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 narrate hygiene-related events from their home and classroom experiences, using oral and written language to explain how hygiene habits support health. They will identify key features and purposes of narration while developing the project’s classroom hygiene kit. 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, organized around the classroom hygiene project and its sequence in the official textbook. 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 a narration by examining the sequence of events, the people involved, and the actions described in the textbook’s account of illness spreading in a classroom. Students narrate past and present personal or classroom hygiene experiences orally and in writing, organizing events clearly and explaining how hygiene habits can help prevent illness. 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 narration and completed home-habits table. La evaluación es formativa y considera participación, procesos, producciones y reflexión del alumnado. Se sugieren recursos como student notebooks, Pencils, Official textbook, p. 315, Official textbook, p. 316, Student notebooks, Pencils, Official textbook, p. 316, Official textbook, p. 317, Student notebooks, Pencils, Official textbook, p. 317, Official textbook, p. 318, Student notebooks, Pencils, Official textbook, p. 318, Teacher-approved reference materials, if available, Student notebooks, Pencils, Official textbook, p. 319. 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 narrate hygiene-related events from their home and classroom experiences, using oral and written language to explain how hygiene habits support health. They will identify key features and purposes of narration while developing the project’s classroom hygiene kit.
Metodología: Service-learning, organized around the classroom hygiene project and its sequence in the official textbook.
Contenido
Narration of past and present events.
Proceso de Desarrollo de Aprendizaje (PDA)
Students identify the purpose and main characteristics of a narration by examining the sequence of events, the people involved, and the actions described in the textbook’s account of illness spreading in a classroom. Students narrate past and present personal or classroom hygiene experiences orally and in writing, organizing events clearly and explaining how hygiene habits can help prevent illness.
Ejes articuladores oficiales
Inclusión, Pensamiento crítico
Producto final
Classroom hygiene narration and completed home-habits table
Evaluacion formativa
Ver criterios y evidencias
The student identifies the purpose of the textbook narration and describes its main events in a logical sequence. The student orally recounts a past or present hygiene experience using clear, connected statements. The student writes a narration that distinguishes events from habits and explains how a hygiene action relates to health. The student uses information from the textbook discussion or guided research accurately when explaining illness prevention. The student listens to classmates and contributes relevant observations during collaborative discussion of classroom hygiene.
Materiales
Ver lista completa
Student notebooks, Pencils, Official textbook, p. 315, Official textbook, p. 316, Student notebooks, Pencils, Official textbook, p. 316, Official textbook, p. 317, Student notebooks, Pencils, Official textbook, p. 317, Official textbook, p. 318, Student notebooks, Pencils, Official textbook, p. 318, Teacher-approved reference materials, if available, Student notebooks, Pencils, Official textbook, p. 319
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: Service-learning, organized around the classroom hygiene project and its sequence in the official textbook.
Propósito: Students will narrate hygiene-related events from their home and classroom experiences, using oral and written language to explain how hygiene habits support health. They will identify key features and purposes of narration while developing the project’s classroom hygiene kit.
