AJE

Eating Rich and Nutritious Goodbye Anemia

DURATION : TWO WEEKS OF

Informative data :
1.1 DRE CUSCO
1.2 UGEL : URUBAMBA
1.3 I.E. : X (RURAL AREA)
Yo
1.5 Teachers
1.4 AGE Becerra Miranda Angela
- Morales Vera Mídory Alexandra
- Morales Anchah M agro
1.6 Duration ua 2 weeks y
2. PRESENTATION PROJECT
As part of our curricular studies in the area of Planning Competencies, skillswe roll our ucative
group form min RICO which project
Tr
Initial Level d n ri i 1 I ntement
In our country. We have raised different learning experiences for childr
,and
22 which is
from the age of 4 years, whose purpose is to develop skills in situations real learning en
girls
Our learning project is inspired by the reality that our country is going through, especially in rural areas; due
in Peru 12.1% of the population under five years of age of the country suffered chronic in the
2020
The project os, describe how we plan our project, i a or erica the need
that and girls of educ L.J. rural areas andn ILL J LU
The initial level of concrete
qualifications
Dear teacher Luz Mery Flores ea ras motivated for
subsequently develop learning projects that seek the comprehensive training of infants

e l emt
it o

A.
M
to carry t a rich diet and healthy in
Know what types of foods, products and nutrients are most beneficial that
or
necessary to prevent anemia. It is very important that, in the childhood
stage and at the Initial Level, we teach about which foods prevent anemia
and that also favor development.
maturation and physical of
children
 this sense, taking into account and

activities of the Plan to Fight against Anemia health 1 TO F

children without anemia” adopted from the IEI X OF URUBAMBA, is thaty, it Th teacherPLAN I identify a needity in th
-g ggy,
has been determined to carry out the learning project “EATING RICH AND e e
TRITIVO: GOODBYE ANEMIA” in which it literally indicates that it seeks boys and girls from garden x, based on the
to contribute to improving the quality of life and reducing the anemia rates latest result from
community, 95% the health
of the boyscenter of the
and girls,
of IEI X students , carrying out health promotion activities in has a high rate of anemia, therefore, the
coordination with the health center. teacher found it necessary to describe a
Therefore, in this learning experience the following significant based on this need,
situation
questions: selected the competence and of these
I —J
• What foods are beneficial or necessary to prevent anemia? ggtran efforts
sa the or , so
what could What can families do to consume these foods? like the approaches
s
•

1 promote. mI
• ——¡i n — inn — - —— rr T —----------- --------------------------T---------
.3 UI I -usu LDUUS dill I ILI ILUS: IIII IIIIIIIIIIII 1 1

Additionally, they s II inwill face thelime

challenges of exploring foods that help p
Ic
prevent anemia, see its transformation, share your knowledge about and
eII L 1 Jents,nformation of different
raise questions and rolls ofobtain mathematical
informationnotions
fromisdifferent
“many-
few”recipes,
it.entitie( texts, “more than” who, based on their findings, captured their
stories),
thoughts about foods rich inresion
iron in their notebook. _____________
hs I
Group develop with ” tar
"less
e e and use the exp
Ir e”, from his finds
discover
ed
 In addition,
---------1 it organized
II i IILILI the activities
^1 IIIIILLIIIIIIIIIIII agreed upon with parents and children.
II IIIILIIII-------------------------------------------------------
PEDAGOGICAL PLANNING CARRIED OUT BY THE TEACHER
LEARNING
i=ETEEEEEEE=EETETTEEEEE-
- " n-- --mA ------------------------------------------ -----------I

DURATION From October Open from 2021 to October 29, DURATION 2 weeks
EHETETTEEEEEE=E=
18
2021
AGE 4 CYCLE II
LEARNING EXPERIENCEyears EATINGRICH AND NUTRITIOUS
—= COMPETITION ANEMIA GOODBYE
PERFORMAN PURPOSES:
MATH SOLVE Establish
I II relationshipsCES between the objects of their Let children establish relationships
PROBLEMAS OF smentenviron
rrn rn[ Ii rr iii ri J the -ic+,,, I antra E:. characteristics between objects according to

