LEARNING

LEARNING UNIT
UNIT N°
N° 09
09

1.- INFORMATIVE DATA

1.1. UGEL : __________________________________________
1.2 IEI : __________________________________________
1.3 DIRECTOR : __________________________________________
1.4 TEACHER : __________________________________________
1.5 SECTION : __________________________________________

2.- NAME OF THE UNIT: “We have rights and duties.”

3.- CONTEXT SITUATION:

Three-year-old boys and girls do not have knowledge of their rights, that is, of the responsibilities that
adults have to ensure that their children are happy, healthy and safe. They also do not know that they
have obligations, within the family, the garden and the community.

4.- DURATION: From…. To the ….. November 20….

5.- PRODUCT:
- Making banners to spread our rights.
- Children's party
- They know the history of San Martín de Porres.

6.- LEARNING SESSIONS:

DATE SESSIO DENOMINATION

N
No. 1 - Right to a name and nationality
No. 2 - Right to non-discrimination
No. 3 - Right to have a family and food
No. 4 - Right to education- San Martín de Porres
No. 5 - Knowing my duties

7.- EXPECTED LEARNING FROM THE SESSIONS:

AREA COMPETENCES CAPABILITIES PERFORMANCES

P.S. LIVE AND PARTICIPATE Build norms, and assume - Participates in group activities
DEMOCRATICALLY IN THE agreements and laws. putting into practice the rules
SEARCH of coexistence and the limits
OF THE COMMON GOOD he knows.

Participate in actions that - Expresses her wishes in a

c COMMUNICATES ORALLY
IN HIS MOTHER TONGUE
CREATE PROJECTS
FROM ARTISTIC
promote common well-
being.
Reflect and evaluate the
form, content and context
of the oral text.
Explore and experience
the languages of art.
conflict situation without
attacking or withdrawing, with
the help of the teacher: "I want
to play with this cart first
because I had it", "I also want
to carry the doll and she won't
let me", etc.
- Represent, through drawing,
some element (characters,
scenes, etc.) or fact that you
liked the most in the texts read
or narrated by an adult.
- Explores on his own initiative
various materials according to
 AREA COMPETENCES CAPABILITIES PERFORMANCES

LANGUAGES his needs and interests.

Discover the expressive
possibilities of his movements
and the materials with which
he works.
PSIC. DEVELOPS FROM Understand your body. - Recognize your body
AUTONOMOUS WAY sensations, and identify some
THROUGH of the needs and changes in
YOUR MOTOR SKILL the state of your body, such as
breathing after physical
activity.

