PROJECT N°01 - MAY YEAR

PEDAGOGICAL MANAGEMENT – LEARNING SESSION N°13 2022

EDUCATIONAL INSTITUTION ……….

IN-PRESENT WORK PLAN

PROJECT SESSION

YO. TITLE: Knowing geometric solids

II. INFORMATIVE DATA:

 UGEL
 TEACHER
 DEGREE Initial 5 years

 DATE Wednesday, June 1, 2022

III. EXPECTED LEARNING:

AREA /
EVALUATION
COMPETENCE ABILITY PERFORMANCES CRITERIA
INSTRUMENT

Math  Model objects with  Establishes  Relate objects in  Observation

 Solve problems of geometric shapes relationships their  Checklist
shape, movement and their between the shapes environment to
 Field
and location transformations. of the objects that some geometric
notebook
 Communicate your are in your solids (cone,
understanding of environment and cylinder, sphere,
geometric shapes the geometric cube) and name
and relationships. shapes you know, some of their
using concrete characteristics.
material  Represent
geometric solids
(cylinder,
sphere, cube) to
create a robot.
 Solve problems by relating objects in the environment with two-dimensional and
three-dimensional shapes. It expresses the location of people in relation to objects
in space “near” “far from” “next to”, and movements “forward, backward”, “to one
STANDARD
side, to the other”. This is also how it expresses the comparison of the length of two
objects: “it is longer than”, “it is shorter than”. Use strategies to solve problems,
when building objects with concrete material or moving in space.
 That girls and boys recognize some geometric solids such as the cone, cylinder,
PURPOSE OF THE
sphere and cube, in objects in their environment and create their own geometric
SESSION
solids to create a robot with them.
EVIDENCE OF  They recognize the geometric solids cone, sphere, cube and cylinder.
LEARNING
 They build a robot using solids and recycling material.
 I respect
WORTH
 Responsibility

IV. EXPERIENCE DEVELOPMENT:

MOMENTS STRATEGY DEVELOPMENT RESOURCES

ROUTINES PERMANENT ENTRY ACTIVITIES:
- Routine actions
PROJECT EXECUTION:
BEFORE THE ACTIVITY:
- The day before we send each child the molds of the geometric
solids that we will work on, all in sheet size A-4 so that they can
bring them already prepared.
- We say that they must have the robot model and, based on that,
bring the number of parts it will have.
- We request a ball of paper the size of 2 A-4 sheets.
Printable molds
https://
aprendiendomat
ematicas.com/
haz-tus-propios-
cuerpos-
geometricos-2/

DEVELOPMENT OF THE ACTIVITY:

- We ask the children: What shape is the ball that we made
yesterday in psychomotor class? What shape is the die? What
shape is the milk can? What are these shapes called? Are they
flat or what are they like? The children respond.
- We introduce the learning purpose by telling them that today they
will play with some geometric shapes such as the cone, cylinder,
sphere and cube and build their own shapes to create a robot.
START MOTIVATION:
- We encourage children to watch the video “Geometric bodies”:

Video
https://
www.youtube.co
m/watch?v=3O--
OQ-pN4M

- After watching the video, we asked: What are geometric bodies?

What bodies did you see? What do they look like? The children
respond.
DEVELOPMENT APPLICATION:
- We present to children these shapes in extra large size:

Solids

- They recognize which plane figures each one is built with.

- They take out the bodies they brought from home and identify
each body with its name.

geometric bodies

- They relate to the parts of their body, such as the sphere of the
eyes, the pyramid with the nose, the cylinder with the fingers of
the hands, the prism with the trunk of our body.
- We invite the children to stamp with these geometric bodies and
see what figures they get from each one.
- We provide sponges with these shapes and the children stamp
by discovering the shapes.

Sponge
Leaves

- Once the activity is over, we tell the children that it is time to

create a robot with these bodies.
- We ask the children to take out the geometric bodies and we
propose that they make a robot with them.
 - We leave the children free to believe.

