ANNUAL CURRICULAR PROGRAMMING OF SCIENCE AND TECHNOLOGY

I. INFORMATIONAL DATA
1.1 REGIONAL EDUCATION DIRECTORATE: Cajamarca

1.2 EDUCATIONAL MANAGEMENT UNIT Cajamarca

LOCAL:

1.3 EDUCATIONAL INSTITUTION: 82914 - Sogorón Alto

1.4 AREA: SCIENCE AND TECHNOLOGY

1.5 CYCLE: VI

1.6 LEVEL: Secondary

1.7 GRADO Y SECCIÓN: 1st 'Unique'

1.8 TEACHER: Liz Ruby Huayta Meza

1.9 PEDAGOGICAL COORDINATOR:

1.10 DIRECTOR Luis Ovidio Culqui Marrufo

II. GENERAL DESCRIPTION

First grade Secondary Education students must be prepared to navigate this global society.
knowledge, being necessary for them to develop skills in the area that contribute to building a healthy society with quality of
life; for this it is necessary to make decisions, propose valid solutions in the different contexts in which one interacts, making use of a
constructive criticism based on scientific foundations and values, putting their cognitive skills into play in a logical and rational manner to serve
of humanity and the care of our planet. In this context, the competencies of the curricular area of SCIENCE AND TECHNOLOGY are: Investigate,
through scientific methods to build their knowledge, explains the physical world, based on knowledge about living beings,
matter and energy, biodiversity, earth and universe; Design and build technological solutions to solve problems in their environment.

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 The use of ICTs in different areas, especially in the field of SCIENCE AND TECHNOLOGY, is of vital importance, as they will help
transcendental way to achieve meaningful learning and for students to develop skills that allow them to reach the level
desired.

COMPETENCIES CAPABILITIES LEARNING STANDARDS FOR COMPETENCIES IN C. and T

It problematizes situations to
make inquiry. Investigates from questions and hypotheses that can be experimentally or descriptively verified in
Design strategies to make based on your scientific knowledge to explain the causes or describe the identified phenomenon.
Inquire by
investigation. Design a data collection plan based on observations and experiments.
scientific methods
Generate and record data or Collect data that contribute to confirming or refuting the hypothesis.
to build their
information. ▪Analyzes trends or relationships in the data, interpreting them while considering the error and
knowledge
Analyze data and information. reproducibility, interprets them based on scientific knowledge and formulates conclusions.
["Evaluate and communicate the process and","Evaluate whether your conclusions answer the inquiry question and communicate them."]
results of your inquiry. Evaluate the reliability of the methods and the interpretations of the results of your inquiry.

Explain, based on evidence with scientific backing, the qualitative and quantifiable relationships.
Understands y usa
Explain the physical world between the electric field and the structure of the atom, energy with work or motion, the
knowledge about beings
based on functions of the cell with its energy and matter requirements, natural or artificial selection
living, matter energy y
knowledge about with the origin and evolution of species, the flows of matter and energy on Earth or the phenomena
biodiversity, Earth and universe.
living beings, matter meteorological with the functioning of the biosphere.
Evaluates the implications of
and energy, biodiversity Argue your position regarding the social and environmental implications of situations.
knowledge and of scientific work
earth and universe socio-scientific or in response to changes in the worldview raised by the development of science and
technological.
technology.

Determine an alternative of Design and build technological solutions by defining the scope of the technological problem and the
technological solution. causes that generate it and propose alternative solutions based on scientific knowledge.
▪Design the alternative solution ▪Represent the alternative solution through diagrams or drawings including its parts or
Design and build technological. stages.
solutions Implement y valid It establishes characteristics of form, structure, function and explains the procedure, the resources for
technological for alternative of solution implement them, as well as the selected tools and materials, verify the operation of
solve problems of technological. the technological solution, considering the requirements, detects errors in the selection of materials,
your environment. Evaluate y communicate the Imprecisions in the dimensions, procedures, and make adjustments.
functioning and the impacts ▪ Explain the procedure, applied scientific knowledge, as well as the difficulties in the design and
of its alternative solution implementation, evaluate the scope of its operation through tests considering the
technological. established requirements and proposes improvements.
Infer impacts of the technological solution.

