COMMUNICATIVE DIMENSION

DATE ISSUE AIM ACTIVITY RESOURCES

WEEK FROM Vowels, stroke, Appropriately DAY 1: VOWELS RANDOM WHEEL https://wordwall.net/es/resource/5541672
APRIL 1 TO 5 sounds and and safely GAME..
word formation. integrate digital Using the WORD WALL platform, a https://wordwall.net/es/resource/3141629
resources into digital resource, the game is shown https://wordwall.net/es/resource/6328154
the educational on the television screen where
environment of students click on the computer and
boys and girls, spin the roulette wheel, where an
promoting their image appears and they must find the
curiosity, vowel with which it begins. The theme
creativity and of vowels is reinforced.
cognitive skills
through DAY 2: SEARCH FOR VOWELS.
applications They select a short and simple text
and interactive with related illustrations.
tools designed Presenting the text to children,
specifically for reading it aloud and discussing its
their age and content to ensure understanding. The
development. children will look for and mark all the
vowels they find in the text.
Children will work in small groups to
find and mark all the vowels they find
in the text. They practice seen vowels.
DAY 3: CRUSH VOWEL POLES AND
ORDER BY GROUP.
The systems room is programmed so
that students have fun and
pedagogical learning, they identify
vowels and order the images with the
corresponding vowel into groups
according to their sound. These links
are in resources.
 DAY 4: I PRACTICE MY
KNOWLEDGE.
A language and communication test is
prepared where you identify the
sounds that make up
the words (phonological awareness)
and read the words in isolation and in
context applying a, e, i, o, u. write the
stroke in as appropriate.
The test is shown in resources.

WEEK FROM Spelling and Promote the DAY 1: PRESENTATION OF THE https://youtu.be/mIMHUO7rlns
APRIL 8 TO 12 the consonant development of LETTER M.
myp reading and With puppet representation, we show
letter images of objects that begin with "m"
recognition (such as a table, hand, motorcycle,
skills, m, p and etc.) and ask the children what letter
vowels, through they think begins each word. Then a
an interactive video of the sound of the m is
and projected.
participatory READING .
activity, where They look at the image of Mary, listen
children build to the reading of the phoneme M and
their own the vowels answer the questions from
knowledge. the text read.
Recognize the What's the girl's name?
consonant "m" What did you do before going on
as part of the vacation?
alphabetic What letter begins the highlighted https://youtu.be/CI_0_-sUCuI
system. words in the text above?
They perform reading comprehension
and pronounce the words and
 syllables of the answers.

DAY 2:THE GRAPHY OF THE M,m.

On the floor of the classroom or on
the patio, the teacher makes the
correct line, with chalk, of the M, m.
Students walk on the letter m
following the arrows indicating the
stroke. Also, playing with cars, they
follow the arrows until they reach the
goal. Finally, they write the letter m
with chalk in a large space.
DAY 3: I LEARN WITH ARTS AND
SONGS
The song of the letter m is projected,
together we vocalize and sing with
joy. They decorate the book activity
with plasticine and the letter m in the
notebook following its correct line.
They trace the m in the air imitating
the spelling as they have been taught.
They receive a large block sheet with
the letter M drawn on it. They carry
out the journey of the grapheme M
with the painting technique.

WEEK FROM Practice writing DAY 4: THE SYLLABLE MONKEY.

APRIL 15 TO and A video of the monosyllable is https://youtu.be/bO23pUTXyA4?si=ARW-
19 graphomotor projected where students do their pre- 5dxRiOGLk_LT
skills of the reading in a fun way by forming words https://wordwall.net/es/resource/4843918
consonant "m" with syllables and vowels.
in a creative Activities are carried out in the
 and digital way notebook and integrated book https://wordwall.net/es/resource/39036835
DAY 1: SHAPING ANDO.
With foam and plasticine we form
words with syllables and vowels. (I
love, mime, mom, memo etc.) I learn
in a fun way.
DAY 2: I LEARN AND HAVE FUN IN
THE SYSTEMS ROOM.
On the WORD WALL platform,
interactive activities are carried out
and the topics are reinforced and the
knowledge learned in class is
evaluated. How to: Smash moles and
smash balloons. In the resources
there are the links

WEEK FROM Recognize the DAY 3: TREASURE HUNT Present a

APRIL 22 TO consonant "p" selection of objects that begin with "p"
26 as part of the (e.g. ball, dog, fish etc.) and ask
alphabetic children to identify the initial sound of
system, each word, highlighting the consonant
through "p".
activities that Then a scavenger hunt is organized in
build critical which children find objects that begin
thinking and with the letter "p" in their environment
problem and then share it.
solving. Activities are carried out in the book
and notebook.
DAY 4: Read stories or poems that
include words with the letter "p" and
encourage children to identify and
repeat the words they hear. Organize
a video storytelling session where
children participate, making up stories
 that include words with the letter "p"
and sharing them with the group.
DAY 1: Provide various materials
such as crayons, colored pencils,
chalk, sand, paintbrushes so that
children can practice tracing the letter
"p" correctly.
Create collages of magazine images
containing objects that begin with "p",
encouraging observation and visual
discrimination.

