Initial Plant Session

NATIONAL UNIVERSITY OF SANTA
SCHOOL:
INITIAL EDUCATION AND CHILDREN'S ART
TEACHER:
ALARCÒN NEIRA MARY JUANA
SUBJECT:
INTERMEDIATE PROFESSIONAL INTERNSHIP IV
STUDENT:
LOYOLA CORALES SHIRLEY
LEARNING PLANNING _ _ _ _
___________
LEARNING SESSION N° 01
“WE LEARN TO CARE FOR PLANTS”
“WE LEARN TO CARE FOR PLANTS”
1.- INFORMATIONAL DATA:
1.1. EDUCATIONAL INSTITUTION : IE “Artemio del Solar”
1.2. CLASSROOM: The Bunnies
1.3. CHILDREN'S AGE: 4 years
1.4. CLASSROOM TEACHER: Janina Zelada
1.5. PRACTITIONING STUDENT: Loyola Corales Shirley Nathaly
2.- SELECTION OF AREA, ORGANIZER, COMPETENCE, CAPABILITIES, ATTITUDES AND INDICATORS:
TECHNIQUE
S
AREA ORGANIZER COMPETENCE ABILITY ATTITUDE INDICATOR INSTRUMENT
EVALUATIO
N
Recognizes and Identify the Take the
Mention the care
SCIENCE LIVING BEINGS, values the lives characteristics initiative in
that the plant has
AND PHYSICAL of people, plants and caring
through a
ATMOSPHERE WORLD AND and animals, environment of the picture.
ENVIRONMENT the general in which animals
AL characteristics animals live and/or plants Show interest in
CONSERVATIO of its and of your caring for your
N environment, plants native environment natural
demonstrating to your and enjoy environment
EITHER l
interest in its locality. doing it.
b Yo
care and
conservation.
Yes Yes
Understand and Identify .Enjoys texts Recognize the AND T
interpret images that he characteristics R TO
messages from describing “reads” or is and elements of V
COMMUNICATIO different images various read to him plant care TO d
N READING and texts characteristics showing through
c AND
COMPREHENSI verbal messages of objects your like or pictures.
Yo
ON from their or observed dislike.
environment, characters. EITHER c
expressing N EITHER
clearly and T
spontaneously AND
your ideas.
J.
EITHER
3.- DEVELOPMENT OF THE ACTIVITY:

DIDACTIC
PHASES LEARNING PROCESS STRATEGIES TIME
RESOURCES
We present to the children through a surprise box a pot of a surprise box
withered plant, where through dialogue with the children, we will Flowerpot
MOTIVATION tell a brief story that happened with the plant. Plant 5’
Group dialogue
Yo
N The teacher will start a dialogue with the children by asking them
COLLECTION OF questions such as: What happened to the plant? What should we
Yo
PREVIOUS KNOWLEDGE do with the plant so that it is not withered? How do we take care
c
of the plants? What does the plant need to live? Group dialogue
Yo
5’
EITHER
CONGNITIVE CONFLICT
We mention to the children, through the use of a picture of the

plant, the care that a plant must have so that it can live longer, Printed
such as: not dirtying it with garbage, always watering it with drawings
Q water, planting plants, adding fertilizer and not breaking its leaves. Leaf 10’
NEW KNOWLEDGE
R . Likewise, with the help of some cards we will explain the
EITHER elements that the plant needs to live, such as: water, sun, wind and
c fertilizer. Later we mentioned the importance of plant care.
AND
Yes CONSTRUCTION OF In groups, we give the children cards so that they can identify the Cards 20’
EITHER elements and care that the plant must have. Then they will place it Leaf
LEARNING on the board, to help the little plant live longer on the planet.
On an application sheet, color and mark with an X the elements A4 10’

APPLICATION OF WHAT
and care of the plant. Colors and
YOU LEARNED
pencil
RECOUNT OF WHAT There will be a dialogue with the children through some questions:
F YOU LEARNED What did we learn today? What activities did we do? What
difficulty did they have? What did they do best? What did they like Group dialogue 5’
Yo
N METACOGNITION the most?
TO
l APPLICATION OF WHAT
YOU LEARNED TO A At home, we talk with mom and dad about caring for the plants.
NEW SITUATION
4.- THEORETICAL INFORMATION:
PLANT CARE
Plants are living beings, so they need specific love and care to develop correctly and thus look splendid and
beautiful. Many people think that having a garden is very simple and something that does not require much
dedication. But, it really is a task that takes hours of work and commitment, for this we must know how we should
care for the plants and keep them healthy.
For all plants, in general, there is care that is basic and to which we must pay close attention, these are:
Fertilize periodically or every certain season the soil or substrate where the
plant is developing. This varies depending on the species and the type of soil
and level of organic matter they need.
Take care of the soil moisture levels , that is, the frequency and flow of
irrigation. It also depends on each species and the types of requirements that
the plant has. The climate is a fundamental issue, if we live in a humid place
with a lot of rainfall it is not necessary to abuse irrigation.
Pruning is another issue to take into account. This process allows the plant to
free itself from certain parts so that it can sprout again with more strength in
the next season.
Cleaning the leaves with a damp cloth and weeding the soil is also essential as
it prevents the formation of fungi and weed growths that compete with our plant.
Transplanting is indicated in cases where it is necessary to move the plant to a larger pot due to its
notable and accelerated development.
These are the basic care to take into account when taking care of our plants and keeping them healthy.
Nature is life, it transmits tranquility, health and well-being. We must take care of it and love it, and that is why we have to teach
our children to be part of this activity.
TAKE CARE OF PLANTS:
Children can help us in the garden by giving them tasks as simple as watering the
plants or removing dry leaves . You have to let them put on gloves and get dirt on them ,
because it is important that they are fully in contact with nature, but always with an
adult next to them so as not to take risks. What is not convenient is that they use tools
for pruning and special care must be taken when fertilizing the plants, since the
products used are toxic. To motivate them even more, we can let them choose a plant
that produces flowers so that they can see the evolution from when they plant it until it
blooms.
If we don't have a garden, giving the little one a pot may be enough to motivate them to
carry out this task and see that the results will appear thanks to their efforts . We can
also create a small garden in the garden or in the planter and plant tomatoes, lettuce, peppers, peas, beans, etc. When we have to
collect everything and we can even cook with it, the children will be very proud of their work.
WHAT DO CHILDREN LEARN?

At all times it should be an educational but also fun activity so that it is not an obligation, but rather a task that they like and enjoy,
this way they will learn much faster and not get tired. We will take advantage of this situation to teach them the different plants that
exist, the responsibility we must have and the importance of taking care of them so that they survive. It is also a good time for them
to learn the need for water in plants, when to water them and how to do it.
We will explain the role played by roots, photosynthesis, pollination, how seeds germinate, etc. They will become little gardening
experts.
5.- EVALUATION INSTRUMENT:
COTEJOLIST
AREAS SCIENCE AND ENVIRONMENT COMMUNICATION
INDICATOR Mention the care that the plant has Recognize the characteristics and
through a picture. elements of plant care through
pictures.
NAMES YEAH NO YEAH NO
David x x
Jorge x x
Emily x x
Jhasuri x x
Flavius x x
Manuel x x
Junior x x
Aixa x x
Kritel x x
Juan x x
Eduardo x x
Paola x x
Teresa x x
Indira x x
Christopher x x
Enrique x x
Matias x x
Pink x x
Luana x x
Matthew x x
Julissa x x
Nicol x x
Eduardo x x
Franklin x x
Piero x x
6.- BIBLIOGRAPHY:
http://hogartotal.imujer.com/2011/07/05/como-debemos-cuidar-las-plantas
http://www.1001consejos.com/8-consejos-para-el-cuidado-de-las-plantas/
http://www.hogar.mapfre.es/jardineria/jardines/3199/tareas-ninos-jardin
7.- ANNEXES:
SOL NUB
WIE AG
ABO
“KNOWING THE LIFE CYCLE OF A PLANT”

“KNOWING THE LIFE CYCLE OF A PLANT”

