Pit Prefirst Profesor

PROFESOR
ISBN 978-607-727-334-9
Ral Calao Rebouleen y Carlos Zepeda Chehaibar

PROFESOR
Author
Ral Calao Rebouleen
Carlos Zepeda Chehaibar
Teaching coordinator
Myriam Cornejo Blanno
Instructional design
Teresita del Nio Jess Baranda Yez
Pamela Sabugo Trujillo Programa de informtica y tecnologa
2da edicin
Julio 2014
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2
Computer and Technology Prefirst
Teaching Basis
Educational computing program
Grupo Educares International Research Center in its commitment to education quality
presentsn the Computer and Technology Program for Prefirst, a different and innovative
way of teaching and learning, with the use of new technologies to maximize and
strengthen the competencies of preschoolers, which serve as the basis to those of superior
levels.
In this manual, designed specifically for you, you will find information and resources
whose main goal is to bring you closer to our program and ease its proper use and
teaching. We hope you find it useful.
Our program is made up of a set of resources and materials designed to fulfill the needs
of a Prefirst schooling level:
Resources for the STUDENT
Printed material. Students workbook.

Work This material develops and/or reinforces Information
book and Communications Technologies (ICT) contents and
competencies, as well as the different educational
fields of preschool education, through fun and
practical exercises with instructions in English that are
complemented with augmented reality elements. These
books are characterized by their attractive, versatile and
ISBN 978-607-7273-31-8
innovative design which sparks an interest to technology

in the students, approaching it from the perspective of a
second language: English.
License with an access code for the Software

Licencia
Online platform
This individual license for the student will grant him/
ATENCIN: contiene informacin confidencial
her access, throughout the entire school year (annual),

to the online platform, which contains a great amount
Felicidades! Acabas de adquirir Software On Line, una plataforma
en lnea que contiene software educativo en las reas de espaol,
matemticas, ciencias, geografa, informtica, tecnologa e ingls
para los niveles de preescolar y primaria.
of educational titles related to computer topics and

Folio 000000
stories in English that are mentioned in both the

activity book and the workbook.
3
Activity book for home with
augmented reality.
It reinforces the contents that were taught
in the computer and technologies class
through simple and fun activities according
to the competencies that we look to
develop at this age. The activities are
put into context with a story in English, Activity
so that the student can play a part in book
the characters adventures. Some of the
activities are complemented by augmented
reality elements.
Augmented reality is included in both the students workbook and in the activity
book. Augmented reality allows the production of information, which combines
physical reality with virtual reality, and can be used on several devices, such as the
computer or a mobile. The advantages of including augmented reality in the Prefirst
CTP books are:
They allow the student to interact with the book in a different, fun and much
more dynamic way.
Students motivation and learning are both promoted when working with
technology in printed books.
Images, graphics and photos can be seen from perspectives that the printed
form would not allow, favoring the flexibility of mental images in the preschool
levels.
Space orientation would be stimulated in the preschool age, which is
necessary as the basis of future learning.
Resources for the INSTITUTION
Printed material, Teachers book. What makes

Gua del Grupo Educares programs different from other
Docente
programs is the teachers guide, which includes:
Program progress
Summaries of the exercises that the students
will carry out
Educational fields
Competencies to develop
Mental processes
PROFESOR
A list of the software that will be used in each

session, with its shortcut key
4
Useful information and resources for the proper handling and use of the program
and the software
Suggestions of activities that can be carried out with the students
Educational software with technology topics

It is a platform which gathers in a menu all the software titles designed for this
educational level, in a second language: English. Its goal is to support the preschool
educational fields by promoting the childrens interaction with technology, which at the
same time reinforces their knowledge of different topics in English. Its objective is to
allow the educational institution to count within their facilities with original resources,
which help the learning processes that are carried out. It is presented in English.
Software
Technological Competencies Division Website

It is the official web site of the Computer and Technology Program, intended for
both teachers and students, in which they will be able to download the resources
mentioned in the books, participate and collaborate in a blog with other teachers and
facilitators, access additional lessons and obtain assessment and support.
Lastly, we offer the institution a support and professional development service in order
to prepare the teachers in the proper use of the program, as well as to support them in
fulfilling the academic goals and success throughout the school year.
Micrositio
5
Information and Communications Technologies (ICT)
The Prefirst Computer and Technology Program incorporates the use of new
Information and Communications Technologies (ICT), promoting changes in the
traditional ways of teaching and learning, as well as the use of resources and
elements promoting reasoning rather than memorizing.
This is why Grupo Educare has put together a teaching project: the Computer and
Technology Prefirst Program, in order to take advantage of the new technologies in
the educational world, renewing the teaching practices and creating an innovative
alternative for strengthening students learning skills.
Computer uses in education are the means for creating new educational
environments; a resource for acquiring information and discovering facts, principles
or concepts in a non-conventional way; as an approach to new technologies for
teachers and students; as a means for obtaining, augmenting and strengthening
competencies and skills.
The educational software is a resource that promises more effective learning since
its a system that:
Improves and helps with the teaching and learning processes, as it offers
information, demonstrates or simulates, as well as provides an environment for
discovering facts or concepts in a non-conventional way.
Increases the users motivation because it has the potential of impacting the
users.
Enriches the comprehension of the contents due to its usability and the
inclusion of multimedia resources and elements.
Every day, teachers need more resources and strategies for preparing their classes
and to make use of them in order to make learning more meaningful to students. The
design and development of the educational software has become the latent search
of viable alternatives for solving the problems and fulfilling the needs of education
today.
As a result of the scientific and technological advances, nowadays there are
packages of educational software in the market, although they still show a lack of
educational foundations to support such resources. Their graphic and functional
characteristics are attractive, but they need to be enriched with proper contents and
methodologies for creating viable projects that, beyond being attractive to the user
due to its colors, shapes and functionality, because of its adequate programming
and platform, are, above all, a resource that is useful for carrying out the teaching
and learning processes, as is the case of Grupo Educares Preschool Computer and
Technology Software.
The results that can be obtained from educational software depend greatly on the
authentic quality of these three elements. This is how the three dimensions of the
computer culture are carried out:
Learning about the ICT: in its most elemental state, this corresponds to what is
called computer literacy. It refers to learning what is and how to use the computer
6
through other technological resources. To understand its advantages and
disadvantages, by acquiring the basic competencies for its use and application.
Learning with the ICT: this corresponds to innovating in the teaching practices,
taking advantage of the new teaching possibilities that the technological
resources offer as a means to learning significantly and to stimulating the
cognitive development of the students.
Learning from the ICT: this method centers in taking advantage of the
technological resources in order to improve productivity by carrying out the
activities in less time and in a better way.
Educational fields
The above-mentioned resources that make up Grupo Educares Computer and
Technology Prefirst Program, have a joint objective of collaborating in the
strengthening of competencies in the students of this level, understanding a
competency as:
The joint capabilities, that include knowledge, attitudes, abilities and skills that
a person achieves through learning processes and that are demonstrated in their
performance in diverse situations and contexts. (PEP 04)
The competencies that we seek to strengthen in this level are organized in

Educational Fields and these are explicitly considered in the materials and resources
in the Computer and Technology Prefirst Program. The educational fields are as
follows:
Technology skills
Knowledge and use of technological resources.
Personal and social development

Personal identity and autonomy.
Interpersonal relations.
Language and communication

Oral language.
Written language.
Mathematical thinking
Numbers.
Shape, space and measurement.
Exploration and understanding of the world

Natural world.
Culture and social life.
7
Artistic expression and appreciation
Musical expression and appreciation.
Corporal expression and dance appreciation.
Plastic expression and appreciation.
Dramatic expression and theatrical appreciation.
Physical development and health

Coordination, strength and balance.
Promoting health.
What do we need for learning?

