LEARNING SESSION

I.- GENERAL DATA

1.1.- EDUCATIONAL INSTITUTION : 20162 Monteverde - Cura Mori

1.2.- CYCLE / GRADE V Cycle - 5th Grade
1.3.- DURACIÓN 8:00am to 1pm 1 Learning Session
1.4- PRACTICANTE RESPONSABLE : Vallejos Varona Sissy Catherine
1.5.- DATE 06 - 10 - 09

II.- DATOS CURRICULARES

2.1.- NOMBRE DE LA SESIÓN DE APRENDIZAJE :“CONOCEMOS LAS PROPIEDADES Y ESTADOS DEL AGUA”
2.2.- MAIN AREA : Science and Environment
2.3.- INTEGRATED AREAS Integral Communication
Education through Art
2.3.- CROSS-CUTTING THEME Education for risk management and environmental awareness.

III.- CAPACITIES AND INDICATORS

INSTRUMENTS OF
AREA CAPABILITIES INDICATORS
EVALUATION

• Indicate the main characteristics,

states, properties, pollution and
SCIENCE • Experiment on the importance of water in water care by creating a map
Y the earth, valuing it and taking care of it. conceptual.
ENVIRONMENT • Conduct experiments to learn about the
States of water valuing its importance.
• Auxiliary register
• Work sheet
• Metacognitive posters
Recognize the type of text, main ideas and
• • He presents his answers coherently.
secondary in expository texts. about the texts that he/she reads and understands to
COMMUNICATION • Infers important information, the purpose about the importance of water.
INTEGRAL of the text and of their prior knowledge in • Reconoce el tipo de texto, idea principal y
expository texts. secondary in texts he/she reads.

• Use the elements of composition

EDUCATION • Freely use color and shape in
FOR ART (line, color, shape, texture) in different the drawings that he/she makes.
graphic plastic expressions: drawing, painting.
 IV.- METHODOLOGICAL DEVELOPMENT.

RESOURCES AND
MOMENTS STRATEGIES
MATERIALS

• They carry out the permanent activities: praying, taking attendance, and recalling coexistence rules.
START
We carried out the dynamic of 'cloud, rain, ice'.
We formed 05 working groups using the card technique that contains the names of the states and properties of theCards
water.
Card
An envelope containing an information sheet is given to each group.
They read and analyze the content of the submitted form by answering the questions posed. Papergraphs
Markers
They socialize their answers and put them on a flip chart. Blackboard
A representative from each group presents their answers on the board, orally; to be compared and corrected.
We discussed the responses of the groups to reach final conclusions orally.

• In groups, they read an informative sheet titled: 'WATER, SOURCE OF LIFE' Card
informative
We discussed its content by answering questions proposed in lexical strips: Example:

1. What is water? Lexical strips

2. Why is it important?
3. What properties does water have?
4. In which states can we find it?
5. How is water contaminated?
The answers to each question are displayed on the board.
Notebook
DEVELOPMENT
• The topic "WATER SOURCE OF LIFE" is organized through a conceptual map created by the children with help from the Goma
Pencils
teacher.
They paste the informative sheet of the learned topic in their Science and Environment notebook, taking notes on it.
Leaves
They conduct a group experiment to learn about the changes of state of water. bond
They follow the teacher's instructions and note what they observe.
Record of
They expose what has been observed. work

They solve a work sheet related to the topic in groups to reinforce what has been learned.
 Present, by group, the responses from the form to verify what has been learned and correct if necessary. Chalk
Do you remember the case we analyzed at the beginning of the class; discussing its content orally and responding to participants? Blackboard
proposed:
What type of text is it?
How many paragraphs does it have?

What is the main idea?

What is the secondary idea?
Can we identify the cause and effect in the text read?
• They write down the contributions on the board.
Card
• They receive an informational sheet about expository texts to enhance their knowledge. Information

• They read and socialize the content of the ficha, along with the teacher. Notebook
• They write a summary of the delivered sheet in their Comprehensive Communication notebook.

• They respond to questions related to the topic.

• By sampling, 2 or 3 members from each group present their answers to be verified. Cardboard
• They create an individual drawing of the Water Cycle. Pencil
Colors
• They show their drawings to their classmates.
• The works done in the classroom are displayed.
Lexical Strips
• They respond to metacognitive questions in lexical strips to verify the day's learning. (What did I learn today?, How...
Did I learn it? And why did I learn it?
• They investigate the usefulness of the water provided in their community.
EXIT • They draw the states of water.
• They read an expository text and analyze it.

V.- BIBLIOGRAPHY

MINISTRY OF EDUCATION (2007) Comprehensive Communication for 5th Grade of Primary Education.
MINISTRY OF EDUCATION (2007) Science and Environment for 5th Grade of Primary Education
•RAMOS LEANDRO ANIBAL (2009) PEDAGOGICAL HORIZON 5th Grade of Primary
SANTILLANA (2008) NATURE 21st CENTURY 5th Grade of Primary.
 INFORMATION SHEET

People, like animals, need water to live. Daily you

the body needs 2 to 3 liters of water. It reaches the inside of your body thanks to the liquid
what you drink and through food. All the food you consume contains water.
People also use water for cooking, cleaning, and generating electricity,
sailing, playing sports, architecture, etc.
Water is present in nature and we can find it in the seas, rivers and
lakes and in other less visible places such as: the atmosphere, underground, in the
snowy, in the plants, in the clouds, in the bodies of animals, etc.
Water is used not only for consumption, but also by plants.
the producers of liquids such as soft drinks, canned food, medicines and
paints; by the farmers to grow the products that we consume daily.
We must remember that natural water is not always good for human consumption,
That is why we must purify it or, at least, boil it or chlorinate it before
to consume it. We must take necessary measures to save water in homes: to use
the water several times, use it in a timely manner, prevent water leaks
distribution system, etc.
FOR REFLECTION
What is the case about?
How does water enter our body?
What do we use water for?
Where do we find water?
What is water used for?
What should we do before consuming the water?
I.- COMPLETE THE FOLLOWING QUESTIONS:

It is important for people, animals, and plants:

_______________________________________________________

It is the process by which water changes from a liquid state to a gaseous state:
_______________________________________________________

It is a way to pollute the water:

_______________________________________________________

II.- WHAT SHOULD WE DO BEFORE CONSUMING WATER? Paint the answer

Correct.

It must be taken We must boil it or We must take it

directly from the river or to chlorinate it. directly from the key
canal. of water.

III.- OBSERVE THE FOLLOWING POSTERS AND PLACE IT ON THE SIDE IN WHICH STATE
FROM WATER CAN BE FOUND:

Rivers

Snowy Mountains

Clouds

Glaciers

Snow

Lagos