DIDACTIC UNIT N°05

TITULO: “Promovemos nuestra identidad nacional conociendo y valorando nuestra historia”

I.-INFORMATIVE DATA:
1.1.- EDUCATIONAL INSTITUTION: CHARITY
1.2.-DIRECTOR DENYZE FERNANDEZ MORENO
1.3.-GRADE AND SECTION : 4° A-B
1.4.-TEACHERS NORMA AVALOS MENDOZA
KARIN ULLOA CARBAJAL
1.5.-DATE : INICIO: 01/07/22
TERM: 31/07/22

II.- SIGNIFICANT SITUATION:

The 4th grade students have become aware of taking care of their environment, which is why in this unit
we seek to carry out actions of awareness and love for our country. For this reason, throughout this month, they will wear a distinguishing emblem.
patriotism as a symbol of Peruvian identity, they will also participate in the various planned activities, they will raise the flag in their
houses, with the purpose of understanding the significant value of performing these acts and celebrating the independence of their homeland.
In this way, students will know and value the history of Peru, strengthening their National Identity and understanding of it.
true meaning of celebrating national holidays.
Thus, we pose some challenges: What do we know about the history of our Homeland? What are the native plants and animals of Peru?
What does National Identity mean?
Children are expected to revive their love for their homeland through its history, which will be captured in a timeline.