As was mentioned in the definition of a competency in the previous section, we
need knowledge in order to be competent. In this section we will explain the three
basic requirements for learning: attention, perception and memory.
In the preschool level the activities are completely focused on stimulating these
three requirements in order to strengthen them and thus guaranteeing the adequate
academic performance in subsequent educational levels, this is why the activities
and resources in the Prefirst Computer and Technology Program consider these three
elements, without exception.
Nobody can learn without perception, attention or lack of memory.
a. Perception
Perception is carried out by different channels which are the means through which
human beings catch and tune in the information they receive from the environment,
by using their senses.
Even if we have all of our senses and we use them to gather information from the
exterior, most people have a dominant channel. nternational investigations indicate
that the sense that is mostly used by human beings to receive information from the
exterior is sight, since through it we have the first and clearest contact with the things
that surround us.
After sight, the sense that is most used is hearing, since through it we can listen to
the information that our surrounding environment offers us. Although the other senses
are used in a lesser percentage, they are also needed to put us into contact with the
world that surrounds us in order to get to know it better.
The above allows us to identify important aspects regarding the way in which
human beings handle the information that we receive from the exterior and the
manner in which we can comprehend and retain it better.
8
Retention
10 % 20 % 30 %
of what they of what they of what they
read listen to see
50 % 70 % 90 %
of what they of what they of what they
see and listen to and listen to and
listen to discuss carry out
3 hours 3 days
later later
70 % 10 %
TEACHING METHODS
72 % -
85 % 65 %
9
From this we can conclude that in addition to the relevance represented by the use
of all the channels for capturing the information as a first step in order to carry out
a learning process, it is important to seek strategies, which allow us to comprehend
and retain it better. The new technologies are excellent teaching and learning
tools for achieving this, for we can send through them information by means of the
two main senses the human being uses to gather information: sight and hearing.
Also, through Grupo Educares Computer Uses in Education Program, we offer the
resources and strategies that enable a better comprehension and retention of the
same information.
b. Attention
Attention is the mental ability through which we prepare our mind and our senses
for the pursuit and selection of information from the environment. Paying attention
is an ability that implies making a personal effort to control internal and external
distractions.
Current statistics show that there is an increase in the number of children with a
difficulty to concentrate, and although there are several theories that try to explain
this disorder, it is a fact that the social and environmental factors have an important
implication, as does a deficient schooling.
In order to understand the nature of attention and thus help to develop it, it is
necessary to take into account the following principles:
The level of complexity of the exercise should be based on the grade in

course, neither too simple nor too hard.
If the child receives an immediate positive feedback, the process of attention
increases due to the fact that this makes the time invested make sense.
The level of attention relates directly to the amount of interest awakened in the
child.
Paying attention is a voluntary process, which relates directly to the internal
motivation and interest awakened by the knowledge and the materials presented
to the child (intrinsic and extrinsic motivation).
It is necessary to adjust the amount of stimuli according to the different age
groups in order to avoid distractions.
The Computer and Technology Prefirst Program takes into account these principles
by offering the user adequate activities in time and adjusted in complexity, in order
to hold the childrens attention and to promote better learning.
c. Memory
Memory is the ability that gives us the opportunity to register, store and remember
experiences, ideas, images, events, feelings, smells, etc.
Thanks to memory we have the opportunity to link the new information we receive
with the one that we already have stored in our brain, we transform it thanks to
memory. If we didnt store information, there wouldnt be any kind of learning.
10
Gagn considers that the learning process consists of three stages in which memory
has a decisive role:
Retention: It is the moment in which the information is stored and we arrange

it according to our schemes.
Evocation: It is the ability to recover the information that we have retained or
stored.
Generalization or transference: It is the moment in which we apply what we
have stored to different moments of our everyday life in order to face a situation
or solve a problem.
We memorize most effectively when:

We are paying attention. Its easier to memorize something when the student
filters all of the surrounding stimuli and concentrates on what he has to do, thus
guaranteeing retention.
Motivation. Nobody memorizes what he or she doesnt want to or what
doesnt hold his or her interest.
Time. There are contents that require repetition and practice in order to
be memorized, which implies investing time in order to achieve an effective
memorization.
It is important to consider that learning is not the same as memorizing content, in

which it is merely stored; this situation is present in traditional teaching.
The Prefirst Computer and Technology Program presents activities which stimulate
memory in a manner that is structured sequenced from grade to grade.
Learning needs memory in order to relate the things that have been learned with the
new material, for transforming this information so that later it can be applied. We
can have a greater understanding of how we learn by looking at aspects described
by Constructivism theory.
Constructivism
The activities in the Prefirst Computer and Technology Program are designed with a
constructivist orientation, but what is constructivism? It is a theory that explains that
people learn when they take what they already know and associate it with the new
information that their teacher, parents, peers, books, software, etc. provide.
So, how do we associate the new information with the knowledge we already
possess? We do this through the mental processes that allow us to apprehend,
manipulate and apply this information in different times and places.
Constructivism also tells us that we are all unique and unrepeatable in the sense that
each person has the same mental processes but we use them in a different way, this
is why each person learns in a different manner and pace. This is the reason as to
why a teacher is a companion in a students learning, he/she is the one that helps
him/her to think and does not give him/her all the answers, he/she is the one that
11
makes question so that the student will think about what he/she has to do and how
he/she has to do it. The teacher is the one that prepares the activities so that the
student can make mistakes and learn from them rather than being the one to censor
him/her. In other words, the teacher is a mediator.
When a student knows what he/she has to do, how he/she has to do it and what
he/she has to do in order to not repeat mistakes when he/she makes them, we can
say that their learning is being constructed.
Which characteristics must a good mediator possess?

He/she is someone who doesnt give all the answers; he/she makes the
students reach them by using intelligent questions. For example: How did you do it?
If you had done it in a different way, would you have reached the same answer?
How do you know this is the right answer? What have you learned from your
mistakes?
He/she takes advantage of mistakes as learning opportunities.

Culturally, making mistakes is wrong and even punishable. A mistake is merely a
process that helps to reaffirm learning and a mediator helps the student to discover
his/her mistake and why he/she made it.
He/she is the one that tries to keep the learning from staying only in
the classroom, he/she creates moments for the students to identify which situations
or problems can be solved from the things they learned in other moments in their
everyday or school life.
He/she is the one who promotes

learning amongst students in an
environment of discipline and
values. An author of Constructivism
(Vygotsky) says that students can
understand the explanations given
by their peers better rather than
the ones presented by the
teacher, due to the empathy
that they share.
He/she
creates an
enjoyable
environment
for learning.
Nobody can
learn if they do
not feel well,
welcomed and
respected.
12
About the program
Educational Software with Technology Topics in English

