Planeación didáctica por proyectos de primer grado — Semana 11 de noviembre 2026: Mi escuela y el paisaje que la rodea
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Una ruta clara para llevar el proyecto «Mi escuela y el paisaje que la rodea» 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 «Mi escuela y el paisaje que la rodea» tiene como propósito to strengthen students’ oral, written, and creative expression while exploring the school landscape and the project’s focus on caring for insect habitats. Students will write their names to identify authorship and use them to mark their work. 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 textbook-guided project-based learning with collaborative oral and written expression. y articula principalmente el campo formativo los campos formativos de la Nueva Escuela Mexicana. El contenido central aborda writing names in the mother tongue. Los PDA describen estos aprendizajes: students write their names and compare them with their classmates’ names, using their names to identify authorship of their work and mark their school materials. Students express ideas orally, in writing, and through drawings about the project’s insect refuge and ways to care for insect habitats. 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 named drawings and written classroom commitments for the insect refuge project. La evaluación es formativa y considera participación, procesos, producciones y reflexión del alumnado. Se sugieren recursos como textbook, page 196, Notebook, Pencils, Crayons, Textbook, page 196, Notebook, Pencils, Crayons, Teacher-selected photographs, video, or anecdotes about an insect refuge, Textbook, page 196, Notebook, Pencils, Crayons, Name cards, if needed, Textbook, page 196, Student notebooks and drawings, Board, Chalk or dry-erase markers, Textbook, page 196, Notebook, Student drawings, Board, 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 3.
Propósito: To strengthen students’ oral, written, and creative expression while exploring the school landscape and the project’s focus on caring for insect habitats. Students will write their names to identify authorship and use them to mark their work.
Metodología: Textbook-guided project-based learning with collaborative oral and written expression.
Contenido
Writing names in the mother tongue.
Proceso de Desarrollo de Aprendizaje (PDA)
Students write their names and compare them with their classmates’ names, using their names to identify authorship of their work and mark their school materials. Students express ideas orally, in writing, and through drawings about the project’s insect refuge and ways to care for insect habitats.
Ejes articuladores oficiales
Inclusión, Pensamiento crítico
Producto final
Named drawings and written classroom commitments for the insect refuge project
Evaluacion formativa
Ver criterios y evidencias
The student writes their name legibly and uses it to identify authorship of a project drawing or written commitment. The student compares their written name with classmates’ names by noticing features without judging or ranking handwriting. The student explains orally how a drawing or written commitment relates to caring for insects and their habitats. The student contributes a relevant idea to the classroom presentation or discussion and listens respectfully to classmates. The student records an agreed classroom commitment connected to the project’s insect refuge.
Materiales
Ver lista completa
Textbook, page 196, Notebook, Pencils, Crayons, Textbook, page 196, Notebook, Pencils, Crayons, Teacher-selected photographs, video, or anecdotes about an insect refuge, Textbook, page 196, Notebook, Pencils, Crayons, Name cards, if needed, Textbook, page 196, Student notebooks and drawings, Board, Chalk or dry-erase markers, Textbook, page 196, Notebook, Student drawings, Board, 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.
Mi escuela y el paisaje que la rodea
Semana: Semana 11 — Noviembre
Languages
Metodología: Textbook-guided project-based learning with collaborative oral and written expression.
Propósito: To strengthen students’ oral, written, and creative expression while exploring the school landscape and the project’s focus on caring for insect habitats. Students will write their names to identify authorship and use them to mark their work.
