Planeación didáctica por proyectos de segundo grado — Semana 10 de noviembre 2026: Luces y sombras
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Tu planeación, en un vistazo
Una ruta clara para llevar el proyecto «Luces y sombras» al aula y adaptarlo a las necesidades de tu grupo.
Ver contexto pedagógico, adaptaciones y materiales
Esta planeación didáctica por proyectos está pensada para segundo grado, Fase 3, durante la semana 10 de noviembre del ciclo escolar 2026–2027. El proyecto «Luces y sombras» tiene como propósito strengthen students’ oral, written, and creative expression as they explore how light passes through different objects and how sunlight can illuminate a home. Students will use names and surnames to identify authorship and participation in their project records and classroom presentation. 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 own first and last names and those of family members, teachers, classmates, and other people in their surroundings to indicate authorship, belonging, and identity. Students communicate observations and conclusions orally and in writing about which objects allow light to pass through and which objects produce shadows, using the project’s reading, investigation, and records as evidence. 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 light-investigation record and sunlight-lamp proposal. La evaluación es formativa y considera participación, procesos, producciones y reflexión del alumnado. Se sugieren recursos como notebook, Pencil, Textbook, page 128, Notebook, Pencil, Textbook, pages 129–130, Notebook, Pencil, Three large boxes lined or painted black, Water-filled, empty, and black-painted bottles, Small toys, Modeling clay, Textbook, pages 131–133, Notebook, Pencil, Ruler or marked measuring strip, Flashlight, Small toy, Cellophane sheets in blue, yellow, and red, Acetate sheet, Black curtains or cardstock, if available, Textbook, pages 133–134, Notebook, Pencil, Colored pencils or crayons, Textbook, pages 135–137. 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: Strengthen students’ oral, written, and creative expression as they explore how light passes through different objects and how sunlight can illuminate a home. Students will use names and surnames to identify authorship and participation in their project records and classroom presentation.
Metodología: Community Project-Based Learning
Contenido
Writing names in the home language.
Proceso de Desarrollo de Aprendizaje (PDA)
Students write their own first and last names and those of family members, teachers, classmates, and other people in their surroundings to indicate authorship, belonging, and identity. Students communicate observations and conclusions orally and in writing about which objects allow light to pass through and which objects produce shadows, using the project’s reading, investigation, and records as evidence.
Ejes articuladores oficiales
Inclusión, Pensamiento crítico
Producto final
Named light-investigation record and sunlight-lamp proposal
Evaluacion formativa
Ver criterios y evidencias
The student writes their first and last name legibly on their investigation records to identify authorship. The student records observations and classifications that correspond to the objects tested in the light and shadow investigations. The student explains orally, using relevant evidence, which objects allow light to pass through and which are opaque. The student creates a labeled drawing and written proposal connected to the project question of how sunlight can illuminate Arnulfo’s home. The student listens respectfully, contributes relevant ideas, and communicates conclusions clearly during classroom discussion.
Materiales
Ver lista completa
Notebook, Pencil, Textbook, page 128, Notebook, Pencil, Textbook, pages 129–130, Notebook, Pencil, Three large boxes lined or painted black, Water-filled, empty, and black-painted bottles, Small toys, Modeling clay, Textbook, pages 131–133, Notebook, Pencil, Ruler or marked measuring strip, Flashlight, Small toy, Cellophane sheets in blue, yellow, and red, Acetate sheet, Black curtains or cardstock, if available, Textbook, pages 133–134, Notebook, Pencil, Colored pencils or crayons, Textbook, pages 135–137
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.
Luces y sombras
Semana: Semana 10 — Noviembre
Languages
Metodología: Community Project-Based Learning
Propósito: Strengthen students’ oral, written, and creative expression as they explore how light passes through different objects and how sunlight can illuminate a home. Students will use names and surnames to identify authorship and participation in their project records and classroom presentation.