8. DIDACTIC SEQUENCE OF THE LEARNING SESSION:

SESSION N° 1

RIGHT TO A NAME AND A NATIONALITY

MOMENTS OF
PEDAGOGICAL RESOURCE
ACTIVITIES
PROCESSES S
(Evaluation Rubrics)
Routines Permanent Entry Activities:
CD
- We welcome children.
Flag
- Training.
- Greetings to God.
- I salute the flag.
- March around the yard.
Pedagogical Intention of the Day:
- Boys and girls identify their right to have a name and a
nationality.
We play with our friends! Free Use of Sectors:
- In the assembly, they freely choose which sector they
want to play in.
Unit Development:
- Right to a name and a nationality
START Unit Development Activity:
Awakening Interest:
teacher
- The teacher enters the classroom looking for her ID, as
Right to a name and a she tells the children that it has been lost and now she ID
nationality will not be able to identify herself.
Challenge or Conflict:
- Do you have rights?
Knowledge of Learning:
- Knowing our rights: To a name and a nationality.
Collection of Previous Knowledge:
We ask the children:
- What is the DNI for?
- Do you have ID?
 MOMENTS OF
PEDAGOGICAL RESOURCE
ACTIVITIES
PROCESSES S
(Evaluation Rubrics)
- What does the word Law mean?
What do they need to feel good, happy, safe, what
rights do they deserve to have, etc.?
- Talk about the needs, which do you think are essential?
DEVELOPMENT Construction of learning :
- We ask each child to bring their DNI to school. We
observe the DNI and discuss the data they have.
ID
- We play civil registry", we bring photos and put together
our document. Photos
Play with our names. They will be hidden in the living
room and we will try to find and identify them.
Make up rhymes with our name.
Find out at home why we have the name we have who
chose it.
- The children will be given a pressed cardboard that they Leaf
will use as a base and then model their name in paper
mache on it. In small groups the paper will be
assembled with the help of the teacher.
- We present the children with a map of Peru, and we
indicate that they were born within Peru, therefore, we
are Peruvians.
Application of what was learned: Rag ball
- We tell the children to stand in a circle. We throw a rag
ball to a child and ask his name. We ask him to return
the ball, saying his name.
CLOSING: Account of what was learned:
- We give a card to the children and tell them to observe File
the scenes and discuss the rights of the child. Color. Colors
Metacognition :
- We ask: What did we learn today? What was the most
you like? What did you have difficulty with? What is it
for? What can you improve?
Routines Cleaning, Snack and Recreation Activities:
- Routine actions.
The balloon dances! PSYCHOMOTOR WORKSHOP:
Balloons
- The boys and girls play: “In the warm-up battle”
Start
- We ask the children to lie down on the floor. The
teacher ties a thread to a balloon and passes it through
all the children.
Development - We can suggest that they hold the balloon for a while
between both hands or between both feet and squeeze Colored sheet
it tightly. pencil
- Now they lie face up on the floor, without a balloon, they
raise their feet and legs and hold one foot with one
hand;
- Now with the other one... can you do the same thing
upside down?
- They lie on their side and form a ball with their body:
Closing - now get very small! and now get big” and stretch as
much as they can.
- Find the most comfortable position and sleep for a
moment.
- (we play relaxing music)
 MOMENTS OF
PEDAGOGICAL RESOURCE
ACTIVITIES
PROCESSES S
(Evaluation Rubrics)
- They are given a blank sheet of paper and they draw
what they liked most about the activity.
Routines Permanent Exit Activities:
- Routine actions.
Exit.

ASSESSMENT:
 Technique: Observation
 Instrument: Checklist

SESSION N° 2

KNOWING MY RIGHT TO NON-DISCRIMINATION!

MOMENTS OF
PEDAGOGICAL
ACTIVITIES RESOURCES
PROCESSES
(Evaluation Rubrics)
Routines Permanent Entry Activities:
- Routine actions.
Pedagogical Intention of the Day:
- Boys and girls recognize their right to Non-
Discrimination
We play with our friends! Free Use of Sectors:
- In the assembly they choose which sector they want to
play in.
Right to non- Unit Development:
discrimination - Knowing my right to Non-Discrimination!
Unit Development Activity:
START Awakening Interest:
- We go out to the patio and present the following
poetry: Paper

In all hearts that are always engraved, these are our

rights, you must never forget them. The right to equality
and to have identity, to feel protected and to live in well-
being.
May health and education always be assured. Let us be
the first if protection is needed. Neither boys nor girls
should go to work and what we need most is to be able
to live in peace.

Challenge or Conflict:
- We ask the children: What is the right to Non-
Discrimination about?
Knowledge of Learning:
- Knowing my right to Non-Discrimination!
Collection of Previous Knowledge:
- We put images of children with different abilities on the
board and ask:
- Will these children be different from us? Images
- Because?
 - How should we treat them?
DEVELOPMENT Construction of learning :
- "Visit a Special school." And we watch a video. We
explain to the children that in this school there are
children with different abilities.
- "The child must be protected against practices that Special school
may encourage racial, religious or any other type of
discrimination." TV
- Hold a day of Art and Games with children with
different abilities. Sheets
- We returned to the living room and talked about the
senses and how those who do not have them feel. Miscellaneous
- We look at the hand signs that represent letters. And objects
we explain: Who uses it and why. bags
- Play Blind Cock, say it with mime File
- Recognize objects inside a bag by touch Colors
Application of what was learned:
- They develop a sheet, observe, comment on the right:
No to discrimination - We are all equal.
CLOSING: Account of what was learned: Flipcharts
- On two posters on the floor, we draw the outline of a
boy and a girl; We ask children to incorporate parts of Markers.
the body or organs that are essential for healthy
growth and elements that differentiate them,
reinforcing that despite being different, EVERYONE
has the same rights. They will then be orally
differentiated from an adult.
Routines Cleaning, Snack and Recreation Activities:
- Routine actions.
“We dance tango” DANCE STUDIO:
Start - We watch a video of people dancing tango. Make-up
- Begin the activity with the children sitting on the chairs Feathers
previously distributed in the room. The chosen music will be Cardboard
a tango:
Development - Stretch your arms as far as you can... both of you together.
Tape recorder
-Stretch one, the other... not always both together. CD
-Seek to support them on the body: for example, hands on
the thighs, elbows near the knees, hands behind the back,
etc.
-Play with both ideas, sometimes stretch your arms, CD
sometimes support them. Tape recorder.
Closing -Play changing support in the chair and from this new
support play with the movements of the arms.
-Stand up and look for other ways to support the body on the
chairs, hands on the tips and body stretched out, belly on
the chair, one foot on the chair and the other behind, etc.
-Remove the chairs and we sit comfortably to dance tango.
NOTICE : For Thursday, send a banner about the rights of the
child.
Routines Permanent Exit Activities:
- Routine actions.
Exit.
ASSESSMENT:
 Technique: Observation
 Instrument: Checklist