Ejes articuladores
- Inclusión
- Pensamiento crítico
| Campo formativo | Contenido | PDA |
|---|---|---|
| Languages | Writing names in the mother tongue. | Students write their names and compare them with their classmates’ names, using their names to identify authorship of their work and mark their school materials. Students express ideas orally, in writing, and through drawings about the project’s insect refuge and ways to care for insect habitats. |
| Día | Secuencia de actividades | Recursos |
|---|---|---|
| Monday | Begin by inviting students to recall what they notice in the landscape around their classroom and which insects they have seen or heard about, keeping the discussion within the classroom setting. Read the project passage about the Mexican brown bee, its habitat, and the threats of deforestation and pesticide use (p. 196); clarify unfamiliar words through the accompanying context and ask students to explain why a safe habitat matters. Then have each student write their name in their notebook and add it to a simple drawing of an insect habitat, so the name clearly identifies the author. Close by inviting several students to describe one detail in their drawing and checking whether each name is legible and connected to its creator. | Textbook, page 196, Notebook, Pencils, Crayons |
| Tuesday | Use the textbook’s invitation to organize a group presentation with the teacher, based on videos, photographs, or anecdotes related to an insect refuge (p. 196). Within the classroom, guide students to discuss which details would help classmates understand the refuge and how the project relates to the school landscape; do not extend the activity to the wider school or community. Ask each student to contribute an oral observation and then write their name beside a sketch or brief caption representing that contribution. As students share, support clear speaking and attentive listening, and compare the written names for recognizable similarities and differences without ranking students’ handwriting. Conclude by reviewing how names show who created each contribution. | Textbook, page 196, Notebook, Pencils, Crayons, Teacher-selected photographs, video, or anecdotes about an insect refuge |
| Wednesday | Present the book’s individual drawing task as an opportunity to turn ideas about caring for insects into a visual message (p. 196). Ask students to consider the project question about what can be done to care for insects and their habitats, then draw one response in their notebooks, using details from the reading and classroom discussion rather than adding unrelated themes. Have each student write their name clearly beside the drawing to mark authorship; offer letter models or name cards when needed while preserving each child’s opportunity to write independently. Invite partners to describe what they understand from one another’s pictures, and note whether students can explain their idea orally and identify the creator from the written name. | Textbook, page 196, Notebook, Pencils, Crayons, Name cards, if needed |
| Thursday | Arrange a classroom sharing circle that follows the book’s instruction for students to share their responses and reflect on commitments that can help prevent or reduce harm to natural habitats (p. 196). Invite each student to present the drawing from the previous session, state the care action it represents, and point to the name that identifies its author. Help the group listen for ideas connected to the insect refuge and distinguish a concrete commitment from a general statement, without turning the discussion into an activity outside the classroom. Record a few student-worded commitments on the board, then ask students to explain which idea they found clear and why. Formatively observe audibility, relevance, and accurate identification of authorship. | Textbook, page 196, Student notebooks and drawings, Board, Chalk or dry-erase markers |
| Friday | Bring the week’s work together by following the book’s final instruction to write in notebooks the community agreements reached in the assembly about building an insect refuge (p. 196). Revisit the commitments recorded during the classroom discussion and support students in choosing and writing the agreed-upon ideas in age-appropriate wording, while retaining the project’s focus on protecting insect habitat. Each student should add their name as the author of the written record, then read one commitment aloud or explain it using their drawing as a prompt. Close with a brief reflection on how speaking, drawing, and writing helped the class communicate its ideas, checking legibility, name identification, and the connection between each written commitment and the project. | Textbook, page 196, Notebook, Student drawings, Board, Pencils |
Producto: Named drawings and written classroom commitments for the insect refuge project
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 of a project drawing or written commitment | |||
| The student compares their written name with classmates’ names by noticing features without judging or ranking handwriting | |||
| The student explains orally how a drawing or written commitment relates to caring for insects and their habitats | |||
| The student contributes a relevant idea to the classroom presentation or discussion and listens respectfully to classmates | |||
| The student records an agreed classroom commitment connected to the project’s insect refuge |
Antes de descargar
Datos, propósito y contenidos
- To strengthen students’ oral, written, and creative expression while exploring the school landscape and the project’s focus on ?
- Writing names in the mother tongue.
Actividades, producto y evaluación
- Textbook, page 196, Notebook, Pencils, Crayons, Textbook, page 196, Notebook, Pencils, Crayons, Teacher-selected photographs, v?
- Named drawings and written classroom commitments for the insect refuge project
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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 textbook-guided project-based learning with collaborative oral and written expression. 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.