Robots
- Finally, we congratulate the children on how cute their robots
turned out.
- We can do a small exhibition so that the children verbalize what
bodies their robots have.
CLOSING WE REFLECT ON LEARNING:
 Metacognition: What did I learn today? Did I have any
difficulties? How did I get over it? How will what I learned today
be useful to me?
 Self-assessment: What did I do? As I did? What did I use? What
did I do it for? What product did I get?
 Feedback: We tell the children that today they learned about
geometric bodies, they have volume and are made up of flat
figures, and they also built a robot with them.
ROUTINES FOOD AND RECREATION ACTIVITIES:
- Routine actions
EVALUATION INSTRUMENT

CHECKLIST WITH COLOR MAP

 Learning experience: I SHARE WITH MY FAMILY AND FRIENDS THE WEEK OF BEGINNING
EDUCATION AND I HAVE FUN WITH THE SHAPES AND COLORS THAT
THINGS HAVE
 Teacher:
 Classroom: 5 years
 Date: Wednesday, June 1, 2022

LEARNING SESSION  KNOWING GEOMETRIC SOLIDS

AREA  Math
COMPETENCE/CAPACITY SOLVE PROBLEMS OF FORM, MOVEMENT AND LOCATION.
 Model objects with geometric shapes and their transformations.
 Communicate your understanding of geometric shapes and relationships
EVALUATION CRITERIA  Relate objects in their environment to some geometric solids (cone,
cylinder, sphere, cube) and name some of their characteristics.
 Represent geometric solids (cylinder, sphere, cube) to create a robot.
ACHIEVE
STUDENTS PROCESS START
MENT
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
 FIELD NOTEBOOK

 Learning experience: I SHARE WITH MY FAMILY AND FRIENDS THE WEEK OF BEGINNING
EDUCATION AND I HAVE FUN WITH THE SHAPES AND COLORS THAT
THINGS HAVE
 Teacher:
 Classroom: 5 years
 Date: Wednesday, June 1, 2022

LEARNING SESSION  KNOWING GEOMETRIC SOLIDS

AREA  Math
COMPETENCE/CAPACITY SOLVE PROBLEMS OF FORM, MOVEMENT AND LOCATION.
 Model objects with geometric shapes and their transformations.
 Communicate your understanding of geometric shapes and relationships
EVALUATION CRITERIA  Relate objects in their environment to some geometric solids (cone,
cylinder, sphere, cube) and name some of their characteristics.
 Represent geometric solids (cylinder, sphere, cube) to create a robot.
STUDENT EVIDENCE

INTERPRETATION IN RELATION TO PERFORMANCE:

TEACHING REFLECTION IN RELATION TO ACTIVITY.

Molds
 THE SPHERE

 Encloses objects that have the shape of a sphere.

 Color only the spheres.

 THE CONE

 Paint the cone white.

 Circle those objects that are cone-shaped.
 THE CUBE

 Encloses objects that have the shape of a cube.

 Color only the cubes.

 THE CYLINDER

 Enclose objects that have the shape of a cylinder in a string.

 Color only the cylinders.

 THE FORMS

Sphere, cube and cylinder

 Circle the one that looks like each shape and draw it in the box next to it.
 geometric bodies

 Observe and match each object with the shape it has with a line; then, paint them the same color:
 Which is which?

 Cut out the figures of the geometric bodies and glue them in the place that corresponds to each one.

It can roll, it is not the

sphere.

It can't roll, all faces

are the same.

It can roll. It looks like

a pipe with covers.

Can't roll. It looks like

a building without
windows.

It cannot roll, it is not a

cube or a prism.
 A GEOMETRIC SOUP

 Search this geometric soup for the names of the geometric bodies.

