it says publisher they can
jointly agree on a name for the course publisher. If you have any ideas
for the title help them by writing on a label the idea of each child
you can copy or 'play at writing' where it is appropriate.

CLOSURE: At the end, invite the children to gather in groups and share their
creaciones, promueva un clima de real escucha entre pares y dé la oportunidad a
everyone to participate. Motivate them to keep thinking about the characters that
They imagined and generated a group conversation based on the following questions:

What new stories do you imagine for these characters?

What would that story be about?

What is your title?

Nucleus: START: The teacher reads the story aloud: 'The first day of classes of Story: "The First Day of OAC:"
verbal/body y Tomás.” Then he asks them the suggested questions: What did you feel the first time?Tomás's classes.
Copy its model name
Movement Class day? Who was happy? Who protested? Who...
did they get sad? Why did they get happy, protest, or get sad? What did he Name cards, written, writing each letter
OAC: 8. Represent What happened to Tomi? How did he feel? Why do you think he felt scared? What things did he...to review and write the
graphically some strokes, Did they feel fear? Who accompanied Tomi during that very special day? And who themyours. inside a square.
Did I accompany you? At the end, he explains that in order to get to know each other better.
letters, signs, words
and to achieve a community that feels like our home (just as Tomás wanted),
Graphite pencils OAT:
significant y messages
We need to learn to identify ourselves among each other.
simple legible using Photos of each child Take the pencil correctly
different resources and supports DEVELOPMENT: Once the story has been shared, the educator proposes to each to write your name.
Pointer
in authentic situations. child write his name. For this, she writes the name of each child on a strip
cuadriculada y ponen la foto de cada niño en el cuadrado que está sobre cada tira.
OAT:6. Coordinate precisely
In this way, each letter of the name is inside a square, making it easier to
and efficiency his skills
copy of this for each child. The educator goes around each table writing
fine psychomotor skills in function the name and so each boy or girl gradually works at their tables. The children

of their exploration interests and girls copy their name from the model written by the educator.

and play.
CLOSING: The rules of coexistence in the room are reinforced, and they are asked to the

Boys and girls: What did we learn today? What was the activity that you liked the most?

Do you think we got to know each other a little more today? Why?

Nucleus: LanguageSTART: The educator before reading the poem, from the flip chart asks: - Poem 'MyOAC:
school'
verbal/Identity and Autonomy Where is the title? What do you think it will be about? Then read the poem in
Large notepad Write your name on the strip
"The School." Every morning, when I wake up, I want to go to the
OAC: 8. Represent school, because I have fun. There I have friends, and I can play, and I learn songs,
grid-like.
Markers
graphically some strokes, and many more things. After reading the poem: Was it about what you all
OAT:
letters signs, words Cards for writing
were they thinking? Why? The educator invites the boys and girls to read with her the

significant y messages poem again. At the end, he asks them; How can we be better? the name o pull - Say it the way it should be like

simple readable, using course community? The educator writes down the ideas given by the children on a [Link] student
different resources and supports great. Modeling writing in this way.
Graphite, wax and crayons
in authentic situations. DEVELOPMENT: Once the poem has been shared, the educator proposes to each scriptos
Child draw your school and write your first and last name on the grid strip. Each
OAT:7. Communicate traits of their
the letter of the name is inside a square making it easy to copy this for each Block sheets
gender identity, roles
boy or girl (the educator writes the name of each child so that they can
(grandchild, neighbor, among others) Strategy: Script
reproduce it). It is important to place the drawings of the boys and girls somewhere.
sense of belonging y shared
visible from the room.
personal qualities.
CLOSING: The educator calls the children reciting the poem they are doing.

learning. They gather again in a semicircle and the educator invites them to
 recite the poem together with her/him doing a shared reading using a
Pointer to guide the reading of this. Then asks the boys and girls: What
Did we learn today? What activity did you like the most? Do you think that today
Did we get to know each other a little better? Why?

Core: LanguageSTART: Everyone gathered in a semicircle, asks them to read the poem "My school" with her.
OAC:
verbal/Identity and Autonomy they are learning 'The School.' They repeat the reading reading it joyfully, in
Large leaf Write some words.
sad form, angry form, etc. Then he asks them comprehension questions:
OAC: 8. Represent
a) What does this poem talk about? Markers OAT:
graphically some strokes,
letters signs, words b) Do any of you experience these things that the poem mentions? Block sheets Facially shows the
significant y messages emotions of joy, sadness and
c) Why do you all think it is important to come to school? Various pencils
simple readable, using anger.
formats
different resources and supports d) What have you liked most about school?
in authentic situations. Everyone shares orally and the educator writes down the ideas that the children provide.
on a poster board. In large, clear handwriting (modeling the writing).
OAT: 4. Express sus
emotions y feelings DEVELOPMENT: The educator asks each child to draw or write what

self-regulating based on What else have you liked about school these days? Each child works at their own desk. The

one's own needs, of the the educator supports each one to complete their task by asking them questions,
ayudándoles a escribir algunas palabras, etc.
others y the norms of
group functioning. CLOSING: The teacher calls the children to finish and go to the carpet to
to be able to make a closure. They ask what is the most important thing they learned.

