Planeación didáctica por proyectos de primer grado — Semana 9 de noviembre 2026: Mi cuerpo y sus movimientos
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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 students will express observations about their bodies and movements orally and in writing while developing the ability to write their own names and use them to identify their work. They will connect these communication skills to the activities and reflections in the project “My Body and Its Movements.”. 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, using the project sequence in the official classroom textbook. 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 school supplies, record attendance, and for other meaningful purposes. Students communicate orally and in writing about body movements, activities they enjoy, body parts they use, and difficulties they encounter, drawing on the questions and tasks in the project. 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-and-movement project notebook entries and invention drawing. La evaluación es formativa y considera participación, procesos, producciones y reflexión del alumnado. Se sugieren recursos como official classroom textbook, p. 90, Official classroom textbook, p. 91, Music player, Music from different genres, Notebook, Pencils, Official classroom textbook, p. 91, Official classroom textbook, p. 92, Notebook, Pencils, Board and markers, Official classroom textbook, p. 92, Official classroom textbook, p. 93, Notebook, Pencils, Official classroom textbook, p. 93, Official classroom textbook, p. 94, Notebook, Pencils, Classroom materials needed for the two selected activities, Official classroom textbook, p. 95, Notebook, Pencils, 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: Students will express observations about their bodies and movements orally and in writing while developing the ability to write their own names and use them to identify their work. They will connect these communication skills to the activities and reflections in the project “My Body and Its Movements.”
Metodología: Project-Based Learning, using the project sequence in the official classroom textbook.
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 school supplies, record attendance, and for other meaningful purposes. Students communicate orally and in writing about body movements, activities they enjoy, body parts they use, and difficulties they encounter, drawing on the questions and tasks in the project.
Ejes articuladores oficiales
Inclusión, Pensamiento crítico
Producto final
Signed body-and-movement project notebook entries and invention drawing.
Evaluacion formativa
Ver criterios y evidencias
The student writes their name to identify the authorship of notebook entries and drawings. The student compares the written form of their name with classmates’ names respectfully. The student communicates an observation about a movement, the body parts used, or a difficulty encountered. The student records a prediction and an outcome related to the project’s selected activities. The student explains how their invention drawing responds to the classroom challenge described in the textbook.
Materiales
Ver lista completa
Official classroom textbook, p. 90, Official classroom textbook, p. 91, Music player, Music from different genres, Notebook, Pencils, Official classroom textbook, p. 91, Official classroom textbook, p. 92, Notebook, Pencils, Board and markers, Official classroom textbook, p. 92, Official classroom textbook, p. 93, Notebook, Pencils, Official classroom textbook, p. 93, Official classroom textbook, p. 94, Notebook, Pencils, Classroom materials needed for the two selected activities, Official classroom textbook, p. 95, Notebook, Pencils, 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, using the project sequence in the official classroom textbook.
Propósito: Students will express observations about their bodies and movements orally and in writing while developing the ability to write their own names and use them to identify their work. They will connect these communication skills to the activities and reflections in the project “My Body and Its Movements.”