SESSION N° 3

RIGHT TO HAVE A FAMILY AND FOOD

 MOMENTS OF
PEDAGOGICAL RESOURCE
ACTIVITIES
PROCESSES S
(Evaluation Rubrics)
Routines Permanent Entry Activities:
- Routine actions.
Pedagogical Intention of the Day:
- Boys and girls identify their right to have a family and
receive good food.
We play with our friends! Free Use of Sectors:
In the assembly they choose which sector they want to
play in.
Right to have a family Unit Development:
and food - Right to have a family and food
Unit Development Activity:
START Awakening Interest:
- We present a slip with the following song:

We are born free

we are born equal
the same rights,
Paper
we are responsible.
Right to school,
to education.
Right to health,
to protection.
Right to opinion
already participate,
one another
with freedom
Tetita gave them.
Leaf

Challenge or Conflict:
- We ask the children: Will it be important to have a
family?
Collection of Previous Knowledge:
- We show the children a picture of the family and ask
- Do you have the right to have a family? What does
family give you? What would happen if you didn't have a
family?
 DEVELOPMENT New Knowledge:
- Right to have a family and food
Construction of learning :
- We invite a family to the room and ask them to explain
to us everything they provide for their child. Family
- Parents will be asked to send photos of the entire family
and we will share them in a round, mentioning each
member and what they like to do together most. Boy and girls
- Children will be asked to dress up and play at being a
member of their family, recognizing their own attitudes
that characterize them. We talked about the right to
have our family and what it gives us. Photographs
- We invite the children to give their family a name and
explain why they gave it.
- We explain to the children that we also have the right to
food and that the family provides it to us so we can grow
strong and healthy. Flour
- We present the children with ingredients (flour, water, Water
yeast), we put the tables together and, around them, all Yeast
the children sit. Standing, the teacher prepares the oven
dough and gives each child a portion to model. Then we File
take them to bake. We taste the cookies
Application of what was learned:
- They develop a sheet
- They observe and comment. They color the rights to
have a family and receive food.
CLOSING: Account of what was learned:
- Different images are presented contrary to those of Sheets
children's rights; e.g. child labor, violence-mistreatment,
etc.
Information about children's rights will be sent to the
family.
- Metacognition :
- How would you enforce your rights?
Routines Cleaning, Snack and Recreation Activities:
- Routine actions.
The clown sets me up! PSYCHOMOTOR WORKSHOP:
Start - The children run at different speeds in the yard.
- One child will be a circus clown with a “placer nose.”
Development The children will start dancing when the music plays.
When he stops, the clown will touch the children with his
placing nose saying these magic words: “Nose, nose, Tape recorder
stand in front of the chair, I'm telling you.” The children CD
whose turn it is must position themselves according to
the instructions given and, once positioned, the child will
ask questions to the other students about the position
occupied by a certain classmate: Where is...?
- When the music starts again, they start dancing again.
Like this several times. The role of clown will be played Sheet
by some students and the teacher will help so that the Colors
slogans are as creative and varied as possible.
Closing - They make a ball of tissue paper, place it in their hand
and move it by breathing in through their nose.
- They draw what they liked most about the activity.
Routines Permanent Exit Activities:
- Routine actions.
Exit.