Today. The children share orally.

Core: LanguageSTART: Gathered in a semicircle, the educator tells them it is time for - Story 'And me, when'
OAC:
verbal/Coexistence and Citizenship listen to a story: He tells them that he brought them a story called 'And what about me?'
Large leaf Answer questions about
He asks them, showing an image of this: What do you think this will be about?
OAC:2. Understand texts reading comprehension.
Story? Do you think it's about a child? Listen to what the boys and girls say Markers
oral how questions with great attention. Then he tells them that he will start the reading and that we should remember the
Draw what you understood from
explanations stories class rules. Read the story aloud with a lot of expression. At the end Notebooks
story.
instructions y some they ask them comprehension questions:
Various pencils
concepts abstract in OAT:
a) What does this story talk about? formats
different situations
communicative, identifying the b) Do any of you experience the things mentioned in the story? Flip charts Mention the differences
communicative intentionality of physiognomic features that it has in
c) Why do you believe it is important not to laugh at others?
various interlocutors. comparison to their peers.
Are we all the same or are we different?
Appreciate diversity
e) What is more important, how we are on the outside or how we are on the inside?
of people and their ways of
life, such as: singularities Everyone shares orally and the educator writes down the ideas that the children provide.

physiognomic, linguistic, on a large sheet. With large and clear handwriting (modeling the writing). Then the
The educator emphasizes respect and mutual care. She explains that it is very
religious, gender, among
it is important that they defend and take care of each other without mocking their differences,
others.
since we are all different, giving them space to comment on what
they think.

DEVELOPMENT: The educator asks each child to draw or write what they like the most.
He has liked the story. Each child works at their table. The educator supports each one.
child to complete their homework, asking them questions, helping them write some
words, etc.

CLOSING: The educator calls the children to finish and go sit down.
semicircle to make a closure. He asks them what is the most important thing about the
activity they just did. The children share orally. The educator
they suggest making a course slogan that says: IN OUR COURSE WE ALL
WE RESPECT.

Core: LanguageSTART: Gathered in a semicircle, the educator tells them that it is time for -Story 'We Are All OAC:

verbal/Coexistence and Citizenship listen to a story: He tells them that he brought them a story called 'We All Are' Different
Answer questions about
Different.
OAC:2. Understand texts Large leaf reading comprehension.
1. What do you think this story will be about (showing the image of it).
oral how questions
Markers - Mark with a red line the
explanations stories, 2. Do you think it's a boy?
differences and with a blue line
instructions y some Activity sheets or
Listen to what the boys and girls are saying very carefully. Then tell them that the similarities.
concepts abstract in workbook
the reading will begin and let us remember the class rules. Read the story in
different situations loud voice putting in a lot of expression. In the end, he/she asks them comprehension questions:
OAT:
Script pencils
communicative, identifying the
a) What does this story tell us? Name the differences and
communicative intent of
various interlocutors. {"part_b":"Has any of you experienced what the story says?","part_c":"Why do you think so?"} similarities in relation to oneself
Why is it important to be different? same and to their peers.
OAT:11. Appreciate diversity
d) Are we all the same or are we different?
de las personas y sus formas de
life, such as: singularities e) How does it help us that we are different and not all the same?
physiognomic, linguistic
Everyone shares orally, and the educator writes down the ideas that the children provide.
religious, gender, among
a flip chart. With big and clear letters (modeling the writing). Then the
others. The educator emphasizes respect and knowing how to appreciate differences that
we have everyone. He explains to them that it is very important that they defend each other and

take care without laughing at the differences since we are all different and this makes us

help to be a more complete course community.

DEVELOPMENT: The teacher asks each one to mark with a red line
the differences and with a blue line the similarities. It is important to make a
modeling in front of the children before starting. Each child works at their table. The
the educator walks around helping each one to complete their task, encouraging them

questions, and helping them.