EI
A A T
Y T
N F N R b H c d c
es O
D D E
R
EI
T
Y Y T O O
Q R M N H T
o es O R R
E
R
A
Y T Y
Q R M d N N R b
o O o
D
EI EI EI
T T T
Y Y Y

 What is the object? Discover and with the help of an adult, write their name.

 It is shaped like a cone, it is the _____________________________

 It is shaped like a sphere, it is the _____________________________

 It is shaped like a cylinder, it is the _____________________________

 It is shaped like a cube, it is the _____________________________

 THE BEST WE STAY IN CASATRISTEZA

 Since it was very cold, Gabriela decided to stay home warm in her bed and took the opportunity to tidy up.
some things at home.
Look carefully at the things he found.
Paint them according to code.

RED GREEN YELLOW BLUE

 Match, name each shape and color.

PYRAMID CUBE SPHERE PRISM
 Geometric bodies arrive

 Find and paint the geometric bodies in the drawing.

 PROJECT N°01 - MAY YEAR

PEDAGOGICAL MANAGEMENT – LEARNING SESSION N°14 2022

EDUCATIONAL INSTITUTION ……….

IN-PRESENT WORK PLAN

ART AND CULTURE WORKSHOP

YO. TITLE: Color explosion

II. INFORMATIVE DATA:

 UGEL
 TEACHER
 DEGREE Initial 5 years

 DATE Wednesday, June 1, 2022

III. EXPECTED LEARNING:

AREA /
EVALUATION
COMPETENCE ABILITY PERFORMANCES CRITERIA
INSTRUMENT

Communication:  Explore and  Explore various  Explore primary  Observation

 Create projects experience the materials colors (red, yellow  Checklist
from artistic languages of individually and/or and blue) discovering
 Field
languages art. in groups their characteristics
notebook
 Apply creative according to your and possibilities.
needs and 
processes.  Apply the paint
interests. Discover explosion technique
 Socialize your
the effects that to paint a pole with
processes and
occur when primary colors.
projects.
combining one
material with
another.
 Create artistic projects by freely experimenting and manipulating various media and
materials to discover their expressive properties. Explore the basic elements of art
languages such as sound, colors and movement. He explores his own imaginative
STANDARD
ideas that he builds from his experiences and transforms them into something new
through symbolic play, drawing, painting, construction, music and creative
movement. Spontaneously share your experiences and creations.
PURPOSE OF THE  Let the girls and boys apply the paint explosion technique, recognizing the primary
SESSION colors (red, yellow and blue) when painting a pole.

EVIDENCE OF  They recognize the colors red, yellow, and blue when exploring various materials.
LEARNING  They paint a polo shirt with the technique of paint spread on fabric.
  I respect
WORTH
 Responsibility

IV. EXPERIENCE DEVELOPMENT:

MOMENTS STRATEGY DEVELOPMENT RESOURCES

ROUTINES PERMANENT ENTRY ACTIVITIES:
- Routine actions
START PRESENTATION:
- Children are asked: Do you know what primary colors are? How
many? What are these colors for? The children respond.
- We present the learning purpose by telling them that today we
will remember the primary colors (red, yellow, blue) and we will
paint a pole with them with the paint explosion technique.
DEVELOPMENT APPLICATION OF THE STRATEGY:
BEFORE THE ACTIVITY:
- We request a water sprayer, 1 white polo shirt without drawings
and 1 aniline envelope of any of these 3 colors.

DEVELOPMENT OF THE ACTIVITY:

- We encourage the children to sing the song “Yellow, blue and
red”:
Song
https://
www.youtube.co
m/watch?
v=_3KurAFSfM0

- After listening to the song, we asked: What colors did the song
teach us? Do you know that those are the primary colors? Why
do you think they are called primary? The children respond.
- We commented that red, yellow and blue are the primary colors
because other colors come out of them such as orange, green,
purple and others.
- We say that the time has come to play and have fun with these
colors.
- They experiment with paper and paint.
- We filled the sprayers with water and added paint of each color,
red, yellow and blue.