TECHNIQUES
EVALUATION
Understand and Describe the Enjoy texts Mention in
interpret sequence in an that you “read” an orderly
COMPREHENSIVE READING messages from orderly or are read to manner the
COMMUNICATIO COMPREHENSIO different images manner. you life cycle of a
N N and texts of images from showing your plant through
verbal messages a story like or dislike. pictures.
from their or history,
environment, with more
expressing than four EITHER l
clearly and scenes. b Yo
spontaneously Yes Yes
your ideas.
AND T
Recognizes and Identify the Show interest Mention the
R TO
values the lives characteristics in beings plants that
of people, plants and living things you know V
and animals, environment found in the from your TO d
the general in which environment environment. c AND
characteristics animals live natural. Yo
of its and
EITHER c
environment, plants native
SCIENCE
LIVING BEINGS, N EITHER
demonstrating to your
PHYSICAL T
AND interest in its locality.
WORLD AND
ATMOSPHERE care and Take the AND
ENVIRONMENTA
conservation. initiative in J.
L
Identify the caring Recognize the
CONSERVATION life cycle of the animals life cycle of a EITHER
process and/or plants plant with
of some of your confidence.
animals and environment
plants: visit and enjoy
to the zoo, to a doing it.
farm, observe
the school
garden, the
farm.
DIDACTIC
RESOURCES
We place a surprise envelope in some corner of the classroom, and About surprise
MOTIVATION we encourage the children to find it. Stone 5’
Yo
N COLLECTION OF The teacher will start a dialogue with the children by asking them
Yo PREVIOUS KNOWLEDGE questions such as: What is it? Where have you seen it? Who made
c it? Does it have life? Group dialogue 5’
Yo Then we ask the children: What beings have life? What is the life
EITHER CONGNITIVE CONFLICT of a plant like?
The teacher presents the children with a withered and uprooted

plant; in which he tells them that this plant is dead and that one
Q day it had life; because God created plants to provide life to the
R planet. Likewise, through a story titled “The Little Seed that Became
Plant
EITHER a Flower,” we tell children about the life of a little plant, from the
c moment it is born, it grows, it reproduces (bears fruit) and it dies.
Tale
AND Then we mentioned that there are plants that live many years,
10’
Yes NEW KNOWLEDGE even longer than us, as is the case with trees.
Printed
EITHER Later we commented to the children that we are the ones who
drawings
often take the life of the plants, when we mistreat them or do not
water them; We also mention that plants have been created for the
use of man, such as: Trees (tables, chairs, furniture); Cotton
(clothing), Cocoa (chocolate), Sugar cane (sugar, chili pepper),
Medicinal and ornamental plants, etc.
CONSTRUCTION OF In groups, we invite the children to order the life cycle of a plant, Cards 20’
LEARNING through the use of cards that they will place on the flannelgraph. Flannelographe
r.
Application
APPLICATION OF WHAT On an application sheet cut, paste and order the sequence of a sheet
10’
YOU LEARNED plant's cycle. Scissors
Eraser
There will be a dialogue with the children through some questions:

F How does the life of plants begin? What happens next? When does
RECOUNT OF WHAT
Yo it end? Why do we say that it is useful for man?
YOU LEARNED Group dialogue 5’
N In this way, once the questions related to the learning session have
METACOGNITION
TO been completed, we ask the following: What did we learn today?
l What activities did we do? What difficulty did they have? What
did they do best? What do you like most?
APPLICATION OF WHAT
YOU LEARNED TO A Discuss with mom and dad the life cycle of the plant and its
NEW SITUATION usefulness for humans.
Like all living beings, the plant has a life cycle. This cycle is made up of several important stages in the growth of the plant, which
are:
BE BORN
Every plant that you have seen or that exists, the first thing it has done is be born. Being born is how the
plant begins the process of its life or life cycle. But no plant originates by itself, but is born from another
plant that becomes the mother plant. The seeds are found in the ripe fruits of the mother plant. Each
seed, if given the right conditions, will become a new plant. There are plants like ferns that reproduce by
spores, which are a type of seeds. In the same way every fern has been born from one of the spores of the
mother fern.
GROW.
From the moment the seed has germinated, the plant begins its growth. Plants grow throughout
their lives. In order to grow, plants need to be fed or nourished. The process by which plants
make their own food is called photosynthesis. To carry out photosynthesis, plants absorb water
with mineral salts that are in the soil through their roots. This mixture, called raw sap, ascends
through the stem of the plant and reaches the leaves. There, chlorophyll captures sunlight,
transforms carbon dioxide from the air, water and salts into essential foods for the plant: sugars.
As waste from this process, the plant releases oxygen.
One of the characteristics of plants is to grow throughout their lives, that is, while they are alive they continue to grow. One of the
ways to know the age of a tree, in areas that have the four seasons, is to count the number of rings on its cut trunk. Each ring
represents one year of life. This method is used to determine the age of a dead and already cut tree; It would be absurd to kill a
tree to find out its age.
BREED
As you already saw, every plant originates from another. This occurs because every plant has the
ability to give rise to other plants that are its daughters and which in turn will have daughter
plants.
But the ability to reproduce does not exist from the moment a plant is born, but from the moment it
has reached its final form and has reached the state of maturity. Each species of plant reaches
maturity in a certain time, which is why there are species of herbs, for example, that take a few
weeks while certain species of trees can take a few years until the time comes when they can reproduce.
DIE
Death is the end of a plant's life and is therefore also the last stage of its life cycle. Each
species has its own lifespan and then dies. When the plant dies, it dries or rots and its remains are used by other living beings.
When a plant dies, others, generally of the same species, occupy the empty place it left. Plants are living beings because they
complete the life cycle. Therefore plants are born, they are nourished to grow; When they reach maturity they reproduce and
after a while they die.
IMPORTANCE OF PLANTS
Plants are essential for the functioning of life as we conceive it from a human point of view. . They are responsible for the
oxygen we breathe and the food we eat.
Both healing medicines and lethal poisons are extracted from them. Many of the clothes that protect us from the cold, the soaps
that clean us, the paintings that decorate our homes or the numerous products that industry supplies have origins in vegetables.
Plants hold the soil in place and defend it against nature's erosive factors, such as rain and wind. Plants can provide us with
shade, shelter and beauty. Life on Earth would not be the same without the presence of plants.
COTEJOLIST
INDICATOR Recognize the life cycle of a plant Mention in an orderly manner the life
with confidence. cycle of a plant throughout the story.
YEAH NO YEAH NO
NAMES
David x x
Jorge x x
Emily x x
Jhasuri x x
Flavius x x
Manuel x x
Junior x x
Aixa x x
Kritel x x
Juan x x
Eduardo x x
Paola x x
Teresa x x
Indira x x
Christopher x x
Enrique x x
Matias x x
Pink x x
Luana x x
Matthew x x
Julissa x x
Nicol x x
Eduardo x x
Franklin x x
Piero x x
6.- BIBLIOGRAPHY:
https://sites.google.com/site/cienciasnaturalesunemi/contenidos/ciclo-de-vida-las-plantas
http://es.slideshare.net/VIRYUPN/como-nacen-las-plantas?next_slideshow=1
http://salonhogar.net/Salones/Ciencias/1-3/Las_plantas/Indice.htm
7.- ANNEXES:
NAME DATE:
Cut, paste and order the sequence of a plant cycle.
THE LITTLE SEED TURNED INTO A

FLOWER
ONCE THERE WAS A
LITTLE SEED THAT
LIVED IN A LITTLE
CAVE, SO DARK,
WARM AND QUIET.
ONE DAY HE HEARD

SOME KNOCKS
ABOVE HIS CAVE.
KNOCK KNOCK
KNOCK, WHO'S
CALLING? -THE RAIN.
WHAT DOES THE
RAIN WANT? - TO
ENTER HER HOUSE -
SAID THE RAIN. SO IT
GROWS BEAUTIFUL -
PASS PASS! - THE
LITTLE SEED SAID
VERY HAPPY.
“WE DECORATE OUR GARDEN BY SOWING PLANTS”
“WE DECORATE OUR GARDEN BY SOWING PLANTS”
1.1. EDUCATIONAL INSTITUTION : IE “Artemio del Solar

