Epc pre kinder i therm 2020 SAN JOSE

1. TEACHING FOR UNDERSTANDING UNIT 2020
AREA: PHYSYCAL EDUCATION SUBJECT: PHYSICAL EDUCATION TEACHER: ANDREA PUENTES GRADE: PREKINDER TERM: FIRST
OVERARCHING UNDERSTANDING GOALS(THROUGHLINES)/ STANDARD
● Recognize the fundamentals of movement techniques in different situations and contexts.
● Identify different expressive techniques for emotional manifestation.
● Reflect on the value of physical activity for personal training.
UNDERSTANDING GOALS / COMPONENTS - DIMENSIONS CONTENTS (TOPICS – GUIDELINES)
Studentswill understand:
HABITS AND ROUTINES
Caring for yourself
1. Followthe guidelinesaboutyourtime forplay.
1.1 Identifythe firstrulesaboutbodyhygiene before andafterthe physical
activity.
BODY RECOGNITION
Motor development
2. Recognize the partsof yourbodyand discovermovementpossibilitiesof it.
PREPARATION GAMES
Playful motor
3. Explore gamesagreementwithyourage andyourpossibilities.
HABITS AND ROUTINES
1.1 Greetings
1.2 Game rules
1.3 Follow –upInstructions
HABITS AND ROUTINES
1.1 HealthyHabits
BODY RECOGNITION
2.1 Bodyparts
2.2 Basic movementcommands
2.3 Segmental independence
PREPARATION GAMES
3.1 Coexistence
3.2 Group skills
3.3 Game
3.4 March and rhythm.

2. RECOGNITIONOF THE HUMAN BODY
Motor development
4. Identifyyourbreathingindifferentphysical activities.
DIMENSIONS
BODY DIMENSION
Shows body harmony in the executionof basic forms of movement and motor
tasks and reflects it in their dynamic participation in group activities
Itisorientedinspace andlocatesdifferentobjectsrelatingthemtoeachotherand
to oneself. Apply that orientation to situations of daily life
Expressesandcorporallyrepresentsemotions,school situationsandexperiences
in their environment
Participates,integratesandcooperatesincreativeactivitiesinacreative way,
accordingto theirage
RECOGNITIONOF THE HUMAN BODY
4.1 Identifybodyandorgans.
4.2 Movementandcontrol.
4.3 Senses
T0PIC 1 HELLO, WELCOME AND THANKS.
STAGE HOURS GOAL PERFORMANCES OF UNDERSTANDING -
STATEMENT
ONGOING ASSESSMENT
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2 1 and
1.1
Caring for yourself
Identificationofhealthyhabitsandtheirapplication
in daily life, as well as greetings, play times and
routines, to improve their patterns inside and
outside the classroom
EVIDENCES
To recognize healthy activities and
routines
To identifytermsof cleanlinessandhealth
TASKS
Recognizes the first concepts
about greetings and class rules
through videos and worksheets
Identifies and accepts the game
times, verbal commands to start
and finish the exercises in
recreational and break-ice
activities
Approachesthe conceptof health
and hygiene through videos

3. Makes a series of drawings that
capture the elements he knows
abouthygiene andhealthyhabits
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2 1 and
1.1
Recognition of physical activity, healthyeating and
bodyhygieneasthe basisforthe creationof healthy
guidelines inside and outside the classroom
To identify hygiene and grooming habits
prior to and following the practice of
physical activity, as well as the time
commands within the practice
Observes a video about healthy
foods and makes a graphic guide
about what is understood
Runsa circuitof activitiesinwhich
you must locate, order and
transport elements alluding to
food putting into practice what is
seen in the guide
Remembers and follows the
instructions of order and hygiene
before the practice and after to
finishing it
S
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2 1 and
1.1
Appropriation of basic elements of hygiene,
physical activitytimesandfood,toexecutethemin
their school and family environment
To differencethe use thatisgiventoeach
element and at what time it should be
used
To associate cleanliness, order and good
habits as a means to maintain proper
health
Identifies different verbal
commands that define the
execution times of the activities,
sense,directionandspeed,within
teamwork exercises; as well as
hydration times and return to
calm activity finished
Makesa circuitof activitieswhere
station by station identifies the
use of the elements arranged in
each
Festival of healthy habits:
Participates in the different
activities proposed as a circuit,
identifying and differentiating
healthy from unhealthy practices
according to what is seen in class

4. T0PIC 2 SPACE, BODY AND MOVEMENT
STAGE HOURS GOAL PERFORMANCES OF UNDERSTANDING -
STATEMENT
ONGOING ASSESSMENT
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2 2
Motor Development
Identificationof the parts of the body throughplay
and roundsfor their appropriationandsubsequent
location
EVIDENCES
To identify some parts of the body
To associate some of its body parts and
their location in it
TASKS
Makesan approximationonsome
parts of the human body by
observing a series of videos
Sings and dances rounds whose
axis is the body parts
Makesa seriesof graphsbasedon
their knowledge and perception
of body parts and their location
Performs sequence of perceptual
exercises on the location of body
parts
Identifies the body segmentsand
the use of them in the execution
of exercises and activities
G
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2 2
Explorationof the bodyfrompractical exercisesfor
the recognitionof these inyourbodyandin others
To name and designate different parts of
the body
To execute the named actions with the
correct body segments
Explores the body through
recreational games discovering
hard and soft parts
Characterizes the parts of the
bodythroughgames,relatingitto
animals and places that the
student identifies
S
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Locationof the bodysegmentsinitselfandinothers
from bodily and non-bodilyactivities, which allow
you to differentiate them into practical exercises
composed
To differentiates some parts of the body
from others
Names and points out different
parts of the body performing

