TASK 1

Linguistic intelligence Logical-mathematical intelligence Spatial intelligence

Describe the characteristics of the different parts of the Classify items of daily life that are commonly used in Color scenes of daily life that happen in the morning,
day. the morning, afternoon and evening. afternoon and evening.
Invent stories that happen during a day, differentiating Approaching the measurement of time with Classify works of art by different authors according to
the different parts. hourglasses and digital clocks. morning, afternoon and evening.
Saying everyday things that happen in the morning,
afternoon and evening.

Musical intelligence Area: Self-knowledge and personal autonomy. Kinetic-bodily intelligence

Block II. b) Coordination and control of fine and gross
Learning and singing lullabies. motor skills. c) The basic notions of orientation in Build suns and moons with different materials.
Learn rhythms depending on the part of the day we are space and time. Identify and experience different body postures related
in. Course: 4 years to day and night.

Content: Morning / afternoon / evening

Interpersonal intelligence Intrapersonal intelligence Naturalistic intelligence

To propose cooperative activities. Seek out and role- Propose situations to calm down when going to bed. Choose two nocturnal and two diurnal animals. Carry
play typical daytime and evening professions. a sunflower and observe its behavior throughout the
day.
 Linguistic intelligence Logical-mathematical intelligence Spatial intelligence

Describe characteristics of the rectangle. Invent stories Identify the elements of the rectangle. Classification Identify the rectangle in everyday objects. Drawing of
in which the rectangle is the main character. of rectangles according to certain properties. the rectangle.
Measurement of rectangles. Color rectangles according to certain characteristics.
Construct figures using cut-out rectangles.

Musical intelligence Area: The physical, natural, social and cultural Kinetic-bodily intelligence
environment. Block I: a) Properties and relationships
Presentation and use of the Chinese box. Perform of objects and collections. Form a rectangle on the floor with 6 children. Cut out
songs using the Chinese box. Sing the rectangle song. d) The cardinal and ordinal number. and paste rectangles on a mural. To build rectangles
j) Knowledge of plane geometric shapes. with different materials.

Course: 4 years

Contents: The rectangle

Interpersonal intelligence Intrapersonal intelligence Naturalistic intelligence

To propose cooperative work activities with 4 Propose 4 measures to calm down when angry with Decorate and plant seeds in a glass decorated with
children. peers. rectangular gumdrops.
Play social roles involving 4 people.
 Linguistic intelligence
Telling the story of the child with no name. Invent
names for different characters.
Musical intelligence
Listening to songs about names.
Interpersonal intelligence
To propose cooperative work activities.
Write the name of "their friends" for the teacher to
make a small sociogram.
Logical-mathematical intelligence Spatial intelligence
Count the letters that make up each name. Measure the Make a mural with the names of the classmates.
length of the names. Decorate the children's names with different plastic
Classify the names of classmates according to a materials.
specific criterion. Search for names in different works of art (author's
signature).
Area: Languages: communication and representation. Kinetic-bodily intelligence
Block II.2: a) The approach to the written language as
a means of communication... Form children's names on the floor with partners.
n) T he use of the deed to fulfill real purposes.... Trace the name of the partners. Cut out posters with
Course: 4 years your name on them.
Content: The name
Intrapersonal intelligence Naturalistic intelligence
Propose small dilemmas with four possible solutions Make posters with the names of the plants in the
for him/her to choose one. garden.
Make posters with the names of different animals.
U.D. THE MAGIC DOOR
 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

09:00 -09:15 Welcome-HERAT S1 Welcome-HERAT S1 Welcome-HERAT S1 Welcome-HERAT S1 Welcome-HERAT S1

09:15 -09:30 Assembly- Ed. emotional Assembly- Ed. emotional Assembly- Ed. emotional Assembly- Ed. emotional Assembly- Ed. emotional

09:30 -09:45 Bits-Activity 1.1 Bits-Activity 3.3 Bits-Activity 2.5 Bits-Activity 1.7 Bits-Activity 3.9

09:45 -10:00 Activity 1.1-Bits Activity 3.3-Bits Activity 2.5-Bits Activity 1.7-Bits Activity 3.9-Bits

10:00 - 10:15
Lunch Lunch Lunch Lunch Lunch
10:15 -10:30

10:30 - 10:45
Recreation Recreation Recreation Recreation Recreation
10:45 - 11:00