1.2. CLASSROOM: The bunnies
TECHNIQUES
EVALUATION
LIVING BEINGS, Recognizes and Participate in Respect Creatively
SCIENCE AND PHYSICAL values the lives care your make plant
ENVIRONMENT WORLD AND of people, plants campaigns environmen care posters.
ENVIRONMENTA and animals, enviroment. t.
L the general
CONSERVATION characteristics
of its
environment,
demonstrating
interest in its EITHER l
care and b Yo
conservation.
Yes Yes
AND T
Understand and Identify Express Recognize,
interpret images your likes through a R TO
messages from describing and dislikes picture, the V
different images several about texts need to TO d
and texts characteristics who “reads” plant plants c AND
verbal messages of objects or or is read in the
Yo
from their characters to. garden.
EITHER c
environment, observed,
expressing visually N EITHER
READING clearly and discriminating T
COMMUNICATIO COMPREHENSIO spontaneously the AND
N N your ideas. main details. J.
EITHER
Use various
Expresses materials and Make flower
spontaneously resources Take care of pots
and with half the creatively
pleasure, his appreciating materials using
emotions and the you use and recycled
EXPRESSION feelings, possibilities respect the material.
AND through plastic, that agreed
ARTISTIC dramatic or allows in its standards
APPRECIATION musical expression. for its
language that execution:
allows greater respect
creation and order and
innovation. cleanliness,
lend your
materials,
not
stains the
partner's
clothes, etc.
DIDACTIC
RESOURCES
We present the children with a puzzle about the little plant in
Puzzle
MOTIVATION which they will have to put it together and discover it. 5’
The teacher will start a dialogue with the children by asking them
Yo questions such as: What is it? Where have you seen it? What are
N plants for?
COLLECTION OF After collecting previous knowledge with the children, the teacher
Yo
PREVIOUS KNOWLEDGE will ask the children again: Why do we plant plants? What do we
c
CONGNITIVE CONFLICT use to plant a plant? How do we take care of the plants? Group dialogue
Yo 5’
EITHER
We mention to the children through images presented in the

following map: the importance of planting seedlings in the garden
Q and the care and protection that must be taken to preserve them.
R We also present the materials that we will need to plant seedlings.
EITHER
10’
c NEW KNOWLEDGE
AND SOWING PLANTS
Yes
EITHER IMPORTANCE CARE MATERIALS
The economic value of plants comes from the products extracted CONTAINER
from them, such as wood, raw materials, organic and medicinal LIGHT
substances.
WATER
FERTILIZATION LAND
The aesthetic and recreational value of plants improves our quality
of life, giving us spaces to rest or stimulate the senses.
WATER
The ecological value of plants is fundamental, because in addition

to providing us with oxygen, they act as filters for air and water
pollutants, protect and fertilize the soil, regulate temperature,
reduce global warming and are the base of the food chain. .
OTHER MATERIALS
We invite the children to make their flower pots using empty milk tin jars
cans, seeds and soil. Later we will decorate our flower pots with Seeds
CONSTRUCTION OF the use of tempera paints, colored papers, etc. and finally we will Land
20’
LEARNING place them outside the classroom. Tempera
Various roles
Through the use of a surprise envelope, we designated three About surprise
groups according to the geometric figures (triangle, circle and Geometric
APPLICATION OF WHAT
square), for the production of posters using recycled material; figures 10’
YOU LEARNED
which help us raise awareness in children about the conservation, Recycled
protection and care of plants. material
Group dialogue 5’
YOU LEARNED What are plants for? Why do we plant plants? What do we use to
F METACOGNITION plant a plant? What does a plant need to live? How do we care for
Yo plants?
N In this way, finishing the questions related to the learning session,
we ask the following: What did we learn today? What activities
TO did we do? What difficulty did they have? What did they do best?
l What did they like the most?
APPLICATION OF WHAT
YOU LEARNED TO A At home he talks with mom and dad about what he did in the
NEW SITUATION garden.
IMPORTANCE OF PLANTS
From ancient times to the present, humanity has depended on plants. Products are obtained from them to
satisfy the needs of food, housing, energy, health, clothing and aesthetics. The interest in plants has
allowed us to better observe their characteristics and make greater use of them. Plants have notable
economic, aesthetic and recreational value, but above all ecological:
The economic value of plants comes from the products extracted from them, such as wood, raw materials, organic and medicinal
substances.
The aesthetic and recreational value of plants improves our quality of life, giving us spaces to rest or stimulate the senses.
The ecological value of plants is fundamental, because in addition to providing us with oxygen, they act as filters for air and water
pollutants, protect and fertilize the soil, regulate temperature, reduce global warming and are the base of the food chain. .
BASIC CARE OF PLANTS
Caring for a plant is not as complicated as it is sometimes believed, you just need to follow these practical tips and you will see how
the results are surprising.
LIGHT:
Plants should receive an adequate amount of light per day. Most plants require bright light, but that
does not mean that the sun's rays should fall directly on the plant. It is advisable to arrange the plants
according to the light requirements of each one, since there are plants for shade and others for light.
WATER:
Water regularly, without overwatering. Watering plants helps in their growth and keeps them healthy, to protect them from diseases
and damage caused by insects.
When transplanting, watering should be thorough, to allow the plant to dry out. Once transplanted, it must be watered again. For
large areas, you may need to use a sprayer.
The ideal is to water the plants in the morning or afternoon, when the sun's rays are not as intense.
FERTILIZATION:
Like all living things, plants must receive nutrients to survive. In addition to light and water, a regular diet of minerals and other
elements is needed; even when the land is in very good condition. Grass, flowers, trees and even weeds compete to absorb nutrients.
By regularly applying some type of special fertilizer, you are replenishing those nutrients, so the plants can continue to grow and
produce foliage, flowers and fruits.
PEST CONTROL:
It is important to regularly check the plants to prevent weeds, insects, animals and diseases from emerging and proliferating. These
reviews allow us to detect any pest problem in time and combat it in a timely manner.
WHAT MATERIALS DO YOU NEED TO GROW A PLANT?
Whether you are an experienced gardener or a beginner, the basics of gardening are the same. Plants have simple needs: light, air,
fertile soil and water. To grow a plant correctly you must balance these resources carefully. The best way to do this is to create a
controlled environment that you can adjust to keep your plant happy and help it grow tall. Fortunately you can create that
environment with just a few materials.
CONTAINER:
Start with an appropriate pot or seed tray. Choose a size that fits your silver. If you want to
start from seed choose a small pot and move your plant later to a larger pot. Plants have
large root systems underground, so your container should be much larger than the base of the plant. Choose a container that is
wider than the outer leaves of your plant. Drainage holes in the bottom of the container are important because they allow excess
water to flow out of the soil.
LAND:
Good quality soil is high in the nutrients that the plant requires. Instead of using soil from your
garden, which may be nutrient-poor and contain weed seeds, purchase a potting soil mix, available at
any garden center. There are several types of soil, all designed for different types of plants, but as a
general rule basic soil will suffice.
WATER:
Irrigation is the most important, and most dangerous, part of plant care. These need water to
grow, but too much water can drown them. When plants are in their seed or seedling stage
check daily to make sure the soil does not dry out. Add enough water so the soil is moist, but
not soggy. When the plants are larger you should water them when the soil feels dry to the
touch. When the soil is dry add enough water so that it begins to drain at the bottom. This
fills the pot with enough water to last at least a few days.
OTHER MATERIALS:
Gardeners generally recommend fertilizing plants once they begin to grow rapidly. Some require
frequent fertilization, while others only need it occasionally. Find out from your garden center about
the correct balance for your plant. You may need a shovel or small trowel if you are growing your
plants outside, shears for pruning roses and other woody plants, and gardening gloves to protect
your hands. These are all useful supplies but are not necessary for your plant to grow.
COTEJOLIST
INDICATOR Creatively make plant care posters. Make flower pots creatively using
recycled material.
YEAH NO YEAH NO
NAMES
David x x
Jorge x x
Emily x x
Jhasuri x x
Flavius x x
Manuel x x
Junior x x
Aixa x x
Kritel x x
Juan x x
Eduardo x x
Paola x x
Teresa x x
Indira x x
Christopher x x
Enrique x x
Matias x x
Pink x x
Luana x x
Matthew x x
Julissa x x
Nicol x x
Eduardo x x
Franklin x x
Piero x x
6.- BIBLIOGRAPHY:
http://www.juntadeandalucia.es/educacion/webportal/ishare-servlet/content/40868cff-3c14-41a2-a451-
f21e035b9b83 .
http://reservaeleden.org/plantasloc/alumnos/manual/03e_importancia.html
http://www.nosotros2.com/mujer/025/articulo/4333/los-cuidados-basicos-de-las-plantas
http://www.ehowenespanol.com/materiales-necesitas-cultivar-planta-lista_340001/
http://www.waece.org/webpaz/blocks/amornaturale.htm
7.- ANNEXES:
“LET'S CREATE OUR HERBARIUM”
“LET'S CREATE OUR HERBARIUM”

