Planeación didáctica por proyectos de cuarto grado — Semana 10 de noviembre 2026: La aventura de la comida a través del cuerpo
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Una ruta clara para llevar el proyecto «La aventura de la comida a través del cuerpo» al aula y adaptarlo a las necesidades de tu grupo.
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Esta planeación didáctica por proyectos está pensada para cuarto grado, Fase 4, durante la semana 10 de noviembre del ciclo escolar 2026–2027. El proyecto «La aventura de la comida a través del cuerpo» tiene como propósito strengthen students’ oral, written, and creative expression by narrating and explaining the journey of food through the digestive system. Students will use the project’s reading, observations, research, model, and classroom presentations to communicate information clearly and reflectively. 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 inquiry-based learning with a steam approach, following the textbook project sequence. 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 recognize and use varied narrative styles, resources, and strategies to recount Nicolas’s experience and connect it with the journey of food through the digestive system. Students communicate their observations, research, and explanations orally and in writing, organizing information about digestive organs, processes, and care in a clear sequence. 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 digestive-system model with an oral and written narrative explaining the route of food and digestive care. La evaluación es formativa y considera participación, procesos, producciones y reflexión del alumnado. Se sugieren recursos como textbook, pages 127–128, Student notebooks, Pencils, Colored pencils, Textbook, pages 129–133, Student notebooks, Large cardboard sheet, Plastic bottles and bags, Plastic tubing or hose, Yellow paper, Adhesive tape, Organ name cards, Scissors, Textbook, pages 134–135, Student notebooks, Plastic bag with a seal, Banana, Crackers, Beans, lentils, or cooked meat, Water, Baking soda, Vinegar or lemon juice, Reusable cup, Tray or plate, Stocking, Textbook, pages 136–137, Student notebooks, Interview question draft sheets, Pencils, Textbook, pages 138–141, Student notebooks, Digestive-system model, Interview responses brought by students, Paper, Pencils, Colored 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: Strengthen students’ oral, written, and creative expression by narrating and explaining the journey of food through the digestive system. Students will use the project’s reading, observations, research, model, and classroom presentations to communicate information clearly and reflectively.
Metodología: Inquiry-based learning with a STEAM approach, following the textbook project sequence.
Contenido
Narration of past and present events.
Proceso de Desarrollo de Aprendizaje (PDA)
Students recognize and use varied narrative styles, resources, and strategies to recount Nicolas’s experience and connect it with the journey of food through the digestive system. Students communicate their observations, research, and explanations orally and in writing, organizing information about digestive organs, processes, and care in a clear sequence.
Ejes articuladores oficiales
Inclusión, Pensamiento crítico
Producto final
Classroom digestive-system model with an oral and written narrative explaining the route of food and digestive care.
Evaluacion formativa
Ver criterios y evidencias
Students narrate the route of food through the digestive system in a logical sequence and use appropriate organ names. Students organize written information about digestive organs and processes clearly, accurately, and legibly. Students explain observations from the textbook experiment and distinguish observed evidence from prior assumptions. Students contribute respectfully to group discussion and deliver an understandable oral presentation. Students revise their initial ideas using information from the reading, model, experiment, and classroom inquiry.
Materiales
Ver lista completa
Textbook, pages 127–128, Student notebooks, Pencils, Colored pencils, Textbook, pages 129–133, Student notebooks, Large cardboard sheet, Plastic bottles and bags, Plastic tubing or hose, Yellow paper, Adhesive tape, Organ name cards, Scissors, Textbook, pages 134–135, Student notebooks, Plastic bag with a seal, Banana, Crackers, Beans, lentils, or cooked meat, Water, Baking soda, Vinegar or lemon juice, Reusable cup, Tray or plate, Stocking, Textbook, pages 136–137, Student notebooks, Interview question draft sheets, Pencils, Textbook, pages 138–141, Student notebooks, Digestive-system model, Interview responses brought by students, Paper, Pencils, Colored 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.
La aventura de la comida a través del cuerpo
Semana: Semana 10 — Noviembre
Languages
Metodología: Inquiry-based learning with a STEAM approach, following the textbook project sequence.
Propósito: Strengthen students’ oral, written, and creative expression by narrating and explaining the journey of food through the digestive system. Students will use the project’s reading, observations, research, model, and classroom presentations to communicate information clearly and reflectively.