(Computer and Technology Prefirst Software)
Upon the need of diversifying the teaching resources for supporting the learning
and teaching processes, Grupo Educare has developed a set of titles of technology
topics in an educational software with topics in a second language: English.
The educational software is one of the resources with the highest potential
which the new technologies offer, as it is a tool that facilitates the learning and
teaching processes by offering information, displays or simulations, as well as
by providing an environment for the discovery of facts, principles or concepts
in a non-conventional way, through the use of the computer. The educational
software manifests its impact by increasing the users motivation and by easing the
comprehension of contents due to its usability and by including multimedia resources
and elements, considering multimedia resources as those elements which use
jointly and simultaneously different means, such as images, sounds and text, in the
transmission of information.
Some of the titles in the educational

software developed by Grupo Educare
are based on Interactives. Interactives
are programs specifically designed to
present the information about a topic by
using different means of support, such as:
texts, pictures, narratives, animations and
simulations. This type of software can be
made up of anything from presentations
and/or explanations of a topic that the
users must attentively observe and listen to, to exercises and activities that they can
carry out by using the computer, interacting in the construction of their learning.
Structure of the Software

n an attempt to offer the students information which is better structured which
allows them to carry out better mental processes, the software is organized in
three sections: observe, practice and apply; each with specific goals and activities
according to the thinking abilities that we wish to work on.
Observe
In the Observe sections, students will be able to identify
different concepts and ideas through the pictures and
words that are presented in a brief video, which will
allow them to activate their previous knowledge, insert it
into the topic and awaken their interest for further leaning.
13
Practice
Students will be able to interact with the computer in a
guided manner. In this second section, activities will be
carried out under the we do it together principle, for the
students will carry out exercises that are allusive to the topic
they are working on, by following instructions.
Apply
The students will be able to interact autonomously with the
computer. Activities will be carried out under the I do it
on my own principle, for the students must complete the
exercises independently in the practice section, allowing
them to reinforce and evaluate the acquired knowledge.
Printed material of the

Computer and Technology Prefirst Program
The students printed material which is part of this program is a resource directed
to the solid construction of knowledge in the students, as it is a material specifically
designed so that the student develops and/or reinforces the learning areas and
necessary skills in this grade, based on the contents previously approached through
the exploration and use of the educational software in English, which is the axis of
our program.
In an attempt to take full advantage of this resource, a series of activities that the
student must carry out can be found in the students book and in the activity book for
home. These activities are made up of a variety of exercises in which the students
will exercise diverse competencies and will be able to follow instructions (both oral
and written), in a second language: English.
273-31-8
ISBN 978-607-7
a Chehaibar
leen y Carlos Zeped
Ral Calao Rebou
14
PIT - Prefirst - Index
Session Subject Page
1 The computer lab 21

2 The computer 22
3 What can I do with a computer? 23
4 Using the keyboard 24
5 Using the mouse 25
6 My face 26
7 What does it say? 27
8 In colors 28
9 Where do animals live? 29
10 My body 30
11 This and that 31
12 Which doesnt belong? 32
13 My house 33
14 Hi 5! 34
15 These and those 35
16 Shapes everywhere 36
17 Everythings in place 37
18 In the closet 38
19 I, You, We, They 39
20 Opposites 40
21 How do I get there? 41
22 He, She, It 42
23 From 1 to 10 43
24 When I grow up 44
25 Discovering words 45
26 How many are there? 46
27 Put in order 47
28 Whats next? 48
29 Where is it? 49
30 Famous painters 50
31 Painters and their works 51
15
Visual instructions
Cut Trace over
Paste Cross out
Color Watch
Circle Connect
Paste Stickers Trace
Draw Augmented reality
User Guide for the application of

augmented reality
The students book includes pictures which allow them to discover objects or virtual animations generated by
a computer when viewed with a smartphone or a tablet. This is what is known as augmented reality, as it
literally augments what is printed in the book on the screen of the device.
In order to see the augmented reality, you necessarily need to count with a device with an Android or iOS
(iPod or iPhone) operating system. You will need to download Grupo Educares augmented
reality app, from the Play Store or App Store online shops, according to the operating system
that your device uses.
Once inside the app store, search for the following words:Grupo Educare or PIT
and find the app which corresponds to the book you will use (it varies from grade
to grade) and install it. Once installed in your device, execute the app and follow
the provided instructions.
16
1 The computer lab
Computer Class
Key K089
Seessio
Session
S
1
ession
on
Educational field: Technology skills.
Color the icons that correspond to the computer lab rules that you saw in the
story Computer Class. Competency/Skill:
The student understands that there are external criteria, rules, and
conventions that regulate his/her conduct in the different areas in which he/
she participates
Teaching resources
Fixed resources: Students workbook and school supplies.
K089
Computer class 9
Alternative resources: Digital platform.
Software: Computer Class.
Shortcut key: K089
Mental processes: Logical thinking.
Values: Following rules.
Activity to carry out: Color and comment.
Procedure: Explore carefully the story included in the Preescolar software;

afterwards, speak with children about the importance of respecting (the rules)
K089
and the consequences of not doing so. Once this is over, the students must:
10 Computer Class
Look at icons.
Comment each one and what they represent with the students.
Color in their workbook the icons that correspond to the rules in the
computer lab that they saw in the Computer Class software.
Suggestions:
Use the software to go over the computer lab rules with the children.
Draw the icons corresponding to the rules in a poster board,
cut them in pieces and hand them to the children (previously,
dive them in three teams) so they can put them together.
Ask each group to explain the rule corresponding
to the icon they put together.
Rules:
Do not touch cables or electric inputs.
Do not run.
Do not play inside the lab.
Do not eat or drink liquids in the lab.
Enter the lab in an orderly fashion.
NOTE
Each teacher can add the rules he/she deems necessary.
TEACHERS BOOK Prefirst 17

2 The computer
Parts of the computer
Key K085
Seessio
Session
S ession
on Educational field: Technology skills.
2
Complete each puzzle by pasting the correct name next to each part of the
computer. The missing pieces can be found in the cut-out section. With the
help of your teacher, read each name before pasting it.
Competency/Skill:
Monitor The student gradually becomes more autonomous
Teaching resources
Software: Parts of the computer.
K085
Parts of the computer 11 Shortcut key: K085
Mental processes: Analysis and synthesis.
Values: Autonomy.
Activity to carry out: Cutting, pasting and reading.
Procedure: Explore and handle the software carefully. After finishing using
the interactive software, ask the students to open their workbook on the page
corresponding to the topic.
Cut-out the illustrations in the cut-out section corresponding to this lesson.
With the help of their teacher, read each name of the illustration that they
cut-out, before gluing it.
In their work book, put together each of the puzzles by gluing each part of
the computer next to their name.
Suggestions:
Use the software to go over the parts of the computer with the children.
Ask different children to go to the blackboard to draw the part of the
computer you mention (Monitor, C.P.U., Keyboard, Mouse, Speakers)
Make lottery boards with pictures of the parts of a
computer. We suggest one per pair of students.
Play lottery by naming the different parts of the computer.
Remind the students that this lesson includes

an augmented reality marker. Review the
instructions on page 16 of this book.
18 TEACHERS BOOK Prefirst

3 What can I do with a computer?
What can I do with a computer?
Key K087
Session
S
3
ion
io
o
Take a look at each picture. With help from your teacher, read the words under
each one and circle the one that matches the action it represents. Competency/Skill:
The student gradually becomes more autonomous
Write Read Connect
Teaching resources
See Color Jump

Dance
Listen
Play
Cut
Print
Look
Software: What can I do with the computer?
12 What can I do with the computer?
K087
Shortcut key: K087

Mental processes: Identification.
Values: Autonomy.
Activity to carry out: Observing, reading and circling.
corresponding to the topic.
Look at each one of the pictures in the workbook,.
Read with the teacher the words that are found under each picture.
Circle the word that corresponds to the action depicted in each picture.
Suggestions:
Use the software to go over the parts of the computer with the children.
Ask the children what it is they like to do most on the computer.
Make a mental map on the blackboard or on a poster board with
the word computer in the middle and the functions around it.
Ask some children to go up to the front of the
class and explain the map to their peers.