TECHNIQUE
S
EVALUATIO
N
Recognizes and Identify the Take the Describe the
values the lives of characteristics initiative in characteristics
people, plants and and caring of the plants in
animals, environment of the your
LIVING BEINGS, the general in which animals environment
SCIENCE PHYSICAL characteristics of animals live and/or plants with
AND WORLD AND its environment, and of your confidence.
ATMOSPHERE ENVIRONMENTA demonstrating plants native environment
L interest in its care to your and enjoy EITHER l
CONSERVATION and conservation. locality. doing it.
b Yo
Yes Yes
AND T
R TO
Creatively Show interest

V
build objects in beings Creatively make TO d
simple based living things a herbarium. c AND
on their own found in the Yo
interests and environment EITHER c
objectives natural..
N EITHER
previously
fixed.
T
AND
J.
EITHER
Establishes Identify Enjoy doing Discriminate
relationships of similarities logical similarities and
NUMBER similarity and and activities differences of
AND difference differences mathematics plants using
RELATIONS between people in people and through play graphic
and objects. and material.
objects according other daily
to their activities.
MATH characteristics Groups people, Classify plants
with safety and objects and according to a
enjoyment. geometric property.
shapes with
one or two
attributes,
verbalizing the
criterion of
group.

DIDACTIC
RESOURCES
We present the children with a magic box, in which the child will
magic box
Yo MOTIVATION discover what is inside the magic box. 5’
N
Yo The teacher will start a dialogue with the children by asking them
COLLECTION OF questions such as: What was in the magic box? What shapes do
c
PREVIOUS KNOWLEDGE the leaves have? What colors are the leaves, plants?
Yo
Group dialogue
EITHER 5’
CONGNITIVE CONFLICT
The teacher will introduce the children to different types of leaves,

Q flowers, roots and stems; where children will classify the leaves, Collected plant
10’
R NEW KNOWLEDGE flowers, stems and roots of different shapes, colors, sizes, parts
EITHER thicknesses and textures in order to create our herbarium.
c
AND The children will select the material collected from the visit to the
Yes park. We also tell the children how to prepare the herbarium. colored paper
CONSTRUCTION OF
EITHER Later we recognize the sounds of significant words such as: 20’
LEARNING
Flowers, Stem. Leaf and Roots through the use of colored hands.
APPLICATION OF WHAT As a group we make our herbarium with the children. colored paper
10’
YOU LEARNED Eraser
Group dialogue 5’
What did we learn today? What activities did we do? What
F YOU LEARNED difficulty did they have? What did they do best? What do you like
Yo METACOGNITION most?
N
TO APPLICATION OF WHAT
l YOU LEARNED TO A At home we collect dry leaves and make our leaf herbarium.
NEW SITUATION
THE HERBARIUM
To learn about the plants of the environment there is no better direct method than forming a herbarium. Creating a
herbarium involves searching for plants, collecting them, pressing them, drying them, and assembling them. This activity
allows people to become familiar with the diversity of shapes, colors and textures of plants, as well as the differences
between each species.
WHAT IS A HERBAL?
It is a collection of plants intended for botanical studies. Each specimen is a plant that has been dried, pressed, mounted
and properly identified.
WHAT IS YOUR FUNCTION?

Learn about local, regional, national and international plants.
Conserve specimens of endemic and endangered plants.
Formally and informally educate people about the importance and diversity of plants.
COLLECTION TECHNIQUES
The specimens that will be collected depend on the objectives of the project; That is, if it is a herbarium of medicinal plants,
only those that fall into that category will be collected, for example, fragrant avocado, donkey grass, skunk epazote, etc. To
collect plants, you need a series of utensils and materials for field work. He equipment is
simple:
botanical press
Corrugated cardboard
News paper
Dryer
Scissors
Machete
large plastic bags
Notebook
Pencil (never a pen, because in case of rain the ink will be erased)
WHEN COLLECTING A PLANT IT IS VERY IMPORTANT TO MEET THE FOLLOWING REQUIREMENTS:

1. Collect only the specimens that will be used.
2. The collected plants must have leaves, stems, and flowers or fruits in good condition, since these structures are
what are used to identify the species. However, for ferns and orchids it is necessary to collect them with the root.
3. The collected specimens must have a size of 30 cm. If the plants are very large, they should be divided into
three parts to fit this measurement. Otherwise, if the plants are very small, several specimens must be collected.
4. The number to collect varies from three to five samples per species, depending on the interest of the
herbarium.
5. Each collected specimen will be assigned a hanging tag that will bear the collection number. This number
must match the notes made in the field notebook.
6. In the case of ferns and orchids, as much soil as possible should be removed from the roots.
7. If the specimens are not pressed immediately, use large plastic bags and place them in them, trying to keep the
bag closed, in order to maintain high humidity inside, this will prevent the plants from wilting.
8. Write down the following data for each plant:
Plant number
Common name of the plant
Name of collector
Location where it was collected
Collection date: day, month and year
Indications about the place (climate, altitude), ecology of the plants, color of the flower, fruit,
types of leaves and stem, type of soil, type of vegetation (forest, jungle, acahual, etc.)
9. The collected material should be pressed as soon as possible, preferably on the same day of collection.
10. The pressing of the plant must be as close to its natural state as possible, following the arrangement of
the stem. with its leaves, flowers and fruits.
THE PRESSING
The objective of pressing is that the plants eliminate water, are preserved without losing
their main characteristics and their appearance is as similar as possible to what they have
in nature.
Preparation of the press
It is very easy to do and low cost. The only thing you need are some thin strips of wood approximately 5 cm wide, with
which you can make a pair of 43 x 30 cm trellises. The pressure given to the press is achieved with a pair of straps or
ropes.
The pressing technique

The collected plants will be placed on half of a sheet of newspaper. This point is very important, since pressing the
specimens will give a good assembly quality; Destroying important elements for identification should be avoided. Let us
remember that when pressing, the direction of all parts of the specimen must be respected (stems, leaves, flowers, fruits).
Most leaves will also be accommodated with the top facing up and some with the underside visible.
The newspaper sheet will be accompanied by the collection data for each plant. When placing the samples in the press it is
advisable to follow this sequence:
News paper
Plant
News paper
DRYING
Once the plants have been pressed, they will be dried at a temperature between 35ºC and 45ºC. The drying period varies
between 18 hours to four days depending on the species, for this reason it is necessary to continually check and change the
newspaper, since some plants such as orchids or cacti are very fleshy and have a greater amount of water.
Preparation of the dryer
The dryer is a wooden box 150 cm long by 70 cm wide and about 100 cm high. A mesh is placed inside this box that will
serve as a support for the presses. The heat source will be obtained from two rows of lights located below the mesh.
THE MONTAGE
Once the plants are dry, we move on to assembly. To do this, it is very

important to follow the following order: glue, sew, tape and place the
collection sheet.
Assembly technique
1. The assembly will be carried out by gluing the plant harmoniously

