Planeación didáctica por proyectos de tercer grado — Semana 9 de noviembre 2026: Clasificamos, reducimos y reutilizamos
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Una ruta clara para llevar el proyecto «Clasificamos, reducimos y reutilizamos» 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 9 de noviembre del ciclo escolar 2026–2027. El proyecto «Clasificamos, reducimos y reutilizamos» tiene como propósito students will develop oral, written, and creative expression by examining waste-related problems and communicating responsible consumption practices through the classroom project. They will identify the purpose and main characteristics of narration by organizing and sharing information about past and present events related to waste. 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 service-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 and discussing past and present events described in the project’s informational text about waste and its effects. Students organize information about waste-related problems and responsible consumption into clear oral and written accounts, using relevant details to explain causes, consequences, and proposed actions. Students communicate their learning through informative posters, an object description card, and a reflective statement that support the classroom campaign to classify, reduce, and reuse waste. 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 campaign information posters and reflective statement. La evaluación es formativa y considera participación, procesos, producciones y reflexión del alumnado. Se sugieren recursos como notebook, Official textbook, Projects for the Classroom, p. 248, Official textbook, Projects for the Classroom, p. 249, Notebook, Official textbook, Projects for the Classroom, p. 250, Official textbook, Projects for the Classroom, p. 251, Notebook, Classroom waste samples or drawings, Official textbook, Projects for the Classroom, p. 252, Official textbook, Projects for the Classroom, p. 253, Official textbook, Projects for the Classroom, p. 254, White sheets, Notebook, Available classroom reference materials, Official textbook, Projects for the Classroom, p. 255, Official textbook, Projects for the Classroom, p. 256, Official textbook, Projects for the Classroom, p. 257, Notebook, Reused paper, Poster paper, Markers, Official textbook, Projects for the Classroom, p. 258, Official textbook, Projects for the Classroom, p. 259, Official textbook, Projects for the Classroom, p. 260, Official textbook, Projects for the Classroom, p. 265. 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: Students will develop oral, written, and creative expression by examining waste-related problems and communicating responsible consumption practices through the classroom project. They will identify the purpose and main characteristics of narration by organizing and sharing information about past and present events related to waste.
Metodología: Service-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 and discussing past and present events described in the project’s informational text about waste and its effects. Students organize information about waste-related problems and responsible consumption into clear oral and written accounts, using relevant details to explain causes, consequences, and proposed actions. Students communicate their learning through informative posters, an object description card, and a reflective statement that support the classroom campaign to classify, reduce, and reuse waste.
Ejes articuladores oficiales
Inclusión, Pensamiento crítico
Producto final
Classroom campaign information posters and reflective statement
Evaluacion formativa
Ver criterios y evidencias
Students identify the purpose and main characteristics of narration when discussing events and information in the project’s report. Students sequence relevant details to explain a waste-related problem, its causes, and its consequences in oral and written accounts. Students communicate information about classifying, reducing, and reusing waste clearly in their campaign poster contribution. Students use relevant vocabulary and complete sentences in written work and speak audibly and coherently during classroom sharing. Students listen respectfully, respond to classmates’ ideas, and contribute evidence or proposals connected to the classroom project.
Materiales
Ver lista completa
Notebook, Official textbook, Projects for the Classroom, p. 248, Official textbook, Projects for the Classroom, p. 249, Notebook, Official textbook, Projects for the Classroom, p. 250, Official textbook, Projects for the Classroom, p. 251, Notebook, Classroom waste samples or drawings, Official textbook, Projects for the Classroom, p. 252, Official textbook, Projects for the Classroom, p. 253, Official textbook, Projects for the Classroom, p. 254, White sheets, Notebook, Available classroom reference materials, Official textbook, Projects for the Classroom, p. 255, Official textbook, Projects for the Classroom, p. 256, Official textbook, Projects for the Classroom, p. 257, Notebook, Reused paper, Poster paper, Markers, Official textbook, Projects for the Classroom, p. 258, Official textbook, Projects for the Classroom, p. 259, Official textbook, Projects for the Classroom, p. 260, Official textbook, Projects for the Classroom, p. 265
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.
Clasificamos, reducimos y reutilizamos
Semana: Semana 9 — Noviembre
Languages
Metodología: Service-Learning
Propósito: Students will develop oral, written, and creative expression by examining waste-related problems and communicating responsible consumption practices through the classroom project. They will identify the purpose and main characteristics of narration by organizing and sharing information about past and present events related to waste.