Ejes articuladores
- Inclusión
- Pensamiento crítico
| Campo formativo | Contenido | PDA |
|---|---|---|
| Languages | Narration of past and present events. | Students identify the purpose and main characteristics of a narration by examining the sequence of events, the people involved, and the actions described in the textbook’s account of illness spreading in a classroom. Students narrate past and present personal or classroom hygiene experiences orally and in writing, organizing events clearly and explaining how hygiene habits can help prevent illness. |
| Día | Secuencia de actividades | Recursos |
|---|---|---|
| Monday | Invite students to consider which hygiene habits they practice in the classroom and how they would explain those habits to a classmate. Following the project’s starting activity, have each student draw three hygiene habits they use at school to protect health, then ask small groups to compare their drawings and select three actions they consider especially important (pp. 315–316). Guide students to write the selected actions in order of importance and prepare a brief oral explanation for their choices. As groups share, prompt them to distinguish between an action they regularly practice and one they have observed others practice; listen for clear descriptions of actions and reasons. Close by recording recurring ideas and questions in the class notebook, using these as evidence of students’ initial ability to describe present habits and explain their significance. | Student notebooks, Pencils, Official textbook, p. 315, Official textbook, p. 316 |
| Tuesday | Use the classroom’s shared hygiene routines as the context for a discussion about how habits may differ between home and school. Ask students 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 compare their choices in small communities and identify any actions they left uncircled (pp. 316–317). Invite each student to add one personal hygiene action not shown in the illustrations and write it in the space provided. During the group conversation, guide students to explain similarities and differences between home and classroom practices, using complete statements that refer to familiar experiences. Conclude by having volunteers recount one routine from their day in chronological order, while noting whether they can distinguish a past event from a habit they practice now. | Student notebooks, Pencils, Official textbook, p. 316, Official textbook, p. 317 |
| Wednesday | Present the textbook’s account of two students who cough and sneeze into their hands, touch classroom objects, and later see more students become ill as a shared reading about a classroom problem (p. 317). Have small groups retell the events in the order they occurred, identifying who acted, what happened first, and what followed. Then ask them to discuss why more students may have become ill and how the spread might have been prevented, grounding each explanation in details from the account rather than in unsupported guesses. Read the accompanying explanation about how germs can spread through hands and shared objects (p. 318), and invite students to revise or extend their retellings. Assess whether they preserve the event sequence and connect the account’s actions with its outcome; close with a brief oral reflection on which hygiene habit could change the story’s ending. | Student notebooks, Pencils, Official textbook, p. 317, Official textbook, p. 318 |
| Thursday | Turn the class’s questions about illness prevention into a guided information search that can strengthen students’ explanations of hygiene events. In small communities, have students use the textbook’s prompts to investigate what COVID-19 is, what actions were recommended to prevent its spread, which hygiene habits help reduce transmission, and what other infectious illnesses are common in schools; the book suggests consulting an adult, books, health-center brochures, government or university websites, or a health specialist (p. 318). Keep the inquiry focused on information relevant to the classroom and help each group record a source and one useful fact in its notebook. During the class meeting, groups share findings and consider which actions should be added to their initial hygiene list. Assess whether students can report information accurately and connect it to the classroom account without presenting research as personal experience. | Student notebooks, Pencils, Official textbook, p. 318, Teacher-approved reference materials, if available |
| Friday | Bring together the week’s observations and research by asking students to complete the textbook table with help from a family member, listing hygiene habits practiced at home and habits that could be improved or introduced, and underlining those that help prevent illness (p. 319). In class, invite students to share selected entries and discuss similarities and differences among household routines, then guide them to write conclusions about how hygiene habits can improve. Have each student prepare a short oral and written narration that connects a present or past hygiene experience with one evidence-based habit that could help prevent illness in the classroom; keep the account grounded in the project’s readings and discussions. Close with peer listening and feedback on event order, clarity, and the explanation of the habit’s importance, then collect the writing as evidence of learning and as a contribution to the classroom hygiene project. | Student notebooks, Pencils, Official textbook, p. 319 |
Producto: Classroom hygiene narration and completed home-habits table
Instrumento de evaluación de contenidos, PDA y producto del proyecto:
| Criterios de evaluación | Logrado | En proceso | Falta por consolidar |
|---|---|---|---|
| The student identifies the purpose of the textbook narration and describes its main events in a logical sequence | |||
| The student orally recounts a past or present hygiene experience using clear, connected statements | |||
| The student writes a narration that distinguishes events from habits and explains how a hygiene action relates to health | |||
| The student uses information from the textbook discussion or guided research accurately when explaining illness prevention | |||
| The student listens to classmates and contributes relevant observations during collaborative discussion of classroom hygiene |
Antes de descargar
Datos, propósito y contenidos
- Students will narrate hygiene-related events from their home and classroom experiences, using oral and written language to expl?
- Narration of past and present events.
Actividades, producto y evaluación
- Student notebooks, Pencils, Official textbook, p. 315, Official textbook, p. 316, Student notebooks, Pencils, Official textbook?
- Classroom hygiene narration and completed home-habits table
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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, organized around the classroom hygiene project and its sequence in the official 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.