on a 28 x 40 cm white cardboard.
2. The best side of the specimen is chosen to show it. This must have
all the characteristics (stem, leaves, flowers and/or fruits) and the lower right part of the cardboard is left free to
place the collection token.
3. The hidden flowers and fruits are revealed by removing the leaves and placing them in an envelope along with
any other loose structures.
4. Both sides of the leaves are shown, if necessary a leaf is detached and turned over. You can also place one of the
sheets in an envelope.
5. Once the plant is glued, the thickest part of the specimen is sewn and other stitches are made at the ends.
6. Finally, adhesive tape is placed on the stitches so that the thread is not visible.
herbarium label
To finish the assembly, a label is placed with all possible field data, since
this will allow good identification of the specimen. The file must have
the following information:
Name of school
Collection number
Collection date
Location
Municipality
Name of collector
determined
Scientific name
Family
Common name
Soil and use
Altitude
biological form
Plant Description
Plant use
COTEJOLIST
AREAS SCIENCE AND ENVIRONMENT MATH
INDICATOR Describe the characteristics of the Classify plants according to a property.
plants in your environment with
confidence.
David x x
Jorge x x
Emily x x
Jhasuri x x
Flavius x x
Manuel x x
Junior x x
Aixa x x
Kritel x x
Juan x x
Eduardo x x
Paola x x
Teresa x x
Indira x x
Christopher x x
Enrique x x
Matias x x
Pink x x
Luana x x
Matthew x x
Julissa x x
Nicol x x
Eduardo x x
Franklin x x
Piero x x
6.- BIBLIOGRAPHY:
http://mamastiempocompleto.blogspot.com/2013/05/como-preparar-un-herbario.html
http://reservaeleden.org/plantasloc/alumnos/manual/07a_el-herbario.html
http://hacemosunherbario.blogspot.com/p/conclusion.html
7.- ANNEXES:
MOLDS TO MAKE HERBARIA (LEAVE SHAPES)
“LET'S MAKE OUR ECOLOGICAL ORNAMENT”

“LET'S MAKE OUR ECOLOGICAL ORNAMENT”

TECHNIQUES
EVALUATION
Recognizes and Creatively Respect and Create your
SCIENCE LIVING BEINGS, values the lives build objects take care of ecological
AND PHYSICAL of people, plants simple based the elements ornament
ATMOSPHERE WORLD AND and animals, on their own of the creatively,
ENVIRONMENT the general interests and natural using recycled
AL characteristics objectives environment, material.
CONSERVATIO of its previously as a form of
N environment, fixed. preserve
demonstrating human life. EITHER l
interest in its
b Yo
care and
conservation.
Yes Yes
AND T
COMPREHENSIVE Spontaneously Describe, Expresses Name the uses R TO
COMMUNICATIO expresses their name and himself freely of plants in a
V
N EXPRESSION needs in their narrate in a and clear and
TO d
AND ORAL native language, way spontaneously simple way.
COMPREHENSI feelings, desires, simple some c AND
ON ideas and features, Yo
experiences, usefulness of
EITHER c
listening and objects, living
demonstrating beings and
N EITHER
understanding situations. T
of what other AND
people say. J.
EITHER
DIDACTIC
RESOURCES
We placed a pot with a flower in a corner of the classroom so that
glove puppet
with the help of the Puppet called “Juancito”, we can find it and
flower pot
MOTIVATION start a conversation. 5’
Yo
COLLECTION OF The teacher will start a dialogue with the children by asking them
N
Yo questions such as: What is it? What is it for? Where have you seen
PREVIOUS KNOWLEDGE
c it? What decorations do we know?
Yo Group dialogue
5’
EITHER
CONGNITIVE CONFLICT
We provide children with various decorations so that they can

manipulate the material and learn about the existence of
decorations for home, work, Christmas and the environment. We Various
10’
Q NEW KNOWLEDGE also introduce the children to ecological decoration, then we ornaments
R explain the importance of having it for the well-being of our
EITHER planet.
c We provide the children with the material to use, we explore it, Sawdust
AND CONSTRUCTION OF and we know its usefulness. Nylon stocking
10’
Yes LEARNING Birdseed
EITHER APPLICATION OF WHAT We make our ecological ornament with the children with the help Nylon stocking
20’
YOU LEARNED of the teacher. Moving eyes
Group dialogue 5’
F YOU LEARNED What ornaments do we have? What is an ecological ornament for?
Yo METACOGNITION How is an ecological ornament made? What does it need to live?
N What did we learn today? What activities did we do? What
TO difficulty did they have? What did they do best? What did they like
the most?
l APPLICATION OF WHAT
YOU LEARNED TO A At home, with mom and dad, we make an ecological decoration
NEW SITUATION for the garden.
ECOLOGICAL ORNAMENTS
We have it for Christmas, for those who only do it because they like to decorate
the house in a different way once a year
The idea for these holidays is, if you are going to buy something, do so as a responsible consumer and purchase it
locally and from a small entrepreneur (this way we know that our money goes into the hands of a worker and not to
a multinational.) And if you prefer, Get to work and use everything we have at our disposal to put our tree to the
nines with these ideas that I give you.
Natural
Ornaments made with logs, a ribbon and the design you like the most:
With cinnamon sticks, rope, walnuts or almonds and voila:
For example, using fruits, slices of apples, lemons, oranges or tangerines dried in the sun or in the oven.
Another option for making decorations is to use pine cones,
decorated eggshells or dry branches, add a little glue, colorful
ribbon and good taste and that's it.
EDIBLE DECORATIONS
The famous gingerbread cookies, like in Shreck, are another alternative. They don't just have to be in the shape of a little man,
they can be stars, bells, moons, whatever you want. You decorate them with different colored
icing, add sprinkles and hang them with some baby ribbon.
RECYCLED
With CDs: cut them into the shape you want, cover them with wrapping paper, paint them with
non-toxic paint or with Christmas messages. Using Christmas cards from previous years is
another classic.
Decorate them with old light bulbs, paint them, dress them with pieces of fabric, turn them
into snowmen or group them in various colors in the form of a central wreath for the tree.
With reused circuits or, if you know how to work with glass fusion, look at these:
HOW TO MAKE A GRASSHEAD MR.

Also known as Loco Lope, Mr. Grass Head was a decorative element that was all the rage in the 80s. Today we will learn
how to make this original object, ideal to give to a child or a nostalgic friend.
WHO IS CRAZY LOPE?
Mr. Grass Head, also known as Loco Lope, was a very nice accessory that we met in the 80s and 90s, and when he went
out of style, we stopped seeing him with the same speed with which he appeared. Still, he left his mark on the hearts of the
nostalgic.
It is an element that can be very useful for teaching children about the
development of vegetation, educating them in learning simple techniques,
responsibilities and enjoyment of nature.
Its operation is simple. It is a type of waterproof bag or fabric, shaped like a

head, that contains soil with grass, grass or grass seeds. By placing this "head" on
a plate of water, or watering it periodically, the seeds will germinate and the
green grass will grow like hair.
We are going to make our own Mr. Grass Head or Loco Lope, and it will undoubtedly be a good gift for children or for that
nostalgic friend who lives off the memories of that golden era.
STEPS TO MAKE MR. HEAD OF GRASS

 To make Mr. Grass Head , we will need an old disused nylon stocking. We will use the leg part to achieve the desired
effect, since the toe has a seam that will be unaesthetic. We will cut out the thigh area of the unused stocking, and we will
open it lengthwise to obtain a straight plank. Then, we will spread it on the table and prepare a deep container, such as a
cup or a deep and relatively small bowl.
 With the stocking stretched out on a flat surface, in the center of this rectangle of stocking we will sprinkle a little
prepared soil (or ready soil, which we can buy in small bags in general stores or in nurseries and florists). It should be very
little soil, less than half a centimeter thick.
 Then, we will sprinkle canary seed or grass seeds on this soil, so that the nascent leaves can peek through the fine tissue of
the base material. Next, we will place a good amount of prepared soil on the seeds. At this moment, carefully, we will close
the stocking in the shape of a ball or oval, helping us with the cup so that it retains this shape.
 Once we have obtained a size that seems appropriate to us, we will close the stocking so that it maintains a ball shape,
using a needle and thread. Next, we will remove the oval from the cup, and leave this seam facing down.
 To complete the face or shape of our Loco Lope , we will use our imagination.
For example, we can create a support with an aluminum can, plastic, or some
suitable, waterproof container, which we can decorate with fabric, modeling
putty, cold porcelain, or something else. This will give good support to the
work.
 We can also place a pair of fun plastic eyes with universal adhesive, and add
ears, mouths and noses, as well as mustaches and beards, of different shapes
and sizes, which we will mount on pins or pins.
 All that remains is to give this object as a gift, instructing the recipient to
place water on it appropriately, either by spraying it or placing the liquid on
the base. In a few days, the doll will germinate and its green hair will grow.
 In this way, the child can entertain himself by giving different gestures and expressions to his Mr. Grass Head, and our
nostalgic friend can remember the 80s with a homemade Loco Lope that will flood him with memories.
COTEJOLIST
INDICATOR Create your ecological ornament Name the uses of plants in a clear and
creatively, using recycled material. simple way.