4 Using the keyboard
Using the key board
Key K088
Seessio
Session
S ession
on Educational field: Technology skills.
4
a. Write your name on the line.
b. Color the keys that matches the letters in your name.
c. On the second keyboard, identify the letters that form the word rainbow
Competency/Skill:
and color them.
Name: Respuesta libre The student gradually becomes more autonomous

Teaching resources
Rainbow

Software: Using the key board.
K088
Using the key board 13 Shortcut key: k088
Mental processes: Differentiation.
Values: Autonomy.
Activity to carry out: Drawing and coloring.
corresponding to the topic. The students must:
Write their name on the line.
Color the keys corresponding to the letters in their name.
Identify on the second keyboard of the exercise, the letters in the Word
rainbow and color them.
Suggestions:
Use the software to go over the correct use of a keyboard with the children.
Make 4 sets of flashcards with the letters in the
alphabet, one capital letter per flashcard.
Use one set to go over all the letters. Show one flashcard after
another to the children and ask them to name the letter or sound.
Divide the group into 4 teams, give one set of flashcards to each one
and ask them to order them according to the order on the keyboard.

5 Using the mouse
Space adventure with Peluches
(Alien station)
Key K097
Session
S
5
ion
io
o
a. Color the left button on each mouse.
b. Circle the type of mouse you use frequently and draw it in the
box.
Competency/Skill:
The student gradually becomes more autonomous
Teaching resources
Software: Space adventure with Peluches (Alien station).
14 Space adventure with peluches
K097
Shortcut key: K097

Values: Autonomy.
Activity to carry out: Coloring, circling and drawing.
Free answer

Color the left button of each mouse.
Circle the type of mouse they use most often.
Draw the mouse in the box.
K097
Space adventure with peluches 15
Suggestions:
Show the children a mouse and model for them the
correct position of a hand on the mouse.
Ask the children the functions of the mouse.
Explain to the chldren the use of the left and right buttons on the mouse.

6 My face
Parts of the body,
Clothing and parts of the body bingo
Key K089 and K083
Session
S ion
io
o
Educational field: Personal and social development.
6
Color each part of the face with the specified color. Competency/Skill:
The student acknowledges his qualities and abilities.
Hair
Eyes
Nose
Teaching resources
Mouth
Ears
Eyebrows

Software: Parts of the body / Clothing and parts of the body bingo.
16
K089
Parts of the body Shortcut key: K089 and K083
Values: Constrictive criticism.
Activity to carry out: Coloring.
Listen to the teachers instructions.
Color each part of the clowns face, with the color that the teacher
indicates.
Suggestions:
Use the software to go over the parts of the face with the children.
Sing a song related to the parts of the body, an example
could be the song Head and shoulders.
Name the different parts of the face and ask
the children to touch their own.
Team the children up in pairs and ask them to touch
the part of their partners face that you say.

7 What does it say?
Parts of the body (Put name)
Key K099
Seessio
Session
S
7
ession
on
Educational field: Language and communication.
Read each word with the help of your teacher and match each picture with its
name. Competency/Skill:
Eyes
The student interprets or infers the content of different texts using his/her
Mouth
Nose knowledge of written materials and of the writing system.

Ears Teaching resources
Neck
Toes
Hair Alternative resources: Digital platform.

K099
Parts of the body 17
Software: Parts of the body (Put name).
Shortcut key: K099
Values: Initiative.
Activity to carry out: Reading and matching.
Read each Word with the help of the teacher.
Match each picture with its name.
Check the answers.
Suggestions:
Use the software to go over the parts of the body with the children.
Prepare flashcards to go over the parts of the body vocabulary.
We recommend writing one word per letter sized flashcard.
Show the cards to the group and name them. Show
them again and ask the children to name them.
Distribute the cards to some children and name
them one and at a time to ask for them.

8 In colors
Buttons, Basic grammar (colors), Space
Adventure with Peluches
Key K103, K053, K097
Session
S
8
ion
io
o
Educational field: Mathematical thinking.
Circle the figure that corresponds to both groups and draw it in the center.
Competency/Skill:
The student recognizes and names the characteristics of objects, forms and
geometric shapes.
Teaching resources
18
K103
Buttons
Software: Buttons / Basic grammar (colors) / Space Adventure with
Peluches.
Shortcut key: K103, K053, K097
Mental processes: Mental representation.
Values: Responsibility.
Activity to carry out: Circling and drawing.
Look at the elements in each group.
K103
Buttons 19
Circle the shape belonging to both groups.

Choose an answer.
Draw the chosen shape in the middle.
Suggestions:
Use the software to go over the colors with the children
and carry out correspondence exercises.
Explain to the children what a Venn diagram is.
Draw a large Venn diagram that is visible for the whole group with
two groups of shapes that are similar to the ones in the exercise.
On a separate piece of paper, ask the children to
draw the shape corresponding to the intersection.

9 Where do animals live?
Meet the animals, spell the animals
Key K092 and K014
Session
S
9
ion
io
o
Educational field: Exploration and understanding of the world.
Write in the box under each animal, the first letter of the habitat to which it
belongs. Competency/Skill:
The student observes living beings and natural elements, and what happens
in natural phenomena
OCEAN DESERT POLE
Teaching resources
FARM HOUSE
20
K092
Meet the animals
Software: Meet the animals, spell the animals.
Shortcut key: K092 and K014
Mental processes: Transitive thinking.
Values: Drawing.
Activity to carry out: Color and comment.
D P O
F
H F P D

H D P O
Look at the pictures of habitats.
Identify the animal that belongs to each habitat.
K092
Meet the animals 21
Write the initial of the corresponding habitat in the box under each animal.
Suggestions:
Use the software to identify the different habitats and their animals.
Write the names of the habitats in 5 poster
boards, one habitat per poster board.
Give the children one fourth of a sheet of paper and ask them to
draw their favorite animal and to paste them on the correct habitat.
Look at the different poster boards and name the animals on each one.

10 MyParts
body
of the body,
Key K089 and K083
Session
S ion
io
o
10
Read each word with help from your teacher. Keep your human body stickers
at hand. Place each sticker on its name when you hear your teacher naming it.
Look at the boys picture if you have any doubts.
Competency/Skill:
The student acknowledges his qualities and abilities.
Teaching resources
Head
Stomach Chest
Left
arm
Left
leg
Right
arm
Right
leg
Left Left Right Right
hand foot hand foot
22
K089
Parts of the body
Values: Autonomy.
Activity to carry out: Reading and placing stickers.
Read each Word with the teacher.
Unstick the stickers of the human body.
Place each sticker on the name of the human body, when they hear their
teacher naming it.
Suggestions:
Use the software to go over the parts of the body with the children.
Dance and sing songs related to the parts of the
body, an example could be Hockey Pockey.
Show the children a large silhouette of a person. You
could draw the outline of a child on paper if you wish.
Hand out flashcards with the names of the different parts of the body to
the children and ask them to glue them on the silhouette on the correct spot.

11 This and that
Basic gramar
Key K053
Seessio
Session
S
11
ession
on
a. Complete the first two sentences with this or that.
b. Read the other two sentences and draw what is missing in each box. Competency/Skill:
knowledge of written materials and of the writing system.
This is a dog. That is a bee.
Teaching resources
This is a cat. This is a star.
K053
Basic gramar 23
Software: Basic gramar.
Shortcut key: K053
Values: Commitment.
Activity to carry out: Reading and drawing.
Look at the pictures.
First, complete the first two sentences with this or that.
Afterwards, read the following 2 sentences and draw in each box whatever
is missing.
Suggestions:
Use the software to show the children the difference between this and that.
Give each child a piece of Candy or a small object,
such as a cookie or a marble, and ask them to raise it and
say: This is a (name the object that was given)
Glue in different parts of the classroom, a drawing of a bird, a bee or
a star. Point to it and say: That is a (name the picture that was glued)
Ask the children to name something close to them saying
This and something that is far saying That.

