Planeación didáctica por proyectos de primer grado — Semana 9 de noviembre 2026: Mi cuerpo y sus movimientos
ChannelKids
Mira lo que los maestros ya crearon con Pirámide de la Lectura
Tu planeación, en un vistazo
Una ruta clara para llevar el proyecto «Mi cuerpo y sus movimientos» 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 9 de noviembre del ciclo escolar 2026–2027. El proyecto «Mi cuerpo y sus movimientos» tiene como propósito develop students’ oral, written, and creative expression as they explore their bodies, movements, and the challenges involved in everyday activities. Consolidate the ability to write one’s name and use it to identify authorship of work produced during the project. 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, following the sequence and activities of the official classroom project. 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: writes their own name and compares it with classmates’ names, using it to identify authorship of project drawings, written responses, records, and other work. Communicates orally and in writing about body movements, activities they can perform, and difficulties they encounter, drawing on the questions and records in the project. Creates and labels drawings that represent their movements and body parts, and uses their name to identify their work. 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 signed body-movement project portfolio. La evaluación es formativa y considera participación, procesos, producciones y reflexión del alumnado. Se sugieren recursos como official textbook, p. 90, Official textbook, p. 91, Notebook, Music player, Music from different genres, Board, Markers, Official textbook, p. 92, Official textbook, p. 93, Notebook, Pencils, Crayons, Official textbook, p. 93, Official textbook, p. 94, Notebook, Pencils, Crayons, Official textbook, p. 94, Official textbook, p. 95, Notebook, Pencils, Crayons, Official textbook, p. 96, Official textbook, p. 97, Notebook, Pencils, Crayons, One chair. 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: Develop students’ oral, written, and creative expression as they explore their bodies, movements, and the challenges involved in everyday activities. Consolidate the ability to write one’s name and use it to identify authorship of work produced during the project.
Metodología: Project-based learning, following the sequence and activities of the official classroom project.
Contenido
Writing names in the home language.
Proceso de Desarrollo de Aprendizaje (PDA)
Writes their own name and compares it with classmates’ names, using it to identify authorship of project drawings, written responses, records, and other work. Communicates orally and in writing about body movements, activities they can perform, and difficulties they encounter, drawing on the questions and records in the project. Creates and labels drawings that represent their movements and body parts, and uses their name to identify their work.
Ejes articuladores oficiales
Inclusión, Pensamiento crítico
Producto final
Signed body-movement project portfolio
Evaluacion formativa
Ver criterios y evidencias
The student writes their own name to identify authorship of drawings, written responses, and activity records. The student communicates an activity and identifies the body parts used through speech, writing, or a drawing with dictated text. The student records a prediction and result for a selected activity and communicates a difficulty observed. The student contributes an idea to a small-group discussion and explains a drawing connected to the project’s reach challenge.
Materiales
Ver lista completa
Official textbook, p. 90, Official textbook, p. 91, Notebook, Music player, Music from different genres, Board, Markers, Official textbook, p. 92, Official textbook, p. 93, Notebook, Pencils, Crayons, Official textbook, p. 93, Official textbook, p. 94, Notebook, Pencils, Crayons, Official textbook, p. 94, Official textbook, p. 95, Notebook, Pencils, Crayons, Official textbook, p. 96, Official textbook, p. 97, Notebook, Pencils, Crayons, One chair
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 cuerpo y sus movimientos
Semana: Semana 9 — Noviembre
Languages
Metodología: Project-based learning, following the sequence and activities of the official classroom project.
Propósito: Develop students’ oral, written, and creative expression as they explore their bodies, movements, and the challenges involved in everyday activities. Consolidate the ability to write one’s name and use it to identify authorship of work produced during the project.