AMOUNTII ]LL I
-+,igc ol ill II ir and group, I and
1TL1] 111111t' 1 1 her CARACTERISTICS
perceptual
some loosetoelements.
comp leave
The child says and _lie. g
o weighs more passes "Ill enos
few” It
XTlem
criterion you used to group. others
counting the useyou
foods expressions
require in“many
the
Use various e reY a ran activities of your daily life
c e
re the n ye and a
mpo many, few,the aII o d eitpfurt
PE n
w ■ “less IB than”, h IB “weighs r■ I sh her d
tha
min yomore”,
ha “yesterday”,
I ■ a m y Anae in »
t
everyday
t u ianas.II n
I “today” e r
Use e I count to 10, in situations
situations d a
o r
using concrete materialr e his own
body it
h
e
r
SCIENCE INQUIRE DIAN opposes actions use materials a
TECHNOLOG METHOD instruments to search for i
Y TO I object, living beingmade
or made
of interes that girls will
YOUR questions, for solve a problem characteristics of foods
KNOWLEDGE
»« Get information about ace after being cooked or prepared
an
objects, living beings , facts for com d
will the
discov brimienos in the
ri re ! ■ t
relationships they I
experi o a
ence n
the
»« characteristics, ir
ri relationships i or n changes i in i
gages information in different ways F•
(with ii photos, drawings, i sane tv
■ 1modeling
with ! his ! level !
Communi by way of verbal t throu of
cate
drawings, photos, modeling or o your gh level
write the actions you took to obtain
information. Share your results and what
learned
COMMUNICATI READ VARIOUS Identify characteristics people th girls will participate and
ON TYPES | ON YOUR
OF TEXT characters, animals, objects or actions e will start reading through a
They
LANGUAMATERNAL from what that in the recipe, in where they will formulate
GE as well as someobserves
words known to him readingdifferent
hypothesis
 Count
spontaneo te
HI Uses I count I until ■ t us qua gi oaf ■
5, in uations II feed
h ntity co ve II
cot Diana n which Utensils
e ug s that
req iere count eces h for
em eaing material repai
si some
wit ret h or ch omide
r
h erpo. your ee or emp ((
pr p rec eta tha
prepare t
INQUIRE Does prhe that raises That chil pray a !!! That he ! ■■ boy !! ACT
I•= L- La ■ ■ •• La- m5 -a -m I

THROUGH express askshi curiv Y exapplication A

heR d • food !!! I sent I ! 5 !!
METHODS s er e y rtir s the CsaT gi is ae n
SCIENTISTS living beings, factsaoroknowledge pr evioyir sa ve gi is explana ones cure anemia
TO BUILD in h EUu and E sta e s
ve intion
which are
THEIR happen in hi t ■they the er ogan U s, Feed s ii food
KNOWLEDGE ambie st IIongive
intrelati E in healthy and
*Problematize respond er gi o feed onshi co previeUne sal udabl is ■ ACT 3
situations for ed to it thave sa bet p ug w nemia ttra is of sign !! Flavor
about
knowfrom t s h h E th h Color
"Smell !! th
inquiry them e Elaborate
U e e Alim entos
, e
*Design ob has in training xp pra observe dW h chil ANITA
strategies for i about II the ■■y foods, II That n N write the in ha sent e eod
make characteristics
Hlthe II of I of write the he pr ces ei o i t scr going
inquiry. theobjII yo beings Iyou acterisy as th ir ransshapetion
t tra sfor on
u saw o and e h
u er
*Generat fen na tu A mbios ca or, im in to food w
e
records data or that a Cabor, texturebband prevents anemia III han gon ha
information. HIobserves
explores, andn II consistency agthat ele e t
*Analyze data relations between
establishes d them. experience e A. “I know ■ I
information a ra
/ these Send a Food videoC.!! Richthem | yo in
information of in where Iron” Il u
Im- A" am L-, L- • I •• II-I •I The