11:00 - 11:15 Home-HERAT S2 Home-HERAT S2 Home-HERAT S2 Home-HERAT S2 Home-HERAT S2

11:15 - 11:30 Bits-Activity 2.1 Bits-Activity 2.3 Bits-Activity 3.5 Bits-Activity 2.7 Bits-Activity 2.9

11:30 - 11:45 Activity 2.1-Bits Activity 2.3-Bits Activity 3.5-Bits Activity 2.7-Bits Activity 2.9-Bits

11:45 - 12:00 Pick-up and drop-off Pick-up and drop-off Pick-up and drop-off Pick-up and drop-off Pick-up and drop-off

12:00 - 15:00 MIDDAY BREAK

15:00 - 15:15 Home-HERAT S3 Home-HERAT S3 Home-HERAT S3 Home-HERAT S3 Home-HERAT S3

15:15 - 15:30 Bits-Activity 2.2 Bits-Activity 2.4 Bits-Activity 1.5 Bits-Activity 3.7 Bits-Activity 3.10

15:30 - 15:45 Activity 2.2-Bits Activity 2.4-Bits Activity 1.5-Bits Activity 3.7-Bits Activity 3.10-Bits

15:45 - 16:00 Recreation Recreation Recreation Recreation Recreation

16:00 - 16:15 Activity 3.1 Activity 3.4 Activity 2.6 Activity 2.8 Activity 2.10

16:15 - 16:30 Activity 1.2 Activity 1.3 Activity 3.6 Activity 1.8
Gamification activity
16:30 - 16:45 Activity 3.2 Activity 1.4 Activity 1.6 Activity 3.8

16:45 - 17:00 Pick-up and drop-off Pick-up and drop-off Pick-up and drop-off Pick-up and drop-off Pick-up and drop-off
ACTIVITY: HERAT weekly sessions
AREA Self-awareness and personal autonomy
Dates Week Duration Grouping The whole class

SESSION 1 (S1)

Hydration exercise Breathing exercise Balance exercise Auditory attention exercise Tactile stimulation exercise
Animals.
The children will be shown
several images of different
animals. The adult will name
On the lame leg. Maintain one of these animals, and the
balance by lifting one leg. child will have to direct
The child should remain still his/her gaze to that animal. Games on the back.
Breathe in through the nose in place. To help yourself, First look by shaking the The adult will draw
(counting to three) and out you can stretch your arms. head and gradually perform geometric shapes for the
Drinking a drink of water through the mouth (counting The foot is alternated every the exercise by demanding child to guess.
to five). 10 seconds. Perform two only
Take three breaths. repetitions for each leg. the movement of the eyes. Total exercise duration: 30
seconds.
Total exercise duration: 40 Total exercise duration: 30
seconds. seconds.
 SESSION 2 (S2)
Hydration exercise Breathing exercise Balance exercise Auditory attention exercise Tactile stimulation exercise
Tiptoe balance. With legs
together, children will raise
their heels and maintain
balance for 5 seconds.
Two elevations will be
performed. The first two Recognize different tones of
with eyes open and the other voice.
two with eyes closed. The child, with his eyes Games on the back.
Breathe in through the nose Perform four repetitions for closed, will listen to the The adult will draw
(counting to three) and out each leg. adult speaking, raising his geometric shapes for the
Drinking a drink of water through the mouth (counting hands if the sound is high- child to guess.
to five). Total duration of the pitched and lowering them if
Take three breaths. exercise: 20 seconds. the sound is low-pitched. Total exercise duration: 30
seconds.
Total exercise duration: 40
seconds.
 SESSION 3 (S3)
Hydration exercise Breathing exercise Balance exercise Auditory attention exercise Tactile stimulation exercise
Children will have to
distinguish between a slap or
a heel tap on the floor,
performed by the adult.
If the child hears a clap, he
will have to close his eyes.
If the contrary,
Maintain balance, while listen a
squatting, for ten seconds. heel, you will have to open
Games on the back.
Repeat the exercise four your eyes.
Breathe in through the nose The adult will draw
times. The "slap-slap" sequence
(counting to three) and out geometric shapes for the
The first two with eyes open will be alternated,
Drinking a drink of water through the mouth (counting child to guess.
and the last two with eyes sometimes repeating one and
to five).
closed. sometimes the other.
Take three breaths. Total exercise duration: 30
seconds.
Total exercise duration: 40 Total exercise duration: 30
seconds. seconds.
ACTIVITY: BITS weekly sessions
AREA All
Dates Week Duration Grouping Half of the class

The class is divided in two. While some are doing the proposed activity the others will do the bit activity.

