Planeación didáctica por proyectos de primer grado — Semana 5 de octubre 2026: Mi derecho a la alimentación y los alimentos de mi comunidad
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Una ruta clara para llevar el proyecto «Mi derecho a la alimentación y los alimentos de mi comunidad» 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 5 de octubre del ciclo escolar 2026–2027. El proyecto «Mi derecho a la alimentación y los alimentos de mi comunidad» tiene como propósito students will use spoken, written, and creative expression to explore their right to nutritious, sufficient, and quality food and identify foods that benefit health. They will write and compare their names and use them to identify their contributions to the project infographic and classroom map. 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 community project-based learning, adapted to the classroom setting. y articula principalmente el campo formativo los campos formativos de la Nueva Escuela Mexicana. El contenido central aborda writing names in the mother tongue. Los PDA describen estos aprendizajes: writes their name and compares it with classmates’ names, using it to indicate authorship of their work, label school supplies, record attendance, and for other purposes. Explains orally why children have the right to nutritious, sufficient, and quality food, drawing on the project reading and classroom discussion. Contributes words, drawings, and explanations to a classroom infographic about health-beneficial foods and a map locating places where those foods are available. 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 classroom food infographic and signed student reflections. La evaluación es formativa y considera participación, procesos, producciones y reflexión del alumnado. Se sugieren recursos como textbook, p. 152, Textbook, p. 153, Student notebooks, Pencils, Textbook, p. 154, Textbook, p. 155, Classroom library books, Student notebooks, Pencils, Board and markers, Textbook, p. 156, Textbook, p. 155, Student notebooks, Pencils, Classroom library books, Board and markers, Textbook, p. 156, Textbook, p. 157, Textbook, p. 158, Large sheet of paper, Colored pencils, Pencils, Student notebooks, Textbook, p. 157, Textbook, p. 158, Textbook, p. 159, Class infographic, Classroom map or sketch, Student notebooks, Pencils, Colored pencils. 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 spoken, written, and creative expression to explore their right to nutritious, sufficient, and quality food and identify foods that benefit health. They will write and compare their names and use them to identify their contributions to the project infographic and classroom map.
Metodología: Community Project-Based Learning, adapted to the classroom setting.
Contenido
Writing names in the mother tongue.
Proceso de Desarrollo de Aprendizaje (PDA)
Writes their name and compares it with classmates’ names, using it to indicate authorship of their work, label school supplies, record attendance, and for other purposes. Explains orally why children have the right to nutritious, sufficient, and quality food, drawing on the project reading and classroom discussion. Contributes words, drawings, and explanations to a classroom infographic about health-beneficial foods and a map locating places where those foods are available.
Ejes articuladores oficiales
Inclusión, Pensamiento crítico
Producto final
Classroom food infographic and signed student reflections.
Evaluacion formativa
Ver criterios y evidencias
Writes their name to identify authorship of an individual contribution and compares it with classmates’ names. Shares relevant food vocabulary and explains an idea about the right to nutritious, sufficient, and quality food. Contributes a drawing, word, or explanation that accurately supports the classroom infographic. Presents an idea clearly and listens respectfully to classmates during collaborative discussion. Provides a signed written or drawn reflection about the importance of healthy food and a possible personal contribution.
Materiales
Ver lista completa
Textbook, p. 152, Textbook, p. 153, Student notebooks, Pencils, Textbook, p. 154, Textbook, p. 155, Classroom library books, Student notebooks, Pencils, Board and markers, Textbook, p. 156, Textbook, p. 155, Student notebooks, Pencils, Classroom library books, Board and markers, Textbook, p. 156, Textbook, p. 157, Textbook, p. 158, Large sheet of paper, Colored pencils, Pencils, Student notebooks, Textbook, p. 157, Textbook, p. 158, Textbook, p. 159, Class infographic, Classroom map or sketch, Student notebooks, Pencils, Colored pencils
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 derecho a la alimentación y los alimentos de mi comunidad
Semana: Semana 5 — Octubre
Languages
Metodología: Community Project-Based Learning, adapted to the classroom setting.
Propósito: Students will use spoken, written, and creative expression to explore their right to nutritious, sufficient, and quality food and identify foods that benefit health. They will write and compare their names and use them to identify their contributions to the project infographic and classroom map.
