Planeación didáctica por proyectos de tercer grado — Semana 9 de noviembre 2026: Hablemos de higiene en el salón de clases
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Tu planeación, en un vistazo
Una ruta clara para llevar el proyecto «Hablemos de higiene en el salón de clases» 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 «Hablemos de higiene en el salón de clases» tiene como propósito students will communicate clearly about classroom hygiene by narrating relevant past and present events, discussing hygiene practices, and recording conclusions. They will use oral, written, and creative expression to support the classroom hygiene kit project described in the official textbook. 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 a classroom hygiene service project. 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 features of a narration by examining the classroom cold-spread scenario and explaining its events in sequence. Students narrate past and present hygiene practices orally and in writing, using relevant details and clear temporal order. Students share and revise evidence-based conclusions about hygiene practices that help prevent illness in the classroom. 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 hygiene narratives and shared conclusions. La evaluación es formativa y considera participación, procesos, producciones y reflexión del alumnado. Se sugieren recursos como textbook, p. 315, Textbook, p. 316, Student notebooks, Pencils, Textbook, pp. 316–317, Student notebooks, Pencils, Textbook, pp. 317–318, Student notebooks, Pencils, Textbook, p. 318, Student notebooks, Books or health-center pamphlets, if available, Government or university websites, with adult support, Textbook, p. 319, Student notebooks, Pencils. 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 communicate clearly about classroom hygiene by narrating relevant past and present events, discussing hygiene practices, and recording conclusions. They will use oral, written, and creative expression to support the classroom hygiene kit project described in the official textbook.
Metodología: Project-based learning through a classroom hygiene service project.
Contenido
Narration of past and present events.
Proceso de Desarrollo de Aprendizaje (PDA)
Students identify the purpose and main features of a narration by examining the classroom cold-spread scenario and explaining its events in sequence. Students narrate past and present hygiene practices orally and in writing, using relevant details and clear temporal order. Students share and revise evidence-based conclusions about hygiene practices that help prevent illness in the classroom.
Ejes articuladores oficiales
Inclusión, Pensamiento crítico
Producto final
Classroom hygiene narratives and shared conclusions
Evaluacion formativa
Ver criterios y evidencias
Students identify the purpose and sequence of events in the textbook’s classroom illness narrative. Students describe past and present hygiene practices using relevant details and understandable oral or written language. Students support opinions about hygiene habits with reasons or information gathered from the project sources. Students contribute respectfully to community discussion and record conclusions that relate hygiene practices to preventing illness.
Materiales
Ver lista completa
Textbook, p. 315, Textbook, p. 316, Student notebooks, Pencils, Textbook, pp. 316–317, Student notebooks, Pencils, Textbook, pp. 317–318, Student notebooks, Pencils, Textbook, p. 318, Student notebooks, Books or health-center pamphlets, if available, Government or university websites, with adult support, Textbook, p. 319, Student notebooks, Pencils
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.
Hablemos de higiene en el salón de clases
Semana: Semana 9 — Noviembre
Languages
Metodología: Project-based learning through a classroom hygiene service project.
Propósito: Students will communicate clearly about classroom hygiene by narrating relevant past and present events, discussing hygiene practices, and recording conclusions. They will use oral, written, and creative expression to support the classroom hygiene kit project described in the official textbook.