CLOSURE: The educator calls the children to finish and make a closure. She
ask what is the most important thing from the activity they just did. The children
they share orally. The educator suggests they create a course slogan that
It is important to be different or I am proud to be
DIFFERENT OR I AM UNIQUE AND UNREPEATABLE.
Scope: Interaction and Understanding of the Environment

Learning Objective Learning Strategy Resources Evaluation

ADAPTATION PERIOD START: Form a semicircle with the boys and girls and talk about - Modeling Clay OAC:
school. Ask them if they knew the school and if they had been there before. Tell them
Nucleus: Understanding delete Tempera - Represents by means of the
that today's activity will be to take a tour of the school so that it
Environment Sociocultural they know. But before going out, talk to the children about values, modeling, some places of her
Coexistence and Citizenship the vision and mission of the school. Tell the story of the founding of the school, to school, that they have called the
this can invite the director to share an anecdote about attention.
OAC: 7. Recognize the
How was the school formed and since when, and what are its foundations.
importance of the service that Join the tour of the
they provide DEVELOPMENT: Before going out to complete the route, establish the rules and
institutions, school.
organizations, places, and works rules that must be respected to leave the classroom. Then, invite them to take a tour
throughout the school to get to know each area and facility, as well as the staff who
Respond to questions related to
of heritage interest, such
It comprises. Loyal to the boys and girls the signs of the classrooms and the environments. your school community.
like: schools transport
what the school has (library, administration, bathrooms, etc.). After finishing the
public, companies churches OAT:
tour, ask the children to sit again in a circle and comment on the
museums, libraries, among others. experience through questions such as: What is the school like? What do they like about it?
Respect the agreements made
OAT: 10. Recognize ["Why?","What don't they like?","Why?","How do they feel at school?","When"] to exit the room, such as:
["Do you feel good?","When do you feel bad?","What would you change about school?","What grade"]
progressively requirements
essentials of the practices of Would you put it in your school? Why? no running, no shouting, among others.
democratic coexistence, such
CLOSING: To conclude, invite them to model their school in plasticine. Organize with
like: listening to opinions the boys and girls an exhibition of their work. To conclude, ask them to answer.
divergent, the respect for the The question: What did we discover by doing this activity?
others, of the shifts, of the
agreements of the majorities.

Core: Thought START: Introduces children to what collections are and shows them the - Collections (buttons, OAC:
place where these will be stored so that they can be used throughout the year. Explain that
Mathematician/Coexistence y drink caps,
each material has its place and is identified with a photo or drawing. Then
Classify by two attributes the
Citizenship ice cream spoons,
explain the rules for using this material: once (color and size).
etc.)
OAC:2. Experimenting with
Respect the work of others. OAT:
various objects establishing Boxes or baskets
relationships when classifying by two orPlay and create with the material without throwing it away. Express and share what you think
three attributes at the same time (shape, of the rules for the use of
Use the material only for playing or creating.
color, size, function, mass, materials.
Once the work is finished, leave the material in its place.
materiality, among others) and
serial for height wide Talk to the boys and girls about the importance of each of these rules. That
length o ability to they give opinions and express what they think of them. Once this is finished

to contain. as part of the activity, create a closing by writing the rules on a poster, which
It will be near the furniture that contains the collections. All the boys and girls.
OAT: 10. Recognize they need time to explore new materials in 'their' way, since
progressively requirements generally at these ages it causes them a lot of anxiety to see a lot of
essentials of practices of buttons and not being able to touch them or a bunch of seashells and not being able to do

democratic coexistence, such nothing with them. It is important to give a time of free 'exploration' in which they
somehow, they play and explore the material, awakening in them
like: listening to opinions
unique thoughts. Once this exploration stage passes, children will be
divergent, the respect for the
capable of using the material for a mathematical purpose. It is important to ask them
others, of the shifts, of the
help the guardians to collect materials. This can be done through a
agreements of the majorities.
letter sent before they have entered the school.

DEVELOPMENT: Explain to all the boys and girls that they will be working with materials

of collection in small groups. Each group will receive a box or basket with
some materials that they will call "collections." Make a modeling of how to
 conduct the exploration. Give examples of what to do and what not to do and the same
boys and girls give the answer. For example, use unifix cubes, build a tower and
Ask a child to go near her and throw her. Ask, 'Do you think that's...
Is that okay? In this way, you reinforce the correct rules for the use of this.
material. Explain to them that they can play with the material freely following the
rules. Divide the boys and girls into small groups (depending on the number
as children, it will be the number of groups) and ask them "little by little" to go to the place that

You indicate to them. This activity is recommended to be done for a few weeks,
rotating the material so that each group has the opportunity to explore a
new material, until you realize that they are already ready to use the
material for mathematics. Send a letter to parents and guardians where it
comment on the math work and request support in training
collections from the room. Tell the children that it is time to clean up and come close to the.

carpet.