ASSESSMENT:
 Technique: Observation
 Instrument: Checklist
 SESSION N° 4

RIGHT TO EDUCATION, PLAY AND HEALTH

MOMENTS OF
PEDAGOGICAL RESOURCE
ACTIVITIES
PROCESSES S
(Evaluation Rubrics)
Routines Permanent Entry Activities:
- Routine actions.
Pedagogical Intention of the Day:
- Boys and girls identify their right to education, play and
health
We play with our friends! Free Use of Sectors:
- In the assembly they choose which sector they want to
play in.
Unit Development:
- Right to education, play and health
START Unit Development Activity:
Right to education, play Awakening Interest:
and health - We tell the boys and girls to take out their children's
rights banners and we go out around the school to
spread awareness about children's rights. Banners
Challenge or Conflict:
- We ask: Is it true that children do not have the right to
play or study?
Collection of Previous Knowledge :
- Children will be presented with the Rights of the Child in Primer or
a booklet, accompanied by images, and they will be sheet
asked: What are they for? Are these rights always
fulfilled? What happens if they are not met?
 DEVELOPMENT New Knowledge:
- Right to education, play and health Construction of
learning :
- We talk to children about their rights, with images. We
explain that every five years the authorities of all the
countries in the world meet to commit to ensuring that
children's rights are respected in their countries.
- The image of the right to Education will be presented. plastic eggs
We talked about the importance of our education. Bags
We record the anticipations. Buttons
The word “Game” will be investigated.
The image of the right to Health will be presented.
- On a sheet we painted with a cotton swab the rights of
children.
- We talked about the importance of the game, what do
we play? Where?
We make a graphic expression “The game I like the
most is…”.
We play in the yard with balloons (directed game)
We list situations that put people's health at risk and
verbalize where we go when we are sick. File
- The children will be asked to play with the dolls in the Pencil
doctor's room, implementing what they have recently Colors
learned.
Application of what was learned:
- They develop a sheet to identify the rights to education,
play and health
CLOSING: Account of what was learned:
- "All children have the right to have brown eyes" (This
proposal aims to explain which rights are reasonable
and important for well-being, and which are not).
Metacognition :
- Are your rights to education, play and health fulfilled?
Routines Cleaning, Snack and Recreation Activities:
- Routine actions.
The Magic Balloon Inquiry and discovery workshop
- We asked the children: How can we inflate the balloon 1 balloon
Start without inflating it with our mouth or inflator? 1 plastic
- We tell the children to place the baking soda inside the bottle
balloon
- Add the vinegar to the bottle. Vinegar
- We help place the balloon in the mouth of the bottle,
Development ensuring that the bicarbonate that is in the balloon is baking soda
emptied into the bottle.
- Once the balloon is placed in the neck of the bottle, we
take the balloon and place it vertically, so that the
Closing contents of the balloon are emptied into the bottle.
- We ask the children to draw and verbalize their
experience.
San Martin de Porres Religion Activity:
See - We present to the boys and girls a picture or painting of Sheets
San Martín de Porres
- We asked; Do you know him? Have you seen it in
Judge churches?
- We tell the story of San Martín de Porres. We ask: What File
did San Martín de Porres do? What animals did he
raise? What happened to them?
Act - We encourage children to give their opinion on the life of
the Saint.
- We deliver a sheet to color San Martín de Porres
Routines Permanent Exit Activities:
- Routine actions.
Exit.
ASSESSMENT:
 Technique: Observation
 Instrument: Checklist

SESSION N° 5

KNOWING MY DUTIES

MOMENTS OF
PEDAGOGICAL RESOURCE
ACTIVITIES
PROCESSES S
(Evaluation Rubrics)
Routines Permanent Entry Activities:
- Routine actions.
Pedagogical Intention of the Day:
- They recognize the obligations they have as a boy or
girl.
We play with our friends! Free Use of Sectors:
- In the assembly they choose which sector they want to
play in.
Knowing my duties Unit Development:
- Knowing my duties
Unit Development Activity:
START Awakening Interest:
- We all sing the following song together:
We have Obligations
(Tune: The five senses- Mis Rossy) paper
We all have
Our obligations
that help us
To live better
Obey my parents,
Do my homework,
Eat the food
And my fourth order.

