Didactic sequence: “The super detectives investigate in the garden”

Teacher: Ivana Braga 5-year-old room late shift

Duration: for 2 weeks with each bubble

RATIONALE :

The game is the main teaching and learning tool. That is why, through play, children will have access to observe, experiment, experience and share different activities that will introduce them to
the world of knowledge. A world that they will begin to navigate with the magnifying glasses of detectives and with the most significant thing that they have “their identity” and crossing other fields.
With codes and puzzle-solving games, they will discover the value of observation, exploration, words, and writing to communicate resolutions, opinions, and results. What is not seen with the
naked eye will encourage children to investigate and bring to light all that potential they have at this age.

PURPOSE :

 Have fun solving puzzles and playing detective.

 Know the different uses and playful and creative possibilities of language and expression.
 Promote moments of reflection to reach conclusions.
 Awaken the intrinsic motivation of each child so that they continue to explore and discover
METHODOLOGICAL STRATEGIES:

 Design teaching situations where learning and play are emphasized

 Use clear and brief instructions to guide the children's actions.
 Guide the children during the development of the various proposed activities, through intentional intervention.
 Mobilize the child's internal resources (knowledge, skills, motivation, experiences).
 Create a climate that allows the child to express himself with confidence and security.

FIELD / AREA GOALS CONTENTS:

SOCIAL  Strengthen exploration and observation of the nearby environment.  Identification of the diversity of living beings in the immediate environment -plants and animals and man- by
NATURAL  Identify some distinctive and common characteristics of living beings. their main characteristics, forms of behavior and relationships.
SCIENCES  Get started systematically in observing, searching, recording, interpreting  Recognition of external parts of the human body, some of its characteristics and functions.
and communicating information about reality.  Exploration, raising questions, observation, experimentation, anticipation, recording, searching and
 Get started in the recognition of ICT and its usefulness communicating information about the natural environment.
 Initiation in the use of ICT.

ARTISTIC  Strengthen your pleasure in doing by showing increasing intentionality in  Observation of one's own productions and those of peers, identifying their characteristics, similarities and
EDUCATION the creation processes and in the organization of your work. differences and valuing diversity.
 Enjoy looking and deepen your capacity for perception, observation and  Interpretation of what is observed and construction of personal meanings (what the image shows and
interpretation through contact with various types of images. evokes).

IDENTITY AND  Enjoy the game, in its many situations.  Progressive construction of a positive self-image.
 COEXISTENCE  Progressively advance in building a positive self-image  Expression and communication of feelings and basic emotions
 Express and recognize various emotions and feelings.  Cooperation and collaboration practices (routines for preparation and collection of materials).
 Discover and enjoy increasing autonomy in daily actions.  Respect for others, what is foreign, what is different, what is new. Knowledge as a tool for understanding
differences.
 Exploration and experience of the centralizing game, the work game and the game in sectors

LANGUAGE  Get started in exploratory writing practices, with different purposes.  Attentive and active listening according to simple objectives (listen to say who they are, what they do, where
LITERATURE  Interact with written texts, diversifying their meaning-building strategies. they are)
 Selection of texts according to interests, communicative needs and/or  Production of brief descriptions referring to physical attributes (objects, animals, people), uses and functions
reading purpose, in contextualized reading situations. (objects), customs and activities, occupation, virtues, defects (people)
 Initiation in exploratory writing of simple texts: names, signs, short messages, lists.
 Selection of texts according to interests, communicative needs and/or reading purpose on their own initiative,
in contextualized reading situations.

MATH  Use numbers in situations that involve counting  Exploration, progressive appropriation and oral designation of the conventional ordered sequence of
 Recognize forms of representation of numbers (oral designation and numbers
writing) by solving problems that consider numbers in different contexts of  Use of numbers as memory of quantity: use of marks or numbers to record.
use.  Interpretation of numerical writings
 Explore the characteristics of geometric bodies (three-dimensional figures)  Exploration of characteristics of figures in problems in which identical figures have to be reproduced on graph
and plane figures (two-dimensional figures). paper - reproduction of figures and geometric configurations (more than one figure)

ORALITY, READING AND WRITING APPROACH AND RESOLUTION OF PROBLEM SITUATIONS CRITICAL AND CREATIVE THINKING COLLABORATIVE WORK

 Anticipate, predict and hypothesize about the content.  Compare and compare procedures, various  Demonstrate flexibility, playful attitude,  Exchange knowledge and personal
 Search, collect and process information for various perspectives and results in resolving problematic openness, sensitivity, intuition, enthusiasm, experiences.
purposes, in sources and supports, integrating ICT situations motivation, break with convention.  Show solidarity and cooperate with your
 Appropriate – progressively – the practices of orality,  Recognize new knowledge and relate it to already  Devise new uses and possibilities for objects, colleagues and the environment...
reading and writing specific to each field (literature, appropriate knowledge... known materials, processes.  Express ideas, opinions, experiences through
study, citizen participation, among others), their modes, different languages (corporal, gestural, verbal,
circuits and scenarios... audiovisual, digital...