1. PURPOSES AND EVIDENCES OF LEARNING

Area Competition and Performances What will it give us?
Instruments of
capabilities evidence of evaluation
learnings?
Communication2. Read various types of Identify explicit and relevant information that Find information -Card de
on texts written in your it can be found in different parts of the text. explicit infers understanding.
mother tongue. Distinguish this information from another similar one. characteristics y
2.1. Obtains information en la que selecciona datos específicos, en recognize the structure
from the written text. various types of texts with a simple structure, of the timelines,
with some complex elements, as well as albums y texts
varied vocabulary, according to the themes poetic, expresses its
addressed. opinion regarding the
texts and resolves a
2.2. Infer and interpret -Deduce implicit characteristics of characters,
comprehension sheet.
text information. animals, objects, and places, and determine the
meaning of words and phrases according to the
context, as well as expressions with meaning
figurative (proverbs, comparisons, etc.).
It says what the text will be about, based on some
indications such as subtitles, colors, and dimensions
of the images, index, typography, bolds,
underlined, etc.; likewise, it contrasts the
information from the text being read.
2.3. Reflect and evaluate - Share your opinion about the content of the text, explain it.
the form, the content and meaning of some textual resources (use of
context of the text. bold, uppercase, index, typography
underlined, etc.), based on your experience and
context, and justifies their preferences when
choose or recommend texts according to their
needs, interests and their relationship with others
texts, in order to reflect on the texts
Area Competition and Performances What will it give us? Instruments of
capabilities evidence of evaluation
learnings?
What reads.
Explain the theme, the purpose, the motivations
of people and characters, the comparisons and
personifications, as well as the teachings and
the values of the text, classifying and synthesizing
the information.
3. Write various types Adapt the text to the communicative situation. I wrote various texts Rubric of
of texts in their language considering the communicative purpose, the like the line of evaluation.
maternal. recipient and the most common characteristics time albums y
Card of
3.1. Adjust the text to the of the textual type. It distinguishes the formal register from poetic texts to the application.
communicative situation. informal; for this, it draws on its experience and patria, organizando las
some sources of complementary information. ideas in a plan of
writing, produce it
3.2. Organize y Write texts coherently and first draft, review
develop the ideas of cohesive. It organizes ideas around a the use of resources
coherent form y theme and develops them to expand the grammarians like the
cohesionada. information, without contradictions, repetitions sílaba tónica, átona,
unnecessary or digressions. It establishes relationships words according he
to
among ideas, like addition, cause-effect and accent correct y
consequence, through some references and write the final version
connectors. Incorporates a vocabulary that of the texts for
includes synonyms and some proper terms of to post them on the wall
the fields of knowledge. of productions.
3.3. Use conventions -Use grammatical and orthographic resources (for
of written language from example, the period and the commas
appropriate form. enumerative) that contribute to making sense of
your text, and incorporates some textual resources
(for example, the font size) to reinforce
said sense.
3.4. Reflect and evaluate - Review the text to determine if it fits the
the form, the content and communicative situation, if they exist
 Area Competition and Performances What will it give us? Instruments of
capabilities evidences of evaluation
learnings?
context of the written text. unnecessary contradictions or reiterations that
affect the coherence between the ideas, or if the use
connectors and references ensure cohesion
among them. Also, check the use of the
orthographic resources he used in his text and
check if any are missing (like the paragraph break),
in order to improve it.
Mathematics Solve problems Establish relationships between data and one or more Relate data Card of
of quantity. actions of adding, removing, comparing, equating represents and employs application.
1.1. Translate quantities reiterate, group, distribute amounts and combine various strategies
a expressions collections, to transform them into expressions of calculus to solve
numerical. numerical (model) of addition, subtraction, problems what
multiplication and division with natural numbers involve to find the
from up to four digits. MCM, MCD,
operations
1.2. Communicate Expresses with various representations and combined, numbers
understanding about the numeric language (numbers, signs y primes and compounds,
numbers y the verbal expressions) their understanding of: exponentiation y
operations. Multiplication and division with numbers rooting from
natural like thishow the properties a situation
commutative and associative of multiplication. problematic y the
practical solution of
1.3. Use strategies and employ strategies and procedures such as the
other situations.
procedures of following:
estimation and calculation. Heuristic strategies.
Strategies for mental or written calculation, such as
additive and multiplicative decompositions,
to fold and divide by 2 repeatedly,
rounding to the nearest thousand, use of the
distributive property, rounding to multiples of
10 and amplification and simplification of fractions.
Personal 3. Build Get information about specific facts in Analyze, explain, locate Card of
 Area Competition and Performances What will it give us
Instruments of
capabilities evidence of evaluation
learnings?
Social interpretations sources of dissemination and historical diffusion in maps, presents application.
historical. (encyclopedias, web pages, textbooks, information and describe
3.1. Interpret videos, etc.), and uses it to respond the main
critically sources questions related to the main ones activities of the
various. sociedades andinas, pre incas e incas, y la first inhabitants of
Conquest. Peru, the pre-
incas the
3. Build -Sequence images, objects, or facts, and Tahuantinsuyo the
interpretations describe some characteristics that show conquest, the viceroyalty