WEEK FROM Project support day

APRIL 29 TO Project support day
30

Socio-affective dimension GARDEN

DATE ISSUE AIM ACTIVITIES RESOURCES

WEEK FROM Rights and provide meaningful DAY 1 : DEVELOP MY CREATIVITY.

APRIL 1 TO 5 duties. (Yes and stimulating (Justice and peace project)
Important) learning Creation of a watering can in recyclable
"Life, family, experiences that material to care for natural resources.
 health." - Life, encourage their The plant care video is projected, they
family, health curiosity, mention their care and one of them is
exploration and watering the plants without wasting that
active construction resource. We take a walk around the
of knowledge. school with the watering can, adding
water to our plants.
The book page is made.
DAY 3: Conversation circle.
Start the day with a conversation circle
where children are asked about their
schoolwork and how they feel about it.
Encourage children to share their ideas
and experiences about what it means to
have homework at school.
The integrated homework book guide is
being worked on.
DAY 4 : ROLE PLAY
Create a "school" play corner where
children can act out situations from
school life, such as being the teacher,
the student, or the one in charge of
homework.
Encourage collaboration and exchange
of roles among students to promote
social and emotional learning.

WEEK FROM DAY 1: FRIEZE OF NATURAL

APRIL 8 TO RESOURCES. (justice and peace
12 project)
Preparation of a frieze with bibliographic
files, the students with the help of the
teacher carry out the activity of the
different natural resources and their care
 and sustainable use.
DAY 3: Feedback on the previous topic
is given and the frieze for exhibition is
completed

WEEK FROM DAY 4: : GAME OF THE THREE R.

APRIL 15 TO (Justice and peace project).
19 A video of the three Rs is projected.
Then the students with what they learned
from what they saw. They answer
questions with the interactive roulette
wheel and it is reinforced with the topic of
my homework.
DAY 1: PRACTICAL ACTIVITIES.
The development of fine motor and
cognitive skills is encouraged, carrying
out cutting, gluing and coloring activities
of the different rights and making a
collage in the notebook.
Resolves pages of the integrated book

WEEK FROM Promote the DAY 3: SONG OF THE THREE Rs.

APRIL 22 TO development of They listen to and learn the song to
26 healthy habits in promote the care of natural resources.
children and being a duty and a right.
through Making a dress out of recyclable
constructivist material, with the collaboration of the
activities that parents (paper, plastic, disposable
promote awareness plates, spoons, etc.) .
and autonomy in DAY 1: Preparation of a mural of healthy
caring for their habits.
physical and Create a collaborative mural where
emotional well- students represent healthy habits
 being. through drawings, words and
photographs.
Include elements such as the importance
of washing hands, brushing teeth,
exercising, and getting enough sleep to
promote overall well-being.

WEEK FROM Support of the Promote students' Awareness campaign: Through an

APRIL 29 TO justice and knowledge, exhibition or fair (poems, brochures,
30 peace project understanding and songs, multimedia presentations, etc.)
appreciation of where students can show their research
natural resources, on the importance of conserving and
as well as foster actions to sustainably use natural
responsible resources, which could include
attitudes and educational materials and publication
behaviors towards activities for the entire educational
their conservation community.
and sustainable The final product is shown to all project
use, through a participants and the entire educational
participatory and community.
practical
educational
approach.
Socio-affective dimension TRANSITION

DATE ISSUE AIM ACTIVITIES RESOURCES

WEEK FROM INTERNAL Promote group DAY 2: TOUCH AND VISUAL

APRIL 1 TO 5 SELF-CARE discussions about EXPLORATION.
the importance of Provide children with a variety of sensory
caring for and materials such as play dough, fabric,
respecting our cotton, bubble wrap, etc.
bodies and Encourage children to explore and
Invite children to manipulate materials to create different
share how they feel body parts in three dimensions.
when they are sick Encourage conversation about tactile
and how they can sensations and the physical
take care of characteristics of different parts of the
themselves to stay body.
healthy. You work on the integrated book page.
DAY 3: DEVELOP MY CREATIVITY.
(Justice and peace project)
Creation of a watering can in recyclable
material to care for natural resources.
The plant care video is projected, they
mention their care and one of them is
watering the plants without wasting that
resource. We take a walk around the
school with the watering can, adding
water to our plants.
The book page is made.

