Epc infants i term 2020

1. TEACHING FOR UNDERSTANDING UNIT 2020
AREA: PHYSICAL EDUCATION SUBJECT: PHYSICAL EDUCATION TEACHER: SANTIAGO ARIZA GRADE: INFANTS TERM: FIRST
OVERARCHING UNDERSTANDING GOALS(THROUGHLINES)/ STANDARD
1. Recognize the basic fundamentals of movement techniques in different situations and contexts.
2. Identify different expressive techniques for emotional manifestation.
3. Reflect on the value of physical activity for personal training.
UNDERSTANDING GOALS / COMPONENTS - DIMENSIONS CONTENTS (TOPICS – GUIDELINES)
Studentswill understand:
BASIC COMMANDS/ HYGIENE HABITS
Caring for him/ herself
1. Explore fromtheirpossibilitiesproperhabitsof cleanliness,orderandfood
SEGMENTAL INDEPENDENCE / BASIC FORM OF MANIPULATION AND LOCOMOTION
Motor development
2. Recognize yourbodyandexplore itsmotorpossibilitiesforinteractionwiththe
environment,withobjects,toys,elementsandthe peoplearoundyou
GRIP / PRECISION
Playful motor
3. Identifycharacteristicsof objects,classifiesthemandordersthemaccordingto
differentcriteria
BASIC COMMANDS
1.1 Line up
1.2 Greetings
1.3 Space and order
HYGIENEHABITS
1.4 Cleanmyhandsand face before andaftereating.
1.5 Toy and space care
SEGMENTAL INDEPENDENCE
2.1 Up. Down,left,right,turn
2.2 Basic limbmovements
BASIC FORM OF MANIPULATIONAND LOCOMOTION
2.3 March, career skill,impulse,releases
GRIP
3.1 Grip andhandle objectsof differentsizes
PRECISION
3.2 Identificationof basicshapes,colorsandsizes

2. EXPRESSION TECHNIQUES / FINE MOTOR
Body languages
4.Communicate theiremotionsandexperiencesthroughlanguage andgestural,verbal,
graphic,and plasticmedia
DIMENSIONS
BODY DIMENSION
Shows body harmony in the executionof basic forms of movementand motor tasks and
reflects it in their dynamic participation in group activities
It is oriented in space and locates different objects relating them to each other and to
oneself. Apply that orientation to situations of daily life
Expresses and corporallyrepresentsemotions, school situations and experiencesin their
environment
Participates, integrates and cooperates in creative activities in a creative way, according
to their age
EXPRESSION TECHNIQUES
4.1 Gestures
FINE MOTOR
4.2 Grip
4.3 Handlingtools
TOPIC 1 - KNOWING MY ENVIRONMENT
STAGE HOURS GOAL PERFORMANCES OF UNDERSTANDING - STATEMENT ONGOING ASSESSMENT
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1 1
Caring for him/ herself
Identificationof orderandhygiene guidelineswithinthe
practice space to applyinside andoutside the classroom
EVIDENCES
● To identifythe class’rules
that allowyouto
participate inthe
activitiesandmanage the
workmaterial
● To listenandobserve the
basicguidelinesof order
and hygiene
TASKS
● Observes the ordering
patterns of the
workspace through the
projection of videos
● Identifies the rules of the
games, the order of the
space and the care of the
toys and work material
within recreational
activities
● Observes through the
projection of videos and
the reproduction of
rounds the elements of

3. general hygieneandtheir
use
● Performs individual
activities handling
different hygiene stuff
G
U
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2 1
Recognitionof basiccommandsandrulesof the use of
workingmaterial,the space use,care of the environment
and theirpeerstogenerate recognitionof space astheir
own
● To attendand applythe
basicclass rules,of
coexistenceaswell asthe
care of the workspace
● To practice some hygiene
rulesduringyourfeeding
● Observes through video
projection the proper
way to relate to his/her
peers
● Practices the line- up
guidelinesthroughgames
and activities in different
places
● Recognizes through
playful elements hygiene
and diet guidelines
socializedthroughvideos
● Collectsthe material used
in recreational activities
after finishing them
● Makes a circuit of
activities in which he
manipulates and
transports hygiene
elements to recognize its
proper use, depends on
the task
S
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2 1
Application of the rules of order and hygiene for the
construction of healthy guidelines out of context
To carry outactionsof orderand
cleanlinessof itsplace of work
and play autonomously
● Participatesingroup play
activities, in which he/
she must apply the rules,
learned and worked in
class
● Shows his/her skills and
sharesthemwithhis/her
peersthroughgamesthat
allows to integrate with
others with respect and
fraternity