gmati erin is shapes what n N I hi I

(drawing pho
aon discoveries
and ei o drew II onsdiscoveries
mentione
vs, of to t
th food tha what ea d ho
e the h anemia t II on
HUeprevents does r h istyo
III Share the e III foods u
tha
*CommuA th discoveries ir r they t
nity is C E perfor
action e work it iments come
emia throu
for U ob jan
med on hi fa m iares, th dibgh
information and
tell whats he did
y E e realiza
co pai te his and how he did it U
re rteda with the own
Ut us records II irwords .
(s drawi pho u otras
ayngs,
rm to
fore be entation, co
th modeling)
ef or ha
HIeverbally. it
READ ue child identify Send a ACT
VARIOUS
TYPES OF TEXT E N ■ I Any cip h he nten go t ment
people,
characteristics characteis, iden o if A h erecip ne h h chil its
r tityu C e e e e d T
HIS animales co e contented of on SDI t fic I yo :I look Leo
TONGUE
MATERNA HI eactions to I fromug I it IIIittext I t part r or f walk of
ing redientes u I
"Learning t
L EU observe h inhII title, ■ o the
the th recipe I and rea o
I
us trations IHI whenI eIII illustrations or ■ l ac
III IIIe explain the d
*Obtains explort countos, r p
prai ras known e !!! ir
information e tag oyou poste is, se a commen h text e appreciations .
from the written tha s.a, preyin an r in n ota ha heare it
text. t r t dn
go e
e y supports d rn d h
*Infers a es o .it de s q d e
interprets n hs r
information d *Says eda tha tratare
from the written how r nconti t nuart o
text. how dterm int rao r
Reflect and ex e t artir oof tht
p

ev evaluate the
the context it o
Hl illustrations ehe
form eit
IE
■ I imagesh I that I observe
III 1.1 I of
content
Illiantaey d during II th
an
written
the
y c norera that makes he
o drs esmo er
HI u through I an adult I
. II
Activity 1: What Foods Do I Have at Home?
What will your child learn today or purpose?
Motivate boys and girls to compare the products they have at home and establish relationships between them and group them
according to their perceptual characteristics. And the use they will give it in the meals they will prepare at home.

MATERIALS - PRODUCT CRITERIO Area: PERFORMANCE

Food PRODUCT That the child Group foods according N to their Establishes relationships between objects in their
products that groups the foods according to perceptual characteristics environment according to their perceptual
you have at the criteria that he has characteristics by comparing and grouping, and
home. determined leaving some elements alone. The child says the
- Blanket EVIDENCE criteria he used to group
- Washer Have the child send a photo or
video of the groups they have
Sequence of activities
made
* Daddy, mommy, tell your child that today we will gather the
*food
Invite your boy or girl to go to the kitchen and products in a tub or
gather the blankets.
*Ask your child let's separate food
,2-12°-LJ—। , I j FT I J r^í give
++3
*Invite your in
Are they boy
theortub girlor
to separate and put the products
blanket?
together
* Then ask your child why he put the products together like that?
*Ask your child to draw the products they put together and take a
photo and Invite your im3child or not tivity I qu e
A•I
ina
oy record in a video or audio it
ac ivity hoist and send it h
to me e
r
MATERIALS PRODUCT CRITERIO
• +home products PRODUCT N
Use expressions such as
• *Seeds
Drawing of few and many on a “many few” “more than
paper less than” “weighs
• * others : EVIDENCE That the child uses more” “you weigh less”
various expressions of when comparing or
quantity comparing foods establishing quantity
relationships between
foods in everyday
Sequence of activities
 Activity 2: “Comparing food
What will your child learn today? or purpose
With the help of the products at home, boys and girls will express mathematical notions such as “many few” “weigh more
weigh less” in daily activities.

Area: Mathematics PERFORMANCE Uses various expressions that show your understanding of quantity, weight and time
“many”, “few” “none”, “more than”, “less than” weighs more”, “weighs less”, “yesterday , “today” and “tomorrow”, in
everyday situations.
 Daddy , mommy today son or daughter is going activit
at ematica where I to make one of the y what less
”“ rr 1 j
” cinar , for that prepare
the materials that I have requested
from
* Placeyou.
all the food and utensils you need on the table or blanket.
prepare your meals that day.
*Ask your son or daughter to give you the food you need at that moment
you must do the following spreads:
And whichwhich
I, VJ of
N2,the
-is utensils
s pe sa sweighs the most?
cu potatoes? And
weight less? Where h sprea
where is there little potato?
d:
* Now invite your son or daughter to draw what they have made in the
comparisons they have made, provide them with the necessary materials, in this
activity
take you must
a photo of the drawing your son or
*Once he has finished his drawing tell him to paste it in a visible place where
all pu an see
* When everyone is gathered, ask your son or daughter to indicate what they have
done in their drawing using the expressions “many few s” “because more happens
less” in this activity a family member must record a video at the moment they are
explaining his drawing using the expressions “many little it weighs more
me” the one they sent as a sign of evidence of the achievement om petition it happens
•
of the *Remember to take care of yourself and protect yourself
by complying with health regulations.