historical. the changes in various aspects of life y independence
3.2. Understand the daily y of the big stages obtaining information
historical time. conventional ones of the history of Peru using of the texts y
temporal categories (years, decades, and centuries). elaborating schemes and
3.3. Elaborate-Explain key historical facts or processes of diagrams for
explanations about its region, of the main societies expose them.
historical processes. Andean, pre-Inca and Inca, and the Conquest;
recognizes the causes that originated them and their
consequences taking into account more than one
dimension (political, economic, environmental)
social, cultural, among others.
Science and Investigate through -Ask questions about facts, phenomena or Plant questions Sheet of
technology scientific methods for natural or technological objects that explores. phenomenon relationship application.
build knowledge. Develop a possible explanation like build sus
1.1. Problematic answer, where it establishes a relationship between conclusions y
situations to do the events and the factors that produce the communicates the
inquiry. changes. characteristics of the
vertebrate animals
invertebrates his
Investigate through Establish relationships that explain the phenomenon nutrition
scientific methods for studied. It uses qualitative data and circulation, respiration
construir conocimientos. quantitative ones that were obtained and compares them with theexcretion
1.4. Analyze data and response that was proposed, as well as with
 Area Competition and Performances What will it give us Instruments of
capabilities evidence of evaluation
learnings?
information. scientific information. Draw your conclusions. reproduction, animals
and native plants and
1.5. Evaluate and communicateCommunicates the conclusions of his investigation and exotic, as well as the
benefits de the
the process and results what he learned using knowledge animals, that studies and
of your inquiry. scientists, as well as the procedure, the achievementsexplore.
and the difficulties he faced during its development.
Propose some improvements. Make your opinion known.
inquiry in oral or written form.
2. Explica el mundo físico Argue why plants and animals Classify the types of
based on in they possess structures y behaviors animales,describesus
knowledge about the adapted to their habitat. characteristics y
living beings, matter and benefits relate
Use models to explain the relationships
energy biodiversity the systems of the
among the organs and systems with the functions
Earth and universe. vertebrate animals
vital in plants and animals.
2.1. Understand and use invertebrates on
knowledge about the nutrition,
living beings, matter and circulation, respiration
energy biodiversity excretion
Earth and universe. reproduction, as well as
the animals, plants
native and exotic that
investigate to answer
to the posed problem.
Education Build your identity Relates their life experiences with the Reflection on the -Card of
Religious as a human being, events of the History of Salvation teachings of Jesus, application.
beloved by God, worthy, as a manifestation of God's love. the faith that demonstrates
free y transcendent Know God the Father and recognize oneself as a son Abraham and the practice
understanding the beloved according to the Sacred Scriptures to live of values for
doctrine of its own in harmony with its environment. act for good
religion, open to common assuming
dialogue with those who commitments
 Area Competition and Performances What will it give us? Instruments of
capabilities evidence of evaluation
learning experiences?
are closer. personnel.
1.1. Know God and
assume his identity
religious y spiritual
as a dignified person,
free and transcendent.
1.2. Cultivate and value the -Promote Christian coexistence based on the
manifestations dialogue, respect, understanding, and love
religious people of their environment brotherly.
arguing their faith from
comprehensible way and
respectful.
Art and Appreciates in a way Describe and analyze the elements of art that Analyze, describe and Checklist.
Culture critique manifestations identify in the environment and in manifestations express your opinion
artistic-cultural. artistic-cultural, and identify the means regarding to thework
1.1. Perceives used. Relates elements to ideas, artistic of sus
artistic manifestations messages and feelings. companions and what it
cultural transmits each one of
agreement to the purpose
proposed.
1.2. Contextualize Investigate the meaning of the symbols and
artistic manifestations main characteristics of manifestations
cultural. artistic-cultural from different places and
times, and understanding that they serve various purposes
purposes and communicate ideas about culture
in which they were created.
1.3. Creative reflection and Comment on the way the elements,
critically about the processes, the means and the techniques used
artistic manifestations communicate ideas, and generate hypotheses about the
cultural the meaning and intention of the artist.
2. Create projects from Develops their ideas based on observations, Draw, model
 Area Competition and Performances What will it give us? Instruments of
capabilities evidence of evaluation
learning experiences?
the artistic languages. experiences and the artistic work of others, andplasticine different
2.2. Applies processes select elements and materials for animals that describe
creatives. compose an image according to your in his presentation.
They participate in the
intentions.
2.3 Evaluate and communicate Plan ways to present your work. presentation of a
mini concert of
suspiciousprocesses y to communicate your ideas effectively, where patriotic songs
projects. assume a specific role. Explain the reasons why following and planning
the ones that have selected media, materials, techniques y
specific tools and techniques in their procedures for
works and evaluates with given criteria if it achieved its to communicate ideas o
purpose feelings of
according to its purpose.
Competence Manage One strategy is proposed and one plan is suggested. forms Checklist.
as learning in a way that allows him/her to reach the goal; to achieve the what be
transversal autonomous. proposes alternatives for how it will be organized and selects according to
it Organize actions the most suitable. a proposed purpose.
strategic for
achieve their goals of
learning.