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 school supplies, record attendance, and for other meaningful purposes. Students communicate orally and in writing about body movements, activities they enjoy, body parts they use, and difficulties they encounter, drawing on the questions and tasks in the project. |
| Día | Secuencia de actividades | Recursos |
|---|---|---|
| Monday | Invite students to listen to music from different genres and take turns proposing a movement for classmates to imitate, as directed in the project (p. 90). After each movement, guide a brief oral exchange about how the body felt and which body parts were used, then have students record their responses in their notebooks using drawings, dictated words, or independent writing, as appropriate (p. 91). Ask each student to write their name beside the response so the author of each observation is clear, and invite partners to compare the written forms of their names without judging differences. Close by organizing a few students to share one movement and one observation; note whether each student can describe an experience clearly and identify their work with their name. | Official classroom textbook, p. 90, Official classroom textbook, p. 91, Music player, Music from different genres, Notebook, Pencils |
| Tuesday | Use the project’s illustrated activity choices to prompt students to name activities they would like to try and explain their choices to a partner (p. 91). Continue with the class discussion about activities that have been difficult and the project questions about how students can learn more about their bodies and which body parts they use (p. 92). Record students’ exact words on the board when useful, then ask them to draw or write responses to the project prompts in their notebooks and sign each entry with their name. Pair students to compare their names and explain which entry belongs to whom; support them in noticing the first letter and the sequence of letters in each name. Conclude by inviting volunteers to share an activity and a body-related question, while observing oral clarity, participation, and whether students use their names to mark their work. | Official classroom textbook, p. 91, Official classroom textbook, p. 92, Notebook, Pencils, Board and markers |
| Wednesday | Present the project’s planning questions as a shared inquiry: how can students learn about their bodies, what makes some activities difficult, and which body parts help them perform those activities? (p. 92). In small classroom groups, have students agree on how they will respond, record their agreements in their notebooks, and make any needed changes before carrying out the project tasks (p. 92). Next, direct each student to complete the project response spaces by drawing or writing activities they can do, the body parts used, and difficulties they may experience (p. 93). Ask students to write their names on their pages and exchange notebooks with a partner to identify the author and share one respectful observation. Close by reviewing whether the written or drawn responses address the prompts and whether students can recognize and compare their names. | Official classroom textbook, p. 92, Official classroom textbook, p. 93, Notebook, Pencils |
| Thursday | Challenge students to connect their written predictions with evidence by selecting the two activities chosen by their classroom group and making the project’s activity table, with its headings for activity, whether they think they can do it, and the result (p. 93). Have students draw or write the selected activities, mark their predictions, and then carry them out safely in the classroom before recording what happened and any difficulty they noticed (p. 94). Continue by asking 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. 94). Students should sign their work and share one sentence with a partner; provide formative feedback on whether the description matches the drawing, whether the body parts are identified, and whether the student’s name clearly marks authorship. | Official classroom textbook, p. 93, Official classroom textbook, p. 94, Notebook, Pencils, Classroom materials needed for the two selected activities |
| Friday | Begin with the project’s classroom challenge of reaching a chair placed at a distance without moving from one’s place, and guide students to discuss and record possible ways to reach it, including the number of steps or jumps they think might be needed (p. 95). Have small groups compare their ideas and present their drawings of an invention to the class, then participate in the project vote for an invention that could be made with simple materials (p. 95). Bring the week’s communication focus into the presentation by asking each student to state their name, identify their drawing as their own, and explain one feature of the proposed invention. Finish with a brief reflection in which students identify one body-related idea they learned and one question they still have; assess whether they can communicate their reasoning, connect it to the project problem, and use their names to identify their work. | Official classroom textbook, p. 95, Notebook, Pencils, Chair |
Producto: Signed body-and-movement project notebook entries and invention drawing.
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 the authorship of notebook entries and drawings | |||
| The student compares the written form of their name with classmates’ names respectfully | |||
| The student communicates an observation about a movement, the body parts used, or a difficulty encountered | |||
| The student records a prediction and an outcome related to the project’s selected activities | |||
| The student explains how their invention drawing responds to the classroom challenge described in the textbook |
Antes de descargar
Datos, propósito y contenidos
- Students will express observations about their bodies and movements orally and in writing while developing the ability to write?
- Writing names in the home language.
Actividades, producto y evaluación
- Official classroom textbook, p. 90, Official classroom textbook, p. 91, Music player, Music from different genres, Notebook, Pe?
- Signed body-and-movement project notebook entries and invention drawing.
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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 9 de noviembre de 2026, dentro del ciclo escolar 2026–2027.
¿Qué metodología utiliza la planeación?
La secuencia utiliza project-based learning, using the project sequence in the official classroom textbook. 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.
