Planeación didáctica por proyectos de segundo grado — Semana 12 de noviembre 2026: Los sentidos de mi cuerpo
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Una ruta clara para llevar el proyecto «Los sentidos de mi cuerpo» al aula y adaptarlo a las necesidades de tu grupo.
Ver contexto pedagógico, adaptaciones y materiales
Esta planeación didáctica por proyectos está pensada para segundo grado, Fase 3, durante la semana 12 de noviembre del ciclo escolar 2026–2027. El proyecto «Los sentidos de mi cuerpo» tiene como propósito develop students’ oral, written, and creative expression through the textbook project “The Senses of My Body.” Students will record authorship by writing their own names and the names of familiar people as they document and share observations about the senses. 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 guided inquiry, collaborative discussion, and classroom-based documentation. 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: students write their first and last names and the names of family members, teachers, classmates, and other people in their environment to indicate authorship, belonging, and identity. Students use their written names to identify their drawings, experiment records, and contributions to the classroom project about the senses. 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 sensory observation notebook with drawings, experiment records, and flavor table. La evaluación es formativa y considera participación, procesos, producciones y reflexión del alumnado. Se sugieren recursos como notebook, Pencils, Colored pencils, Textbook, p. 111, Notebook, Pencils, Classroom chart paper, Markers, Textbook, p. 112, Notebook, Pencils, Blindfold, Labeled, covered containers with the listed scents, Textbook, pp. 112–114, Notebook, Pencils, Bread and listed foods, including strawberry jam, Spoon, Water and soap, Textbook, pp. 115–116, Notebook, Pencils, Two disposable cardboard cups per pair, String, Clothespins, Cotton ball or pom-pom, Feather, Five-centimeter piece of rope, Craft stick, Grass, Colored cellophane, Adhesive tape, Textbook, pp. 116–118. 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 through the textbook project “The Senses of My Body.” Students will record authorship by writing their own names and the names of familiar people as they document and share observations about the senses.
Metodología: Project-based learning through guided inquiry, collaborative discussion, and classroom-based documentation.
Contenido
Writing names in the mother tongue.
Proceso de Desarrollo de Aprendizaje (PDA)
Students write their first and last names and the names of family members, teachers, classmates, and other people in their environment to indicate authorship, belonging, and identity. Students use their written names to identify their drawings, experiment records, and contributions to the classroom project about the senses.
Ejes articuladores oficiales
Inclusión, Pensamiento crítico
Producto final
Signed sensory observation notebook with drawings, experiment records, and flavor table.
Evaluacion formativa
Ver criterios y evidencias
The student writes their first and last names legibly to identify authorship of project drawings and records. The student writes classmates’ or other familiar people’s names accurately when identifying contributions, with support as needed. The student communicates observations about the senses orally using clear, relevant descriptions. The student records observations in the notebook and connects them to the corresponding sensory experiment. The student listens respectfully and acknowledges classmates’ contributions during classroom sharing.
Materiales
Ver lista completa
Notebook, Pencils, Colored pencils, Textbook, p. 111, Notebook, Pencils, Classroom chart paper, Markers, Textbook, p. 112, Notebook, Pencils, Blindfold, Labeled, covered containers with the listed scents, Textbook, pp. 112–114, Notebook, Pencils, Bread and listed foods, including strawberry jam, Spoon, Water and soap, Textbook, pp. 115–116, Notebook, Pencils, Two disposable cardboard cups per pair, String, Clothespins, Cotton ball or pom-pom, Feather, Five-centimeter piece of rope, Craft stick, Grass, Colored cellophane, Adhesive tape, Textbook, pp. 116–118
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.
Los sentidos de mi cuerpo
Semana: Semana 12 — Noviembre
Languages
Metodología: Project-based learning through guided inquiry, collaborative discussion, and classroom-based documentation.
Propósito: Develop students’ oral, written, and creative expression through the textbook project “The Senses of My Body.” Students will record authorship by writing their own names and the names of familiar people as they document and share observations about the senses.