Cross-cutting approaches Observable actions or attitudes

INTERCULTURAL APPROACH Teachers and students welcome everyone with respect, without belittling or excluding anyone.
due to their language, their way of speaking, their way of dressing, their customs or their
beliefs.
Teachers prevent and confront all forms of discrimination directly.
promoting a critical reflection on its causes and motivations with everyone
students.
Teachers and administrators promote continuous dialogue between diverse perspectives
 cultural aspects, and among these with scientific knowledge, seeking complementarities in the
different plans in which they are formulated for addressing common challenges.

3. SEQUENCE OF LEARNING SESSIONS

WEEK Nº 1
OUR PERU THROUGH TIME
SESSION N°1: WHAT THEY WERE DOING THE ACTIGUOS SESSION NO. 2: WE FIND THE LEAST COMMON MULTIPLE
INHABITANTS? In this session, the student: Finds the least common multiple.
In this session, the student: Describes the main activities based on a problematic situation applying techniques.
of survival that the ancient inhabitants of Peru carried out. related to multiples and divisions.
SESIÓN N°3: ¿QUÉ CARACTERÍSTICAS TIENEN LOS SESIÓN N°4: LOS POBLADORES LLEGARON AL PERÚ
ANIMALS? In this session, the student: Describes the main.
In this session, the student describes the characteristics of the first inhabitants of Peru.
they present the animals based on the formulation of the question
to inquire and ask questions to provide answers to the problem.
SESSION N°5: WE READ TIMELINES SESSION No. 6: WE LEARN FROM THE TEACHINGS OF
In this session the student: Finds explicit information in JESUS
Timelines in different parts and infers the characteristics In this session, the student: Reflects on the teachings
of characters from Jesus to point out actions that demonstrate following his
example.
SESSION No. 7: THE FIRST CULTURES OF PERU SESSION N°8: FINDING THE GREATEST COMMON DIVISOR
In this session the student: Presents information of the In this session the student: Finds the least common multiple to
pre-Inca societies: Chavín, Mochica, and Paracas by addressing a problematic situation applying techniques
analysis of information sheets describing in diagrams related to multiples and divisions.
paleographers.
SESSION N°9: WHAT ARE VERTEBRATE ANIMALS LIKE? SESSION No. 10: THE CULTURES OF OUR PERU
In this session, the student: Classifies, compares, and highlights. In this session, the student: Presents information on maps.
characteristics of vertebrate animals based on the conceptual frameworks of the pre-Incan cultures Nazca, Tiahuanaco and
proposed problem. Wari after researching in books and encyclopedias.
SESSION N°11: WE DRAW ANIMALS WITH TECHNIQUES SESSION No. 14: WE SOLVE LCM PROBLEMS AND
In this session the student: Draws animals based on the stroke of MCD
Figures such as circles, lines, presents and expresses their appreciation. In this session, the student: Solves problems with L.C.M.
regarding the work of others. and G.C.D. applying multiplication and division operations
following the practical or traditional method.
SESSION No. 13: WE PRODUCE TIMELINES SESSION N°15: WE KNOW ABOUT ANIMALS
In this session, the student: Writes a timeline of the INVERTEBRATES
main representatives of each era in the History of Peru, In this session the student: Classifies and indicates the
Check if it is appropriate for the communicative situation and justify the characteristics of invertebrate animals.
ideas are ideas. starting from a posed problem and establishing
relationships between each one.
WEEK NO. 2
LET'S VALUE THE WEALTH OF OUR PERU
SESIÓN N°16: UBICAMOS EL TAHUANTINSUYO EN UN SESIÓN N°17: LOS BENEFICIOS QUE NOS BRINDAN LOS
ANIMAL MAP
En esta sesión el estudiante: Ubica en el mapa de América del En esta sesión el estudiante: Investiga acerca de los beneficios
On the expansion of the Empire and explains the reasons that animals provide us and their usefulness.
Inca expansion.
SESIÓN N°18: ¿QUÉ NÚMEROS SON PRIMOS Y CUÁLES SESIÓN N°19: ¿CÓMO FUE LA SOCIEDAD INCAICA?
COMPOUNDS? In this session, the student: Creates a conceptual map of the
In this session, the student identifies and differentiates the numbers of social organization of the Inca Empire and explains it with
cousins of the compounds based on a problematic situation arguments.
proposed and the application of the division operation.
SESIÓN N°20: ¿CÓMO SE DA LA CIRCULACIÓN OY SESIÓN N°21: LEEMOS ÁLBUMES
FEEDING IN ANIMALS? In this session, the student identifies information and recognizes the
In this session, the student explains the relationship of the organ structure of albums.
of each animal regarding its nutrition and circulation.
SESIÓN N°22: EL IMPERIO INCAICO Y SU ORGANIZACIÓN SESIÓN N°23: RESOLVEMOS OPERACIONES COMBINADAS
ECONOMIC In this session, the student: Finds the result of the
In this session, the student: Points out, describes, and explains how combined operations starting from a situation.
the economic organization of the Inca Empire was established, using issues and the correct process of resolution following the
a concentric triangle. order of operations.
SESSION No. 24: ABRAHAM TEACHES US TO HAVE FAITH SESSION N°25: WE CREATE OUR ALBUMS
In this session, the student: Reflects on actions and In this session, the student: Writes, organizes their ideas, reviews
an example that Abraham gives us to increase our Faith and produces the final version of an album based on a plan of
 asumiendo compromisos personales. writing and proposed purpose.
SESIÓN N°26: ¿CÓMO SE DA LA RESPIRACIÓN Y SESIÓN N°27: MODELAMOS ANIMALES CON PLASTILINA
EXCRETION IN ANIMALS? In this session, the student: Models different animals with
In this session, the student: Relates respiration and modeling clay, presenting them in a work exhibition.
excretion with the respective systems possessed by animals. expressing their appreciation for the work of others.
SESSION N°28: WE LEARN ABOUT INCA EDUCATION SESSION No. 29: WE RESOLVE PROBLEMS WITH
In this session, the student: Describes how COMBINED OPERATIONS work.
It was based on education in the Inca Empire through analysis. In this session, the student: Relates data and solves.
of information and the creation of visual organizers. problems with combined operations starting from a
problematic situation and following the correct process and order
in the solution.