Activity 3: “Smell, Flavor and Color of Food”

WHAT WILL YOUR CHILD LEARN TODAY?
Children observe and describe the characteristics and changes that food undergoes, touching, smelling, looking and
experimenting.
MATERIALS PRODUCT CRITERIO Area: Science and
N Technology
 *Thatthe child describes *Explore and observe foods, and describe *Gets
• Tale
he process
information about
of their characteristics and the changes in characteristics of objects, living beings,
the

• Products transformation of color, flavor, texture and consistency that facts and phenomena of nature, and
• Food some food that they experience. establishes relationships between them
• Leaves
prevents
EVIDENCE
anemia through observation, experimentation and
other provided sources (books, news,
• Colors That the child sent a videos, images, interviews). Describes your
• Tempera video describing the characteristics, needs, functions,
transformation of relationships, or changes in your physical
the appearance. Record information in
food they have chosen different ways (with photos, drawings,
modeling or according to your writing
level).

Sequence of activities
• ode a history
The rebellion of
They milia the the
• Ask the following questions to the children tale of That rataba
the vegetables
Author: Mario Elsa Pazos Calindo
San Migucl, Metropolitan Region

tale? all The vegetables were about

the same?, What were the vegetables Illustration: Susana Sánchez

What colors were the vegetables? Do all vegetables have the same smell? Do One morning the vegetables decided to choose a queen.

theyfoods
Are all eaten cooked? Do all foods taste the same? That The lettuce exclaimed;— "I am adequate lamas, I am
tasty and elegant".

Or with the vegetables after being cooked? keep it

vegetable "You, bah!"— said the chard—" 'I comply with the
requirements! I have good vit;

pray to your child or in ad oducts ments you have s?

•
No! —answered the beet—I'm on "I am important,
all the diets!"

at home and ask him to observe, touch, smelland

and describe its characteristics
"Well, in that case I'm also too important ," says the carrot, "I'm in
all the stews, diets and also juices."

I changed ndo are cooked, frozen, ground peeled

And so the discussion continued, each vegetable imposing its
qualities; potato, spinach, broccoli and quinoa.

The discussion would have continued for many hours if the

them
etc gardener did not arrive and begin harvesting the vegetables, taking
them to sell at the fair.

Prepare a vegetable salad with the help of the adult ask the child to The next day all the vegetables are on the same vegetarian plate
from a famous restaurant.

Describe the changes that the vegetables an

d
finally that say before and
underwent
after product used the
• — I n n.an n. YO . — ha ados activity? How you have you
Preparing the vegetable salad? Would you like to prepare it again? felt
You can record a video or audio at the time you are explaining food
transformation
Record a video or aud where describe characteristics of the foods
provide. Ask him
• to draw I fed you tha
t

Activity 4: “I know the Foods Rich in Iron. What will

your child learn today? or purpose
 milia se do history of both
neighbors the
*observe
afir ho ■ - they read and menco about anemia and a
2"
t [
poster
teacher with anti anemia foods provided by the
* Questions are asked: What did the neighbors talk
Who was
about ? very sleepy? Where did they take Carlitos? What
was wrong with Pedrito?
What foods should Pedrito and Carlitos eat?
*Using Qaly warma products: (blood, liver, beans)ap
products and, bofe,
local products
liver, beans)such
and as: (cress
local products such as: (cress, po
beetroot ,
hatacco, turnip (yuyo), e spina cas, chard), and intchildren
others
about the importanceyo of or having anemia. And m in what
explained u en recipes
consume
we can prepare them t
*Thenthemask them to identify the products and mention the
ones they remember.
*Ask them to identifylil the anti - anemia foods in books AND
.

MAGAZINES AND THEN draw them freely.

*
*

*Then using your drawings, mention the foods

rich in iron and the meals they can prepare in
family with these foods.
*Record a video or audio exposing your work.
 Activity 5: “Origin of Foods to Prevent Anemia

What will your child learn today? or purpose

The boys and girls, using their prior knowledge, will find out and explain the origin of the foods that prevent anemia.