Challenge or Conflict:
We ask the children:
- Is it true that we only have rights and not duties?
Knowledge of Learning:
 - Knowing my obligations
Collection of Previous Knowledge:
- We remember the moment of motivation and ask: What
is the song about? What are duties? What obligations
do you have at home?
DEVELOPMENT Construction of learning :
- We present a sheet of the children's homework and
explain each of them. favorite toy
- We will stick two pieces of paper on the board, one with
a sign that says: MY RIGHTS and the other with a sign
that says: MY OBLIGATIONS.
- We give each child a figure of a right or a duty, we ask Boys and girls
them to verbalize it and stick a right and next to it the
duty that corresponds to that right.
- For example:
RIGHTS HOMEWORK Drawings
Right to Food Eat all the food
Right to health Wash my hands
Right to housing Keep the house clean
and tidy File
Application of what was learned: Colors
- We hand out a worksheet and ask them to color their
HOMEWORK.
CLOSING: Account of what was learned:
- We ask the boys and girls to verbalize their obligations. Home sector
- We tell the children to play in the home area. We
encourage them to carry out their obligations.
- We highlight the importance of complying with your
obligations.
Metacognition :
- What HOMEWORK do you have at home and at
school?
Routines Cleaning, Snack and Recreation Activities:
- Routine actions.
PLASTIC GRAPHIC WORKSHOP:
- We present to the children a piece of paper with the
following song:
- We give each child a piece of cotton, we ask them to
“We make cotton balls” explore it and describe it: what color is it? what texture
does it have?
Start Paper
I HAVE A COTTON
I have a cotton,
I have a cotton,
I shake, I shake
And I turn around like this
I make a ball
I make a ball,
I shake, I shake
Development and I turn around like this Cotton
Closing
Tempera
- We tell the children that we will make cotton balls.
- We provide the children with different colors of tempera
and a blank sheet of paper.
- We tell them to soak the cotton balls with tempera and
paint what they want on the blank sheet.
- They present their work to their classmates.
Routines Permanent Exit Activities:
- Routine actions.
Exit.
ASSESSMENT:
 Technique: Observation
 Instrument: Checklist

LEARNING
LEARNING PROJECT
PROJECT N°
N° 09
09

1.- INFORMATIONAL DATA

1.1. UGEL : __________________________________________
1.2 IEI : __________________________________________
1.3 DIRECTOR : __________________________________________
1.4 TEACHER : __________________________________________
1. 5. SECTION : __________________________________________

2.- NAME OF THE PROJECT: “Knowing the benefits of plants”

3.- DURATION: From….. from October to….. November 2018.

4.- LEARNING NEEDS:

- Value plants as living beings.
- Observe and experience that plants need elements to grow.
- Know the benefits that plants provide us
- Experience planting a bean.
- Practice values: Truthfulness

5.- JUSTIFICATION:
Plants are necessary for animals and humans because they produce the oxygen that we all need to
breathe. Animals depend on plants for different purposes, for some animals they use them as food,
others use them to make their nests or to live in them.
3-year-old boys and girls should know that human beings receive many benefits from plants: They
provide us with food (apple, carrot), medicine (chamomile, eucalyptus), raw materials (cotton, wood),
decorations (roses). , daisies)

6.- PRODUCT:
- We planted a bean.
- We tasted a delicious salad.
- We dance to the rhythm of the music of my country
- Practice values: Truthfulness.

7.- PROJECT PRE-PLANNING:

What will I do? How will I do it? What will I need?

- We visited a park - We ask the children to observe the - Park
near the school. different shapes of the trees. - Glass
- We experiment, - We give the children a bean and we wrap - Bean
 What will I do? How will I do it? What will I need?
planting a bean it in cotton, then we place it in a - Cotton
- We make scent transparent glass. We review every day... - fragrant plants
bags. - In advance, we let leaves, stems and - Cloth bags
fragrant flowers dry and ask them to - candlewick
make a cloth bag. We put the fragrant
plants inside the cloth bag and tie them
with a wick.

8.- EXPECTED LEARNING FROM THE SESSIONS:

AREA COMPETENCES CAPABILITIES PERFORMANCES
C.T. INQUIRE THROUGH Problematize - Asks questions that express their
SCIENTIFIC METHODS TO situations to curiosity about objects, living
BUILD YOUR investigate. beings, events or phenomena that
KNOWLEDGE occur in their environment.
- Identify the parts of the plant.
COM. COMMUNICATES ORALLY Obtains information - Expresses their needs, emotions,
IN HIS MOTHER TONGUE from oral text. interests and reports on some
experiences when interacting with
people in their family, school or
local environment.
- Say in your own words what you
understood from the text you heard.
PSYCH DEVELOPS FROM It is expressed - Recognize your body sensations,
O. AUTONOMOUS WAY bodily. and identify some of the needs and
THROUGH changes in the state of your body,
YOUR MOTOR SKILLS such as breathing after physical
activity.
LIVE AND PARTICIPATE Build norms, and - Participates in group activities
P.S. DEMOCRATICLY IN THE assume agreements putting into practice the rules of
SEARCH and coexistence and the limits he
OF THE COMMON GOOD laws. knows.