It is recalled that for each session the order of the categories is changed and within these the bits are shuffled.

MONDAY

Category Bits
Birds Eagle, ostrich, hummingbird, penguin, crow.
Constructions Castle, tower, pyramid, bridge, church.
Percussion instruments Chinese box, drum, cymbals, tambourine, castanets.
Fruit Kiwi, apple, orange, strawberry, mango.
Sports Basketball, water polo, handball, tennis, golf.

TUESDAY
Category eliminated Birds
Category Bits
Vehicles Plane, bus, boat, helicopter, streetcar.
WEDNESDAY
Category eliminated Constructions
Category Bits
Marine animals Whale, shark, hake, octopus, seal.

THURSDAY
Category eliminated Percussion instruments
Category Bits
Flowers Rose, carnation, tulip, daisy, lily.

FRIDAY
Category eliminated Fruit
Category Bits
Vegetables Tomato, eggplant, onion, artichoke, bell pepper.
EMOTIONAL EDUCATION ACTIVITY: Emotional Dictionary. Fear
AREA Self-awareness and personal autonomy
Dates Week Duration 75 minutes Grouping The whole class

Description of the activity Material required

Monday:
We will all sit on the floor, the teacher will bring a box containing pictures of children and people expressing Box with different images
different emotions. The children will take one photograph each and describe what appears in it. Finally the reflecting different emotions
teacher will tell them to focus now on the pictures that represent fear and imitate the emotion and then we will
put the pictures on a mural next to the assembly. 5 images of different doors

Tuesday:
We will cross THE MAGIC DOOR and the teacher will tell a story about fear in the world of monsters (Gluf,
the blue monster). Then the teacher will give an example sentence: "I am afraid..." and each child will complete the sentence. So until half of the
class has completed the sentence.

Wednesday
On this occasion, the teacher will bring 5 images of different doors, the children will comment on what they think of each one of them and the
teacher will ask them: Which one will be the door of fear? Why?

Thursday
On this occasion, taking advantage of the previous day's session, we will go through the door of fear and the teacher will ask: What can we do to
overcome fear? He will teach you a breathing visualization technique to overcome it.

Friday
We proceed as in Tuesday's session with the other half of the class.
 Activity evaluation

Evaluation sheet
The student identifies the The student imitates the The student gives examples The student is able to relate
emotion of fear in emotion of fear of the emotion of fear different elements to the
photographs and images. emotion of fear.

Student 1
Student 2
Student 3
Student 4
Student 5
Student 6
Student 4
Student 8
ACTIVITY 1: We go through the door to...
AREA Self-awareness and personal autonomy

Half of the class

Dates Week Duration 2 hours Grouping (sessions with bits)
Whole class

Description of the activity Material required

Monday. Session 1. 15 minutes.

Drawing of a door
The teacher will tell the story of "The girl with no name". He will then explain that the door is magical and can
Wax markers
take us to any place and time. Each child will decorate his or her door freely.

Monday. Session 2. 15 minutes. Different materials to make "our"

The teacher will propose to the students to build together (cooperative work) a magic door that we will use to go door
wherever we want. Each group of students will be given a different task and at the end of the session we will put
everything together to form the door.

Tuesday. Session 3. 15 minutes. Bits of art

Today the master will propose to go through the door to a museum where several works of art are displayed. He
will explain what a museum is and what they will find there. The students will classify the works according to
morning, afternoon or evening.
Tuesday. Session 4. 15 minutes. Hammock
On the way back from the museum they are very tired. In the middle of the classroom we will find a hammock.
We propose appropriate postures for resting. When it is night time we also rest, the teacher will teach a breathing
technique to improve rest.

Wednesday. Session 5. 15 minutes.

In this session we went through the door to an empty sky without suns and moons (a blue mural). After Models of suns and moons
explaining that the sun always appears during the day while the moon can appear during the day but is best seen Waxes and markers Different
at night, we propose to the students to create their own suns and moons to place them in the empty sky (blue materials Blue mural Glue
mural). stickers

Wednesday. Session 6. 15 minutes.