Sprinklers
Water
Tempera
 Papers
- We stick paper on the wall and the children will shoot the paint
with the sprayers. Paintings

- They observe and comment on what the explosion of colors they

have made looks like.
Poles
- We suggest that the children decorate the white polo shirts they
brought from home with this same technique. Aniline
- Before the children paint. We add the aniline to the sprays to Sprinklers
make the paint permanent.
- Each child places the open white polo shirt on the chair, that is,
they place the polo shirt as if dressing it.
- They shake the sprayers well and disperse the paint over the
poles as they like.
- They exchange sprinklers so that everyone sprays the 3 colors at
the poles.
- When they are finished, we let the poles dry in the sun until the
next day.
- We tell the children that tomorrow when they are dry we will see
how they turned out.

Leaves
Markers
 - To finish the activity, we provide sheets and the children draw
what they liked most about the activity.
CLOSING WE REFLECT ON LEARNING:
 Metacognition: What did I learn about myself today? Did I have
any difficulties? How did I get over it? How will what I learned
today be useful to me?
 Self-assessment: Do I participate at all times with my ideas? Did
I comply with the development of the proposed activities? Do you
respect cohabitation agreements?
 Feedback: We tell the children that today they had fun with the
primary colors, red, yellow and blue, applying the color explosion
painting technique and with it they decorated a pole.
ROUTINES OUTPUT ACTIVITIES:
- Routine actions
EVALUATION INSTRUMENT

CHECKLIST WITH COLOR MAP

 Learning experience: I SHARE WITH MY FAMILY AND FRIENDS THE WEEK OF BEGINNING
EDUCATION AND I HAVE FUN WITH THE SHAPES AND COLORS THAT
THINGS HAVE
 Teacher:
 Classroom: 5 years
 Date: Wednesday, June 1, 2022

LEARNING SESSION  COLOR EXPLOSION

AREA  Communication
COMPETENCE/CAPACITY CREATE PROJECTS FROM ARTISTIC LANGUAGES
 Explore and experience the languages of art.
EVALUATION CRITERIA  Explore primary colors (red, yellow and blue) discovering their
characteristics and possibilities.
 Apply the paint explosion technique to paint a pole with primary colors.
ACHIEVE
STUDENTS PROCESS START
MENT
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
 FIELD NOTEBOOK

 Learning experience: I SHARE WITH MY FAMILY AND FRIENDS THE WEEK OF BEGINNING
EDUCATION AND I HAVE FUN WITH THE SHAPES AND COLORS THAT
THINGS HAVE
 Teacher:
 Classroom: 5 years
 Date: Wednesday, June 1, 2022

LEARNING SESSION  COLOR EXPLOSION

AREA  Communication
COMPETENCE/CAPACITY CREATE PROJECTS FROM ARTISTIC LANGUAGES
 Explore and experience the languages of art.
EVALUATION CRITERIA  Explore primary colors (red, yellow and blue) discovering their
characteristics and possibilities.
 Apply the paint explosion technique to paint a pole with primary colors.
STUDENT EVIDENCE

INTERPRETATION IN RELATION TO PERFORMANCE:

TEACHING REFLECTION IN RELATION TO ACTIVITY.

 COLOR BLUE

 Tear and wet blue crepe paper and paint inside the balloon.
 PLAYING WITH THE COLOR BLUE

 Paint the whale, the car and the ball blue.

 PLAYING WITH THE COLOR RED

 Paint using red tempera.

 I AM PERUVIAN!

 Tear red paper and paste it on the stripe of the team's polo shirt.
 PLAYING WITH THE COLOR YELLOW

 Glue yellow paper balls on the banana and the hat.

 YELLOW

 Tear yellow gloss paper and glue it inside the banana.

 PRIMARY COLORS

 With Mommy's help, cut out red, yellow and blue figures, and glue them according to the set that corresponds
to them.
Blue
Yellow
Red