C.T. INQUIRE THROUGH • Design strategies - Explores and observes objects,

SCIENTIFIC METHODS TO to carry out living beings, events or phenomena
BUILD YOUR research. in their environment using their
KNOWLEDGE • Generates and senses.
records data or
information.

9. DIDACTIC SEQUENCE OF THE LEARNING SESSION:

SESSION N° 1

KNOWING THE PARTS OF THE PLANT

MOMENTS OF
PEDAGOGICAL RESOURCE
ACTIVITIES
PROCESSES S
(Evaluation Rubrics)
Routines Permanent Entry Activities:
We welcome children. CD
- Training. Flag
- Greetings to God.
- I salute the flag.
 MOMENTS OF
PEDAGOGICAL RESOURCE
ACTIVITIES
PROCESSES S
(Evaluation Rubrics)
- March around the yard .
Pedagogical Intention of the Day:
- Let the boys and girls identify the parts of a plant.
We play with our Free Use of Sectors: Sectors
friends! - The boys and girls in assembly freely choose the sector
they want to play.
“We plan our project” Project execution:
- We watch a video where plants appear. Then we ask the
children: What appears in the video? As they are? What Video
do they do? What parts do they have? What are they for? TV
Will they be living beings?
- We plan the project with the children, writing what they
think on a piece of paper.
What will we How will we What do we
do? do it? need?

- We go with the boys and girls to a nearby park or the

Knowing the parts of the school garden, we ask the children to observe the Park
plant different plants there, we ask them to name the different
parts of the plant that they know.
- We tell the children that we will play, following some
instructions: we touch a leaf, we approach a flower, we
hug the trunk of the tree, etc. Leaves
- We tell them to collect the leaves that are on the ground, Cardboard
we head to school.
eraser
- We tell them to freely classify the sheets and paste them
on a piece of cardboard.
- We ask the children to draw the parts of the plant, papers
according to their experience in the park. papers
- With the help of pictures, we explain the parts of the plant
to the children.
- To each group, we give a piece of paper with a drawing of
a plant and tell them to decorate it with the collage
technique.
Routines Cleaning, Snack and Recreation Activities:
- Routine actions.
“We dance celebration ” DANCE STUDIO :
- We present to the children a video of people dancing in drawer
Start celebration:
- We ask the children: How do these people move? Would Tape recorder
you like to dance like them? tv video
- We tell the children that today, we celebrate Creole Song
Day, which is the music of our country.
Development - The children will bring a drawer or a lined box and imitate
the people playing in the video
- To the rhythm of different celebrations, students will
Closing experience different forms of movement,
- Once the children attempted these individual searches,
encourage them to look for ways to play in small groups or
in pairs.
- The teacher will guide the work incorporating different
 MOMENTS OF
PEDAGOGICAL RESOURCE
ACTIVITIES
PROCESSES S
(Evaluation Rubrics)
steps of the celebration choreography.
Routines Permanent Exit Activities:
- Routine actions.
Exit.

ASSESSMENT:
 Technique: Observation
 Instrument: Checklist
SESSION N° 2

A BEAUTIFUL TALE
WE EXPERIENCE GERMINATION

MOMENTS OF
PEDAGOGICAL
ACTIVITIES RESOURCES
PROCESSES
(Evaluation Rubrics)
Routines Permanent Entry Activities:
- Routine actions.
Pedagogical Intention of the Day:
- The boys and girls describe the germination process.
We play with our friends! Free Use of Sectors:
- The boys and girls in assembly freely choose the sector
they want to play.
Project execution:
What will happen to the - We present the following story on a piece of paper
bean? Flipchart
MY LITTLE PLANT Silhouettes