12 Which doesnt belong?
Basic grammar (colors), Space
Adventure with Peluches (Blue Planet,
Lost in Space)
Key K053 and K097
Session
S ion
io
o Educational field: Mathematical thinking.
12
Cross out the figure that does not belong in each group. Competency/Skill:
rotinoM The student recognizes and names the characteristics of objects, forms and
geometric shapes.
Teaching resources
24
K053
Basic grammar Software: Basic grammar (colors) / Space Adventure with Peluches (Blue
Planet, Lost in Space).
Values: Commitment.
Activity to carry out: Crossing out.
Look at each picture.
Fin the elements that make one picture different to the others.
Tell apart the picture that is not like the others.
Cross-out the picture that does not belong in each group.
Suggestions:
Use the software to go over the differentiation of colors with the children.
Ask the group how they knew which was the correct
planet or which was the spaceship that was different.
Make bicolored planets for one half of the group,
and corresponding aliens for the other half.
Hand them out to the children and ask them to find their partner.


13 MyVisit
house
my house, Meet my house,
Parts of the house bingo
Key K095, K023 and K021
Seessio
Session
S
13
ession
on
Look at each room of the house and place the corresponding sticker. Read
each sentence carefully and circle the part that completes it. Competency/Skill:
In the The student understands the relationship between the present and past
of his/her family and community through objects, everyday situations and
we talk to others. we wash up.
In the
I can eat. I do my homework.
cultural practices.
In the
Teaching resources
we talk to others. we wash up.
K021
Bingo parts of the house 25
Software: Visit my house / Meet my house / Parts of the house bingo.
Shortcut key: K095, K023 and K021
Mental processes: Classification.
Values: Collaboration.
In the
Activity to carry out: Observing, placing stickers, reading and circling.
I enjoy dinner. I sleep.
In the
she prepares food. she rests.
Look at each room in the house.
K021
26 Bingo parts of the house
Place the sticker of the object corresponding to each room.

Read each sentence carefully and circle the part which completes it.
Suggestions:
Use the software to identify the parts of the
house and the things we do there.
Name different actions such as sleeping, eating, chatting,
bathing, etc. and ask the group or a specific child to name
the part of the house corresponding to that action.
Ask the children to draw themselves in their favorite part
of their house and write a sentence that describes their
drawing. For example: In the bedroom I sleep.
Ask some children to present their drawing to the others.

14 HiParts
5!
of the body,
Key K089 and K083
Seessio
Session
S ession
on
14
14
Draw the outline of your hand in the box. Color the thumb yellow, the middle
finger red and the little finger pink. Write 4 on your index finger and draw a
ring on your ring finger.
Competency/Skill:
Monitor The student acknowledges his qualities and abilities.
Teaching resources
Free answer
K089
Parts of the body 27 Shortcut key: K089 and K083
Values: Constructive criticism.
Draw the outline of their right hand in the box.
Color the thumb yellow, the middle finger red and the little finger pink.
Write the number 4 on their index finger.
Draw a ring on their ring finger.
Suggestions:
Use the software to go over the names of the fingers with the children.
Count the children using your fingers.
Name each pair of fingers and ask the children to clap
with them. First theyll clap using only their thumbs.
Brainstorm about the things we can do with our
hands (play the piano, the guitar, etc.)


15 These and those
Basic grammar
Key K053
Session
S
15
ion
io
o
Look at each picture. Read the sentences with the help of your teacher and
write on the line the sentence that matches to the picture. Competency/Skill:
These are my flowers.
Those are flowers.

These are my flowers.
These are birds.
Those are birds.

Those are birds.
Teaching resources
These are boats.
Those are boats.
Those are boats.
28
K053
Basic grammar
Software: Basic grammar.
Shortcut key: K053
Mental processes: Deductive thinking.
Values: Initiative.
Activity to carry out: Observing, reading and drawing.
Read the sentences with the help of the teacher.
Choose the sentence which corresponds to the picture.
Write on the line the sentence which corresponds to the picture.
Suggestions:
Use the software to show the children the
difference between these and those.
Show the children 4 flashcards, one for each Word (this, that, these,
those). Read them while showing them and ask the children to repeat.
Remind the children that we use this when it is a single object
that is close, and that when we talk about a single object or one
person that is far away. Explain that these is the same as that but
for when we are talking about many things, and those is the same
as that but when you talk about more than one person or thing.
Ask the group to divide into girls and boys. When the girls are on
one side, ask the boys to point at the girls and say Those are the girls.
Ask the girls to point at the boys and say Those are the boys.

16 Shapes everywhere
Geometric figures with Cascabel , Basic
grammar (shapes), Harrys farm
Key K100, K053 and K091
Seessio
Session
S
16
ession
on
Color the squares purple, the big circles yellow, the small circles blue, the
triangles green, the big rectangles red and the small rectangles orange. Competency/Skill:
The student recognizes and names the characteristics of objects, shapes and
geometric figures.
Teaching resources
K100
Geometric figures with Cascabel 29
Software: Geometric figures with Cascabel / Basic grammar (shapes) /
Harrys farm.
Shortcut key: K100, K053 and K091
Values: Initiative.
Explore the exercise.
Identify the geometric figures of the drawing.
Locate the color that is required to mark each figure.
Suggestions:
Use the software to go over the geometric figures with the children.
Show the children a paper square, and ask them to say things
that have that shape and write them inside the square.
Show the children a paper circle, and ask them to say things
that have that shape and write them inside the circle.
Show the children a paper rectangle, and ask them to say things
that have that shape and write them inside the rectangle.

17 Everythings in place
Visit my house, Meet my house,
Parts of the house bingo
Key K095, K023 and K021
Session
S
17
ion
io
o
a. Circle with yellow the things that belong in the kitchen.
b. Circle with red the things that belong in the dining room.
c. Circle with blue the things that belong in the living room.
d. Circle with green the things that belong in the study.
Competency/Skill:
The student understands the relationship between the present and past
e. Circle with purple the things that belong in the bedroom.
f. Circle with orange the things that belong in the bathroom.
g. Circle with black the things that belong in the garage.
of his/her family and community through objects, everyday situations and

cultural practices.
Teaching resources
K095
30 Visit my house
Software: Visit my house / Meet my house / Parts of the house bingo.

Shortcut key: K095, K023 and k021
Values: Commitment.
Activity to carry out: Circling.
Look at the objects that are presented.
Read the first phrase with the students.
Locate the classification criteria that is requested.
Identify the color with which they have to circle the objects with the required
criteria.
Suggestions:
Use the software to go over the objects in the
house vocabulary with the children.
Take flashcards with pictures of the objects in the
house to go over the vocabulary Show the flashcards to
the children and name each object at a time.
Hand out the flashcards to the children and ask for them in return by
naming the objects or by asking different children to name an object.
Once you have all the flashcards back, hand them out again.
Name the different parts of the house and wait for the children with
the flashcards that correspond to each one, hand them back.

18 InClothing,
the closet

Key K094 and K083
Seessio
Session
S
18
ession
on
Cross out the things that dont belong in each row, depending on the weather.
Competency/Skill:
Monitor The student understands that there are external criteria, rules, and
conventions that regulate his/her conduct in the different areas in which he/
she participates.

Teaching resources
K094
Clothing 31
Software: Clothing / Clothing and parts of the body bingo.