5. E
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2 2 To locate the main body segments
correctly
activities of observation, touch
and perception with their peers.
Places on a scale figure, colored
papers on the part of the body
that are named accordingly
Final challenge:
Performs a circuit of activities
using his/her upper and lower
limbs to complete the movement
sequences
T0PIC 3 LET’S PLAY WITH MY FRIENDS!
STAGE HOURS GOAL PERFORMANCES OF UNDERSTANDING -
STATEMENT
ONGOING ASSESSMENT
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1 3
Playful motor
Execution of basic displacements that allow the
student to be located in a specific space and time
Identificationof basiccorporal coordinationactions
for their subsequent combination
EVIDENCES
To correctly execute closed order
formations correctly
To coordinate the march correctly in a
dynamic and static way in squad
formation
TASKS
Exploresthe concept of squadron
andmarchthroughvideosandthe
execution of the closed order
formations and their different
commands
Performs different types of
squadsorclosedorderformations
indifferentplaysituationsactively
participating
Executes the march with the
established commands (at
discretion, attention, firm),
coordinating correctly with the
rest of the classmates in closed
order formations
Execution of coordination exercises in sequence,
involving upper and lower trains to adequately
develop their segmental coordination
To use the space correctly in the
formation
Execution of coordination
exercises in sequence, involving
upper and lower trains to

6. G
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2 3
adequately develop their
segmental coordination. Use the
space correctly in the formation
Performs sequences of simple
movements alternately with
lower train and upper train. The
student performs sequence of
movements simultaneously with
lower and upper train
Executesinacoordinatedwaythe
proposed training, applying the
coordinative movements seen,
together with his classmates
S
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1 3
Integration of different sequences of simple and
compound movements that allow the student to
develop their body harmony to apply it inside and
outside the context
To execute thesequenceof movementsin
a coordinated manner and according to
the commands used
Performs warm-up games,
integrating previously learned
coordination movements
Properly execute the march and
the closed order formation
applying the movements seen in
class
T0PIC 4 THE MAGIC OF MY BODY
STAGE HOURS GOAL PERFORMANCES OF UNDERSTANDING -
STATEMENT
ONGOING ASSESSMENT
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2 4
Motor development
Identification of body’s features, organs and
possibilities,toincrease thebodynotion,theorgans
concept, their functions and your health
EVIDENCES
● To identifyandexplore theconceptof
health, physical activity and rest, by
didactic resources and recreational
activities
TASKS
● Recognizes and understands
the concepts through the
video projection, images and
songs according with the
topic
● Mentions and describes how
he/she feels his /her body

7. Y whenrealizesphysical activity
and rests in different times
● Executes activities where
recognizes the function of
principal organs through
exercises and warm up
activities
G
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2 4
Approachtomotor control exercisesthroughwhich
yourecognize the responseof yourbodytoachieve
a better adaptation to changes in position and
greater control in your movements
● To execute basic exercises like turns,
balance on beam, alternate jumping
sequences and position changes
● Performs calisthenics and
joint mobility by integrating
the movements like mobility
of arms, trunk, legs, and
hands, changing supports,
direction and speed of
execution
● Participates in activities
where the five senses are the
mean tool to develop the
exercises
● Practices the basic positions
executesthemineachstation
created for the exercise
circuit
S
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2 4
Composition of movement sequence integrating
the elements seen, through which students adapt
their body awareness to the routine to develop
their synchrony and breath control
● To adapt your movements and
physical abilities in composite motor
sequences
● Integrates and practices the
movementsseeninanorderly
sequence, following the
verbal commands
●
Adapts his/her senses to
develop each activity,
depending on the purpose of
these (Touch, hearing, taste,
eye, smell)

8. TOTAL 22
QUARTER DESCRIPTORS:
COMPONENTS PROCESS DESCRIPTORS
Habits Identifies and applies the basics about manners and good habits into the class spaces and activities.
Physical Recognizes the body parts through practical exercises and everyday situations.
Basic actions Performs basic displacements and limb movements following the instructions given.
experiences Interacts in a respectful and friendly way with his peers in the development of recreational events.
Biological Explores and recognizes the body organs and senses through recreational activities and specific exercises.
EVALUATION DESCRIPTORS
FIVE STARS
It isin fortress
THREE STARS
It isin process
ONE STAR
It isin weakness
1.Reach all goals with a high level of competence and
skill in the dimension worked.
2.Develop activities that allows the creative and
scholar dominance in the formative process.
1.Achieve the goals proposed in the dimension, witha
certain degree of difficulty.
2.Reach the minimum goals with complementary
reinforcement activities, within the academic period.
1.It is understood as not overcoming the minimum
performance necessary to achieve the proposed
goals.
2. He / she has difficulties with the follow up
instructions and does not perform activities

9. 3. Expand your knowledge through activities and
pedagogical games.
4.Participate timely and actively in the various
moments in the class.
3.Developadditional activitiesas suggestedbyteachers.
4.Express responsibilityand interest in all activities of
the dimension.
5. His / her academic performance is subject to the
constant accompaniment of teachers at his/her
particular pace.
autonomously.
3.His/ her time spent in the activity is shorter than
expected and does not allow him/her the guiding
thread of the proposed work.