1) The document outlines a teaching unit on ethics for preschool students focused on emotions and rules/duties. 2) It includes two main topics - emotions and how to handle them, and rules/duties at school. Each topic has exploratory, guided, and synthesis stages with related goals, activities, and assessments. 3) The unit aims to help students recognize themselves and their identity through understanding emotions, relationships, and the need to follow norms for healthy cooperation.

1. TEACHING FOR UNDERSTANDING UNIT 2018
AREA: SOCIAL SUBJECT: ETHICS TEACHERS: CAMILA GUERRERO MIKÁN GRADE: PK TRIMESTER: II
OVERARCHING UNDERSTANDING GOALS (THROUGHLINES):
I recognize myself as a person with an identity, possessor of duties and norms that contribute to healthy coexistence.
UNDERSTANDING GOALS
1. How do my emotions mediate relationships with peers and adults? (METHOD AND COMMUNICATION)
2. Why is it necessary to comply with norms and duties at the institutional level? (COMMUNICATIVE)
TOPICS:
1. Respect and management of
one's own and others'
emotions.
2. Rules and duties within my
school, to promote good
treatment and care for himself
and his environment.
TOPIC 1 – My emotions, how can I handle them?
STAGE HOUR GOAL PERFORMANCES OF UNDERSTANDING ONGOING ASSESSMENT

2. EXPLORATORY
1 1 1) COGNITIVE COMPETENCES
Recognition of emotions and some moods.
Teacher performs an activity for the recognition of previous knowledge of the
student. This knowledge must correspond to the age of the group (3-4 years). For
the development of the activity, teacher begins with questions related to the
name of some emotions and moods. Once identified the names of these, teacher
proceeds to ask if they know how the faces of some emotions look and from this
the activity will be done that will be explained below.
 Teacher shows the students the “Emoji Roulette” (previously it must be
designed by the teacher) which contains images with emojis. Then will ask
questions related to the emotions.
 Teacher shows a video in which talked about emotions. After the video,
teacher does questions about video.
https://www.youtube.com/watch?v=o5jZIswSfSE
1.1) Recognizes the name of
some emotions.
1.2) Identifies the different
emotions.
1.3) Represents facial
expressions of emotions.
1 1 2) COMMUNICATIVE COMPETENCES
Expression of their feelings in an appropriate way according to their context.
Teacher performs an activity for the recognition of previous knowledge of the
student. This knowledge must correspond to the age of the group (3-4 years). For
the development of the activity, teacher begins with questions related to handle
their emotions. Once identified the answers, teacher proceeds to ask if they know
how they can handle their emotions and from this the activity will be done that
will be explained below.
 Teacher shows a video in which talked about handle emotions. After the
video, teacher does questions about video.
https://www.youtube.com/watch?v=AdFJUET2gRg
 In this activity, a cooperative game is developed to encourage students to
2.1) Identifies some how to
handle emotions.
2.2) Recognizes actions related
to self-control.
2.3) Expresses emotions in an
appropriate way.

3. respect each other.
GUIDED
2 1 1) COGNITIVE COMPETENCES
Recognition of emotions and some moods.
In this stage teacher performs activities that allow the student to appropriate
previous knowledge with new ones in a real and everyday context. Teacher starts
with a circle in which gives the explanations about what is worked in the class.
For this session teacher makes a work about of emotions, that explains each of
these (definition, characteristics and facial expressions) This work is done through
the following activities:
 Reading the story about emotions. (book taken from the library or at the
teacher's choice)
 Use of emojis roulette (emotion identification work)
 Teacher shows the following video, with the purpose of identifying facial
expressions related to emotions.
https://www.youtube.com/watch?v=37w9JjUWN30
 The student decorates some faces with emotions related to the views in
the video. (the activity is done in a guide)
1.1) Describes characteristics
of some emotions.
1.2) Relates facial features
with each emotion.
1.3) Illustrates some of the
emotions graphically.
2 1 2) COMMUNICATIVE COMPETENCES
Expression of their feelings in an appropriate way according to their context.
In this stage teacher performs activities that allow the student to appropriate
previous knowledge with new ones in a real and everyday context. Teacher starts
with a circle in which gives the explanations about what is worked in the class.
For this session teacher makes a work about how to express their feelings in an
2.1) Identifies the importance
of express feelings in an
appropriate way.
2.2) Participates actively in
the spaces for dialogue.