Values: Following rules.
Activity to carry out: Crossing out.
Check with the teacher the pictures on each row.
Locate the climate that is presented on each row.
Cross-out the picture that does not correspond in each row, according to the
weather.
Suggestions:
Use the software to go over the clothes and accessories
of different times or places with the children.
Ask the children what is their favorite place or season.
Ask the children to make a drawing of themselves using
the correct clothes in their favorite place or season.
Ask some children to go up to the front to explain their drawing.


19 I, Basic
You, We, They
grammar
Key K053
Session
S ion
io
o Educational field: Language and communication.
19
Look at each picture and place in each oval the corresponding sticker. Read
the stickers with the help of your teacher.
Competency/Skill:
I am Buttons. The student interprets or infers the content of different texts using his/her
You
You are
are Juggles.
Juggles.
Teaching resources
They are Paola
and Diego.
We
We are
are friends.
friends.
32
K053
Basic grammar Software: Basic grammar.
Shortcut key: K053
Values: Commitment.
Activity to carry out: Observing, placing stickers and reading.
Read the sentences that are inside each of the stickers oval.
Identify to which picture it belongs.
Place the sticker that corresponds to the illustration in each oval.
Suggestions:
Use the software to show the children the meaning of I, you,
we, they. Explain the difference of use of each pronoun.
Model the use of the phrase I am (say your name) for the children.
Ask the children to say their name using the phrase I am.
Ask the children top pair up, point to their partner and say You are
Ask children to hug each other and say We are friends.

20 Opposites
Number, form and space with Cascabel
Key K101
Seessio
Session
S ession
on
20
2 0
Circle the pictures that match the opposites written in each box. Competency/Skill:
Full Empty
The student recognizes and names the characteristics of objects, forms and
geometric shapes.
On Under
Teaching resources
Long Short
K053 K101
Number, form and space with Cascabel 33 Software: Number, form and space with Cascabel.
Shortcut key: K101
Values: Commitment.
Activity to carry out: Reading and circling.
Notice the differences between the objects shown.
Read with teacher the words that are on top of each group of pictures.
Circle the pictures corresponding to the opposites written in each box.
Suggestions:
Use the software to go over the opposites with the
children and brush up on the English vocabulary.
Ask the children what an opposite is.
Say several words, such as full, on, long, few, big, open,
straight, round, in front, inside, etc. and ask different children to
say the opposite, or the whole group can say it together.
Write on flashcards the different opposites, one Word per flashcard.
Hand them out to the children and ask them to find their opposite.

21 How do I get there?
Means of transportation
Key K096
Session
S
21
21
ion
io
o
Read carefully and color the means of transportation that complete each
sentence correctly. Competency/Skill:
rotinoM
To go from my house to the school I use the The student acknowledges and shares the importance of human actions in
the improvement of family life, in school and in the community.
To go from Mexico to USA I should use an
Teaching resources
34
K096
Software: Means of transportation
Shortcut key: K096
Values: Initiative.
To go fishing with my dad I need a
Activity to carry out: Reading and coloring.
To go with my classmates to the zoo, we
need a
K096
Read each sentence carefully.
Means of transportation 35
Check to see if it was understood.

Pick the means of transportation that corresponds to each sentence.
Color the means of transportation which completes each sentence correctly.
Suggestions:
Use the software to get to know the different
means of transportation and their uses.
Ask the children how they would classify the different
means of transportation. For example, in order to cover long
or short distances, old or new, with or without tires, big or
small, land, aerial or water transportation. Discuss it.
Pick a classification and make a chart.
Ask the children to draw their favorite means of
transportation and to classify it using the chart.


22 He, She, It
Basic grammar
Key K053
Session
S
22
22
ion
io
o
Look at each picture and draw a line to the pronoun that describes it.
Competency/Skill:
He She it
Teaching resources
K053
36 Basic grammar
Shortcut key: K053

Values: Commitment.
Activity to carry out: Observe and match.
Read each pronoun with the teacher.
Draw a line from the picture to the pronoun it describes.
Suggestions:
Use the software to show the children the meaning of he,
she, it. Explain the difference of use of each pronoun.
Place on a table several flashcards with the Word
he and others with the word she.
Ask the group to go up to the front and take
the card that corresponds to them.
Model the use of it in a sentence. For example: It is a
computer. Ask the children to say another sentence.

23 From 1 to 10
The animal show, Harrys farm, Basic
grammar (numbers), The Circus Orchestra,
Space Adventure with Peluches
Key K093, K091, K053, K102 and K097
Seessio
Session
S ession
on
23
23
Write a 7-digit telephone number in the blue boxes. Write one number per
box. Color the number of squares corresponding to each number. Lastly, color
the keys corresponding to the telephone next to the chart.
Competency/Skill:
Phone number is:
The student uses numbers in diverse situations that imply jeopardizing the
Free answer
principles of counting.
Teaching resources
K053
The animal show 37 Software: The animal show / Harrys farm / Basic grammar (numbers) /
The Circus Orchestra / Space Adventure with Peluches.
Shortcut key: K093, K091, K053,K102 and K097
Values: Autonomy.
Procedure:Explore and handle the software carefully. After finishing using

Write a 7 digit telephone number in each one of the blue boxes.
Color the amount of Little squares that correspond to the telephone number
they wrote.
Color the keys that correspond to each number.
Suggestions:
Use the software to go over the numerical series with the children.
Brainstorm about the places where numbers can be
found in the school, in their house, in the city.
Make flashcards with numbers from 1 to 10, glue them on the
blackboard. Ask the children to close their eyes and remove one
number. Ask which one is missing. Repeat this exercise several times.
Say different numbers from 1 to 10 and ask
the children to clap that many times.

24 When I grow up
Trades and Professions
Key K098
Session
S
24
24
ion
io
o
a. Look at the tools and draw in the box the profession to which they
belong.
b. Afterwards, identify the womans trade and draw in the other box the things
she needs for work.
Competency/Skill:
The student acknowledges that human beings are different, that we are all
important and have different skills for taking part in society.
Free answer
Teaching resources
Free answer
Software: Trades and Professions.
K098
38 Trades and Professions
Shortcut key: K098

Values: Self-acceptance.
Activity to carry out: Observing and drawing.
Look at the pictures with the tools.
Imagine to which trade it belongs.
Draw inside the box the profession those tools belong to.
Afterwards, identify the profession of the woman in the picture.
Imagine the tools she needs for work.
Draw inside the box the tools she needs for work.
Suggestions:
Use the software to get to know the different trades and their work tools.
Ask the children to draw a picture of the profession
they would like to have when they grow up.
Ask the children to show their drawings explaining which is
the function of the profession and the tools they would use.

25 Discovering words
Using the key board, Cats, Spell the fruits,
Spell the vegetables
Key K088, K013, K042 and K043
Seessio
Session
S
25
25
ession
on
Write the name of each picture on the lines using the letters in the box.
Competency/Skill:
eblsatl
The student identifies some of the characteristics of the writing system.
Teaching resources
Belt Ball
ecprat
Carpet Car Software: Using the key board, cats, spell the fruits, spell the vegetables.
Shortcut key: K088, K013, K042 and K043
K013
Using the key board 39
Mental processes: Deductive reasoning.

Values: Commitment.
Look at the letters that are found in the boxes.
Acknowledge the pictures that are shown.
Choose the correct letters to write the name of each object.
Write on the line the name of each object using the letters in the box.
Suggestions:
Make flashcards with the name and drawing of
the following words: belt, ball, carpet, car.
Show and read the flashcards to the children so
they can get acquainted with the vocabulary.
Make flashcards with the following letters: e, b, l, s, a, t, e, c, p, r.
Ask some children to put the words together by using the cards.
Work with the software.