CLOSING: The educator gathers the boys and girls in a semicircle and asks them to
remember what important things you learned during the day. The educator makes
emphasis on the collection materials, which will be used again the
next day. Review with them, using a pointer, the 'Rules of the
free exploration.

Nucleus: ThinkingSTART: The educator reminds the boys and girls what collections are - Concrete material for OAC:

Mathematician/Coexistence y They show you the place where these will be stored so that they can be used throughout the year.
complete collections
Classify by three attributes
Citizenship Remember the rules of working with the material: each material has its place. betrayed by the children
which is identified with a photo or drawing. The educator receives the objects that time (shape, color, and size).
OAC:2. Experiment with Collections
The children have brought to school to complete the collections. They are sorted and
OAT:
various objects establishing they organize in the classroom. Then they remember the rules for using this material,
Poster with the rules
relationships when classifying by two orletting the children say them orally. Show the rules poster during Apply the rules when using the
to use the collections
three attributes at the same time (form,this activity. collections.
color, tamaño, función, masa, Box or baskets
Respect the work of others.
materiality, among others) and
2. Play and create with the material without throwing it away. - Poema "Mi escuela"
to serial by height wide
length o ability to 3. Use the material only for playing or creating.

contain.
OAT: 10. Recognize 4. Once the work is finished, leave the material in its place.

progressively requirements
DEVELOPMENT: Remember all the boys and girls who will work with
essentials of the practices of collection materials in small groups. Each group will receive a box or
democratic coexistence, such basket with some materials that they will call 'collections'. Remember how it
how: listening to opinions make the exploration. Give examples of what to do and what not to do and that the same

divergent, the respect for the boys and girls give the answer. For example, the teacher can use unifix cubes,
other, of the shifts, of the build a tower and ask a child to walk near it and knock it down. The educator

agreements of the majorities. question Do you think that is okay? This way the rules are reinforced.
correct for the use of this material. The educator reminds them that they can
play with the material freely following the rules. Divide the children into
small groups (depending on the number of children, it will be the number of groups)
they are asked to gradually go to the place that you indicate. This time they will go to

different materials. Then, the educator tells the children that it is time to
save and approach the carpet.

CLOSING: The educator gathers the children in a semicircle and asks them to
remember what important things you learned. The educator emphasizes the
collection materials, which will be used again in the following
Days. Review with them, using a pointer, the rules of exploration.
free and the rules of the classroom. Then recite the poem "The school"
learned, asking the children to recite with her.

Core: ThinkingSTART: The educator reminds the boys and girls what collections are - Rules poster OAC:
Mathematician/Coexistence y asks them if they remember the place where these will be kept. Asks them for the use of the
Classify by three attributes to the
Citizenship about the work rules with the material; each material has its place and that collections
is identified with a photo or drawing. Then remember the rules for using this
once (Form, materiality y
OAC:2. Experiment with material; let the children say them orally. Show the rules poster, Boxes or baskets function).
various objects establishing during this activity.
Collections OAT:
relationships when classifying by two or
Respect the work of others.
three attributes at once (shape, Polygonal blocks - Apply the rules when using the
2. Play and create with the material without throwing it away.
color, size, function, mass collections.
materiality, among others) and3. Use the material only for playing or creating.
to tie for height wide
4. Once the work is finished, leave the material in its place.
length o ability to
contain. DEVELOPMENT: Remember all the boys and girls who will work with
collection materials in small groups. Each group will receive a box or
OAT:5. Apply strategies
basket with some materials that they will call "collections". Remember how it
peaceful in the face of resolutionconduct the exploration. Ask the children for examples of what to do and what not to do
of everyday conflicts with and that the same boys and girls provide the answer. This class introduces a new
other boys and girls. material, the polygonal blocks. Every time the educator introduces new
material, discuss with the children about the work and safety rules,
pointing out the aspects they must pay special attention to. Always
remind the children that when they build something, only the one who made it can.
undo or save what has been created. It also reminds them to never throw away the
materials. Ask 3 children to build 3 designs with polygonal blocks, then
They ask them to represent one of the rules worked on in class. For example:
Dismantling someone else's work and asking, 'Did they act correctly? What should they have done?'

What has been done? Who can disarm creations? The educator reminds them
They can play with the material freely following the rules. Divide the children.
and girls in small groups (depending on the number of children, it will be the amount
of groups) and asks them little by little to go to the place he or she indicates.
They will go to different materials. Using the same poetry they are learning.
"The school," indicates to the children that it is time to put away and come closer to the

carpet.

