Planeación didáctica por proyectos de tercer grado — Semana 11 de noviembre 2026: Mi amigo el ajolote
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Una ruta clara para llevar el proyecto «Mi amigo el ajolote» al aula y adaptarlo a las necesidades de tu grupo.
Ver contexto pedagógico, adaptaciones y materiales
Esta planeación didáctica por proyectos está pensada para tercer grado, Fase 4, durante la semana 11 de noviembre del ciclo escolar 2026–2027. El proyecto «Mi amigo el ajolote» tiene como propósito develop students’ oral, written, and creative expression through the textbook project “My Axolotl Friend.” Students will identify features of narration while gathering, organizing, and communicating information about the axolotl and ways to help protect it. 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 y articula principalmente el campo formativo los campos formativos de la Nueva Escuela Mexicana. El contenido central aborda narration of past and present events. Los PDA describen estos aprendizajes: students identify the purpose and main characteristics of narration by distinguishing how information about the axolotl is presented in the project’s reading and in the accounts gathered through interviews. Students organize and communicate information about the axolotl orally and in writing, using clear descriptions and relevant details to contribute to the project’s model and informational poster. 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 axolotl model and informational poster. La evaluación es formativa y considera participación, procesos, producciones y reflexión del alumnado. Se sugieren recursos como textbook, Projects for the Community, pp. 51–52, Student notebooks, Pencils, Textbook, Projects for the Community, p. 53, Student notebooks, Pencils, Textbook, Projects for the Community, pp. 54–55, Student notebooks, Pencils, Textbook, Projects for the Community, p. 55, Student notebooks, Balloons, Yarn, Recycled paper or newspaper, Paste, Paint, Classroom materials for decorating the model, Textbook, Projects for the Community, pp. 56–59, Student notebooks, Poster paper or colored cardstock, Colored pencils or markers, Ruler, Glue, Scissors, Images selected for the poster, Completed axolotl model. 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 4.
Propósito: Develop students’ oral, written, and creative expression through the textbook project “My Axolotl Friend.” Students will identify features of narration while gathering, organizing, and communicating information about the axolotl and ways to help protect it.
Metodología: Community Project-Based Learning
Contenido
Narration of past and present events.
Proceso de Desarrollo de Aprendizaje (PDA)
Students identify the purpose and main characteristics of narration by distinguishing how information about the axolotl is presented in the project’s reading and in the accounts gathered through interviews. Students organize and communicate information about the axolotl orally and in writing, using clear descriptions and relevant details to contribute to the project’s model and informational poster.
Ejes articuladores oficiales
Inclusión, Pensamiento crítico
Producto final
Axolotl model and informational poster
Evaluacion formativa
Ver criterios y evidencias
Students identify details that distinguish narrated information about the axolotl’s past and present from descriptive information about its characteristics. Students listen to and record relevant information from an informal interview and communicate selected details clearly to classmates. Students organize research findings into accurate problems-and-solutions information and use relevant details in the poster. Students contribute to a model that represents recognizable axolotl features and explain the relationship between their research and design choices. Students present the model and poster orally, using concise, understandable language and responding respectfully to classmates’ observations.
Materiales
Ver lista completa
Textbook, Projects for the Community, pp. 51–52, Student notebooks, Pencils, Textbook, Projects for the Community, p. 53, Student notebooks, Pencils, Textbook, Projects for the Community, pp. 54–55, Student notebooks, Pencils, Textbook, Projects for the Community, p. 55, Student notebooks, Balloons, Yarn, Recycled paper or newspaper, Paste, Paint, Classroom materials for decorating the model, Textbook, Projects for the Community, pp. 56–59, Student notebooks, Poster paper or colored cardstock, Colored pencils or markers, Ruler, Glue, Scissors, Images selected for the poster, Completed axolotl model
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 amigo el ajolote
Semana: Semana 11 — Noviembre
Languages
Metodología: Community Project-Based Learning
Propósito: Develop students’ oral, written, and creative expression through the textbook project “My Axolotl Friend.” Students will identify features of narration while gathering, organizing, and communicating information about the axolotl and ways to help protect it.