26 How many are there?
Harrys farm (Barn of delights)
Key K091
Session
S
26
26
ion
io
o
Complete each sum by drawing in the box the indicated number of candies.
Afterwards answer the sum by circling the correct number. Competency/Skill:
The student poses and solves problems in situations that imply adding,
+ =
10
13 14
comparing and distributing objects.
7 6
Teaching resources
+ = 9
11
12
9 3 Alternative resources: Digital platform.
Software: Harrys farm (Barn of delights)
K091
40 Harrys farm
Shortcut key: K091

Mental processes: Logical reasoning.
Values: Commitment.
Activity to carry out: Drawing and circling.
+ = 10
9 20
8 2
+ =
15
25 16
10 5

+ =
13
Draw in each box the number of indicated objects.

23 14
11 3
Complete each sum.

K091
Harrys farm 41
Make the sum by counting the total of the elements.

Circle the number of the correct answer.
Suggestions:
Use the software to brush up on recognizing numbers and counting.
Ask the children to solve several sums by using mental
arithmetic. The teacher can say them out loud or can have them
written on pieces of paper and show them to the group.
Hand out flashcards with the numbers from 7 to 15 to one half
of the group, one number per flashcard. Hand out to the other half
flashcards with groups of 7, 8, 9, 10, 11, 12, 13, 14 or 15 objects.
Ask the children to find their partner.

27 Put in order
Basic grammar
Key K053
Session
S ion
io
o
27
27
Read each word. Write them on the line in order to form a sentence.
is Paola happy. Competency/Skill:
Paola is happy
The student identifies some of the characteristics of the writing system.
cat is fat. This
This cat is fat.
Teaching resources
big jet. That a is
That is a big jet. Alternative resources: Digital platform.
K053
42 Basic grammar
Shortcut key: K053

Values: Commitment.
Activity to carry out: Reading and drawing.
Read each Word.
Organize the words in order to form a sentence with a logical order.
Write on the line a sentence with a logical order.
Suggestions:
Use the software to show examples of sentences to the children. Emphasize
that the sentences must begin with a capital letter and end with a period.
Take a box with some objects such as these: an
apple, a ball, a car, a stuffed animal, etc.
Ask some children to take out an object and say a
sentence in English to describe that object.
Write the sentences on the blackboard as they say
them out loud and read them with the children.

28 Whats next?
Harrys farm,
Space Adventure with Peluches
Key K091 and K097
Seessio
Session
S
28
28
ession
on
Look at the pattern in each series, circle the part that is repeated and place the
corresponding stickers in order to form a pattern. Competency/Skill:
The student identifies patterns in a sequence through criteria of repetition
and increase.
Teaching resources
Software: Harrys farm / Space Adventure with Peluches.
K091
Space Adventure with Peluches 43

Values: Autonomy.
Activity to carry out: Observing circling and placing stickers.
Look at the pattern in each series.
Circle the part that is repeated.
Place the stickers corresponding to each pattern.
Suggestions:
Use the software to brush up on the concept of a pattern.
Ask the children what a pattern is.
Ask the children to draw a pattern and give it to a peer.
When everyone has the pattern that their peers drew,
ask them to circle the part that is repeated.

29 Where is it?
Number, form and space with Cascabel
Key K101
Session
S ion
io
o
29
29
Color the dinosaur on the left, the dinosaur in front of the tree, and the
dinosaur inside the egg. Educational field: Mathematical thinking.
Competency/Skill:
The student pieces together reference systems relating to a special location.
Teaching resources
44 Number, form and space with Cascabel
K101
Software: Number, form and space with Cascabel.

Shortcut key: K101
Values: Commitment.
Listen to the instructions.
Color the dinosaur on the left.
Color the dinosaur that is in front of the tree.
Color the dinosaur that is inside of the egg.
Suggestions:
Use the software to brush up on the vocabulary
related to the location of an object.
Take a stuffed animal to the classroom and place it in
different positions regarding you and name each of them.
Call some children up to the front so they can place
the stuffed animal where you tell them to.
Say the following words: in front, outside, right,
down and ask the children to say the opposite.

30 Famous painters
Visit the museum
Key K127
Seessio
Session
S ession
on
30
3 0
Color Mirs painting by following the color code.
1
Educational field: Artistic expression and appreciation.
Competency/Skill:
2
3
5 5
3 3
2
5
4
The student communicates feelings and ideas that emerge within him/
5
5 5
3 1
5
her when contemplating paintings, sculptures, architectural works and

1
5
3
5
1 5
4
photographs.
5 3
5 2 4 1 3
1 2 5
5 5 2 5
5 1
3 5 3
5
5 5
Teaching resources
3
i Joan Mir (1955) Melancholic Singer [Painting].

From http://www.joanmiro.co.uk/

K127
Visit the museum 45

Software: Visit the museum.
Shortcut key: K127
Mental processes: Divergent thinking.
Values: Initiative.
Activity to carry out: Observing and coloring.
Look at Mirs painting.
Color the painting by following the color code.
Suggestions:
Use the software to present the topic and go over the shapes and colors.
Explain to the children which are the primary colors and ask them
which colors come out when combining the primary colors.
Ask the children to look at Mirs painting and
to say which colors and shapes they see.
Briefly tell them about Mirs life.

31 Painters and their works
Visit the museum
Key K127
Session
S ion
io
o
31
31
Draw your face in the center of the painting in order to make your own version
of Leonardo Da Vincis painting titled The Mona Lisa. Educational field: Artistic expression and appreciation.
Free
Competency/Skill:
answer
The student communicates feelings and ideas that emerge within him/
her when contemplating paintings, sculptures, architectural works and
photographs.
i Leonardo Da Vinci (1503) The Mona Lisa [Painting].
From http://en.wikipedia.org/wiki/File:Mona_Lisa.jpg
Teaching resources
46 Visit the museum
K127

Software: Visit the museum.
Shortcut key: K127
Mental processes: Divergent thinking.
Values: Initiative.
Look at what is missing in the painting.
Draw their face in the center of the painting to make their own version of
Leonardo Da Vincis painting titled The Mona Lisa.
Suggestions:
Use the software to present the topic and go over the shapes and colors.
Explain to the children which colors are considered
happy and which are considered sad.
Talk about Leonardo Da Vincis life and the meaning of the painting.
Ask the children to make a self portrait showing an angry or sad face.

Program Progress - PIT Prefirst
Sessin Topic Educational field Skill
The student understands that there are
external criteria, rules, and conventions
1 The computer lab Technology skills that regulate his/her conduct in
the different areas in which he/she
participates.
The student gradually becomes more

2 The computer Technology skills autonomous.
What can I do The student gradually becomes more

3 with a computer? Technology skills autonomous.
Using the
4 keyboard Technology skills The student becomes more autonomous.
The student gradually becomes more

5 Using the mouse Technology skills autonomous.
Personal The student acknowledges his qualities

6 My face and social and abilities.
development
The student interprets or infers the content

What does it Language and of different texts using his/her knowledge
7 say? communication of written materials and of the writing
system.
The student recognizes and names the

Mathematical
8 In colors
thinking
characteristics of objects, forms and
geometric shapes.
Exploration and The student observes living beings and

Where do
9 animals live?
understanding of natural elements, and what happens in
the world natural phenomena.
Personal The student acknowledges his qualities

10 My body and social and abilities.
development

Software Mental Process Activities Date
Computer class. Logical thinking Coloring and

Shortcut key: k089 commenting
Parts of the computer. Analysis and synthesis Cutting, pasting and

Shortcut key: k085 reading
What can I do with the Observing, reading and

computer? Identification circling.
Shortcut key: k087
Using the key board. Differentiation Drawing and coloring

Shortcut key: k088
Space adventure with Coloring, circling and

Peluches (Alien station). Identification drawing
Shortcut key: k097
Parts of the body-

Clothing and parts of the Identification Coloring
body bingo. Shortcut key:
k089 and k083
Parts of the body (Put

name). Differentiation Reading and matching
Shortcut key: k099
Buttons Basic grammar

(colors) Space
Adventure with Peluches. Mental representation Circling and drawing
Shortcut key: k103,
k053, k097
Meet the animals, spell

the animals. Shortcut key: Transitive thinking. Drawing
k092 and k014
Parts of the body

-Clothing and parts of the Reading and placing
Identification
body bingo. Shortcut key: stickers
k089 and k083

The student interprets or infers the content
Language and of different texts using his/her knowledge
11 This and that
communication of written materials and of the writing
system.

