Planeación didáctica por proyectos de primer grado — Semana 11 de noviembre 2026: La comida chatarra en mi comunidad
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Una ruta clara para llevar el proyecto «La comida chatarra en mi comunidad» al aula y adaptarlo a las necesidades de tu grupo.
Ver contexto pedagógico, adaptaciones y materiales
Esta planeación didáctica por proyectos está pensada para primer grado, Fase 3, durante la semana 11 de noviembre del ciclo escolar 2026–2027. El proyecto «La comida chatarra en mi comunidad» tiene como propósito students will use their names to identify authorship of their work while developing oral, written, and creative expression through the textbook project about junk food in their community. They will communicate observations and learning about food choices and the solar food dehydrator within the classroom. 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 writing names in the home language. Los PDA describen estos aprendizajes: students write their names and compare them with classmates’ names, using their names to indicate authorship of their work, label their school supplies, record attendance, and identify their contributions to the project. Students communicate orally, in writing, and through drawings about the junk food described in the project, the information gathered, and the classroom’s solar dehydrator observations, signing or labeling their contributions with their names. 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 name-labeled project portfolio of drawings, collage, inquiry records, and final reflection. La evaluación es formativa y considera participación, procesos, producciones y reflexión del alumnado. Se sugieren recursos como textbook, pp. 112–113, Student notebooks, White paper, Pencils, Name cards, Textbook, p. 114, Student notebooks, Food pictures or prepared cutouts, Glue, Pencils, Name cards, Textbook, pp. 115–116, Student notebooks, Pencils, Prepared survey-question prompts, Name cards, Textbook, pp. 116–118, Student notebooks, Pencils, Reference book available in the classroom, Name cards, Textbook, pp. 118–123, Student notebooks, White paper, Pencils, Classroom word bank, Name cards. 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 3.
Propósito: Students will use their names to identify authorship of their work while developing oral, written, and creative expression through the textbook project about junk food in their community. They will communicate observations and learning about food choices and the solar food dehydrator within the classroom.
Metodología: Community Project-Based Learning
Contenido
Writing names in the home language.
Proceso de Desarrollo de Aprendizaje (PDA)
Students write their names and compare them with classmates’ names, using their names to indicate authorship of their work, label their school supplies, record attendance, and identify their contributions to the project. Students communicate orally, in writing, and through drawings about the junk food described in the project, the information gathered, and the classroom’s solar dehydrator observations, signing or labeling their contributions with their names.
Ejes articuladores oficiales
Inclusión, Pensamiento crítico
Producto final
Name-labeled project portfolio of drawings, collage, inquiry records, and final reflection
Evaluacion formativa
Ver criterios y evidencias
The student writes their name legibly and uses it to identify authorship on project work. The student compares their written name with a classmate’s name by identifying at least one observable similarity or difference. The student communicates an idea about junk food, health, or the solar dehydrator through oral explanation, writing, or drawing. The student contributes a name-labeled record or reflection connected to the textbook project. The student listens to classmates and responds respectfully during classroom sharing.
Materiales
Ver lista completa
Textbook, pp. 112–113, Student notebooks, White paper, Pencils, Name cards, Textbook, p. 114, Student notebooks, Food pictures or prepared cutouts, Glue, Pencils, Name cards, Textbook, pp. 115–116, Student notebooks, Pencils, Prepared survey-question prompts, Name cards, Textbook, pp. 116–118, Student notebooks, Pencils, Reference book available in the classroom, Name cards, Textbook, pp. 118–123, Student notebooks, White paper, Pencils, Classroom word bank, Name cards
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 comida chatarra en mi comunidad
Semana: Semana 11 — Noviembre
Languages
Metodología: Community Project-Based Learning
Propósito: Students will use their names to identify authorship of their work while developing oral, written, and creative expression through the textbook project about junk food in their community. They will communicate observations and learning about food choices and the solar food dehydrator within the classroom.