DAY 4: ROLE PLAY.

A doctor's play corner or a beauty salon
is created where children can practice
body care.
Provide costumes, bandages, fantasy
 makeup, and other accessories to
encourage role play.
Ask children about the body parts they
are “fixing” or “treating” while they play
and encourage body care through these
activities.

WEEK FROM DAY 3: FRIEZE OF NATURAL

APRIL 8 TO RESOURCES. (justice and peace
12 project)
Preparation of a frieze with bibliographic
files, the students with the help of the
teacher carry out the activity of the
different natural resources and their care
and sustainable use.
DAY 2: Feedback on the previous topic is
given and the frieze for exhibition is
completed

WEEK FROM DAY 4: MOVEMENT AND RELAXATION https://youtu.be/Jhzo6puG8Nk?

APRIL 15 TO GAMES. si=2mv3dAOurtnF8CAP
19 Perform gentle stretching exercises or
child-friendly yoga to promote physical https://youtu.be/yM0SeWPybu8
and mental well-being. https://youtu.be/gKB_7MUPxT4?
Students are guided in relaxation games, si=FGjAr4DAIkCg7uli
such as the statue game, where they stay https://wordwall.net/es/resource/16048979
still like a statue and focus on their
breathing.
Integrated book page activity is
performed.

DAY 2: GAME OF THE THREE R.

(Justice and peace project).
 A video of the three Rs is projected.
Then the students with what they learned
from what they saw. They answer
questions with the interactive roulette
wheel.

WEEK FROM Empower children to DAY 3: SONG OF THE THREE Rs. https://youtu.be/_u4nL_BGQtk?
APRIL 22 TO recognize and They listen to and learn the song to si=fKPoG7QyEBzXwuYl
26 respect their promote the care of natural resources. https://youtu.be/EFaVVXm3JhM?
personal limits, Making a dress out of recyclable material, si=N1OS82Kptarhf6OW
promoting their with the collaboration of the parents
autonomy and self- (paper, plastic, disposable plates,
esteem, as well as spoons, etc.)
preventing DAY 4: MY BODY IS MINE AND MINE.
situations of abuse Through a puppet dramatization, respect
or violence through for our body is promoted and learning to
the development of say no, that body is mine.
assertive Group chat is facilitated so that students
communication can share their experiences and feelings
skills and about their bodies and learn about the
awareness of their concepts of consent and respect.
own body.

WEEK FROM Support of the Promote students' Awareness campaign: Through an

APRIL 29 TO justice and knowledge, exhibition or fair (poems, brochures,
30 peace project understanding and songs, multimedia presentations, etc.)
appreciation of where students can show their research
natural resources, on the importance of conserving and
as well as foster actions to sustainably use natural
responsible resources, which could include
attitudes and educational materials and publication
behaviors towards activities for the entire educational
 their conservation community.
and sustainable The final product is shown to all project
use, through a participants and the entire educational
participatory and community.
practical educational
approach.

COGNITIVE DIMENSION OF GARDEN

DATE ISSUE AIM ACTIVITY RESOURCE

WEEK FROM Numbers from 1 to 20. Recognizes and DAY 1: Tactile and visual exploration:
APRIL 1 TO 5 Basic geometric traces basic Provide a variety of tactile and visual materials, such as
geometric shapes, building blocks, shape puzzles, and geometric shape
shapes: circle, inside and outside picture cards.
the classroom. Students are invited to explore and manipulate
square, triangle,
Differentiation of materials to identify and compare different shapes,
rectangle, rhombus attributes and while developing hand-eye coordination and fine motor
properties of three- skills.
and cube. dimensional objects DAY 2: CULTURAL EXAMPLE. ANDEAN REGION
and recognition of the (CLIMUN PROJECT)
meanings of numbers Traditional games. The students bring the yo-yo, the
in different contexts frog, and the spinning top, the coke. Name the
(measurement, elements of the set of musical instruments of the
counting, Andean Region.
 comparison, coding, On the floor with wool or chalk, the group is formed
location, among explaining the Ven diagram and is designated with a
others). capital letter and its definition is given.
Promote the
development of
cognitive skills,
creativity, problem
solving and
teamwork, through
activities focused on
the exploration and
understanding of
geometric shapes.