Which doesnt Mathematical
12 belong? thinking
characteristics of objects, forms and
geometric shapes.
The student understands the relationship

Exploration and
between the present and past of his/her family
13 My house understanding of the
and community through objects, everyday
world
situations and cultural practices.
Personal and social The student acknowledges his qualities and

14 HI 5!
development abilities.
The student interprets or infers the content of

Language and
15 These and those
communication
different texts using his/her knowledge of
written materials and of the writing system.

Mathematical
16 Shapes everywhere
thinking
characteristics of objects, shapes and
geometric figures.
The student understands the relationship

Exploration and between the present and past of his/her family
Everythings in
17 place
understanding of the and community through objects, everyday
world situations and cultural practices.
The student understands that there are external

Personal and social criteria, rules, and conventions that regulate
18 In the closet
development his/her conduct in the different areas in which
he/she participates.

Basic grammar. Shortcut

key: k053 Differentiation Reading and drawing
Basic grammar (colors)

Space Adventure with
Peluches (Blue Planet, Lost Differentiation Crossing out
in Space). Shortcut key:
K053 and k097
Visit my house, Meet my

house Observing, placing stickers,
Parts of the house bingo. Classification
Shortcut key: k095, k023 reading and circling
and k021
Parts of the body -

Clothing and parts of the Identification Drawing and coloring
body bingo. Shortcut key:
k089 and k083
Basic grammar. Shortcut Observing, reading and

key: k053 Deductive thinking drawing.
Geometric figures with

Cascabel, Basic grammar
(shapes) Harrys farm. Identification Coloring
Shortcut key: k100, k053
and k091
Visit my house, Meet my

house
Parts of the house bingo. Classification Circling
Shortcut key: k095, k023
and k021
Clothing- Clothing and

parts of the body bingo.
Differentiation Crossing out
Shortcut key: k094 and
k083


Language and
19 I, You, We, They
communication

Mathematical
20 Opposites
thinking
characteristics of objects, forms and geometric
shapes.
The student acknowledges and shares

Exploration and
How do I get the importance of human actions in the
21 there?
understanding of the
improvement of family life, in school and in the
world
community.

Language and
22 He, She, It
communication
The student uses numbers in diverse situations

Mathematical
23 From 1 to 10
thinking
that imply jeopardizing the principles of
counting.
Exploration and The student acknowledges that human beings

24 When I grow up understanding of the are different, that we all are important and
world have different skills for taking part in society.
Language and The student identifies some of the

25 Discovering words
communication characteristics of the writing system.
The student poses and solves problems in

How many are Mathematical
26 there? thinking
situations that imply adding, comparing and
distributing objects.
Language and The student identifies some of the

27 Put in order
communication characteristics of the writing system.

Basic grammar. Shortcut Observing, placing stickers

Differentiation
key: k053 and reading
Number, form and space

with Cascabel. Shortcut key: Differentiation Reading and circling
k101
Classification Reading and coloring
Shortcut key: k096
Basic grammar. Shortcut Identification Observing and matching

key: k053
The animal show

Harrys farm - Basic
grammar (numbers) The
Circus Orchestra Space Identification Drawing and coloring
Adventure with Peluches.
Shortcut key: k093,
k091, k053, k102 and
k097
Trades and Professions.

Mental representation Self-acceptance
Shortcut key: k098
Using the keyboard, Cats,

Spell the fruits, Spell the
vegetables. Shortcut key: Deductive reasoning Observing and drawing
k088, k013,K042 and
k043
Harrysfarm (Barn of
delights). Shortcut key: Logical reasoning Drawing and circling
k091
Basic grammar. Shortcut

Transitive thinking Reading and drawing
key: k053

Mathematical The student identifies patterns in a sequence

28 Whats next?
thinking through criteria of repetition and increase.
Mathematical The student pieces together reference systems

29 Where is it?
thinking relating to a special location.
The student communicates feelings and

Artistic expression ideas that emerge within him/her when
30 Famous painters
and appreciation contemplating paintings, sculptures,
architectural works and photographs.
The student communicates feelings and

Painters and their Artistic expression ideas that emerge within him/her when
31 works and appreciation contemplating paintings, sculptures,
architectural works and photographs.

Harrys farm- Space
Adventure with Stuffed Observing circling and
Transitive thinking
animals. Shortcut key: placing stickers
k091 and k097
Number, form and space

with Cascabel. Shortcut key: Mental representation Coloring
k101
Visit the museum. Shortcut

Divergent thinking Observing and coloring
key: k127
Visit the museum. Shortcut

Divergent thinking Observing and drawing
key: k127

Notas

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PROFESOR

Ral Calao Rebouleen y Carlos Zepeda Chehaibar

Resources for the STUDENT

Printed material. Students workbook.

innovative design which sparks an interest to technology

License with an access code for the Software

her access, throughout the entire school year (annual),

of educational titles related to computer topics and

stories in English that are mentioned in both the

Resources for the INSTITUTION

Printed material, Teachers book. What makes

A list of the software that will be used in each

Educational software with technology topics

Technological Competencies Division Website

The competencies that we seek to strengthen in this level are organized in

Personal and social development

Language and communication

Exploration and understanding of the world

Physical development and health

What do we need for learning?

The level of complexity of the exercise should be based on the grade in

Retention: It is the moment in which the information is stored and we arrange

We memorize most effectively when:

It is important to consider that learning is not the same as memorizing content, in

Which characteristics must a good mediator possess?

He/she takes advantage of mistakes as learning opportunities.

He/she is the one who promotes

Educational Software with Technology Topics in English

Some of the titles in the educational

Structure of the Software

Printed material of the

1 The computer lab 21

Cut Trace over

Paste Cross out

Paste Stickers Trace

Draw Augmented reality

User Guide for the application of

Procedure: Explore carefully the story included in the Preescolar software;

TEACHERS BOOK Prefirst 17

Remind the students that this lesson includes

18 TEACHERS BOOK Prefirst

Alternative resources: Digital platform.

Shortcut key: K087

TEACHERS BOOK Prefirst 19

Name: Respuesta libre The student gradually becomes more autonomous

Alternative resources: Digital platform.

20 TEACHERS BOOK Prefirst

Shortcut key: K097

corresponding to the topic. The students must:

TEACHERS BOOK Prefirst 21

Fixed resources: Students workbook and school supplies.

22 TEACHERS BOOK Prefirst

Nose knowledge of written materials and of the writing system.

Hair Alternative resources: Digital platform.

TEACHERS BOOK Prefirst 23

Circle the shape belonging to both groups.

24 TEACHERS BOOK Prefirst

corresponding to the topic. The students must:

TEACHERS BOOK Prefirst 25

26 TEACHERS BOOK Prefirst

TEACHERS BOOK Prefirst 27

Remind the students that this lesson includes

28 TEACHERS BOOK Prefirst

Place the sticker of the object corresponding to each room.