Ejes articuladores
- Inclusión
- Pensamiento crítico
| Campo formativo | Contenido | PDA |
|---|---|---|
| Languages | Writing names in the home language. | Students write their names and compare them with classmates’ names, using their names to indicate authorship of their work, label their school supplies, record attendance, and identify their contributions to the project. Students communicate orally, in writing, and through drawings about the junk food described in the project, the information gathered, and the classroom’s solar dehydrator observations, signing or labeling their contributions with their names. |
| Día | Secuencia de actividades | Recursos |
|---|---|---|
| Monday | Introduce the project by inviting students to consider what foods and drinks they see people choosing in their surroundings, while keeping the discussion focused on experiences they can describe from the classroom and the book. Read the opening account of Julia together and pause to clarify how her favorite combination of chips and soda relates to the stomach discomfort described in the text (pp. 112–113). Ask students to share one observation or question, then model writing a name beside a contribution so authorship is clear. Have each student draw what they imagine may happen in Julia’s body and write their name on the drawing, providing a name card or letter model when needed. Close by inviting a few students to explain their drawings and checking whether each work is identified by its author. | Textbook, pp. 112–113, Student notebooks, White paper, Pencils, Name cards |
| Tuesday | Use the students’ drawings as a bridge to the book’s collage activity, asking what pictures might help communicate the difference between nutritious and less nutritious foods. Guide students to create an individual collage in their notebooks using available food images, then invite them to explain what their collage communicates about junk food and possible effects on health, following the activity on page 114. Before sharing, ask each student to write their name as the creator; provide time to compare name length, initial letters, or distinguishing letter forms with a partner without changing anyone’s work. Organize a classroom gallery walk in which classmates listen respectfully and identify one clear idea from a peer’s explanation. Assess whether students can identify their work and express an idea connected to the project. | Textbook, p. 114, Student notebooks, Food pictures or prepared cutouts, Glue, Pencils, Name cards |
| Wednesday | Present the survey questions in the book as a way to find out what people eat and drink and what health effects they have noticed, emphasizing that the classroom will rehearse and organize the inquiry rather than conduct research beyond the stated classroom setting. Read the survey guidance and the project agreements on pages 115–116, then form small classroom teams to practice asking one another the questions and recording responses with drawings, words, or teacher-supported writing. Have students label their own recording with their names and compare how each name is written with a teammate’s, attending to letter order and legibility. Bring the class together to identify which answers are observations and which are questions for further learning; use students’ oral participation and name-labeled records as formative evidence. | Textbook, pp. 115–116, Student notebooks, Pencils, Prepared survey-question prompts, Name cards |
| Thursday | Invite students to predict what might happen when salt is added to the soda in the book’s demonstration, then guide them through observing the illustrated procedure and its stated connection to digestion on pages 116–117. Keep the activity anchored to the text and use the book’s description to support careful, age-appropriate discussion rather than presenting the demonstration as a medical test. Students can record one observation with a drawing and a dictated or independently written caption, then sign their work to show authorship. Continue with the book’s guidance for investigating effects of excessive junk-food consumption and comparing findings in small groups (p. 118), using classroom discussion and available reference material. Conclude by asking students to state one finding clearly and check that their written or illustrated record bears their name. | Textbook, pp. 116–118, Student notebooks, Pencils, Reference book available in the classroom, Name cards |
| Friday | Return to the project’s records and ask students to use their drawings, classroom survey practice, and investigation notes to complete the book’s food reflection and sentence frame about less nutritious food and possible health problems (pp. 118–119). Support emerging writers with oral rehearsal, word banks drawn from the text, and opportunities to dictate a sentence before writing; each student should place their name on the completed contribution and compare it with a classmate’s name as a final authorship check. Then revisit the solar dehydrator project and the book’s concluding reflection, asking students to draw the dehydrator and explain how a healthy snack could support healthier eating (pp. 120–123). Close with a classroom sharing circle in which students present one learning and one agreement for preparing healthy snacks, assessing clarity of expression, meaningful use of writing or drawing, and accurate name identification. | Textbook, pp. 118–123, Student notebooks, White paper, Pencils, Classroom word bank, Name cards |
Producto: Name-labeled project portfolio of drawings, collage, inquiry records, and final reflection
Instrumento de evaluación de contenidos, PDA y producto del proyecto:
| Criterios de evaluación | Logrado | En proceso | Falta por consolidar |
|---|---|---|---|
| The student writes their name legibly and uses it to identify authorship on project work | |||
| The student compares their written name with a classmate’s name by identifying at least one observable similarity or difference | |||
| The student communicates an idea about junk food, health, or the solar dehydrator through oral explanation, writing, or drawing | |||
| The student contributes a name-labeled record or reflection connected to the textbook project | |||
| The student listens to classmates and responds respectfully during classroom sharing |
Antes de descargar
Datos, propósito y contenidos
- Students will use their names to identify authorship of their work while developing oral, written, and creative expression thro?
- Writing names in the home language.
Actividades, producto y evaluación
- Textbook, pp. 112–113, Student notebooks, White paper, Pencils, Name cards, Textbook, p. 114, Student notebooks, Food pictures ?
- Name-labeled project portfolio of drawings, collage, inquiry records, and final reflection
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Preguntas frecuentes sobre esta planeación
¿Para qué grado y semanas está diseñada esta planeación?
Está diseñada para primer 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.
