My face!

Por

channelkids • 23/10/2025 • Inglés

Educational Project Plan: "My Face!"
Grade: Kindergarten
Scenario: Virtual classroom via Zoom
Main Issue: Understanding facial features and emotions, developing vocabulary in English
Methodology: Problem-Based Learning (PBL)
Core Focus: Critical Interculturality (appreciation of diversity in facial features and emotions)

OVERVIEW OF THE THREE-CLASS UNIT PLAN (60 minutes each)

Class	Theme	Objectives	Activities & Methodological Moments	Digital Tools
1	"Faces and Features"	Recognize and name basic facial parts in English	Present & Collect	Zoom, YouTube Student's Book p. 24 Wordwall for vocabulary practice
2	"Expressing Emotions"	Identify and name emotions related to facial expressions	Formulate & Organize	Zoom, YouTube Student's Book p. 25, Workbook p. 24 Wordwall for emotions
3	"My Face and Emotions"	Combine facial features with emotions, create a self-portrait	Build, Verify & Share	Zoom, Student's Book p. 26, Workbook p. 25 Digital drawing tools or printable templates

DETAILED LESSON PLAN (Using PBL Methodology)

Class 1: "Faces and Features"

Moments	Time	Activities	Description & Adaptation	Tools/Resources
Present	10 min	Initial reflection	Show a picture of a face (video or image) on Zoom. Ask: "What do you see?" and "What are these called?" (facial features). Introduce vocabulary: eyes, ears, nose, face, mouth, teeth. Use simple language and gestures.	PowerPoint or shared screen with images
Collect	10 min	Prior knowledge	Students share words they know for facial parts. Use the chat feature or verbal responses. Teacher notes any existing knowledge or misconceptions.	Zoom chat, verbal sharing
Formulate	15 min	Define the problem	Present a scenario: "Imagine you are a face artist. You need to draw faces with different features." Ask: "Can you tell me what parts of the face you will draw?" Focus on naming and understanding the parts.	Student's Book p. 24 (highlighted facial features), Wordwall game (matching parts to words)
Organize	10 min	Group activity planning	Break into small breakout groups (2-3 students if possible). Each group plans a simple activity: e.g., drawing faces, labeling parts. Use shared documents or drawings on paper.	Zoom breakout rooms, shared Google Jamboard or drawing apps
Build	10 min	Create & practice	Students draw or color faces, labeling parts in English. Teacher guides via screen sharing. Students can record a short video or share their drawing.	Digital drawing tools or printable worksheets, Zoom screen share
Verify & Analyze	3 min	Self-evaluation	Quick quiz: "Can you point to your eyes? Your nose?" Use polls or chat responses to confirm understanding.	Zoom polls, chat
Share	2 min	Reflection & feedback	Students show their drawings and say the parts. Teacher gives positive feedback. Discuss the importance of these parts in different cultures.	Zoom, student sharing

Class 2: "Expressing Emotions"

Moments	Time	Activities	Description & Adaptation	Tools/Resources
Present	10 min	Emotions & facial expressions	Show pictures or videos of faces showing emotions (happy, sad, angry, scared). Ask: "How do you feel when you see this face?" Introduce vocabulary: happy, sad, angry, scared.	Shared screen images
Collect	10 min	Prior knowledge sharing	Students share their own ways of showing feelings. Use chat or verbal responses. Teacher notes cultural differences in expressing emotions.	Zoom chat, verbal sharing
Formulate	15 min	Define emotional expressions	Present a problem: "How can we tell if someone is happy or sad just by their face?" Students brainstorm clues (smile, frown, eyes). Link to intercultural understanding: emotions are universal but facial expressions can vary.	Student's Book p. 25, Wordwall emotions game
Organize	10 min	Group role-play	In breakout rooms, students practice mimicking emotions using facial expressions. Take turns guessing the emotion. Use a chart to match expressions with words.	Zoom breakout rooms, emotion flashcards
Build	10 min	Create emotional faces	Students draw or use digital tools to create faces showing each emotion. Label the emotion in English. Share with the class.	Digital drawing apps or printable templates
Verify & Analyze	3 min	Reflection	Students identify emotions in classmates' drawings or videos. Teacher provides feedback.	Zoom, chat, or video responses
Share	2 min	Emotional expression discussion	Students express which emotion they find easiest and hardest. Discuss cultural differences in expressing feelings.	Zoom discussion

Class 3: "My Face and Emotions"

Moments	Time	Activities	Description & Adaptation	Tools/Resources
Present	10 min	Review facial features & emotions	Recap previous lessons with a quick quiz or game. Show a video or slideshow of diverse faces with different emotions.	YouTube, PowerPoint, shared screen
Collect	10 min	Student sharing	Students share about a time they felt happy, sad, angry, or scared. Connect feelings to facial expressions.	Share via chat or verbal responses
Formulate	15 min	Problem scenario	Present a scenario: "You want to tell your friend how you feel. What face do you make?" Students suggest facial features associated with emotions. Emphasize intercultural understanding: different faces for same feelings.	Student's Book p. 26, discussion prompts
Organize	10 min	Self-portrait creation	Students draw a face showing a specific emotion. Label the features and the emotion in English. Use printable templates or digital drawing tools.	Digital drawing tools, printable worksheets
Build	10 min	Share & explain	Students share their self-portraits via Zoom. Say: "This is my happy face," etc. Encourage use of vocabulary and expressive language.	Zoom, screen sharing
Verify & Analyze	3 min	Peer feedback	Classmates comment on each other's faces. Teacher reinforces vocabulary and intercultural appreciation.	Chat, verbal comments
Share	2 min	Reflection & closing	Students reflect on what they learned about faces and feelings. Discuss the importance of understanding emotions in different cultures.	Zoom discussion

Additional Digital Tools & Resources:

Zoom: Main platform for live interaction, breakout rooms, sharing videos, and presentations.
YouTube: Age-appropriate videos on facial features and emotions.
Wordwall: Interactive games for vocabulary reinforcement (matching, quizzes).
Google Jamboard or digital drawing apps: For creative activities.
Printable Worksheets: For drawing and labeling activities if students prefer offline work.

Assessment & Reflection:

Continuous formative assessment through participation, responses, and drawings.
Final reflection: Students express what facial features and emotions they learned and how they see diversity in faces and feelings in different cultures.

Notes for Adaptation:

For students with limited internet or technical access, prepare printable versions of activities.
Use simple language and visual cues to support understanding.
Encourage intercultural dialogue about facial features and emotions across cultures to foster critical interculturality.

End of Project Plan
"My Face!" aims to develop vocabulary, emotional awareness, and intercultural sensitivity through an engaging, problem-based approach suitable for Kindergarten students in a virtual setting.

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