Ejes articuladores
- Inclusión
- Pensamiento crítico
| Campo formativo | Contenido | PDA |
|---|---|---|
| Languages | Writing names in the home language. | Writes their own name and compares it with classmates’ names, using it to identify authorship of project drawings, written responses, records, and other work. Communicates orally and in writing about body movements, activities they can perform, and difficulties they encounter, drawing on the questions and records in the project. Creates and labels drawings that represent their movements and body parts, and uses their name to identify their work. |
| Día | Secuencia de actividades | Recursos |
|---|---|---|
| Monday | Invite students to connect the project with movements they enjoy making in the classroom, then introduce the music-and-movement activity from the project. Play music from different genres and invite students, one at a time, to propose a movement for classmates to imitate; encourage them to name the body parts they are using and to describe how the rhythm affects their movement (p. 90). Record a few student observations on the board, modeling how to write the speaker’s name beside an idea, and then have each student write their own name in their notebook beside a brief drawing of the movement they contributed. Continue with the project questions about how their bodies felt, which body parts they used, and which movements were difficult (p. 91). Organize a short sharing circle and observe whether students can speak clearly, connect a movement to a body part, and identify their work with their name. | Official textbook, p. 90, Official textbook, p. 91, Notebook, Music player, Music from different genres, Board, Markers |
| Tuesday | Begin by asking students to recall an activity they like and whether they have ever found it difficult to do. Guide them to select and circle, individually, the illustrated activities they would like to try, as directed in the project, and then facilitate a whole-class conversation about difficulties they have experienced with a preferred activity (p. 92). Next, read aloud the project’s questions about how to know the body better, what makes some activities difficult, how those difficulties might be overcome, and which body parts are involved (p. 93). Have students dictate or write brief responses in their notebooks, adding their own names to show authorship; support emergent writers by accepting a drawing with a dictated sentence while preserving the student’s wording. Close by comparing ideas respectfully and noting whether each student can express a preference, identify a challenge, and recognize their written name. | Official textbook, p. 92, Official textbook, p. 93, Notebook, Pencils, Crayons |
| Wednesday | Present the class with the project’s planning challenge: describe activities students can do and identify which body parts they use. In small classroom groups, have students agree on how to respond to the project questions and record their agreements in their notebooks, making changes where needed (p. 93). Then direct each student to complete the book’s recall table by drawing or writing activities, naming the body parts used, and considering difficulties and possible ways to overcome them (p. 94). Support oral rehearsal before writing by inviting partners to say a complete sentence such as “I use my hands to draw,” after which students record the idea in their own way and sign their work. Conclude with partner sharing; notice whether students contribute to a group agreement, connect an activity with relevant body parts, and use their names consistently to mark authorship. | Official textbook, p. 93, Official textbook, p. 94, Notebook, Pencils, Crayons |
| Thursday | Use the students’ selected activities to move from prediction to evidence. In their small classroom communities, have students choose two activities shown on the project page, then individually create the requested notebook table with the headings “Activity,” “Can I do it?,” and “Result”; students draw or write each activity, mark whether they think they can do it, try it, and record what happened and any difficulty they experienced (p. 94–95). After the attempts, ask students to draw themselves performing the activities, write a short description beneath each drawing, and circle the body parts they used, following the project sequence (p. 95). Invite students to compare their predictions and results with a partner, sign their records, and explain one difference they noticed. Assess whether their writing or dictated text communicates the activity and whether their name clearly identifies their work. | Official textbook, p. 94, Official textbook, p. 95, Notebook, Pencils, Crayons |
| Friday | Set up the project’s reach challenge by placing a chair at a distance that students can safely attempt to reach without moving from their places. In small groups, have students consider how many arm lengths or jumps might be needed, discuss which movement or body part could help, and draw an invention that could reach the chair; then compare drawings and vote for an invention that could be made with simple materials (p. 96–97). Guide students to label their drawing with their name and to explain their idea orally, then connect the challenge to the project’s body-care reflection and the later construction of the robotic hand, emphasizing that the book develops this invention in its subsequent pages (p. 97–101). Finish by having students share one observation about the challenge and one question about how an invention could help; review their signed drawings for a clear idea, a connection to body movement, and an understandable oral explanation. | Official textbook, p. 96, Official textbook, p. 97, Notebook, Pencils, Crayons, One chair |
Producto: Signed body-movement project portfolio
Instrumento de evaluación de contenidos, PDA y producto del proyecto:
| Criterios de evaluación | Logrado | En proceso | Falta por consolidar |
|---|---|---|---|
| The student writes their own name to identify authorship of drawings, written responses, and activity records | |||
| The student communicates an activity and identifies the body parts used through speech, writing, or a drawing with dictated text | |||
| The student records a prediction and result for a selected activity and communicates a difficulty observed | |||
| The student contributes an idea to a small-group discussion and explains a drawing connected to the project’s reach challenge |
Antes de descargar
Datos, propósito y contenidos
- Develop students’ oral, written, and creative expression as they explore their bodies, movements, and the challenges involved i?
- Writing names in the home language.
Actividades, producto y evaluación
- Official textbook, p. 90, Official textbook, p. 91, Notebook, Music player, Music from different genres, Board, Markers, Offici?
- Signed body-movement project portfolio
Tu material está listo para descargar
Elige Word, PDF o anexos desde un solo lugar.
Mira lo que los maestros ya crearon con Pirámide de la Lectura
Preguntas frecuentes sobre esta planeación
¿Para qué grado y semanas está diseñada esta planeación?
Está diseñada para primer grado, la semana 9 de noviembre de 2026, dentro del ciclo escolar 2026–2027.
¿Qué metodología utiliza la planeación?
La secuencia utiliza project-based learning, following the sequence and activities of the official classroom project. 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.