In a sunny place,
I sowed a seed
And a little plant,
Shortly after I found
Its hidden roots,
Underground
Green stalk peeking out
Among the wet earth
And two little leaves
They hugged each other around.
My sunflower My sunflower
Play to dream with the moon
And to dream of the sun.
Days and months passed
How did the sunflower grow?
When suddenly one day
A flower appeared.
Nursery
- We ask the children comprehension questions:
- What did I plant in a sunny place? That grow? Where
were your roots? What grew after days and months?
 - We visited a nursery to talk to the gardener about his work
and the care that must be taken with the plants.
- We ask the boys and girls to bring beans, cotton, and a Beans
glass or transparent container to class. We prepare
germinators by group as follows: Moisten the cotton with Cotton
water. Then put one or two beans on top of the cotton and Disposable
leave the germinator in a lighted place where air can cups.
reach it. We organize groups so that they are in charge of
watering it.
- We periodically observe and make the children notice the
changes that occur in the plant during its growth. We
recommend not adding too much water.
- We dramatize the growth of a plant using our own body to
represent it: File
- We start with a closed position (seed), and rise little by
little (stem growth), until we are standing with our arms Colors
open and extended upwards (appearance of the flower).
- We hand out a card and tell them to order the images
according to the bean growth process and paste them in
the boxes.
Routines Cleaning, Snack and Recreation Activities:
- Routine actions.
PSYCHOMOTOR WORKSHOP:
“ I walk on curved lines, - We sing the song together:
carrying cans ”
Start All the ducklings Paper
All the ducklings,
They went swimming
And the smallest one,
He wanted to stay
The angry mom
He wanted to hit him
He wanted to hit him
And the poor duckling started
crying.

- We tell the children to walk like ducklings in the yard,

Development making the corresponding sound.
- Previously, the teacher draws paths with curved lines on
the floor and we tell the boys and girls that they must walk
on them.
- But they must carry a can and place it at the other end of
the patio, forming a tower.
Closing - We do breathing exercises.
- We hand out a blank sheet of paper and ask the children
to draw what they liked most about the activity. .
Routines Permanent Exit Activities:
- Routine actions.
Exit.

ASSESSMENT:
 Technique: Observation
 Instrument: Checklist
 SESSION N° 3

KNOWING THE PARTS OF THE PLANT

MOMENTS OF
PEDAGOGICAL RESOURCE
ACTIVITIES
PROCESSES S
(Evaluation Rubrics)
Pedagogical Intention of the Day:
- Boys and girls identify the elements that plants need to
grow.
They practice values: Truthfulness.
We play with our Free Use of Sectors:
friends! - In an assembly, the boys and girls choose which sector
they want to play in.
Knowing the elements Project execution:
that a plant needs to live - We present the boys and girls a sheet of paper with the
following song:
Paper
LITTLE SEED
Little seed, little seed
that fell from the sky
and asleep, asleep
She stayed calm.
Where is the sleepyhead
a little boy asked
and the clouds answered
a plant has already grown! Park

Green areas

- We ask: Who fell from the sky? That grow? What does a
plant need to grow? Costume
- We write down the children's responses on a piece of Water
paper. Air
- We went out to observe green areas and observed the Land
elements that little plants need to grow.
- We return to school and the teacher dresses up as a
withered plant and asks the children for help to bring her
the elements she needs to grow: water, earth, air, sun.
- When the children bring the elements that the plant
needs, it begins to gain strength and vitality. She thanks Papers
the children for their help and explains that if they had not Plant box
helped her, she would have died.
- The teacher will show the children a box with a hole in the Tempera
side and suggests that they put the plant inside it, making Brush
sure that light comes through the hole. colored pencil
- The teacher will provide water and, after several days, ask File
the children to observe what happens (the stem will peek
out of the hole looking for light) and comment on the
 importance of light for the growth of the plants.
- We entered the room and gave each group a piece of
paper with a drawing of a plant and told them to draw the
elements that that plant needs to grow.
- We provide a sheet to identify the elements What the
plant needs to grow.
Routines Cleaning, Snack and Recreation Activities:
PLASTIC GRAPHIC WORKSHOP:
- We present the children with a piece of paper with the
following tongue twisters: Paper
“To untangle the
tongue”
I have a dog, puppy, dog
Very cute my dog, puppy, dog
Dog, puppy, dog
You are cute!

THE BALLOON
I inflate I inflate my balloon
I inflate it and inflate it without stopping
But from inflating it so much
I could burst File

Tempera
- We repeat the tongue twisters several times at different Brush
speeds.
- We give a piece of a balloon or a dog, so they can paint
with tempera and a brush.
We practice values:
- We present to the children a piece of paper with the Paper
“Value: Truthfulness” following song:

I will do what is right, and I will tell the truth.