Ejes articuladores
- Inclusión
- Pensamiento crítico
| Campo formativo | Contenido | PDA |
|---|---|---|
| Languages | Writing names in the mother tongue. | Writes their name and compares it with classmates’ names, using it to indicate authorship of their work, label school supplies, record attendance, and for other purposes. Explains orally why children have the right to nutritious, sufficient, and quality food, drawing on the project reading and classroom discussion. Contributes words, drawings, and explanations to a classroom infographic about health-beneficial foods and a map locating places where those foods are available. |
| Día | Secuencia de actividades | Recursos |
|---|---|---|
| Monday | Begin by connecting the project to foods students recognize from their families and classroom conversations, then introduce the book’s opening account of Alberto and his grandmother and read it aloud, clarifying that the project will explore the right to food and health-beneficial foods available in the community (p. 152). Invite students to respond orally to the story and dictate or write, according to their current ability, the names of foods they heard or know; model writing your name as the author of a contribution and ask students to write their own names beside their work. Continue with the questions about foods families regularly eat, where they obtain them, what care supports good health, and who is responsible for that care (p. 153). Close by listening for clear speaking, relevant food vocabulary, and recognizable name writing, while affirming that each student’s contribution belongs to its named author. | Textbook, p. 152, Textbook, p. 153, Student notebooks, Pencils |
| Tuesday | Invite students to consider what they already understand by asking how they would describe good and poor eating, then read the book’s explanation of how natural resources support basic needs such as food (p. 154). Organize a classroom discussion in which students listen to one another and share examples without judging family food choices; record selected food words on the board and have students copy or attempt to write one word in their notebooks, signing it with their names. Next, guide students through the book’s individual research prompt about what nutritious, sufficient, and quality food means and why children have a right to it, using the classroom library or teacher-provided explanations as appropriate for first graders (p. 155). Have students record a drawing and a dictated or independently written idea, then compare their findings with a partner and notice similarities or differences. Assess whether each learner contributes an idea, listens respectfully, and identifies their written work with their name. | Textbook, p. 154, Textbook, p. 155, Classroom library books, Student notebooks, Pencils, Board and markers |
| Wednesday | Present Julia’s question from the continuing story as a reason to investigate: how can someone identify foods that support good nutrition and learn where they are available? Read the book’s problem-setting passage and the proposal to create an infographic about health-beneficial foods and where they can be found (p. 156). Ask students to explain what the infographic should help a reader understand, then form classroom groups to revisit the information gathered on Tuesday and select food examples for further consideration. Keep the investigation within the classroom by using students’ prior knowledge and available books or teacher-provided information rather than arranging visits outside the school. As students suggest words and ideas, record their names next to their contributions and invite them to compare how their names begin or differ from classmates’ names. Conclude by checking that students can state the project question, contribute relevant food vocabulary, and identify their own recorded ideas. | Textbook, p. 156, Textbook, p. 155, Student notebooks, Pencils, Classroom library books, Board and markers |
| Thursday | Set out the materials for the book’s collaborative infographic and explain that the class will adapt its inquiry to the classroom scenario by identifying foods through prior knowledge and available classroom references, without visiting community locations (p. 156). Guide groups to consider the book’s questions about what foods are available and whether they contribute to nutritious, sufficient, and quality eating, then select examples and explain their reasoning in age-appropriate language (p. 157). On a large sheet, support students in composing the infographic’s two required ideas: why children have the right to nutritious, sufficient, and quality food, and which nutritious foods they identified, accompanied by drawings (p. 158). Invite each contributor to write their name beside a word or drawing, providing a model when needed, and compare names to confirm authorship. Review the display for relevant information, legible name labels, and clear oral explanations before groups make revisions. | Textbook, p. 156, Textbook, p. 157, Textbook, p. 158, Large sheet of paper, Colored pencils, Pencils, Student notebooks |
| Friday | Arrange a classroom sharing session in which groups present their infographic and explain their selected foods to classmates, following the book’s presentation sequence (p. 158). Help students add a classroom map or simple sketch showing places where nutritious foods may be found, using information already known or discussed in class and keeping the activity within the classroom scope (p. 157). Read the conclusion of Alberto’s story and connect it to the class’s work: the infographic and map communicate foods that support nutrition and where they may be obtained (p. 158). Then guide students in planning a menu with nutritious foods and discussing what could improve eating at home and at school, as proposed in the book (p. 159). Individually, have each student draw or write a response to why children need nutritious, sufficient, and quality food and how they can contribute, sign the response, and share it in a closing reflection. Assess oral clarity, relevant written or drawn ideas, and accurate identification of authorship. | Textbook, p. 157, Textbook, p. 158, Textbook, p. 159, Class infographic, Classroom map or sketch, Student notebooks, Pencils, Colored pencils |
Producto: Classroom food infographic and signed student reflections.
Instrumento de evaluación de contenidos, PDA y producto del proyecto:
| Criterios de evaluación | Logrado | En proceso | Falta por consolidar |
|---|---|---|---|
| Writes their name to identify authorship of an individual contribution and compares it with classmates’ names | |||
| Shares relevant food vocabulary and explains an idea about the right to nutritious, sufficient, and quality food | |||
| Contributes a drawing, word, or explanation that accurately supports the classroom infographic | |||
| Presents an idea clearly and listens respectfully to classmates during collaborative discussion | |||
| Provides a signed written or drawn reflection about the importance of healthy food and a possible personal contribution |
Antes de descargar
Datos, propósito y contenidos
- Students will use spoken, written, and creative expression to explore their right to nutritious, sufficient, and quality food a?
- Writing names in the mother tongue.
Actividades, producto y evaluación
- Textbook, p. 152, Textbook, p. 153, Student notebooks, Pencils, Textbook, p. 154, Textbook, p. 155, Classroom library books, St?
- Classroom food infographic and signed student reflections.
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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 5 de octubre de 2026, dentro del ciclo escolar 2026–2027.
¿Qué metodología utiliza la planeación?
La secuencia utiliza community project-based learning, adapted to the classroom setting. 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.