MATERIALS PRODUCT CRITERION Area: PERFORMANCE

We elaborate Provide Asks questions that express their curiosity about objects, living
a poster of explanations, beings, events or phenomena that occur in their environment; He
foods of makes known what he knows and the ideas he has about them. Poses
animal origin previous,
to the possible explanations and/or alternative solutions to a problematic
and what answers
from their y question or situation.
vegetable rich to questions
knowledge give
in related to the
iron. food wit
Sequence of activities h
the
Mommy, daddy, today your boy or girl will
discover what foods and products
we have in our
p prevent anemia.
ask y ii
food we must eat eat IB for No
e What
have II
noTN; 3
Trr
in a paper s■Bl the
anemia? Write down
are whand . 1 give
1, your na
at child on
MATERIALS PRODUCT CRITERIO Area:
- Recipe N PERFORMANCE
That the child reads Anticipate It says what it will be about, how it will continue or how the text
- Ingredients ingredients and utensils identifies he based on some clues, such as the title, the illustrations,
- Cookware kitchen using your content of a words, expressions or significant events, which you observe or
drawings. text from listens before and during the reading he does (by himself or to
of the title, through an adult).
EVIDENCE illustrations or
Send a videoof the words
moment when the child is known and
identifying the comment he
recipe ingredients and text you have
explain their read
appreciations
Sequence of activities
Teeit my Tto dil straigh you
read.( Recipe ten to
• from To Introduce or sob and the teacher
Crnihin Nfiéncoles1#•
co me Mwio
Emmammfwgrediente,
youryour
Ask childboy or girl:
theWhat will besent
in this envelope? Tell
•
. preparation
=
qppejita)
me what you are seeing in the images? What do you onliaulemic
think the title says? why would he have sent a) :
to? I and this will be
that I your teacher
do d saw ra? discussed
Record ainvideo where the boy or II girl is giving answers the
that your child makes and send it to your teacher.

4 TACNA 00000
• Tell I - I to your son or - together you are going to read
daughter what your the story
Theyand seeknow
won't if what you said
if what you
teacher
goo sent was
said was wrong.
d
Activity 7: “The elements of my nutritious recipe” Torrejas de
What will your child learn today? or Sangrecita
•
purpose That children use counting to identify the quantity using the products they have at home.

PRODUCT CRITERION Area: PERFORMANCE

MATERI
ALS

Recipe PRODUCT: That the Account Use counting up to 10, in everyday situations in which counting is
to child draw the amount spontaneously required, using concrete material or your own body.
File of ingredients you the amount
Color Utensils that ha food
yes used when preparing Utensils that
Temp recipe needs for
ages EVIDENCE: prepare some
Send a video food,
counting the
ingredients

and
Utensils that ha
drawn
Sequence of activities .
INGREDIENTS COOKWARE
1 can of Parsle
y
Little
Blood
coo
kin
2 eggs Sal to
ttaste
th

3 carrots Oil
Necessary

1 cup
Half cup
flour
0060 apas

000o
a poc
gd ladle
 ON
Place the blood in a well
IT f FT 1117 rf H MY ™
Add the 2 eggs
Grate the 3 dows and add
I— " — 5-------"—
Add the chopped parsley
Then add the flour little by little and mix well.
~TTT rrr -Tn Tn
Add salt to taste and beat until all ingredients are mixed.
In a frying pan heat a little oil
Put a teaspoon of the dough, flatten fry and fry until pray well for both sides.
11 AM HM
In a separate pot I will parboil s 10
Serve the torrejitas with his boiled rm 1 ! potatoes,
you daddy ensa little tomato e with cucumber or whatever at
and I sancoc ar vegetable you have home.
a
 3. PROJECT COMMUNICATION:
-
PRESENTATION TO OTHER FAMILY MEMBERS

HE iWrTm
The teacher, Tn
based on the proposals 1
raised, rm
invited the children of 4 years can inform
activities developed during these weeks, in order to share the project andto
to the members of family about
hisFor that moment , the
capture how much they learned.
boys and girls, helped by the teacher, organized a cozy space where they presented what they did and learned about foods rich in
iron.

and above all, they invited their family members to learn more about these foods. The boys and girls were able to . ,p .
and p

The boys and girls said that they prepared a delicious torreja de sangrecita, and that they also learned the origin of various foods.
know
the importance of consuming foods rich in iron, prep ara ■ yo balanced ■ thus, prevent anemia
saucer u and
EYECT:
nte fo rmac apprenti heh th fans
is to promote the development of their skills.collected of e collected evidence
ce if necessary,
The teacher accompanied and provided feedback
of learning using the observation sheet to collect pertinent information.
a teacher t enta ■ er entity form , uence,
~mm ;m nrnJi rrr i mr the achievementsi rm T of q consequently evaluated
the performances
At the end of the project, the teacherprogressively.
reflected on everything worked on in the project, which allowed her to see if you are really
proposed activities were significant for the boys and girls and that it can be in future learning projects
better
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