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 and discussing past and present events described in the project’s informational text about waste and its effects. Students organize information about waste-related problems and responsible consumption into clear oral and written accounts, using relevant details to explain causes, consequences, and proposed actions. Students communicate their learning through informative posters, an object description card, and a reflective statement that support the classroom campaign to classify, reduce, and reuse waste. |
| Día | Secuencia de actividades | Recursos |
|---|---|---|
| Monday | Present the project by inviting students to examine the images on page 248 and describe what is happening in each scene, first orally and then in their notebooks. Guide them to distinguish what they observe in the present from events or conditions that may have developed over time, and ask which situations could occur within their classroom community. Continue with the questions on page 249, supporting students as they write the problem shown in each image and compare their observations in small groups. As they agree on possible responses, assess whether they express ideas clearly, listen respectfully, and include details from the images; close by recording the group’s initial questions about how classifying, reducing, and reusing waste can help address the problems. | Notebook, Official textbook, Projects for the Classroom, p. 248, Official textbook, Projects for the Classroom, p. 249 |
| Tuesday | Use the informational report on page 250 to focus attention on how a narrated account presents events and information about a problem. Read the report aloud in sections, pausing for students to identify the places mentioned, the waste-management difficulties, and the consequences described; then have them answer the questions on page 251 in their notebooks, including whether a similar situation has occurred in their own community and what they would propose. Direct partners to compare responses and underline details that explain what happened and why, before inviting several students to retell one municipality’s situation in their own words. Provide formative feedback on sequence, relevant details, and clear oral expression, and connect the report’s examples to the project’s purpose without extending the inquiry beyond the classroom discussion. | Notebook, Official textbook, Projects for the Classroom, p. 250, Official textbook, Projects for the Classroom, p. 251 |
| Wednesday | Place a sample of classroom waste or a drawing of one on view and ask students how its present use could be described and what useful purpose it might have after reuse. Refer to the definitions and questions on page 252, then guide small groups through the classroom waste-classification table on page 253, recording the type of waste, the item found, and a proposed use. Continue with the comparison and agreement prompts on page 254 so students can explain their choices orally and revise entries when classmates offer relevant evidence. Attend to accurate vocabulary, complete written entries, and the connection between each proposed use and reducing waste; conclude with a brief group account describing what the class found and what it proposes to reuse. | Notebook, Classroom waste samples or drawings, Official textbook, Projects for the Classroom, p. 252, Official textbook, Projects for the Classroom, p. 253, Official textbook, Projects for the Classroom, p. 254 |
| Thursday | Invite students to interpret the situations shown on page 255 and explain how accumulated waste can affect people and their surroundings. Organize a guided classroom inquiry using the questions on page 256, drawing only on information students can discuss or consult with available classroom references, and help them distinguish the event, its cause, and its consequence. After groups share their findings, use the catalog task on page 257 as a model for organizing disease information on white sheets, keeping the account factual and understandable for a young audience. Have students present one entry and explain how its details connect to the waste problem; assess the clarity and sequence of their oral explanation, the relevance of written information, and respectful participation. | White sheets, Notebook, Available classroom reference materials, Official textbook, Projects for the Classroom, p. 255, Official textbook, Projects for the Classroom, p. 256, Official textbook, Projects for the Classroom, p. 257 |
| Friday | Begin with students’ conclusions about waste and responsible consumption, then use the research and discussion prompts on page 258 to assemble a classroom list of habits and explain their benefits in complete written statements. Turn to the campaign organization on pages 259–260, where students coordinate the information to communicate, assign classroom responsibilities, and shape a campaign title. Have each group prepare a concise poster section based on its assigned topic, using the written accounts and evidence developed during the week; students may also share the reuse proposals recorded in their classification work. Close with the reflection on page 265, asking each student to write on reused paper what carrying out the campaign means to them and read it to a partner. Evaluate narrative clarity, relevant information, oral delivery, and the contribution each student makes to the classroom campaign. | Notebook, Reused paper, Poster paper, Markers, Official textbook, Projects for the Classroom, p. 258, Official textbook, Projects for the Classroom, p. 259, Official textbook, Projects for the Classroom, p. 260, Official textbook, Projects for the Classroom, p. 265 |
Producto: Classroom campaign information posters and reflective statement
Instrumento de evaluación de contenidos, PDA y producto del proyecto:
| Criterios de evaluación | Logrado | En proceso | Falta por consolidar |
|---|---|---|---|
| Students identify the purpose and main characteristics of narration when discussing events and information in the project’s report | |||
| Students sequence relevant details to explain a waste-related problem, its causes, and its consequences in oral and written accounts | |||
| Students communicate information about classifying, reducing, and reusing waste clearly in their campaign poster contribution | |||
| Students use relevant vocabulary and complete sentences in written work and speak audibly and coherently during classroom sharing | |||
| Students listen respectfully, respond to classmates’ ideas, and contribute evidence or proposals connected to the classroom project |
Antes de descargar
Datos, propósito y contenidos
- Students will develop oral, written, and creative expression by examining waste-related problems and communicating responsible ?
- Narration of past and present events.
Actividades, producto y evaluación
- Notebook, Official textbook, Projects for the Classroom, p. 248, Official textbook, Projects for the Classroom, p. 249, Noteboo?
- Classroom campaign information posters and reflective statement
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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 9 de noviembre de 2026, dentro del ciclo escolar 2026–2027.
¿Qué metodología utiliza la planeación?
La secuencia utiliza service-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.