WEEK FROM Differentiation of DAY 5: I LEARN WITH TANGRAM

APRIL 8 TO 12 attributes and They build with shapes and figures according to the https://youtu.be/
properties of three- image (fish, Christmas tree, a pine tree, etc. Identifying q4CTBPSJMrU?
dimensional objects each of the geometric figures with which they build the si=8atnuUkUoJeFy
and recognition of the figure. d43
meanings of numbers DAY 1: CULTURAL EXAMPLE. ANDEAN REGION
in different contexts (CLIMUN PROJECT) https://youtu.be/
(measurement, They draw each of the instruments that are part of vrUrqMT20Kc?
counting, traditional games, counting and classifying by shape. si=5sgNi7S6Y5Ud6
comparison, coding, DAY 2: CREATION OF ART WITH SHAPES. xP0
location, among Facilitate construction activities where children use
others). materials such as popsicle sticks, playdough, or folded
paper to create three-dimensional geometric shapes.
Encourage experimentation and problem solving as
children try to build different shapes and structures.

WEEK FROM Connect with the DAY 5: -9 https://youtu.be/

APRIL 15 TO 19 culture and nature of DAY 1: EXPLORATION OF FORMS OF THE n2_c4J253bM?si=-
the Andean region, ENVIRONMENT. 2_KIo8-ujPVYAHm
 thus promoting Organize an outdoor walk or excursion within the school
respect and environment where children look for and document
appreciation for its geometric shapes present in nature, architecture or
environment and everyday objects.
heritage. The activities of the integrated book are carried out.
Encourage DAY 2: NUMBERS HUNT
observation and Organize a search for numbers from 10 to 20 in the
critical thinking while school environment or classroom. Place cards with
identifying and written numbers in different places and encourage
discussing the children to find and recognize them.
shapes and figures They decorate each of the numbers with different
they find in their materials (frost, plasticine, colors, paper) following the
environment correct line.

WEEK FROM DAY 5: SHAPING ANDO.

APRIL 22 TO 26 With clay they make the family of 10. Pronouncing each
one.
They count. In plastic bottles they count balls from 1 to
20, adding one by one into the bottle. Strengthening
hand-eye coordination, which is a fundamental
cognitive skill for learning prewriting.
DAY 1:CHEF OF THE ANDES (CLIMUN PROJECT)
Exploring Flavors and Traditions" each student brings
photographs of the foods that are part of the Andean
region and a collage is made together.
Then we explored flavors with the foods that each one
brought from the Andean region.

WEEK FROM PROJECT SUPPORT Explore and Active participation in CLIMUN KIDS, as an introductory
APRIL 29 TO 30 understand the act, students must carry out a cultural exhibition of the
cultural, ethnic, Andean region where they will comment and highlight
 biodiverse, linguistic positive aspects of the region in question using
and cultural diplomatic language, as well as all the documentation
characteristics in the reviewed and endorsed by the teachers recorded in a
Andean Region in single document or folder. Billboards, dictionary and/or
Colombia. glossary related to the dialect of the region.

COGNITIVE DIMENSION TRANSITION

DATE ISSUE AIM ACTIVITY RESOURCES

WEEK FROM Mathematical Recognizes the importance of DAY1: Tactile and visual exploration:
APRIL 1 TO 5 Thinking - Primary counting and numbers to Provide a variety of tactile and visual
and Secondary establish correspondences materials, such as building blocks, shape
Colors and generate basic operations puzzles, and geometric shape picture cards.
-Notions in real contexts, and explore Students are invited to explore and manipulate
Concept of mathematical concepts materials to identify and compare different
geometric figures through games. shapes, while developing hand-eye
Numbers from 1 coordination and fine motor skills.
to 30 (Counting, DAY 2: CULTURAL EXAMPLE. ANDEAN
Writing and REGION (CLIMUN PROJECT)
Quantity) Traditional games. The students bring the yo-
yo, the frog, and the spinning top, the coca.
Name the elements of the set of musical
instruments of the Andean Region.
On the floor with wool or chalk, the group is
formed explaining the Ven diagram and is
designated with a capital letter and its
definition is given.

WEEK FROM DAY 5: DAY 1: CULTURAL EXAMPLE.

APRIL 8 TO 12 ANDEAN REGION (CLIMUN PROJECT)
They draw each of the instruments that are
 part of traditional games, counting and
classifying by shape.
DAY 1: BUILT FROM MY KNOWLEDGE.
With foam, sand, draw different geometric
figures (triangle, square, rectangle, oval,
rhombus). They strengthen knowledge and
reinforce fine motor skills.
Activities from the integrated book of the topic
are solved.
DAY 2: I LEARN WITH TANGRAM
They build with shapes and figures according
to the image (rocket, house, cat, tree, etc.
Identifying each of the geometric figures with
which they build the figure.