I will do what is right, and I will tell the truth.
I will take care of my words; I will follow Jesus
Christ.

- We ask the boys and girls: File

- What was the song about?
- What does it mean to tell the truth?
- Why should we do the right thing?
- Let's take the opportunity to teach boys and girls that we
should always tell the truth and not tell lies.
- We provide a coloring sheet about the value of
truthfulness.
Release. We send a statement, telling the children that
tomorrow they must bring a fruit, a vegetable and a flower
pot.
Routines Permanent Exit Activities:
- Routine actions.
Exit.

ASSESSMENT:
 Technique: Observation
 Instrument: Checklist
 SESSION N° 4

WHAT BENEFITS DO PLANTS GIVE US?

MOMENTS OF
PEDAGOGICAL RESOURCE
ACTIVITIES
PROCESSES S
(Evaluation Rubrics)
Routines Permanent Entry Activities:
- Routine actions.
Pedagogical Intention of the Day:
- The boys and girls describe the benefits that plants
provide to animals and men.
Free Use of Sectors:
- Routine actions.
- Children freely choose which sector they want to play in .
What benefits do plants Project execution
give us? - Thanks to the frigid climate that we currently have, the Cup
teacher will tell the children that it is too cold so since they Good herb
did not dress warmly, their stomach is hurting, and the
assistant lady will bring them a mint tea and will explain to
them in turn. which is a medicinal plant that serves to Sheets
soothe stomach pain and like it there are many plants
such as eucalyptus, etc.
- Children will be asked to answer the questions:
- What did the teacher have?
- What did the Assistant Lady give you? Fruit
- What type of plant was it?
- What other medicinal plants do you know?
- What other use can the plants have?
- With the help of pictures, the teacher explains to the
Herbs
children the usefulness of plants.
sugar cups
- We explain to the children that there are edible plants.
Each child will bring a fruit and together we will make a Pots
fruit salad, we will count how many papayas we got, how Tempera
many pineapples, etc. Brush
- We explain that there are medicinal plants. Later we will Leaves
have a mate, the child decides which mate he wants to
have and will explain why. Stems
- We also mention that there are ornamental plants. Each Bags
child will decorate the pots of their plants, using tempera Wicks
paints and this is how we decorate our living room.
- In advance, we let leaves, stems and fragrant flowers dry
and ask them to make a cloth bag. We put the fragrant Markers
plants inside the cloth bag and tie them with a wick.
- We give the children a sheet to color. File

Routines Cleaning, Snack and Recreation Activities

- Routine actions.
“Step on my tail” PSYCHOMOTOR WORKSHOP:
 Start - We tell the children to walk on their toes and heels. Tape recorder
- We tie a long ribbon around the waist of each child and CD
tell them to run freely. All the children will try to step on
Development their partner's tail.
Long colored
- We inflate and deflate like balloons.
ribbons
- We hand out a blank sheet of paper and ask the children
Closing to draw what they liked most about the activity.
Routines Permanent Exit Activities:
- Routine actions.
Exit.

ASSESSMENT:
 Technique: Observation
 Instrument: Checklist

PLANTS UTILITIES
Using a marker, relate each plant to its derivative.
 FIELD NOTEBOOK

Child's name : ………………………………………………………….. Classroom:

………………………….

Date : ………………………………………………….

Purpose of the session: ……………………………………………………

Area …………………………………………………..
Competence ……………………………………………………
Performance ……………………………………………………………….
………………………………………………………………..

No. Names and surnames Evidence

01
02
03
04
05
06
07
08
09
10
11
12
13
14
15
16
17
18
19
20
INTERPRETATION IN RELATION TO PERFORMANCE:
……………………………………………………………………………………………………………………….
……………………………………………………………………………………………………………………….
TEACHING REFLECTION IN RELATION TO ACTIVITY IN THE WHOLE CLASSROOM
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
 CHECKLIST
Classroom : ………………………….

Date : ……………………………………………

Area: ………………………….
Competence:
……………………………………….
Ability:
 ……………………………………..
 ………………………………………..
No. Student names
Performance:
………………………………………………………
……………………………………………
………………………………………………..
Purpose of the session:
……………………………………………….
YEAH NO