WEEK NO. 3
WE CELEBRATE THE FESTIVAL OF OUR HOMELAND
SESSION No. 31: THE EMPIRE IS CONQUERED SESSION N°32: WE IDENTIFY THE STRESSED AND UNSTRESSED SYLLABLE
In this session the student: Analyzes and explains the main In this session the student: Writes short texts, using
Facts that occurred during the conquest of the Inca Empire, the grammatical and orthographic resources.
causes and consequences through an ISHIKAWA diagram.
SESSION No. 33: WE READ PATRIOTIC POETIC TEXTS SESSION N°34: HOW DO ANIMALS REPRODUCE?
In this session, the student: Reads patriotic poems identifying In this session, the student: Classifies types of reproduction.
information, recognizing its structure and deducing from the animals and representing it in wall organizers
characteristics that it presents throughout its content. models.
SESIÓN N°35: PARTICIPAMOS EN COMPETENCIAS DE SESIÓN N°36: ¿CÓMO SE DIO EL VIRREINATO DEL PERÚ?
VOLLEY In this session, the student: Identifies the facts and the organization
In this session, the student participates in sports games related to the social, political, and economic situations that took place in the Viceroyalty of Peru.
volleyball for this, perform warm-up exercises, stretching, and based on the analysis of information and the development of organizers.
relaxation. visuals and diagrams.
SESIÓN N°37: APRENDEMOS HALLAR LA POTENCIA DE SESIÓN N°38: ESCRIBIMOS POEMAS A LA PATRIA
NUMBERS In this session, the student: Writes the draft of their poetry to
In this session, the student: Represents graphically and based on a writing plan, reviews it, writes the final version and
numerical exponentiation of natural numbers and calculates it to publish on the production bulletin board.
power from a problematic situation and the solution of
various exercises and problems.
SESIÓN N°39: CONOCEMOS Y DIFERENCIAMOS LAS SESIÓN N°40: PRACTICAMOS VALORES EN NUESTRA VIDA
NATIVE AND EXOTIC PLANTS AND ANIMALS OF PERU DAILY
En esta sesión el estudiante: Describe y diferencia los animales y En esta sesión el estudiante: Reflexiona la importancia de
native and exotic plants found in Peru based on the analysis to practice each value at the right moment to take action in the
of information that is provided to you. common good assuming personal commitments.
SESSION No. 41: WE CELEBRATE THE INDEPENDENCE OF PERU SESSION No. 42: WE FIND THE ROOT OF NUMBERS
In this session, the student: Narrates and explains the main In this session, the student: Represents and calculates the roots.
events that occurred during the independence of Peru of natural numbers using multiplication from a
valuing the participation of the heroes and precursors. problematic situation and the solution of various exercises.
SESIÓN N°43: CANTAMOS CANCIONES PATRIÓTICAS
In this session, the student: Participates in a mini concert
singing patriotic songs at a presentation of
songs, then express Peruvians their appreciation regarding the
song of others.
BASIC MATERIALS AND RESOURCES TO BE USED
1. BASIC MATERIALS AND RESOURCES TO BE USED
Science and Environment Book 4°.
4th Grade Social Personal Book.
Communication Book 4°.
Mathematics Book 4°.
Flip charts.
Information texts.
Markers.
-Video.
Songs.
Poems.
Scissors.
Silicone or rubber.

REFLECTIONS ON LEARNING
What advancements did the students make in their learning?

What are the greatest difficulties observed in students at the end of this teaching unit?

What learnings should I reinforce in the next unit?

What activities, strategies, and materials worked and which did not?

Other observations:

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4A TEACHER Teacher 4th B