David x x
Jorge x x
Emily x x
Jhasuri x x
Flavius x x
Manuel x x
Junior x x
Aixa x x
Kritel x x
Juan x x
Eduardo x x
Paola x x
Teresa x x
Indira x x
Christopher x x
Enrique x x
Matias x x
Pink x x
Luana x x
Matthew x x
Julissa x x
Nicol x x
Eduardo x x
Franklin x x
Piero x x
6.- BIBLIOGRAPHY:
http://www.alternativa-verde.com/2011/11/09/muchos-adornos-ecologicos-para-el-arbol-de-navidad/
http://hogar.comohacerpara.com/n5865/como-hacer-un-senor-cambio-head-de-pasto.html
http://lasmanualidades.imujer.com/2010/11/12/como-hacer-un-muneco-con-cabello-de-cesped
7.- ANNEXES:
“KNOWING THE PLANTS OF MY COMMUNITY”
“KNOWING THE PLANTS OF MY COMMUNITY”
TECHNIQUE
S
EVALUATIO
N
LIVING BEINGS, Recognizes and Identify the Take the Mention the
PHYSICAL values the lives of characteristics initiative in types of plants
WORLD AND people, plants and caring that you know
ENVIRONMENTA and animals, environment of the from your
L the general in which animals environment
CONSERVATION characteristics of animals live and/or plants clearly.
SCIENCE AND its environment, and of your EITHER l
demonstrating plants native environment b Yo
ENVIRONMENT
interest in its care to your and enjoy Yes Yes
and conservation. locality. doing it.
AND T
R TO
V
Creatively Creatively make TO d
build objects Show interest an ornamental c AND
simple based in beings plant. Yo
on their own living things
EITHER c
interests and found in the
objectives environment
N EITHER
previously natural.. T
fixed. AND
J.
EITHER

DIDACTIC
RESOURCES
We present the children with a riddle about the plant, in which
Riddle
Yo MOTIVATION they will have to discover what it will be. 5’
N
Yo The teacher will start a dialogue with the children by asking them
c COLLECTION OF questions such as: What is it? Where have you seen it? , What does
the plant need to live?, What are plants for? What plants do you Group dialogue
Yo PREVIOUS KNOWLEDGE
EITHER CONGNITIVE CONFLICT know? 5’
We introduce children to the various types of plants that exist

such as: industrial, medicinal, food and ornamental. We also
indicate its importance and usefulness for our planet and human Various plants
Q beings. Later we encourage the children to explore them; Album
10’
R NEW KNOWLEDGE discovering their textures, thickness, shapes, smells, etc. Printed
EITHER We also recognize the names of plants that begin with the vowel drawings
c “A”, as well as providing an album about the vowel “A”, so that
AND children can interact with other images.
Yes We encourage children, through the use of puzzle cards, to
EITHER CONSTRUCTION OF identify, search and recognize the vowel “A” in images. Puzzle 20’
LEARNING Later, through the use of surprise envelopes, we will observe the surprise
types of plants and identify ornamental, medicinal, food and envelopes
industrial plants, which we will then place in a pile face down.
Likewise, each child will take one out and will have to recognize
and say what that plant was used for.
APPLICATION OF WHAT We made with the children a small ornamental plant for our Recycled
10’
YOU LEARNED garden through the use of recycled material. material
There will be a dialogue with the children through some questions:

What are plants used for? What are the plants that cure us of
F RECOUNT OF WHAT diseases? What are the plants that give us food? What are the
Yo YOU LEARNED industrial plants? What are the names of the plants that serve as Group dialogue 5’
N METACOGNITION decoration?
TO What did we learn today? What activities did we do? What
l difficulty did they have? What did they do best? What did they like
the most?
APPLICATION OF WHAT
YOU LEARNED TO A At home we identify and cut out the vowel “A” in magazines and in
NEW SITUATION the names of the types of plants known in the garden.
PLANTS TYPES
Plants provide different uses to human beings and according to these they have been classified into:
Food
Medicinal.
Ornamental.
Industrial.
FOOD PLANTS:
They are what we use to nourish ourselves and feed ourselves like Cereals:
Rice.
Wheat.
Rye.
Vegetables:
Lettuces.
Tomato.
Chard.
Legumes:
Vetch.
Bean.
Broad beans.
Fruit:
Pineapple.
Peach.
Banana.
MEDICINAL PLANTS:
They give us relief or cure some type of ailment such as:

Melissa.
Lemon verbena.
The cedron
The chamomile.
They are also used to extract medicines such as dragon's blood that heals wounds or quinoa that is used to
combat malaria.
ORNAMENTAL PLANTS:
They are used to decorate parks, gardens and home interiors.
The cultivation of plants such as:
Roses.
Sunflowers.
Orchids.
It has allowed Ecuador to expand its market by selling them to other countries such as the United States, Holland,
Russia, among others.
INDUSTRIAL PLANTS:
Raw materials are obtained from them for the production of fabrics such
as:
Cotton fibers.
Linen.
Cabuya.
From other industrial plants we obtain essences to make delicious perfumes, from the rubber tapper we obtain
latex to manufacture rubber articles such as tires; of timber plants such as:
Pine tree.
Laurel
Mahogany.
Plants not only serve to feed us or beautify parks and gardens, but they also provide medicine to alleviate any ailment.
According to the usefulness of the plants, we can classify them into:
1. Industrial Plants: These are those that provide material for the production of objects useful to man such as rubber,
with which tires are made, wood, to make doors and furniture; cotton to make threads and fabrics; resins, to make
rubber, etc.
2. Ornamental Plants: These plants are the ones that are used to decorate our house, school, parks, gardens, avenues,
ovals, etc. They have various shapes, sizes and colors that attract the attention of passers-by.
3. Medicinal Plants: There are many plants that serve to alleviate certain ailments, these are known as medicinal plants
and in Peru we have many of them but we still do not know how to take advantage of them.
Within them we have:
 Chamomile: relieves stomach pains and headaches.

 Plantain: it is a varicose vein healing and acne anti-inflammatory.
 It is also applied with washes to reduce foot swelling.
 Matico: relieves throat discomfort.
 Tara or Taya: also reduces inflammation of the tonsils.
DID YOU KNOW:
The cinchona tree is the one found in our national coat of arms. This is due to its
importance in medicine, since it served to combat the great malaria epidemic.
It is also used in the preparation of medicine for cardiac treatment, fever, colds and
muscle cramps. It is currently in danger of extinction.
COTEJOLIST
AREAS SCIENCE AND ENVIRONMENT
INDICATOR Mention the types of plants that you Creatively make an ornamental plant.
know from your environment clearly.

David x x
Jorge x x
Emily x x
Jhasuri x x
Flavius x x
Manuel x x
Junior x x
Aixa x x
Kritel x x
Juan x x
Eduardo x x
Paola x x
Teresa x x
Indira x x
Christopher x x
Enrique x x
Matias x x
Pink x x
Luana x x
Matthew x x
Julissa x x
Nicol x x
Eduardo x x
Franklin x x
Piero x x
6.- BIBLIOGRAPHY:
http://ccnnclasf.blogspot.com/2013/01/clasificacion-de-las-plantas-por-su.html
http://rayitodecolores.blogspot.com/2011/11/utilidades-de-las-plantas.html
7.- ANNEXES:
It is a living being
What eats, breathes
But he doesn't speak
that holds
Without having feet, guess what it is.