4. appropriate way according to their context. This work is done through the
following activities:
 Through some role play situations, students must act like they will express
their feelings according their context.
 Work is done on respect for the other's emotions, based on reading the
story that you can find in this website.
https://edukame.com/un-cuento-para-comprender-las-emociones-de-los-
demas
 To close the stage, work through two manual activities that help the anger
management work. Below you can find the links to perform these
dynamics in class:
Sensory balloon:
https://www.youtube.com/watch?v=Xssmg3MMXiA
Calm Down Jar (Montessori):
https://www.youtube.com/watch?v=pZBQByIUiq0
2.3) Relates what is seen in
class with their daily life.
SYNTHESIS
1 1 1) COMMUNICATIVE COMPETENCES
Expression of their feelings in an appropriate way according to their context.
Students make puppets, in which they represent the different emotions with
which they have worked in class. In this activity students can use different
materials to make their handcraft.
Below you can find a link with a reference image for the puppet´s development.
https://www.google.com.co/search?q=titeres+de+emociones&source=lnms&tbm
=isch&sa=X&ved=0ahUKEwiRqcvCzYnZAhUGuVkKHWieD7MQ_AUICigB&biw=151
1.1) Represents graphically the
characteristics of the
emotions.

5. 7&bih=746#imgrc=s2fmONeCdSH2_M:
1 1 2) COGNITIVE COMPETENCES
Recognition of emotions and some moods.
Students through role play account for what they identify as emotions and some
moods. In this activity children can use different materials to make their
representation.
2.1) Represents corporally,
actions related to
emotions and moods.
TOPIC 2 – You, me, us. How do we take care of ourselves?
STAGE HOUR GOAL PERFORMANCES OF UNDERSTANDING ONGOING ASSESSMENT
EXPLORATORY
1 2 1) COGNITIVE COMPETENCES
Application of the rules studied in their daily behavior.
Teacher performs an activity for the recognition of previous knowledge of the
student. This knowledge must correspond to the age of the group (3-4 years).
For the development of the activity, teacher begins with questions related to the
norms and duties at school. Once identified the answers, teacher proceeds to
ask if they know how to apply the norms and duties in their daily behavior and
from this the activity will be done that will be explained below.
 Teacher shows a video in which talked about duties for a good
coexistence. After the video, teacher does questions about video.
https://www.youtube.com/watch?v=RyLzsQKFpB0
Cooperative games are made that allow the students to have an adequate
behavior (good treatment) inside and outside the classroom with their
1.1) Recognizes some duties at
school.
1.2) Identifies for a good
coexistence.
1.3) Relates norms and duties
with their behavior.

6. classmates.
GUIDED 3 2 1) COGNITIVE COMPETENCES
Application of the rules studied in their daily behavior.
In this stage teacher performs activities that allow the student to appropriate
prior knowledge with new ones in a real and everyday context. Teacher starts
with a circle in which he/she gives the explanations about what is worked in the
class. Once the socialization activity has been carried out, teacher explains
through images, what are some of the students' duties in the classroom. To close
the activity, teacher shows different images of actions related to duties and
images that are not related, and students must identify what if they are duties.
This will be done through a game.
Teacher performs the activity of caring for a plant or pet in the classroom. This is
for the purpose of teaching the importance of caring for others. It is explained
because complying with the norms and duties at school, contributes to a good
development of their daily behavior.
1.1) Associates the rules of
coexistence with their
behavior in the classroom.
1.2) Recognizes the
importance of caring for
the people with whom
they live.
1.3) Explains why is important
to comply with the rules
and duties at school.
SYNTHESIS
1 2 1) COGNITIVE COMPETENCES
Application of the rules studied in their daily behavior.
 For the closing of this thematic unit the "Spa Day" is carried out in which
the students have a space in which they w perform massages to their
classmates (the techniques of the massages will be guided by teacher)
The environment should be propitious and comfortable so that each of
students can put into practice everything learned in this unit.
(Recognition of emotions, management of emotions and respect for the
1.1) Represents corporally,
actions related to rules of
coexistence.
1.2) Represents graphically
draws related to rules of
coexistence.