Ejes articuladores
- Inclusión
- Pensamiento crítico
| Campo formativo | Contenido | PDA |
|---|---|---|
| Languages | Writing names in the mother tongue. | Students write their first and last names and the names of family members, teachers, classmates, and other people in their environment to indicate authorship, belonging, and identity. Students use their written names to identify their drawings, experiment records, and contributions to the classroom project about the senses. |
| Día | Secuencia de actividades | Recursos |
|---|---|---|
| Monday | Open the project by inviting students to consider how people in their classroom learn about the world through their senses, then read the introductory account about Amelia and her second-grade class together (p. 111). Guide students to identify the question that prompted Amelia’s class to explore the senses and invite them to share what they already know, listening respectfully to different experiences. Next, ask each student to draw in the notebook what they know about the senses and their corresponding organs, as directed in the book (p. 111), and to write their first and last name as the author of the drawing. Close by organizing a brief gallery-style sharing within the classroom; observe whether students can explain one idea orally and identify their work clearly through their written name. | Notebook, Pencils, Colored pencils, Textbook, p. 111 |
| Tuesday | Use yesterday’s drawings to prompt small-group conversation, asking students what they would like to learn about the senses and how they can listen attentively when classmates speak. Continue with the reflection questions and whole-class sharing proposed in the book (p. 112), then introduce the five guiding questions about the sensations perceived through smell, taste, hearing, touch, and sight (p. 112). Have students copy one question into the notebook and write their name and the name of a classmate whose contribution they heard, reinforcing authorship and respectful recognition. As students share, record key questions on classroom chart paper and assess whether their oral contributions are understandable, relevant to the project, and connected to the senses. | Notebook, Pencils, Classroom chart paper, Markers, Textbook, p. 112 |
| Wednesday | Invite each small community to revisit its recorded agreements and prepare for the book’s mystery-smell experiment, checking that the containers are labeled with their contents and that participation is organized safely (pp. 112–113). Follow the procedure by having one student wear a blindfold while classmates carefully present the covered containers, allow the student to identify each smell, and record the responses in the notebook; rotate roles so every group member can participate (p. 114). After removing the blindfold, guide students to answer the book’s questions about the most and least pleasant smells, then ask them to sign their observations and, where appropriate, write the name of the classmate whose responses they recorded. Review records for clear authorship, legible names, and oral descriptions that distinguish the students’ experiences. | Notebook, Pencils, Blindfold, Labeled, covered containers with the listed scents, Textbook, pp. 112–114 |
| Thursday | Present the taste investigation as an opportunity to describe evidence precisely and to recognize each student’s contribution. Following the book, have students wash their hands, observe the color and smell of the strawberry jam, complete the sentence prompts, taste a small amount with bread, and record the flavor they identify; continue with the other listed foods only as directed and with appropriate attention to safety and allergies (p. 115). Students then copy and complete the food-and-flavor table in their notebooks, adding rows or columns as needed (p. 116), and write their names to mark their work. Invite partners to compare entries and explain differences respectfully, using the book’s questions about pleasant and unpleasant tastes to assess descriptive vocabulary, written clarity, and accurate identification of authorship. | Notebook, Pencils, Bread and listed foods, including strawberry jam, Spoon, Water and soap, Textbook, pp. 115–116 |
| Friday | Bring the week’s observations together by asking students to explain how the senses help them perceive information and how written names show who made each record. In pairs, construct and use the homemade cup telephone according to the book’s procedure, taking turns speaking and listening, then note in the notebook why hearing matters (p. 116). In small communities, continue with the sensory-clothespin activity: students identify the textures of the cotton ball, feather, short piece of rope, grass, and craft stick by touch while classmates record responses (p. 117). Complete the classroom sequence with the colored-cellophane observation and written color comparisons described in the book, adapting the viewing location to remain inside the classroom (p. 118). Have students sign their final observations and share one conclusion; assess whether they communicate clearly, listen to peers, and consistently identify their work by name. | Notebook, Pencils, Two disposable cardboard cups per pair, String, Clothespins, Cotton ball or pom-pom, Feather, Five-centimeter piece of rope, Craft stick, Grass, Colored cellophane, Adhesive tape, Textbook, pp. 116–118 |
Producto: Signed sensory observation notebook with drawings, experiment records, and flavor table.
Instrumento de evaluación de contenidos, PDA y producto del proyecto:
| Criterios de evaluación | Logrado | En proceso | Falta por consolidar |
|---|---|---|---|
| The student writes their first and last names legibly to identify authorship of project drawings and records | |||
| The student writes classmates’ or other familiar people’s names accurately when identifying contributions, with support as needed | |||
| The student communicates observations about the senses orally using clear, relevant descriptions | |||
| The student records observations in the notebook and connects them to the corresponding sensory experiment | |||
| The student listens respectfully and acknowledges classmates’ contributions during classroom sharing |
Antes de descargar
Datos, propósito y contenidos
- Develop students’ oral, written, and creative expression through the textbook project “The Senses of My Body.” Students will re?
- Writing names in the mother tongue.
Actividades, producto y evaluación
- Notebook, Pencils, Colored pencils, Textbook, p. 111, Notebook, Pencils, Classroom chart paper, Markers, Textbook, p. 112, Note?
- Signed sensory observation notebook with drawings, experiment records, and flavor table.
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Preguntas frecuentes sobre esta planeación
¿Para qué grado y semanas está diseñada esta planeación?
Está diseñada para segundo grado, la semana 12 de noviembre de 2026, dentro del ciclo escolar 2026–2027.
¿Qué metodología utiliza la planeación?
La secuencia utiliza project-based learning through guided inquiry, collaborative discussion, and classroom-based documentation. 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.
