Planeación didáctica por proyectos de primer grado — Semana 11 de noviembre 2026: Mi escuela y el paisaje que la rodea
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Tu planeación, en un vistazo
Una ruta clara para llevar el proyecto «Mi escuela y el paisaje que la rodea» al aula y adaptarlo a las necesidades de tu grupo.
Ver contexto pedagógico, adaptaciones y materiales
Esta planeación didáctica por proyectos está pensada para primer grado, Fase 3, durante la semana 11 de noviembre del ciclo escolar 2026–2027. El proyecto «Mi escuela y el paisaje que la rodea» tiene como propósito students will use oral, written, and creative expression to explore the school landscape project while practicing writing their names in their home language. They will identify their work as their own and share ideas connected to the project’s classroom activities. La secuencia parte del contexto del grupo para convertir sus experiencias, preguntas y saberes previos en oportunidades de aprendizaje significativo.
La propuesta se desarrolla mediante project-based learning through collaborative classroom inquiry, oral sharing, and written and creative responses. y articula principalmente el campo formativo los campos formativos de la Nueva Escuela Mexicana. El contenido central aborda writing names in the home language. Los PDA describen estos aprendizajes: students write their names and compare them with classmates’ names, using their names to identify authorship of their work, label their school supplies, and record attendance. Las actividades se distribuyen por día con momentos de inicio, desarrollo y cierre, de modo que el docente pueda observar avances, recuperar producciones y ajustar la intervención sin perder el sentido del proyecto.
El producto final será named drawings, classroom presentation contributions, and individual notebook records of the group’s commitments. La evaluación es formativa y considera participación, procesos, producciones y reflexión del alumnado. Se sugieren recursos como notebook, Pencils, Textbook, page 196, Notebook, Pencils, Crayons or colored pencils, Textbook, page 196, Textbook, page 196, Available photographs or videos related to an insect refuge, Student anecdotes, Notebook, Pencils, Textbook, page 196, Student notebooks and drawings, Pencils, Classroom paper, Textbook, page 196, Student notebooks, Pencils, Classroom paper with the group’s agreed commitments. Para atender distintos ritmos de aprendizaje, ofrece apoyos visuales, consignas breves, opciones de respuesta oral o gráfica y acompañamiento entre pares. El documento puede descargarse en Word editable o en PDF listo para imprimir. Ambas versiones permiten adecuar tiempos, materiales, lenguaje, apoyos y evidencias a las necesidades reales de cada escuela.
Ficha curricular de la planeación
Consulta primero los elementos de la NEM. Después encontrarás la secuencia completa organizada por día.
Datos generales y propósito del proyecto
Ciclo escolar 2026–2027 · Fase 3.
Propósito: Students will use oral, written, and creative expression to explore the school landscape project while practicing writing their names in their home language. They will identify their work as their own and share ideas connected to the project’s classroom activities.
Metodología: Project-based learning through collaborative classroom inquiry, oral sharing, and written and creative responses.
Contenido
Writing names in the home language.
Proceso de Desarrollo de Aprendizaje (PDA)
Students write their names and compare them with classmates’ names, using their names to identify authorship of their work, label their school supplies, and record attendance.
Ejes articuladores oficiales
Inclusión, Pensamiento crítico
Producto final
Named drawings, classroom presentation contributions, and individual notebook records of the group’s commitments.
Evaluacion formativa
Ver criterios y evidencias
The student writes their name to identify authorship of a drawing or written project response. The student compares their written name with a classmate’s name and recognizes that names identify different authors. The student communicates an idea about the textbook passage, insect habitat, or project work clearly enough for classmates to understand. The student contributes a drawing or oral response connected to the project and listens respectfully to classmates. The student records the group’s agreed commitments in the notebook with their name.
Materiales
Ver lista completa
Notebook, Pencils, Textbook, page 196, Notebook, Pencils, Crayons or colored pencils, Textbook, page 196, Textbook, page 196, Available photographs or videos related to an insect refuge, Student anecdotes, Notebook, Pencils, Textbook, page 196, Student notebooks and drawings, Pencils, Classroom paper, Textbook, page 196, Student notebooks, Pencils, Classroom paper with the group’s agreed commitments
Adaptaciones para el grupo
Para atender distintos ritmos de aprendizaje, ofrece apoyos visuales, consignas breves, opciones de respuesta oral o gráfica y acompañamiento entre pares.
Desarrollo completo de la planeación
Aquí comienza la organización diaria con inicio, desarrollo, cierre, recursos y evidencias. El contenido y el PDA ya están separados en la ficha anterior.
Mi escuela y el paisaje que la rodea
Semana: Semana 11 — Noviembre
Languages
Metodología: Project-based learning through collaborative classroom inquiry, oral sharing, and written and creative responses.
Propósito: Students will use oral, written, and creative expression to explore the school landscape project while practicing writing their names in their home language. They will identify their work as their own and share ideas connected to the project’s classroom activities.