7. emotions of others)
 Students must make a mural that will be placed in the classroom, where
show the importance of have a good daily behavior to have a great
coexistence.
TOTAL 12
TERM PERFORMANCES:
SUPERIOR HIGH BASIC LOW
PROCESS, COGNITIVE,
INTRAPERSONAL AND
INTERPERSONAL COMPETENCE.
Applies emotions that make possible
to mediate relationships with peers
and adults.
PROCESS, COGNITIVE,
INTRAPERSONAL AND
INTERPERSONAL COMPETENCE.
Describes and related emotions that
make possible to mediate
relationships with peers and adults.
PROCESS, COGNITIVE,
INTRAPERSONAL AND
INTERPERSONAL COMPETENCE.
Identifies emotions that make
possible to mediate relationships
with peers and adults.
PROCESS, COGNITIVE,
INTRAPERSONAL AND
INTERPERSONAL COMPETENCE.
Name some emotions that make
possible to mediate relationships
with peers and adults.
SUPERIOR HIGH BASIC LOW
PROCESS, COGNITIVE,
INTRAPERSONAL AND
INTERPERSONAL COMPETENCE.
Applies rules and duties within my
school, to promote good treatment
and care for himself and his
environment.
PROCESS, COGNITIVE,
INTRAPERSONAL AND
INTERPERSONAL COMPETENCE.
Describes and relates rules and
duties within my school, to promote
good treatment and care for himself
and his environment.
PROCESS, COGNITIVE,
INTRAPERSONAL AND
INTERPERSONAL COMPETENCE.
Identifies rules and duties within my
school, to promote good treatment
and care for himself and his
environment.
PROCESS, COGNITIVE,
INTRAPERSONAL AND
INTERPERSONAL COMPETENCE.
Name some rules and duties within
my school, to promote good
treatment and care for himself and
his environment.

8. ASSESSMENT RUBRICS FOR TEACHING FOR UNDERSTANDING
CRITERIA
* QUALITY LEVELS
SUPERIOR HIGH BASIC LOW
Understands and
responds simple
texts
Understands and
responds to simple,
short spoken texts,
communicate
information.
Most of the time
understands and responds to
simple, short spoken texts
and communicate
information.
Sometimes understands and
responds to simple, short
spoken texts and communicate
information.
Is not yet able to understand and
respond to simple, short spoken
texts, communicate information.
Requests and
provides
information
Requests and provides
information in a limited
range of everyday
situations.
Most of the time requests
and provides information in
a limited range of everyday
situations.
Sometimes requests and
provides information in a
limited range of everyday
situations.
Is not yet able to request and
provide information in a limited
range of everyday situations.
Identifies
messages and
ideas
Is able to identify basic
messages and main
ideas and supporting
details presented in
simple visual texts.
Most of the time Is able to
identify basic messages but
not main ideas supporting
details presented in simple
visual texts
Sometimes identifies basic
messages and main ideas and
supporting details presented in
simple visual texts.
Is not yet able to identify basic
messages and main ideas and
supporting details presented in
simple visual texts.
Uses the language
to communicate
Uses the language to
establish
communication with
others.
Most of the time uses
language to establish
communication with others.
Sometimes uses language to
establish communication with
others.
Is not yet able to use language to
establish communication with
others.

9. ORAL PRESENTATION RUBRIC
CRITERIA SUPERIOR HIGH BASIC LOW
CONTENT Shows a good understanding
of the topic.
Shows a full understading of
the topic
Shows a good understanding
of parts of the topic
Does not seem to understand
the topic very well
VOCABULARY Uses vocabulary that
corresponds to the topic and
does not use the second
language.
Uses vocabulary that
corresponds to the the topic
but sometimes uses the
second language
Some times uses vocabulary
that does not correspond to
the one of the topic and in a
few times uses the first
language
Uses vocabulary that does not
correspond to the one of the
topic and uses the first
language
USES COMPLETE
SENTENCES
Always speaks in complete
sentences, using strategies
such as synonyms, gestures or
circumlocution rather than
insert words in native
language.
Mostly speaks in complete
sentences and rarely inserts
words in native language.
Sometimes speaks in complete
sentences and inserts words in
native language.
Rarely speaks in complete
sentences, often inserts words
in native language.