Blue and black mural Images of
We have gone through the door to a forest where children will find different images of animals. They must select
animals Glues
two diurnal and two nocturnal animals and place them on a blue and black mural.

Hourglass
Thursday. Session 7. 15 minutes.
We went through the door and found an hourglass... we found the sands of time! We will propose to the children
to make small measurements: How long does it take to walk around the classroom? How long does it take to
sharpen a pencil...? We will then discuss the tasks that are done in the morning, afternoon and evening.

Thursday. Session 8. 15 minutes. Box with images

When we went through the door we found a closed box decorated with suns, stars and moons. Inside you will
find images of different actions that take place throughout the day. We will create clapping rhythms related to
the images we observe.
 Activity evaluation

Evaluation sheet
The student The student identifies The student classifies The student is able The student is
differentiates the elements related to the images and to adapt his posture The student able to measure
different parts of the different parts of the photographs by relating to rest. performs small certain actions
day: morning, day. them to the rhythms in relation with an
afternoon and corresponding part of to images of hourglass.
evening. the day. different parts of
the day.
Student 1
Student 2
Student 3
Student 4
Student 5
Student 6
Student 7
Student 8
ACTIVITY 2: Introduction to the concept of rectangle
AREA Physical, natural, social and cultural environment

Half of class (bit

Dates Week Duration 2'30 hours Grouping
sessions) Whole class

Description of the activity Material required

Monday. Session 1. 15 minutes.

Story
The teacher will tell the story of the small rectangle. Then explain the characteristics of the rectangle (sides,
Images of geometric shapes
vertices, angles). We will look at images of different geometric shapes and select those of rectangles.

Monday. Session 2. 15 minutes. Chinese box

Inside a box with musical notes we will find a musical instrument: the Chinese box. We will observe its
characteristics (it has the shape of a rectangle). We will play rhythms with it.

Tuesday. Session 3. 15 minutes.

Colored straws of different sizes
We went through the door to the land of straws. The children will select straws of different sizes to build
Plasticine
rectangles. To join their constructions they will use plasticine. Then each child will describe his or her rectangle.
Tuesday. Session 4. 15 minutes. Camera
We will move through the door to the psychomotor room. We will make groups of 6 children and on the floor
they will have to build a rectangle using their own bodies. We will take pictures and then show them on the
digital whiteboard and comment on them.

Wednesday. Session 5. 15 minutes.

Card with dotted rectangles
In this session we walked through the door into a work of art composed of rectangles. Thanks to magic, the
images Mural
children will have a sheet of paper with different rectangles that they will have to cut, remove and classify in a
Glues
mural.

Wednesday. Session 6. 15 minutes. Rules

We have passed through the gate to the forest of rectangles. The children with a ruler will measure each Record sheets
"rectangular tree" and write it on a recording sheet that they will bring back to class. Pencils

Thursday. Session 7. 15 minutes. Dotted rectangles card White

We walked through the door and found a blank canvas. Together (cooperative work) we will build a work of art mural
using different rectangles that we will cut out. Afterwards, we will exhibit the work in class. Glues

Thursday. Session 8. 15 minutes. Box with images

When we go through the door we find a closed box decorated with rectangles from which we will extract images
of everyday life in which the children will have to find rectangular shapes.
 Costume box
Friday. Session 9. 15 minutes.
We went through the door and found ourselves in a theater, in the middle of which we found a box of costumes.
In groups of four students, they will improvise a short scene.

Friday. Session 10. 15 minutes. Rectangular gummets

As we go through the door we find some plants, each one with its own identification sign with its name. Each Pencils
child will select one and decorate its pot with rectangle gumdrops. Then he will take them to the orchard, put the Signs to put your name on
identification sign with his name on it and water it. You will have to take care of her until the end of the course. Glue

Activity evaluation
 Evaluation sheet
The student The student identifies The student classifies The student is able to The student is
differentiates the the rectangle in images rectangles according to construct rectangles introduced to measuring
characteristics of the and photos of everyday different criteria with different materials. with ruler using
rectangle life. rectangles.

Student 1
Student 2
Student 3
Student 4
Student 5
Student 6
Student 7
Student 8
ACTIVITY 3: My name on the door
AREA Physical, natural, social and cultural environment

Half of class (sessions

Dates Week Duration 2'30 hours Grouping
with bits) Whole class

Description of the activity Material required

Monday. Session 1. 15 minutes.

