Educational Project Plan: "I am Amazing"
| Component | Details |
|---|---|
| Project Name | I am Amazing |
| Grade | 1st Grade (Primary) |
| Main Issue/Problem | Students will learn about the parts of the body and create a poster with the body parts. |
| Scenario | Classroom |
| Methodology | Problem-Based Learning (PBL) |
| Articulating Axes | Inclusion, Critical Interculturality, Arts and Aesthetic Experiences, Critical Thinking, Gender Equality |
| Stage | Time | Activities | Description/Adaptation for 1st Grade |
|---|---|---|---|
| Present | 20 minutes | Reflection Circle:<br>- Ask: "What parts of your body do you know?"<br>- Show pictures of different body parts.<br>- Engage in a short story about a character discovering their body parts. | Use simple language and visuals. Encourage children to share familiar body parts. Use puppets or pictures to make it engaging. |
| Collect | 15 minutes | Prior Knowledge Brainstorming:<br>- Students share what they know about the body.<br>- Teacher records responses on a large chart or board. | Use guided questions ("Do you know your head? Your hands?") to activate prior knowledge. Support with images and physical gestures. |
| Formulate | 15 minutes | Define the Problem:<br>- Pose the question: "How can we learn about all the parts of our body?"<br>- Encourage students to express what they want to learn.<br>- Write down their ideas simply. | Use visual aids to help students understand the task. Keep the question simple: "Let's discover all the parts of our body." |
| Organize | 20 minutes | Team Formation and Planning:<br>- Divide class into small groups (3-4 students).<br>- Assign roles (e.g., speaker, artist, writer).<br>- Plan activities: drawing, labeling, discussing body parts. | Use cooperative learning. Provide templates or guided questions. Emphasize respectful collaboration and inclusion of all students. |
| Build | 60 minutes | Research & Creation:<br>- Students examine themselves or peers, pointing out body parts.<br>- Use mirrors and images.<br>- Draw and label parts on large poster or cartulina.<br>- Incorporate art: colors, decorations.<br>- Promote gender equality by encouraging every child to participate equally. | Use hands-on activities to reinforce learning. Support diverse needs with adapted materials. Foster appreciation for different cultures by including body parts from various cultural contexts if possible. |
| Verify & Analyze | 15 minutes | Self and Peer Evaluation:<br>- Students review their posters.<br>- Discuss: What did you learn? What was easy or hard?<br>- Teacher provides positive feedback. | Use simple questions to check understanding ("Can you point to your nose?"). Encourage reflection on teamwork and inclusion. |
| Share | 20 minutes | Presentation:<br>- Each group presents their poster.<br>- Students describe the body parts.<br>- Class gives applause and comments.<br>- Connect to interculturality by discussing different names or representations of body parts in various cultures. | Create a supportive environment. Celebrate each group's effort. Highlight the importance of every contribution. |
| Aspect | Implementation | Adaptations for 1st Grade |
|---|---|---|
| Inclusion | Use diverse visual aids, support with physical gestures, and encourage participation from all students. | Use accessible materials, adapt activities for different abilities, and promote peer support. |
| Critical Interculturality | Include images and discussions about body parts in different cultures, traditions, and languages. | Use simple language and visuals from different cultures to promote respect and curiosity. |
| Arts and Aesthetic Experiences | Integrate drawing, coloring, and decorating the posters. | Provide art supplies, and encourage creativity and personal expression. |
| Critical Thinking | Ask questions during each stage to stimulate curiosity and reasoning. | Use simple, open-ended questions suitable for young learners to develop thinking skills. |
| Gender Equality | Ensure all students participate equally, avoid stereotypes, and use inclusive language. | Encourage every child to contribute; highlight that all body parts are important regardless of gender. |
| Week/Days | Activities Summary |
|---|---|
| Day 1 | Present, Collect, Formulate the problem |
| Day 2 | Organize teams, plan strategies |
| Day 3 | Build posters, research, and create |
| Day 4 | Verify, analyze, and prepare for presentation |
| Day 5 | Share and celebrate learning |
| Criteria | Descriptors | Assessment Method |
|---|---|---|
| Participation | Actively involved in activities and teamwork | Observation and checklists |
| Knowledge of Body Parts | Correct identification and labeling | Teacher review of posters |
| Creativity & Art | Use of colors, decorations, and artistic expression | Rubric for aesthetics and effort |
| Inclusion & Respect | Respectful collaboration and participation | Peer and teacher feedback |
| Intercultural Awareness | Recognition of diverse representations | Discussion and reflection |
This comprehensive plan ensures engaging, inclusive, and meaningful learning experiences. It promotes critical thinking, interculturality, arts, and equality, aligned with modern educational principles and the problem-based methodology suitable for 1st-grade students.