CLOSING: The educator gathers the boys and girls in a semicircle and asks them to
remember the important things you learned. The educator emphasizes the
collection materials which will be used again another day. Review together
to them, following with a pointer, the rules of free exploration and the rules of
the classroom. Then she recites the learned poetry to the children who recite with her.
(The School).

Nucleus: ThoughtSTART: The educator reminds the boys and girls what collections are and - Objects brought by the OAC:

Mathematician/Identity y asks them if they remember the place where these will be kept. Asks them children
Classify according to their own
Autonomy about the work rules with the material; each material has its place and that
this is identified with a photo or drawing of that material. The educator receives Collections criteria.
OAC:2. Experiment with new objects brought by the children and they arrange them. Then remember the rules for
Cartel of the rules OAT:
various objects establishing use this material; let the children say them orally. Show the poster of
for the use of the
relationships when classifying by two or
three attributes at once (shape, the rules, during this activity. collections - Mention how I achieved it.
color, tamaño, función, masa, classify the concrete material without
Respect the work of others. Boxes or baskets
materiality, among others) and that instructions have been given to him/her.
2. Play and create with the material without throwing it away.
seriar for height wide Pointer
length o ability to 3. Use the material only for playing or creating.
Rules of the
contain.
4. Once the work is finished, leave the material in its place. free exploration and the
OAT:10. Communicate to others rules of the room
DEVELOPMENT: Remind all the boys and girls that they will work with
achieved challenges of individuals, classes.
collection materials in small groups. Each group will receive a box or
identifying acciones what basket with some materials that they will call "collections". Remember how it
they contributed
a his achievementy make the exploration. Work and delve into the second rule: play and create with
defining new goals. the material without throwing it away. Ask the children to tell how we should surrender ourselves

the materials, what consequences can throwing the materials have, etc.
Remind them that they can play with the material freely following the rules.
Divide the boys and girls into small groups (depending on the number of
children, it will be the number of groups) and gradually ask them to go to the place that you
indicate them. This time they will go to different materials. Remember to keep presenting new ones.

collections that will be generated according to the materials that the children bring to the

school. Then, tell the children that it is time to put away and come closer to the
carpet.

CLOSING: The educator gathers the children in a semicircle and asks them to
remember the important things you learned during the day. The educator prepares
emphasis on the collection materials which will be used every day to
from April. Review with them, using a pointer, the Rules of the
free exploration and the rules of the classroom. Then he asks the children to
recite the poem 'The School' without their help.

Nucleus: ThoughtSTART: The educator reminds the boys and girls what collections are and - New objects for OAC:

Mathematician/Coexistence y asks them if they remember the place where these will be stored. Asks them the collections (families)
Classify by choosing on your own the
Citizenship about the work rules with the material; each material has its place and that logics, cubes, etc.)
this is identified with a photo or drawing of that material. Receive objects attributes named (form,
OAC:2. Experiment with new for the collections in the room. Then remember the rules for using this Collections color size, function
various objects establishing material; let the children say them orally. Show the rules poster, materiality, among others).
Boxes or baskets
relationships when classifying by two orduring this activity. OAT registration sheet:
three attributes at once (shape, large (flip chart)
Respect the work of others. He states the rules orally for
color, tamaño, función, masa,
2. Play and create with the material without throwing it away. Markers use the collections.
materiality, among others) and
to serial for height wide 3. Use the material only for play or creation.
length o capacity to
4. Once the work is finished, leave the material in its place.
contain.
DEVELOPMENT: Remember all the boys and girls who will work with
collection materials in small groups. Each group will receive a box or
basket with some materials that they will call "collections". Remember how you
OAT: 10. Recognize
hace la exploración. Reiterar las reglas de trabajo y que los niños den ejemplos de
progressively requirements
the correct and incorrect actions that can be taken during the activity. Congratulate the
essentials of the practices of
children for the work they have done during these weeks, even though they have
democratic coexistence, such if there has been any problem, it is important for the educator to tell the children that she noticed
how: listening to opinions how they have worked hard to follow the rules. Remind them that they can play
divergent, the respect for the with the material freely following the rules. Divide the boys and girls into groups
others, of the shifts, of the small (depending on the number of children, it will be the number of groups) and
agreements of the majorities. ask them little by little to go to the place that you indicate. This time they will go to

different materials. Tell the children that it's time to clean up and come close to the
carpet.

CLOSING: The educator gathers the children in a semicircle and asks them to remember.
What important things did you learn during these weeks, and what do you name that you...

I would like to keep learning, write them down on a large record sheet.