Story
The teacher will recall the story of the girl with no name. In your hands you will have a box in which you will be
Character images
showing different characters. Students will invent names for these characters and the teacher will write them on
Slate
the board.

Rectangular posters Pencils and

Monday. Session 2. 15 minutes.
crayons Pencils and crayons
To finish decorating the door of activity 1.2, children will be given posters to draw their names and stick them
Retulators
on the door.
Glues

Tuesday. Session 3. 15 minutes.

Posters with names
We went through the door to the land of names. Here we will find the classroom full of posters with names.
Mural
Children will classify these names according to whether they are long or short. It will be necessary to first define
Glue
which names will be considered long and which short. (classification criteria)
Tuesday. Session 4. 15 minutes. CD player
We will move through the door to the land of music. We will find a CD player where students will enjoy
listening to songs related to names.

Wednesday. Session 5. 15 minutes. Posters with names

In this session we went through the door to return to the land of names. This time we will classify the names Glues
according to their number of letters. Mural

Wednesday. Session 6. 15 minutes. Pencils

We have passed through the gateway to the land of friendship. The teacher will give the students a sheet of paper Registration sheet
where they must first write their name and then write the name of a maximum of 4 friends. Once this task has
been completed, we will draw up a small sociogram on the blackboard and comment on it.

Thursday. Session 7. 15 minutes. Card with names

We have passed through the gate and found ourselves in the land of nameless children. We will observe that they Photos of all students
are pictures of all the students and that underneath they have an empty rectangle in which they have to paste Glues
their name. They will have to select, cut out and paste the name on each picture. Afterwards, we will share the Scissors
work done.

Thursday. Session 8. 15 minutes. Box with character images

When we went through the door we found a closed box decorated with question marks. In it we will observe
images of the characters from activity 3.1 (which we will call by the name we gave them in that activity) and we
will present them with situations with 4 possible alternatives.
Friday. Session 9. 15 minutes. Bits works of art
We have gone through the door and returned to the museum. On this occasion we will note that all the works are Blank sheets
signed with the author's name. Afterwards, each child will create his or her own artwork, which they will be Materials for making your own
asked to sign. We will exhibit in the art corner. artwork

Friday. Session 10. 15 minutes.

Pencils
When we went through the door we found some plants. Each child will select one with the help of the teacher
Plant name signs
and trace the name of each plant. (We will use them later in activity 2.10).

Activity evaluation
 Evaluation sheet
The student The student identifies The student identifies The student traces his The student is able to
differentiates the his or her name the name of his/her name and is able to know the use of the
characteristics of the classmates reproduce that of his noun in different
name (length, number classmates. contexts.
of letters...).

Student 1
Student 2
Student 3
Student 4
Student 5
Student 6
Student 7
Student 8
GAMIFIED ACTIVITY
AREA Self-awareness and personal autonomy

Groups 4-5 students

Dates Week Duration 30 minutes Grouping The group for the final
activity

Description of the activity Material required

The class is divided into groups of 4 or 5 students. Passport (weekly registration)

Each group will be represented by a pet that will have to cross the gate and go through the 5 dark forests but in Gomets
each one there is a monster, each monster can be eliminated by using a special power (badge-prize). The game Forest panel
will be played at the end of each week. Pets (chosen by children)
A die is rolled to establish the turns. The first team to play uses the powers it has obtained during the week, then Monsters
we proceed in the same way with the rest of the teams. Teams may then continue to advance if the forest is clear Good Companion Badges
by wearing a good student badge. The goal is for all pets to be saved and the conclusion will always be, How Special power of attorney
well we have all done!

Control of the standard to be worked (sitting well in the chair)

The teacher observes the students and gives them a sticker (1 point) that they will stick in their passport
(weekly record sheet) in the 3 specific sessions where we are going to work on this rule.

In this way, a student can obtain up to a maximum of 15 points. For obtaining 11 or 12 points, a good partner
badge will be awarded. For obtaining 13, 14 or 15 points you will get a good companion badge and a special
power.
Weekly standard record

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY TOTAL

S1 S2 S3 S1 S2 S3 S1 S2 S3 S1 S2 S3 S1 S2 S3 POINTS
Student 1
Student 2
Student 3
Student 4
Student 5
Student 6
Student 7
Student 8
EVALUATION OF THE DIDACTIC UNIT

Evaluation of the didactic unit

Achievement of the contents Difficulties encountered Proposals for improvement