TO VIÒN ALA OSO
A BEJ A ANA
CHAMOMILE COTTON ORANGE
DAD PINK SUNFLOWER

PEDAGÒGICOSM
OMENT
MUSICAL TIME
NAME OF THE ACTIVITY: “I love to sing”

AGE: 4 years
CLASSROOM: The Bunnies
TIMING: 59 Min
SELECTION OF AREA, ORGANIZER, CAPACITY, ATTITUDE, AND INDICATOR:
AREA ORGANIZER ABILITY ATTITUDE INDICATOR
Enjoy singing,
dancing, playing He expresses
Use your body,
instruments, himself DEVELOPMENT
voice, and gesture
OF THE COMMUNICATIO EXPRESSION AND dramatize, listen spontaneously ACTIVITY:
as expressive
N ARTISTIC to music with his
supports for
COMPREHENSIVE APPRECIATION and express classmates, using
communicate
through the his body, voice
through music.
plastic arts and gesture.
his inner world.
METHODOLOGICAL STEPS STRATEGIES MATERIALS TIME
ASSEMBLY OR START: We
gather the children in a circle
sitting on the floor and together
with them the rules of conduct,
the rules for the good use of the Participatory dynamics  Tambourine 3 min.
material and active
participation for the good
execution of the musical
activity will be established.
EXPLORATION: We place a
surprise box in some corner of
the classroom, inside which
there will be a cassette or CD,
and we invite a child to look for
said box. We will also tell them
that when they open it we will
find a song, and that to the beat
of the song All the boys and
girls will move their bodies  Surprise box.
singing very loudly. Then the  CD
teacher will emphasize that we Song  Your own body 10 min.
can also make sounds with the
body and will encourage the
children to make spontaneous
sounds with the parts of their
body.
MUSICAL EXPRESSION: With

ANNEXES
SONG:
The centipede is a very rare creature
It looks like three bugs tied together.
I look at it and I remember a train
I count the legs and get up to one hundred.
The centipede is a very rare creature
It looks like three bugs tied together.
I look at it and I remember a train
I count the legs and get up to one hundred. (Bis)

LITERARY MOMENT
Interacting with children, forming a centipede
NAME OF THE ACTIVITY: “I like stories”
AGE: 4 years
CLASSROOM: The bunnies
TIMING: 59 Min
SELECTION OF AREA, ORGANIZER, CAPACITY AND ATTITUDE:
Identify images Enjoys texts that he Confidently

describing various reads or that are mention the life
READING characteristics of the read to him, process of a plant.
COMMUNICATION
COMPREHENSION objects or characters showing like or
observed. dislike.
DEVELOPMENT OF THE ACTIVITY:

ASSEMBLY OR START: We gather the

children in a semicircle to the beat of
 Tambourine
a tambourine. Likewise, each child
Song to the rhythm of the  Cushions
will take a cushion and sit on the floor 8 minutes
tambourine  Song
to feel more comfortable when
listening to the story. Later, we remind
the children of the rules of coexistence
with the help of the teacher.
DEVELOPMENT: We present a
surprise box, and we will discover
with the children the story titled “The
little seed turned into a flower.” Then ANNEXES
we encourage or ask 5 children
through questions such as: How
would you like the end of the story to Music as a background to
be?, or Which characters would you tell the story  flannelograph
30 minutes
change? Why? What were the The surprise envelope, for  images of the story
characters? To encourage and the images of the story.  Surprise box
promote their creativity and create
their own stories.
REPRESENTATION: Using a bond  Bond sheet

sheet, the child will draw what he or Individual graphic work.  Crayons 10 minutes
she liked most from the story told by Teacher's role  Pencils
the teacher.  Draft
CLOSING: We asked the children:
GRAPHIC MOMENT – PLASTIC
NAME OF THE ACTIVITY: “I decorate my favorite pet.”

AGE: 3 years
CLASSROOM: Green
TIMING: 59 Min
SELECTION OF AREA, ORGANIZER, CAPACITY AND ATTITUDE:
He uses various Show appreciation Use your

materials and for your creativity to
EXPRESSION AND
COMMUNICATION resources from the production and decorate your
PLASTIC APPRECIATION
environment for those made by drawings.
plastic expression. your colleagues.
ASSEMBLY OR START: We gather

the children to the beat of a
tambourine, singing them a
welcome song, then we continue
to meet in a circle, where we will
establish a dialogue about the welcome song  Tambourine 3 min
rules of coexistence that the
children must follow.
ORIENTATION OR
DEMONSTRATION: Next the
teacher will present the materials
to be used through a surprise
trunk, where we will have glossy  Surprise trunk
papers of different colors and Surprise trunk  Luster paper
uses. The children are then Song What will be, what will  Eraser
introduced to the technique to 5 min.
be!  Printed drawings
use with said materials (tear and
paste technique), which will be
placed as the teacher
demonstrates on a sheet.
ORGANIZATION: Through a box

that will contain 4 colors: red,
yellow, green and blue, the
groups will be designated.
surprise box  surprise box 2 min
ANNEXES
NAME DATE:
Tear and paste colored luster paper inside the pet you prefer the most.
MUSICAL TIME
NAME OF THE ACTIVITY: “What beautiful songs”

AGE: 4 years
CLASSROOM: The Bunnies
TIMING: 59 Min
Sing songs
accompanied by
musical instruments He expresses
that explore himself
EXPRESSION AND and uses in his spontaneously by
COMMUNICATION Enjoy the use of
ARTISTIC expression: drawer, singing songs
COMPREHENSIVE materials.
APPRECIATION maracas, tinyas, rain through the use of
stick, charango, musical
tarca and others of instruments.
the various
regions of Peru.
ASSEMBLY OR START: We gather

DEVELOPMENT OF THE
the children inACTIVITY:
a circle sitting on
the floor and together with them
the rules of conduct, the rules for
Participatory dynamics  Tambourine 3 min.
the good use of the material and
active participation for the good
execution of the musical activity
will be established.
EXPLORATION: We place a
surprise box in some corner of
the classroom, inside which there
will be a scroll of the song “Hello,
I am the leaf”, and we invite a
Dialogue
child to look for said box.  Surprise box.
Likewise, the teacher will ask the  Parchment
Song 11 min.
children: What is it that I have  Images
brought you? What images are
there? Is it a song? With this we
will encourage children to
explore said material.
MUSICAL EXPRESSION: With the
help of the song: “Hello, I am the
leaf”, the teacher will introduce
the song to the children.
Therefore, the teacher will sing
the song so that the children can Dialogue
 Song 10 minutes
hear it. Likewise, afterwards a
ANNEXES
SONG:
Hello, I am the leaf
And I am the beautiful flower
Hello, I am the stem
And now tell me who are you?
I am the little pig
And name is the root
And all together we form
The little plant that is here.

PSYCHOMOTOR MOMENT
NAME OF THE ACTIVITY: “Let's move our little bodies”

AGE: 4 years.
CLASSROOM: The Talented
TIMING: 59 Min
Coordinates with
precision, efficiency Show pleasure and Perform the
DEVELOPMENT OF and disposition appropriate
SOCIAL PERSON PSYCHOMOTORTIC speed at visual motor for carrying out movements
ITY level: oculus activities according to what
manual and pedal corporal. is indicated.
oculus.
ASSEMBLY OR START: With the

help of a tambourine we will place
the children sitting on the floor in a
circle and together with them we
Participatory dynamics  Tambourine 3 min.
will establish the rules of conduct.
Then we went out to the patio to the
beat of the tambourine, forming a
train with the children.
MOTOR DEVELOPMENT OR
EXPRESSIVENESS: We introduce the
children to the song “I never stop
dancing,” and they will move their
bodies to the rhythm of the song.
Then we tell the children that we
must form 3 groups to be able to
play; For this we use a surprise box
where each child will take out a
colored bracelet, where they will
form a group (red, yellow and
green); depending on the color you
take out of the box. Later we  Surprise box.
indicate the route of the game: First  Rat tail (red,
we will use a ball that we will carry yellow and green)
along the sinuous path made of  Plastic balls.
thread cones, then we will thread  Thread cones.
the figures of the fruits, which  Printed figures.
corresponds to each group; and  Rag balls.
ANNEXES
SONG: I NEVER STOP DANCING
arms up
arms down
The queue that moves without stopping
The belly out
The legs that shake
And I never stop dancing
I shake my head
I shake my little body
I raise my shoulders
Marking the beat
I take out my belly
and I throw myself back
And I open my arms wanting to fly.
arms up
arms down
The belly out
The legs that shake
And I never stop dancing.
Jump with feet together