ASSESSMENT

Indicators

 He says and mentions His name, his last name, age. What do they call him at home, if he changed his name and why, he recognizes his name, some letters, initial letter, he doesn't do it yet.
How do you realize
 Participate in the activities, with autonomy, with help and motivation, just observe, you have to repeat the achievement
 Know the names of your colleagues. Which ones, you name them, you remember what the teacher's name is.
 Understands and interprets different texts, pictures or objects, names them, describes what it is or what it is used for, does not answer, answers something else
 Produces different pre-writing graphics. Yes, no, on the way to, represents symbols and letters, writes without help
 Interprets simple work instructions. He understands the slogan, it must be reiterated, he is encouraged to carry it out, not
 Until the number has autonomy, it recognizes it in writing, until the number is reached, it helps itself with something, fingers, objects, it recites it automatically.
 Describe an object taking into account its qualities: Shape, color and size. Expresses his knowledge orally, recognizes some attribute, only by color, does not recognize it yet,
 He was able to work with the digital library. He explores it, selects stories, can make a brief review of what he saw. He has an opinion about the story, he doesn't do it/he doesn't remember,

IN-PERSON ACTIVITY

identity detectives

 Investigate students' prior knowledge about their name.

 Show your ID (teacher/students). What is it for? Everybody has? They are equal? Observe what you have. What is the footprint? Who will it be? Why does it have a fingerprint? Where
does the fingerprint come from? Registration by the teacher.
 Experience: observing hand fingerprints. Sealing your prints with tape and graphite. We observe them with the magnifying glass. Discuss that each one is unique and we have different
fingerprints, as detectives you will be able to find differences between the fingerprints. Exploration, dialogue and registration.
 Meaning of the name: with the help of the teacher, they will search on Google for the meaning of each name, we will hear what each one means. Then they must look for their names
hidden in the room and zoom, which they will decorate.
 For the personal registration of identities, each student will draw their body and name, then with the DNI we will put the birthday to create the birthday billboard.


Nature Detectives

 Exploration with magnifying glasses in the yard.

 Collection of samples, observation and recording of natural elements, footprints, insects, plants and flowers, etc.
 Search for footprints, footprints, marks, of animals, we leave our marks of our feet and hands.
 We investigate other footprints, which ones you know, riddles through shadow drawings.
 Dialogue, recording (by the student/dictated to the teacher).

Number and shape detectives

 With special magnifying glasses, with the shapes of different geometric figures, they must discover the room, zoom or patio and complete a sheet with the shapes found.
 Play with tangram
 Compositions with geometric figures.
 Using another special magnifying glass, provided by the teacher, search for numbers, which they must mark on a grid for each one they find within the circuit or route.
 We look for numbers in the DNI. Record highest and lowest number. Comparisons with those of another student.
 Numbers Bingo Crown

Sound Detectives
  Guessing games, what sound is it?, what song is it?, etc.
 Silence game, we listen to the noises and recognize them, we make silence in some part of the song, “my beard has…”, etc.
 Play songs like “the sea was calm…”, listen and repeat, etc.
 Imitate sounds of animals, objects, onomatopoeia, etc.

TO WORK AT HOME

Guidance for working as a family:

Let children write, paint, cut out and explore the library, alone .
They can ask questions and let the students answer and then record and/or draw, alone.
Guide with clues (the wolf lives on a farm, as is the place where Asa lives, cave, forest, etc.)
Put your name in the box, as each student does, with/without the help of the poster.

DIGITAL STORY STORY LIBRARY:

We will follow the tracks; On this occasion, from the wolves of literature and through a story they must complete the table below

NAME :

TALE WHAT IS THE WOLF LIKE? (I WHERE YOU LIVE STORY CHARACTERS I DRAW A CHARACTER FROM THE STORY I CUT AND PASTE THE WORD WOLF WITH
DESCRIBE IN WORDS OR AND DOES THE WOLF USE ANY AND WRITE HIS NAME LETTERS
DRAWING) OBJECT DURING THE STORY?

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