Ejes articuladores
- Inclusión
- Pensamiento crítico
| Campo formativo | Contenido | PDA |
|---|---|---|
| Languages | Narration of past and present events. | Students identify the purpose and main features of a narration by examining the classroom cold-spread scenario and explaining its events in sequence. Students narrate past and present hygiene practices orally and in writing, using relevant details and clear temporal order. Students share and revise evidence-based conclusions about hygiene practices that help prevent illness in the classroom. |
| Día | Secuencia de actividades | Recursos |
|---|---|---|
| Monday | Invite students to consider which hygiene habits they practice at school and how those habits help protect their classroom community. Using the textbook project as the focus, ask each student to draw three school hygiene habits in the space provided and then describe to a partner when each habit takes place; this connects visual expression with an oral account of present routines (p. 315). Next, organize small communities to compare drawings, select the three actions they consider most important, and write them in order of importance. Guide students to explain their choices with reasons, then facilitate a class discussion in which they listen, respond, and respectfully revise their rankings when classmates offer persuasive arguments (p. 316). Close by noting whether students can describe a habit clearly and support an opinion with a reason. | Textbook, p. 315, Textbook, p. 316, Student notebooks, Pencils |
| Tuesday | Begin with the question of how hygiene routines at home and at school may differ, and ask students to recall one example from each setting. Direct them to examine the textbook illustrations individually and circle the actions they practice at home to protect their own health and the health of others; then have them share which actions they left uncircled and explain why all the pictured practices matter (pp. 316–317). Continue by inviting students to add one personal hygiene action not shown in the illustrations and record it in the book. As they discuss their examples, prompt them to distinguish a description of a routine from an explanation of its purpose, and observe whether they communicate their ideas in complete, understandable sentences. | Textbook, pp. 316–317, Student notebooks, Pencils |
| Wednesday | Present the textbook’s account of two students who cough and sneeze into their hands, touch classroom objects, and later see more classmates become ill. Have small communities read the account on page 317 and reconstruct what happened in order, identifying the actions that preceded the spread of illness; guide them to answer why more students may have become sick and how the spread could have been prevented. Then ask each group to report its explanation to the class and connect the narrative’s events with hygiene habits that help prevent infectious illness (pp. 317–318). Close by checking whether students can distinguish the event sequence from their interpretation and can support their explanation with details from the passage. | Textbook, pp. 317–318, Student notebooks, Pencils |
| Thursday | Set up a guided inquiry into the information students need to explain how hygiene can help prevent COVID-19 and other infectious diseases in the classroom. In small communities, have students use the textbook’s research prompts to investigate what COVID-19 is, which prevention actions health authorities recommended, which hygiene habits help prevent transmission, and which infectious illnesses are common in schools; support the search with an adult, suitable books, health-center pamphlets, government or university websites, or an interview with a health specialist, as the book suggests (p. 318). Afterward, organize a class exchange so students can compare findings and decide which evidence should be added to their ranked hygiene actions. Assess whether their spoken summaries identify a source and convey information accurately. | Textbook, p. 318, Student notebooks, Books or health-center pamphlets, if available, Government or university websites, with adult support |
| Friday | Use students’ research and classroom discussions to bring the week’s accounts together. Ask each student, with support from a family member, to complete the textbook table by listing hygiene habits practiced at home, underlining those that help prevent illness, and recording habits that could be improved or introduced (p. 319). Back in the classroom, facilitate an assembly in which students compare similarities and differences among the recorded routines, discuss possible reasons for those differences, and write the group’s conclusions in their notebooks. Invite several students to narrate one change from a current routine to a proposed improvement, using a clear sequence and details from the project. Conclude by reviewing the class conclusions as evidence of oral and written communication connected to the classroom hygiene project. | Textbook, p. 319, Student notebooks, Pencils |
Producto: Classroom hygiene narratives and shared conclusions
Instrumento de evaluación de contenidos, PDA y producto del proyecto:
| Criterios de evaluación | Logrado | En proceso | Falta por consolidar |
|---|---|---|---|
| Students identify the purpose and sequence of events in the textbook’s classroom illness narrative | |||
| Students describe past and present hygiene practices using relevant details and understandable oral or written language | |||
| Students support opinions about hygiene habits with reasons or information gathered from the project sources | |||
| Students contribute respectfully to community discussion and record conclusions that relate hygiene practices to preventing illness |
Antes de descargar
Datos, propósito y contenidos
- Students will communicate clearly about classroom hygiene by narrating relevant past and present events, discussing hygiene pra?
- Narration of past and present events.
Actividades, producto y evaluación
- Textbook, p. 315, Textbook, p. 316, Student notebooks, Pencils, Textbook, pp. 316–317, Student notebooks, Pencils, Textbook, pp?
- Classroom hygiene narratives and shared conclusions
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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 project-based learning through a classroom hygiene service 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.