I sit on the floor
I flex my legs
I stretch them again
I bike and pedal a lot
And when I finish I stop again.
arms up
arms down
The belly out
The legs that shake
I spin like a top

I raise a little wind
And slamming on the brakes can make me dizzy.
I move my waist turn and turn
And when I get tired I start singing (la, la, la).
arms up
arms down
The belly out
The legs that shake
I play with my hands

I applaud in the air
I tie them very tight, I take them back
Then I untie them, I touch my feet
I grab my ankle and walk backwards.
arms up
arms down
The belly out
The legs that shake
And I never stop dancing. 2x (Encore)

ASSEMBLY OR BEGINNING MOTOR EXPRESSIVENESS
STARTING THE CIRCUIT EYE-FOOT COORDINATION

MANUAL EYE COORDINATION THROWING THE BALL
RELAXATION
RECREATIVOSGUES
GUEGORECREATIV
O
TITLE: The Little Blind Hen
MATERIALS: A handkerchief
PROCEDURES:
In this game, the children are placed in semicircles with a child in front
who will have to cover his eyes with a handkerchief and the teacher will
proceed to spin him around a few times. Then one of the children in the
semicircle will touch his back with a finger, the blind man's mission is to
guess who touched him and he will guess with the help of his classmates
who will give him clues about the characteristics of the little hen.
GUEGORECREATIV
O
TITLE: Spoon Race
MATERIALS: Spoons and lemons
PROCEDURES:
The teacher will divide the children into two teams, then she will provide the first
two participants of each team with a spoon and a lemon. The game consists of
having to move the lemon with the spoon in the mouth to the place determined by
the teacher. The team whose participants do not drop the lemon will win.
GUEGORECREATIV
O
TITLE: “The Wolf”
MATERIALS: None
PROCEDURES:
We play with the children in a round singing “Let's play in the forest”, and
we also choose a child who wants to be the wolf and wants to eat all the
children. In the round we ask the wolf such as: Wolf, what are you doing?;
and he will answer according to what he wants to say. In the end the
children who are caught stop playing and the game ends.
GUEGORECREATIV
O
TITLE: “The Hide and Seek”
MATERIALS: None
PROCEDURES:
First we call the children who want to play, we also choose one who wants to count
or wait a certain time so that the rest of the children can hide; The child who
reaches the place where the child is counting continues playing, likewise the last
one who does not arrive and is found counts the next time.
GUEGORECREATIV
O
TITLE: “Let's rally”
MATERIALS: Balls
PROCEDURES:
Pairs of children of similar height are formed, the children have to put their
hands behind their backs. Then they stand facing each other, putting a ball
between their two foreheads. The couple who lasts the longest with the ball on
their forehead wins.
GUEGORECREATIV
O
TITLE: Mystery box
MATERIALS: Decorated shoe box, any objects.
PROCEDURES:
To play “Mystery Box” all you need is a shoe box – or you can even use a paper
bag from the grocery store. You can decorate the box or bag with stickers,
construction paper, or whatever you like. Then secretly place an item inside the
box or bag. Then show your child the Mystery Box (or bag) and give them
clues about what's inside. Keep giving clues until your child has correctly
guessed what's inside. For example, you can hide a toy zebra inside the box and
give clues such as: it is white with black stripes, or you can find it at the zoo, or
it is similar in size to the horse, etc.
I N T E G R A L TABLE
STRENGTHS WEAKNESSES SUGGESTIONS
Group domain. The economic resources. The use of strategies

The children felt Manage to eradicate some and dynamics
comfortable interacting negative behaviors of promote children's
with new recreational children, who are brought attention.
games that they did not from home.
Encourage
know yet. recreational games in
Develop methodological children to encourage
work in the classroom socialization,
with care, responsibility expression and
and dedication. camaraderie.
REGISTROANECDÒT
ICO
TEACHER: Janina Zelada CLASSROOM: Los Conejitos AGE: 4 years

DESCRIPTION OF
NAMES ACTIVITY DATE COMMENT
THE CONDUCT
He began fighting
David Rodriguez Provide children with
with his classmates
Game in sectors 04/09/2014 appropriate materials
over educational
and strategies.
materials.
Look for spaces in the

classroom that allow
He does not socialize the child to socialize
Aixa Contreras Game in sectors with his peers in the 12/09/ with other classmates,
game. through
methodological
strategies.

Initial Plant Session

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Initial Plant Session

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NATIONAL UNIVERSITY OF SANTA

INITIAL EDUCATION AND CHILDREN'S ART

ALARCÒN NEIRA MARY JUANA

INTERMEDIATE PROFESSIONAL INTERNSHIP IV

LOYOLA CORALES SHIRLEY

2.- SELECTION OF AREA, ORGANIZER, COMPETENCE, CAPABILITIES, ATTITUDES AND INDICATORS:

3.- DEVELOPMENT OF THE ACTIVITY:

We mention to the children, through the use of a picture of the

On an application sheet, color and mark with an X the elements A4 10’

4.- THEORETICAL INFORMATION:

TAKE CARE OF PLANTS:

WHAT DO CHILDREN LEARN?

5.- EVALUATION INSTRUMENT:

“KNOWING THE LIFE CYCLE OF A PLANT”

1.- INFORMATIONAL DATA:

2.- SELECTION OF AREA, ORGANIZER, COMPETENCE, CAPABILITIES, ATTITUDES AND INDICATORS:

3.- DEVELOPMENT OF THE ACTIVITY:

The teacher presents the children with a withered and uprooted

There will be a dialogue with the children through some questions:

4.- THEORETICAL INFORMATION:

5.- EVALUATION INSTRUMENT:

THE LITTLE SEED TURNED INTO A

ONE DAY HE HEARD

1.1. EDUCATIONAL INSTITUTION : IE “Artemio del Solar

2.- SELECTION OF AREA, ORGANIZER, COMPETENCE, CAPABILITIES, ATTITUDES AND INDICATORS:

3.- DEVELOPMENT OF THE ACTIVITY:

We mention to the children through images presented in the

The ecological value of plants is fundamental, because in addition

4.- THEORETICAL INFORMATION:

WHAT MATERIALS DO YOU NEED TO GROW A PLANT?

5.- EVALUATION INSTRUMENT:

1.- INFORMATIONAL DATA:

2.- SELECTION OF AREA, ORGANIZER, COMPETENCE, CAPABILITIES, ATTITUDES AND INDICATORS:

Creatively Show interest

3.- DEVELOPMENT OF THE ACTIVITY:

The teacher will introduce the children to different types of leaves,

4.- THEORETICAL INFORMATION:

WHAT IS YOUR FUNCTION?

WHEN COLLECTING A PLANT IT IS VERY IMPORTANT TO MEET THE FOLLOWING REQUIREMENTS:

8. Write down the following data for each plant:

Preparation of the press

The pressing technique

Once the plants are dry, we move on to assembly. To do this, it is very

1. The assembly will be carried out by gluing the plant harmoniously

5.- EVALUATION INSTRUMENT:

“LET'S MAKE OUR ECOLOGICAL ORNAMENT”

1.- INFORMATIONAL DATA:

2.- SELECTION OF AREA, ORGANIZER, COMPETENCE, CAPABILITIES, ATTITUDES AND INDICATORS:

3.- DEVELOPMENT OF THE ACTIVITY:

We provide children with various decorations so that they can

4.- THEORETICAL INFORMATION:

With cinnamon sticks, rope, walnuts or almonds and voila:

HOW TO MAKE A GRASSHEAD MR.

WHO IS CRAZY LOPE?

Its operation is simple. It is a type of waterproof bag or fabric, shaped like a

STEPS TO MAKE MR. HEAD OF GRASS

5.- EVALUATION INSTRUMENT:

NAMES YEAH NO YEAH NO

2.- SELECTION OF AREA, ORGANIZER, COMPETENCE, CAPABILITIES, ATTITUDES AND INDICATORS:

3.- DEVELOPMENT OF THE ACTIVITY:

We introduce children to the various types of plants that exist

There will be a dialogue with the children through some questions:

4.- THEORETICAL INFORMATION: