UNIVERSIDAD FRANCISCO GAVIDIA

FACULTAD DE CIENCIAS SOCIALES

CICLO 01 AÑO 2017

ANALYSIS OF CONTRASTS

SAN SALVADOR, JUNIO 2017

 INTRODUCTION

This project will focus on the importance of animals and plants for a
stage of life as important as early childhood education, especially in
preschool children, that is, 3 years, since animals and plants are
Fundamental issues for the development and evolution of the smallest.

In order to understand the subject, we will use different activities,

videos, music and we will use the cross curricular to cover several
subjects in a single subject so that there is an integral learning.

Background, Description and justification of the

project
  Background
Integrated curriculum is rooted in John Dewey School in Chicago in
1898. Curriculum integration is not a new method of organizing for
instruction. Educators first explored the concept of integrating
curriculum in the 1890s. There have been numerous educational
researchers, e.g. Susan Drake, Heidi Hayes Jacobs, James Beane
and Gordon Vars, who have described various interpretations of
curriculum integration, referring to the curriculum as interwoven,
connected, thematic, interdisciplinary, multidisciplinary, correlated,
linked and holistic.

 Description and justification

The main reason for choosing this theme is that both animals and
plants are of great interest to the youngest, mainly because the
knowledge and previous learning that binds them affectively with them
and the very extensive technical knowledge about them.

The direct contact with nature in childhood is really important for the
development of the personality of them and all the activities that take
place in a natural environment are very stimulating for them.

Experiences with nature in early childhood also provide numerous

benefits; from respect for the environment, to increased physical
activity or better mental and emotional health, all this contact with
nature allows the little ones to better understand the world in which
they live and surrounds them.

The care of the environment and the respect for nature and animals is
something that should begin to be instilled from the first years of life. It
is about teaching them respect for animal and plant life.
 Expected benefits

 Allowing for flexibility: Through curriculum integration, teachers

can plan for the development of key skills and understandings
that transcend individual strands and subjects.
 .Building on prior knowledge and experiences: Choosing
meaningful connections among subject areas helps students
build on their diverse prior knowledge and experiences, supports
their holistic view of the world and ensures more meaningful
learning.
 Unifying the students’ learning: Curriculum integration enables
students to develop a unified view of the curriculum to broaden
the context of their learning beyond single subject areas.
 Reflecting the real world: When curriculum is organized in a
holistic way, it better reflects the real world and the way children
learn at home and in the community.
 Matching the way students think: Brain research supports the
theory that younger students take in many things and process
and organize them at one time. Teaching ideas holistically, rather
than in fragmented pieces, better reflects how young students’
brains process information

Objectives

GENERAL OBJECTIVE:

 Apply the cross curricular to develop the topic on the importance

of nature in preschool children "3" years.

SPECIFIC OBJECTIVES:

 That the teacher Apply the cross curriculum with three subjects.
 That children know the classification of animals and plants.
 That children know the habitat of animals and plants.
 That children understand the need to care for and love nature.
 That children show respect for nature.
 Reflect through art (drawings, paintings) subjects about animals
and plants.
  That children can express feelings and ideas.

TIMELINE ACTIVITIES

Day Subjects Activities Resources

1  Science The children https://www.youtube.com/watch?
 Language will see a v=dCm5CcQhU-c
 Art video about  Computer.
the  List of questions.
classification  Clay.
of animals,  Teacher.
and we will  Students.
 Flashcard.
ask questions
about the
content so
that they
express their
ideas and
their doubts.
Then we will
model
animals with
clay.
2  Science The children https://www.youtube.com/watch?
 Language will see a v=_xFyFtvPRSQ
 Art video about  Teacher
the  Students
classification
of animals,
and we will
ask questions
about the
content so
that they
express their
ideas and
their doubts.
To finalize
they are going
to paint by
groups of five,
in sheets of
paper bond
the plants.
3  Science. Animals also  Recorder tape.
 Computing. know how to  Computer.
 Art. (Theter) talk. Find  Teacher
out!  Students
We go out
into the
garden and
try to listen to
the sound of
the birds.
Then we use
the tape
recorder and
put sounds of
 animals so
that they
identify them.
Then we will
go to the
computer
room and use
software
about
discrimination
of animal
sounds. As
the last
activity we will
go to the
salon and
make the
sound and act
like an animal.
4 Language The great  Computer.
Art day of pets  Mural
Computing The children  Photos.
will make a  Teacher.
mural with  Students.
photographs
and
investigate
with their
parents the
characteristics
of their pets.
They tell their
companions:
what their pet
is called, what
 their habitat
is, what
characteristics
they have,
how they care
for them, what
they feed on.
5 Language Tell me a  Legos
Art story.  Teachers
Science The children  Students
will arm an
animal with
legos in
groups of
three children.
After each
group has
armed their
animal they
will invent a
story making
use of them
and the
subjects
learned.
(Habitat,
plants ...)