Ejes articuladores
- Inclusión
- Pensamiento crítico
| Campo formativo | Contenido | PDA |
|---|---|---|
| Languages | Writing names in the home language. | Students write their names and compare them with classmates’ names, using their names to identify authorship of their work, label their school supplies, and record attendance. |
| Día | Secuencia de actividades | Recursos |
|---|---|---|
| Monday | Invite students to consider how the school landscape can be represented through words and pictures, connecting the project title, “My School and the Landscape Around It,” to what they already know about their classroom setting. Explain that the provided textbook excerpt begins with a passage about the Mexican brown bee, its habitat, and threats such as deforestation and pesticide use, but does not provide the preceding project pages. Use the available directions as the source for the week’s work and avoid supplying missing textbook text. Have students write their names in their notebooks and compare the written forms with a partner, noticing how a name identifies the author of a drawing or written response. Close by inviting several students to say their names clearly and explain how they will mark their project work (p. 196). | Notebook, Pencils, Textbook, page 196 |
| Tuesday | Present the textbook passage about the Mexican brown bee as a prompt for oral expression connected to the project’s landscape theme, clarifying that the excerpt identifies habitat loss, deforestation, and pesticide use as concerns. Read the available passage aloud and guide students to share, in their own words, what it communicates about the bee and its habitat; support attentive listening and clear speaking without adding facts absent from the source. Students then draw in their notebooks a response to the book’s question about caring for insects and their habitat, and write their names beside their drawings to identify authorship. Invite partners to compare names and explain one idea shown in each drawing, noting whether the student can express an idea orally and mark the work as their own (p. 196). | Notebook, Pencils, Crayons or colored pencils, Textbook, page 196 |
| Wednesday | Build on Tuesday’s drawings by returning to the book’s instruction to organize a group presentation using videos, photographs, or anecdotes related to an insect refuge. Within the classroom, have students work together to select and arrange available visual or spoken material for a presentation about the refuge, keeping their contributions connected to the textbook passage and the school-landscape project. Ask each student to state their name before sharing an idea or presenting a chosen image or anecdote, and support classmates in listening and responding respectfully. As the group prepares, observe whether students speak audibly, connect their contribution to the shared topic, and use their names to identify their work; conclude with a brief rehearsal of the presentation (p. 196). | Textbook, page 196, Available photographs or videos related to an insect refuge, Student anecdotes, Notebook, Pencils |
| Thursday | Shift the focus from preparing the presentation to the book’s invitation for students to share their individual drawings and then reflect together on commitments that could help prevent or reduce harmful effects on natural habitat. Ask students to show their drawings from the previous session, state their names as authors, and describe one idea represented in their work. Facilitate a classroom discussion in which students listen to different responses and help formulate shared commitments based only on the concerns named in the excerpt, including habitat damage. Record students’ proposed wording in the notebook or on classroom paper, and check that each child can contribute orally, recognize their own written name, and connect the drawing or statement to the project (p. 196). | Textbook, page 196, Student notebooks and drawings, Pencils, Classroom paper |
| Friday | Bring the week’s classroom work together by following the final direction in the excerpt: students write in their notebooks the group’s agreed commitments for building an insect refuge. Before writing, invite the class to recall the presentation, drawings, and discussion, then restate the commitments in language the students can understand while preserving the group’s meaning. Each student records the agreed wording and writes their name to show authorship; provide support for legible name writing and for copying or composing the shared statement. Students may then read one commitment aloud or explain how their work contributed to the project. Review the notebooks formatively for name identification, participation in oral sharing, and a written record that reflects the class agreement (p. 196). | Textbook, page 196, Student notebooks, Pencils, Classroom paper with the group’s agreed commitments |
Producto: Named drawings, classroom presentation contributions, and individual notebook records of the group’s commitments.
Instrumento de evaluación de contenidos, PDA y producto del proyecto:
| Criterios de evaluación | Logrado | En proceso | Falta por consolidar |
|---|---|---|---|
| The student writes their name to identify authorship of a drawing or written project response | |||
| The student compares their written name with a classmate’s name and recognizes that names identify different authors | |||
| The student communicates an idea about the textbook passage, insect habitat, or project work clearly enough for classmates to understand | |||
| The student contributes a drawing or oral response connected to the project and listens respectfully to classmates | |||
| The student records the group’s agreed commitments in the notebook with their name |
Antes de descargar
Datos, propósito y contenidos
- Students will use oral, written, and creative expression to explore the school landscape project while practicing writing their?
- Writing names in the home language.
Actividades, producto y evaluación
- Notebook, Pencils, Textbook, page 196, Notebook, Pencils, Crayons or colored pencils, Textbook, page 196, Textbook, page 196, A?
- Named drawings, classroom presentation contributions, and individual notebook records of the group’s commitments.
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Preguntas frecuentes sobre esta planeación
¿Para qué grado y semanas está diseñada esta planeación?
Está diseñada para primer grado, la semana 11 de noviembre de 2026, dentro del ciclo escolar 2026–2027.
¿Qué metodología utiliza la planeación?
La secuencia utiliza project-based learning through collaborative classroom inquiry, oral sharing, and written and creative responses. y organiza actividades situadas con evidencias y un producto final.
¿La planeación incluye contenidos y PDA de la NEM?
Sí. Incluye el campo formativo, el contenido, el proceso de desarrollo de aprendizaje, actividades y evaluación formativa alineados con la NEM.
¿Puedo editar y adaptar el archivo?
Sí. La versión Word es editable para ajustar actividades, materiales, apoyos, tiempos y evidencias. El PDF está listo para imprimir.