WEEK FROM ● Promote DAY 5: CLASSIFICATION AND

APRIL 15 TO 19 communication and ASSOCIATION GAMES.
reasoning as children Organize games where children classify and
discuss their decisions associate objects according to their shape,
and explain their color, such as grouping toys by similar shapes
thinking. or matching cards with images of objects that
correspond to a specific shape.
DAY 1: CULTURAL EXAMPLE (CLIMUN
PROJECT)
He projects ancient Andean civilizations and
then tries to create his own artistic
representations inspired by these styles. A
role-play is carried out for this activity.

DAY 2: COUNTING AND ASSOCIATION

GAMES.
Organize games where students associate
 objects with numerical quantities from 1 to 30.
For example, pair a card with the number "15"
with a set of fifteen blocks. Encourage
observation and reasoning by counting and
comparing the quantities of objects.
Activities are carried out in the notebook.

WEEK FROM DAY 5: DIGITAL AND INTERACTIVE

APRIL 22 TO 26 ACTIVITIES.
The room is programmed to carry out activities
on the word wall platform, learning games
such as counting, serialization, association,
recognition and classification. The topics seen
in class are reinforced and evaluated.
DAY 1: DAY 1: CHEF OF THE ANDES
(CLIMUN PROJECT)
Exploring Flavors and Traditions" each student
brings photographs of the foods that are part
of the Andean region and a collage is made
together.
Then we explored flavors with the foods that
each one brought from the Andean region.

WEEK FROM PROJECT Explore and understand the
APRIL 29 TO 30 SUPPORT cultural, ethnic, biodiverse,
linguistic and cultural
characteristics in the Andean
Region in Colombia.
Active participation in CLIMUN KIDS, as an
introductory act, students must carry out a
cultural exhibition of the Andean region where
they will comment and highlight positive
aspects of the region in question using
diplomatic language, as well as all the
documentation reviewed and endorsed by the
 teachers recorded in a single document or
folder. Billboards, dictionary and/or glossary
related to the dialect of the region.

SOCIAL

DATE ISSUE AIM ACTIVITIES RESOURCES

WEEK FROM APRIL 1 MY NEIGHBORHOOD Recognize and articulate DAY 3: Reading: My

TO 5 MY SCHOOL personal identity, neighborhood.
including name and Each student reads about
nationality, and establish the representation and
individuality within places that belong to that
different communities community.
A workshop on the topic is
resolved after reading,
carrying out reading
comprehension. Activity is
evaluated.
DAY 4: DAY 2:
CULTURAL EXAMPLE.
ANDEAN REGION
(CLIMUN PROJECT)
Traditional games. The
students bring the yo-yo,
the frog, and the spinning
top, the coca.
They draw in the
notebook each of the
cultural samples they
brought, mentioning each
game and its rules.
WEEK FROM APRIL 8 Promote the DAY 3: EXPLORATION
TO 12 comprehensive OF THE SCHOOL
development of students ENVIRONMENT.
through meaningful Take a walk around the
activities that promote school with the students
exploration, collaborative so they can explore
learning and the different areas, such as
construction of knowledge the classrooms, the
about the school library, the patio, the
environment sports areas, the
cafeteria, etc.).
Provide students with
paper, colored pencils and
other materials to draw a
map of the school
representing each of the
areas of the school.
Activity is evaluated.

WEEK FROM APRIL 15 DAY 4: DAY 1:

TO 19 CULTURAL EXAMPLE
(CLIMUN PROJECT)
He projects ancient
Andean civilizations and
then tries to create his
own artistic
representations inspired
by these styles. A role-
play is carried out for this
activity.

WEEK FROM APRIL 22 Encourage oral Day 3:REPORTERS.

TO 26 communication and social
interaction as students
interview adults and learn
about the diversity of roles
at school.
WEEK FROM APRIL 29
TO 30
Each student is
responsible for
interviewing two members
of the school: such as
(teachers, cleaning staff,
principal, coordinators,
etc.) to ask questions
about their roles and
responsibilities.
They make an
organizational chart in the
school community
notebook.
Is evaluated .
DAY 4: DAY 1: CHEF OF
THE ANDES (CLIMUN
PROJECT)
Exploring Flavors and
Traditions" each student
brings photographs of the
foods that are part of the
Andean region and a
collage is made together.
Then we explored flavors
with the foods that each
one brought from the
Andean region.