Ejes articuladores
- Inclusión
- Pensamiento crítico
| Campo formativo | Contenido | PDA |
|---|---|---|
| Languages | Narration of past and present events. | Students recognize and use varied narrative styles, resources, and strategies to recount Nicolas’s experience and connect it with the journey of food through the digestive system. Students communicate their observations, research, and explanations orally and in writing, organizing information about digestive organs, processes, and care in a clear sequence. |
| Día | Secuencia de actividades | Recursos |
|---|---|---|
| Monday | Present Nicolas’s experience as the inquiry question for the week: why could he describe his discomfort only as a stomachache, and how could he explain what happened after eating? Read the account collectively and invite students to distinguish the events that happened on Sunday and Monday, then record individually in the textbook table which organs might have hurt and what might have caused the discomfort (p. 127–128). Ask them to draw a first version of the digestive system and label only the organs they already know, preserving this draft so that it can be compared with their later understanding (p. 128). Organize a brief oral exchange in which students narrate their reasoning in sequence, listen without interrupting, and identify questions that still need investigation; note clarity, use of time markers, and willingness to revise an initial idea. | Textbook, pages 127–128, Student notebooks, Pencils, Colored pencils |
| Tuesday | Use the questions guiding the project to turn Monday’s ideas into a shared inquiry: which organs make up the digestive system, where are they located, what do they do, and what route do foods follow? Have small classroom groups examine the model instructions and materials shown in the textbook, then plan how the silhouette and labeled organs will help them explain the system to others (p. 129–130). Guide students as they assemble the model according to the printed procedure, assigning roles for reading directions, handling materials, and checking labels; keep the work within the classroom and follow the book’s sequence rather than adding unrelated construction tasks (p. 131–133). Close by asking each group to give a short oral account of the organs assembled so far and to identify one label or connection that needs checking, observing accurate vocabulary, collaborative talk, and clear explanations. | Textbook, pages 129–133, Student notebooks, Large cardboard sheet, Plastic bottles and bags, Plastic tubing or hose, Yellow paper, Adhesive tape, Organ name cards, Scissors |
| Wednesday | Invite students to predict how food changes as it travels through the body, drawing on their first diagram and the model they have begun to build. In small groups, carry out the textbook experiment using the listed foods, a sealed bag, water mixed with baking soda, vinegar or lemon juice, a tray, and a stocking; have students narrate each observed change in order and record findings in their notebooks (p. 134–135). Support careful comparison between the experiment and the digestive route represented by the model, emphasizing that the activity is a model for discussing ingestion, digestion, absorption, and excretion. Conclude with a group response to the book’s question about what happens to food and its route through the body, checking whether students support their oral explanations with observations rather than guesses. | Textbook, pages 134–135, Student notebooks, Plastic bag with a seal, Banana, Crackers, Beans, lentils, or cooked meat, Water, Baking soda, Vinegar or lemon juice, Reusable cup, Tray or plate, Stocking |
| Thursday | Shift the inquiry from the route of food to care of the digestive system by asking students what information would help someone prevent digestive illness. Use the textbook interview questions as the basis for a classroom writing workshop: students review the questions about common illnesses, possible causes, remedies, and preventive care, then draft clear questions and practice asking them with respectful tone and complete sentences (p. 136–137). Since the project places the interviews with family or community members outside the classroom, use this session to prepare the questions and explain that responses will be brought back for classroom analysis; do not conduct interviews with people beyond the classroom during this lesson. Finish by having pairs exchange drafts and check whether each question is understandable, focused, and connected to digestive health, while noting punctuation, spelling, and oral delivery. | Textbook, pages 136–137, Student notebooks, Interview question draft sheets, Pencils |
| Friday | Bring the week’s inquiry together by having small groups use the textbook’s organ table to organize each digestive organ’s general characteristics and function, then complete the process table for ingestion, digestion, nutrient absorption, and excretion (p. 138–139). Ask groups to use these records to refine their digestive-system model and prepare a concise classroom presentation that narrates the route of food, names the organs in sequence, and explains care actions supported by the information gathered; use the book’s illness, remedy, and medicinal-plant tables when relevant to the interview responses students bring to class (p. 140–141). Each group presents to classmates, who listen and offer one evidence-based question. Close by revisiting Monday’s first drawing and inviting students to describe one change in their understanding, assessing sequence, vocabulary, written organization, speaking clarity, and responsiveness to feedback. | Textbook, pages 138–141, Student notebooks, Digestive-system model, Interview responses brought by students, Paper, Pencils, Colored pencils |
Producto: Classroom digestive-system model with an oral and written narrative explaining the route of food and digestive care.
Instrumento de evaluación de contenidos, PDA y producto del proyecto:
| Criterios de evaluación | Logrado | En proceso | Falta por consolidar |
|---|---|---|---|
| Students narrate the route of food through the digestive system in a logical sequence and use appropriate organ names | |||
| Students organize written information about digestive organs and processes clearly, accurately, and legibly | |||
| Students explain observations from the textbook experiment and distinguish observed evidence from prior assumptions | |||
| Students contribute respectfully to group discussion and deliver an understandable oral presentation | |||
| Students revise their initial ideas using information from the reading, model, experiment, and classroom inquiry |
Antes de descargar
Datos, propósito y contenidos
- Strengthen students’ oral, written, and creative expression by narrating and explaining the journey of food through the digesti?
- Narration of past and present events.
Actividades, producto y evaluación
- Textbook, pages 127–128, Student notebooks, Pencils, Colored pencils, Textbook, pages 129–133, Student notebooks, Large cardboa?
- Classroom digestive-system model with an oral and written narrative explaining the route of food and digestive care.
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Preguntas frecuentes sobre esta planeación
¿Para qué grado y semanas está diseñada esta planeación?
Está diseñada para cuarto grado, la semana 10 de noviembre de 2026, dentro del ciclo escolar 2026–2027.
¿Qué metodología utiliza la planeación?
La secuencia utiliza inquiry-based learning with a steam approach, following the textbook project sequence. 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.