Ejes articuladores
- Inclusión
- Pensamiento crítico
| Campo formativo | Contenido | PDA |
|---|---|---|
| Languages | Writing names in the home language. | Students write their own first and last names and those of family members, teachers, classmates, and other people in their surroundings to indicate authorship, belonging, and identity. Students communicate observations and conclusions orally and in writing about which objects allow light to pass through and which objects produce shadows, using the project’s reading, investigation, and records as evidence. |
| Día | Secuencia de actividades | Recursos |
|---|---|---|
| Monday | Set the project in context by inviting students to imagine Arnulfo’s daytime home, where the lack of electricity and windows made a candle necessary for illumination. Read and discuss the account in the textbook, asking students to identify who Arnulfo is, what challenge he faced, and how the sunlight lamp changed the situation (p. 128). Have each student write their first and last name as the author of a brief notebook response, then invite volunteers to explain their ideas aloud while classmates listen and ask relevant questions. Record the inquiry question, “Which objects let light pass through?” and guide students to connect their initial predictions to the project rather than treating them as final answers. Check that names are legible and that spoken contributions clearly relate to Arnulfo’s lighting problem. | Notebook, Pencil, Textbook, page 128 |
| Tuesday | Invite the class to revisit the question of what could block sunlight from entering Arnulfo’s home, then organize a collaborative brainstorming discussion based on the book’s prompt (p. 130). Ask students to state an object and explain their prediction in a complete sentence; record selected ideas with the student’s name beside each contribution so authorship is visible. Continue by examining the project materials and preparation guidance, helping teams agree on how they will keep their predictions and observations in their notebooks as the investigation proceeds (p. 129). Each student writes their name and surname on the record page and adds one predicted object, using a drawing or a short sentence. Close by having partners compare predictions respectfully and assess whether each entry identifies its author and communicates a testable idea about light. | Notebook, Pencil, Textbook, pages 129–130 |
| Wednesday | Arrange the classroom investigation around the three dark-lined boxes representing Arnulfo’s home, and direct students to follow the book’s setup and observation sequence with teacher supervision (pp. 131–133). As the teams place the bottle models and observe the objects through the small openings, prompt them to describe what they see using precise oral language, including which box appears brighter and where the toy is easiest to distinguish. Have each student record an observation under their own first and last name, then add a labeled drawing that connects the evidence to the question of which objects allow light to pass through. When the class compares observations, ask speakers to state whether they are reporting a prediction or an observed result. Formatively note clarity of speech, relevant vocabulary, readable names, and whether written records match what the group observed. | Notebook, Pencil, Three large boxes lined or painted black, Water-filled, empty, and black-painted bottles, Small toys, Modeling clay, Textbook, pages 131–133 |
| Thursday | Build on the box observations by asking teams to compare which bottle model provided the clearest interior view, complete the book’s statements, and test cellophane or acetate in place of the bottles (p. 133). Guide students to explain their conclusions aloud and to distinguish evidence from expectation; then turn to the shadow investigation, arranging the ruler, toy, and flashlight as shown in the textbook and darkening the classroom only when appropriate (pp. 133–134). Students record the distance from the wall and the shadow height in the provided table, calculate or compare differences with support, and write their names as authors of the data. Close with a short partner explanation of why an opaque object creates a shadow and whether a transparent or translucent object may still produce one, assessing accurate recording and understandable reasoning. | Notebook, Pencil, Ruler or marked measuring strip, Flashlight, Small toy, Cellophane sheets in blue, yellow, and red, Acetate sheet, Black curtains or cardstock, if available, Textbook, pages 133–134 |
| Friday | Ask students to use the week’s evidence to classify the tested objects as transparent, translucent, or opaque in the book’s table, adding extra rows when needed and placing their names and surnames on the record to show authorship (p. 135). Next, have small groups draw the object they consider suitable for helping Arnulfo make better use of sunlight and explain their choice with reference to the investigation (p. 136). Lead a classroom reflection using the book’s learning table: students state what they learned, how they learned it, and how the knowledge could be applied, then write a shared classroom agreement about which objects allow light through and which block it (p. 137). Conclude with brief group presentations that connect the drawing, written classification, and oral explanation; assess legibility, correct identification of authorship, evidence-based conclusions, and respectful participation. | Notebook, Pencil, Colored pencils or crayons, Textbook, pages 135–137 |
Producto: Named light-investigation record and sunlight-lamp proposal
Instrumento de evaluación de contenidos, PDA y producto del proyecto:
| Criterios de evaluación | Logrado | En proceso | Falta por consolidar |
|---|---|---|---|
| The student writes their first and last name legibly on their investigation records to identify authorship | |||
| The student records observations and classifications that correspond to the objects tested in the light and shadow investigations | |||
| The student explains orally, using relevant evidence, which objects allow light to pass through and which are opaque | |||
| The student creates a labeled drawing and written proposal connected to the project question of how sunlight can illuminate Arnulfo’s home | |||
| The student listens respectfully, contributes relevant ideas, and communicates conclusions clearly during classroom discussion |
Antes de descargar
Datos, propósito y contenidos
- Strengthen students’ oral, written, and creative expression as they explore how light passes through different objects and how ?
- Writing names in the home language.
Actividades, producto y evaluación
- Notebook, Pencil, Textbook, page 128, Notebook, Pencil, Textbook, pages 129–130, Notebook, Pencil, Three large boxes lined or p?
- Named light-investigation record and sunlight-lamp proposal
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Preguntas frecuentes sobre esta planeación
¿Para qué grado y semanas está diseñada esta planeación?
Está diseñada para segundo grado, la semana 10 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.