4. T0PIC 2- THE MAGIC OF MY BODY
STAGE HOURS GOA
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PERFORMANCES OF UNDERSTANDING - STATEMENT ONGOING ASSESSMENT
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1 2
Motor development
Explorationandrecognitionof the bodyanditsparts
throughplayful activitiestoidentifythe bodysegmentsand
theirfunctions
EVIDENCES
● To identifythe partof the
bodywithwhichyoumust
performthe indicated
task,as appropriate
● To recognize yourbody
segmentsandname them.
TASKS
● Explores through songs
and videos the location
and shape of the body
parts(head,arms,hands,
legs, feet, chest, and
back)
● Observes, recognizes
and indicates on scale
figures, the indicated
body parts
● Executes sequences of
movements and
displacements
integrating their body
control as well as their
segmental strength
● Carries out circuit of
displacements
transporting with his
corporal segments,
different types of
mobiles
G
U
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2 2
Executionof sequencesof simplemovementswith and
withoutthe use of mobilestodeveloptheirgeneral motor
competence
● To autonomouslycontrol
the movements,launches
and movementsit
performs
● Observes the different
movement possibilities
throughvideosand song
● Executes small
movement sequences
with changes of
positions and supports

5. S
Y
N
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2 2
Adaptation of basic motor skills of locomotion for the
execution of composite motor tasks
● To modifyyour
movementsatwill to
achieve the proposed
tasks
● Executes different
movement sequences
changing the
displacement, (walking,
hopping, running,
crawling) the direction
and the body position,
according to the
instructions
● Skills challenge:
Participatesandmakesthe
tour of the different
stations arranged to
fulfill the task of the
same as appropriate
T0PIC 3 - LEARNING TRICKS WITH MY HANDS
STAGE HOURS GOAL PERFORMANCES OF UNDERSTANDING - STATEMENT ONGOING ASSESSMENT
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2 3
Playful motor
Recognitionof some geometricshapes, colorsandsize
conceptfor the integrationof these elementsinthe
executionof activitieswithcommandtracking
EVIDENCES
● To recognize some of the
basicgeometricshapesin
differentsizes,aswell as
the primarycolors
TASKS
● Observes through the
projection of videos the
geometric figures, the
primary colors and the
concept of size
● Performs skills circuit
with stations to work
your manual grasp and
launch ability
G
U
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2 3
Executionof tactile memoryexercisesbymeansof which,
identifyandrecognizethe shapes,colorsandsizesforuse
outside the context
● To identifythroughyour
sensesthe differences
betweenshapes,colors
and sizes
● Participates in sensory
activities circuit where it
identifies the elements
placed in each station
● Uses different tools to
explore shapes, colors
and sizes immersed in

6. the common places at
the school
S
Y
N
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S
I
S
2 3
Manipulationof mobilesbymovingalternatelyor
simultaneouslytoworkontheirperceptionand eye-hand
coordination
● To practice the execution
of journeyswithand
withoutmobiles,working
theirprecisionandreach
● To differenceof partial or
total forms,colorsand
sizesseeninclass
● Performs different
exercises with mobiles
to strength the eye –
hand coordination and
precision
● Transports, separates
and orders figures by
their size and color
● Draws different figures
with templates of
different sizes, following
the color application
commands.
T0PIC 4 - THE POSSIBILITIES OF MY BODY AND FACE
STAGE HOURS GOAL PERFORMANCES OF UNDERSTANDING - STATEMENT ONGOING ASSESSMENT
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2 4
Body languages
Explorationof bodymediaandthose availableinyour
environmenttoexpressyouremotionsassertively.
EVIDENCES
● To explore the execution
of gesturesand
movements,aswell asthe
moldingof materialsand
tracing onpaper,
recognizingthese means
as a form of expression
TASKS
● Observes and identifies
the gestures and
emotions through the
video projection and
pictures.
● Mimics gestures shown
by projecting images.
● Color according to your
knowledge and
possibilitiesthe graphics
arranged on paper,
which represent
emotions with different
gestures

7. G
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2 4
Realizationof gesticulation exercisesandgripexercisesto
developanadequate structure inthe organsandbody
structuresimmersed
● To identifythatother
soundscan be made with
the bodyand withthe
mouth
● To practice fine motor
movements
● Observesandrecognizes
through the projection
of videos the different
possibilities of gestures
● Participates in group
games in which he/ she
must make gestures,
sounds and movements
of animals
● Makes molded clay
exercisesto explore the
possible shapes and
figures
● Realizes tearing
exercises with different
kind of paper
S
Y
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S
2 4
Recognitionandassociationof gestures,colorsandimages
withemotionsandsensationsfortheirinternalizationand
development
● To expressitdoing,
knowingandfeeling
throughgestures, sounds
and differentartistic
elements
● The workshop of
emotions:Makesa work
of art (photographic,
plastic and graphic)
where evidence
gestures and the
handling of different
materials seen in class
TOTAL 22

8. QUARTER DESCRIPTORS:
COMPONENTS PROCESS DESCRIPTORS
Habits Shows curiosity to performs and learn about his environment, class rules and good manners in everyday situations.
Basic actions Performs basic movements with his upper and lower limbs as well as fine motor activities to strength his muscle tone.
Emotions Explores and identifies his emotions and feelings by gestures, corporal exercises and crafts activities.
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.
3. Expand your knowledge through activities and
pedagogical games.
4.Participate timely and actively in the various
moments in the class.
1.Achieve the goals proposedin the dimension,with a
certain degree of difficulty.
2.Reach the minimum goals with complementary
reinforcement activities, within the academic period.
3.Develop additional activities as suggested by
teachers.
4.Express responsibility and 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.
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
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.