Ejes articuladores
- Inclusión
- Pensamiento crítico
| Campo formativo | Contenido | PDA |
|---|---|---|
| Languages | Narration of past and present events. | Students identify the purpose and main characteristics of narration by distinguishing how information about the axolotl is presented in the project’s reading and in the accounts gathered through interviews. Students organize and communicate information about the axolotl orally and in writing, using clear descriptions and relevant details to contribute to the project’s model and informational poster. |
| Día | Secuencia de actividades | Recursos |
|---|---|---|
| Monday | Introduce the project by asking students what they already know about the axolotl and how stories and descriptions can preserve knowledge about an animal connected with Mexican ancestral culture. Read the opening text together and invite students to identify details that describe the axolotl’s appearance, qualities, and place in cultural memory; guide them to notice that narration can recount beliefs and information from the past, while descriptions communicate characteristics. Continue with the illustrations and the “I see, I think, I wonder” table, prompting students to support each observation with visual evidence and to formulate questions such as where axolotls live and how they might be described (pp. 51–52). Close by organizing a brief classroom discussion and observing whether students distinguish an observation from an inference and express their ideas clearly. | Textbook, Projects for the Community, pp. 51–52, Student notebooks, Pencils |
| Tuesday | Use students’ questions from the previous discussion to establish why learning about the axolotl requires listening to other people’s knowledge. Read the project’s account of the word axolotl and its connection to Nahuatl, then ask students to distinguish information about the past from information about the animal in the present (p. 53). Have each student conduct the informal interview described in the book with a family member, listen respectfully, and record the most important response in a notebook; keep the classroom focus by having students bring their recorded accounts back for a partner exchange. Conclude with students reading selected interview responses aloud and identifying which details were reported by another person, while providing formative feedback on listening, speaking clarity, and accurate note-taking. | Textbook, Projects for the Community, p. 53, Student notebooks, Pencils |
| Wednesday | Invite students to compare the information gathered in their informal interviews and consider which questions still need reliable answers before creating an axolotl model and an informational poster. Guide them through the book’s explanations of informal and formal interviews and conflict resolution, asking students to summarize these concepts in their notebooks and explain how a formal interview differs from a conversation with a family member (p. 54). Within the classroom, collaboratively select questions from the book—what the axolotl is, what it eats, its characteristics, habitat, lifespan, colors, and reasons it is endangered—and add relevant questions students previously recorded (p. 55). Since the source proposes finding a specialist, prepare these questions as a classroom interview plan without arranging an outside visit; close by checking that each question is clear, respectful, and useful for the project. | Textbook, Projects for the Community, pp. 54–55, Student notebooks, Pencils |
| Thursday | Present the challenge of turning the information collected about the axolotl into a recognizable three-dimensional model that can support students’ oral explanations. Review the book’s model-making sequence and materials, then organize small classroom teams to shape a balloon base, use yarn to make it elongated, cover it with paper and paste, and leave the form to dry before painting and decorating it (p. 55). While the model is being assembled, have students refer to their interview notes and explain which physical features they are representing; encourage them to listen to teammates and revise details when the evidence suggests a more accurate form. Close with a short gallery walk among classroom tables, assessing collaboration, the connection between recorded information and model features, and students’ ability to describe their design. | Textbook, Projects for the Community, p. 55, Student notebooks, Balloons, Yarn, Recycled paper or newspaper, Paste, Paint, Classroom materials for decorating the model |
| Friday | Return to the project’s central concern by asking students to explain, using their research notes, what problems threaten the axolotl and what solutions could help it survive. Have each student complete the book’s problems-and-solutions table, then bring the ideas together in a classroom discussion and use peer suggestions to draft an informational poster with answers about habitat, food, keeping an axolotl as a pet, and its main problems (pp. 56–58). Support students in selecting concise wording and images, arranging a noticeable background, and checking that the poster is simple, legible from a distance, and creative, as required by the book (p. 59). Conclude with classroom presentations of the posters and models, inviting students to explain how their information was gathered and how the narration and descriptions helped communicate their message; assess clarity, relevant evidence, and thoughtful revision. | Textbook, Projects for the Community, pp. 56–59, Student notebooks, Poster paper or colored cardstock, Colored pencils or markers, Ruler, Glue, Scissors, Images selected for the poster, Completed axolotl model |
Producto: Axolotl model and informational poster
Instrumento de evaluación de contenidos, PDA y producto del proyecto:
| Criterios de evaluación | Logrado | En proceso | Falta por consolidar |
|---|---|---|---|
| Students identify details that distinguish narrated information about the axolotl’s past and present from descriptive information about its characteristics | |||
| Students listen to and record relevant information from an informal interview and communicate selected details clearly to classmates | |||
| Students organize research findings into accurate problems-and-solutions information and use relevant details in the poster | |||
| Students contribute to a model that represents recognizable axolotl features and explain the relationship between their research and design choices | |||
| Students present the model and poster orally, using concise, understandable language and responding respectfully to classmates’ observations |
Antes de descargar
Datos, propósito y contenidos
- Develop students’ oral, written, and creative expression through the textbook project “My Axolotl Friend.” Students will identi?
- Narration of past and present events.
Actividades, producto y evaluación
- Textbook, Projects for the Community, pp. 51–52, Student notebooks, Pencils, Textbook, Projects for the Community, p. 53, Stude?
- Axolotl model and informational poster
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Preguntas frecuentes sobre esta planeación
¿Para qué grado y semanas está diseñada esta planeación?
Está diseñada para tercer grado, la semana 11 de noviembre de 2026, dentro del ciclo escolar 2026–2027.
¿Qué metodología utiliza la planeación?
La secuencia utiliza community project-based learning 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.