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 III. SCHEDULING:

III.1. Academic year 2022

III.2. Start March 14
III.3. Term December 16
III.4. Weeks 36 weeks
III.5. Quarter 3 Trimesters
III.6. Weekly hours: 4 weekly hours

TRIMESTER I Y II EVALUATION I III II IV and V III VI VII and VIII

WEEK DX WEEK WEEK WEEK WEEK
DE TRIMESTER DE TRIMESTER DE TRIMESTER DE DE
MANAGEMENT MANAGEMENT MANAGEMENT MANAGEMENT
MANAGEMENT

DURACIÓN From the 01 of From March 14 to From the 28th of From the 16th of From June 13 From the 25th of From the 19th of Of 10 From the 19th of

March 11 March 25 March 10 May 20 to the 16 of July to the 5th of September to October to December to
of March June of May September August 16 of 14 of 30 of
December October December

WEEKS 2 weeks 2 weeks 12 weeks 1 week 12 weeks 2 weeks 12 weeks 1 week 2 week

HOURS Holidays 30 hours 30 hours Holidays 30 hours Holidays 30 hours Vacations Holidays
EFFECTIVE students pedagogical pedagogical students pedagogical students pedagogical students students

IV. RESULT OF DIAGNOSTIC EVALUATION:

Description of Overview of the Overview Portfolio

Learning needs
result of registration in the SIAGIE about the development of
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 evaluation of folder of
diagnostic recovery

The results of the According tothe notes When being promoted from No Students need to achieve the
Evaluation achieved for the cycle V a they developed it capabilities of the area and achieve in its
Diagnoses show SIAGIE, the students do not have a folder. fullness the standards of cycle V by
that the students have graduated from the demanding level carpeta from sixth grade. tanto se debe fortalecer la autoestima
they are in the primary with recovery. of the student since in their stage of
next levels of next levels of adolescence will face many
achievement: achievement: physical and psychological changes,
let's remember that at the stage
3.8% = AD 8.4% Outstanding Achievement =
student acquire mayor
AD
The 6.9 A independence and is assuming others
9.8% Achieved = A responsibilities within your
The 61.3 = B
family and community therefore
81.8% process = B
The 28.0 = C we must prepare him to take on
an active role using the resources
The results us
technologically adequate.
they show that it is
necessary to do
feedback from
some contents
basics to be able
work on cycle VI.

V. SITUATIONS FOR 2022

IN SITUATION SUMMARY TITLE OF THE DATE IT II T III T MODALITY MEDIUM

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° / AXES EXPERIENCE P S V W T R
R E I E V A
DE
E M R B D
LEARNING S I T I
E P U O
A
N R
L
C E
I S
A E
L N
C
I
A
L

1 The situations are aimed at developing the We promote X X X

reflection on citizenship understood actions for 03
to exercise our WEEKS
as the set of related aspects
right to access and 28/03/22
with the defense of rights, the
use of water AL
belonging to the Afro-Peruvian community, to
15/04/22
an indigenous people, to a territory or country;
Citizenship and as well as the way we relate to each other
coexistence in society, the quality of relationships
humans, the participation in the search
in the
of the common good and good living, and of a
diversity
inclusive society, free of discrimination and
violence.

These situations can consider the

social, political, economic dimensions
historical, ethical, cultural or environmental;
and develop at the local, regional level,
national or global.

2 Discoveries are oriented towards exploration, x X X

to e observation understanding y 04

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 innovation questioning of the world around us, We promote the WEEKS
in order to satisfy curiosity or solve preventive care 18/04/22
any personal problem or need or of our health AL
respiratory in 13/05/22
colectva.
harmony with the
Likewise, the approach to these situations environment
generate a new way of perceiving the
reality that leads to a change of
paradigm, which in some cases can
to create and design some objects and/or
solutions that complement and recognize
local and global knowledge, aside from their
recreation, adaptation, or adjustment

Citizenship and Situations aim to develop the We build X X X

coexistence reflection on citizenship understood our identity 04
in the set of related aspects promoting a WEEKS
diversity with the defense of rights, the good coexistence 23/05/22
belonging to the Afro-Peruvian community, AL
17/06/22
an indigenous people, to a territory or country;
3
as well as the way we relate to each other
in society, the quality of relationships
humans, participation in the search
of the common good and good living, and of a
inclusive society, free of discrimination and
violence.

These situations can consider the

social, political, economic dimensions.
historical, ethical, cultural or environmental;
and develop at the local and regional level,
national or global.

4 Health yThe situations are aimed at promoting the Let's save our X X X
conservation health from a holistic perspective, forests 05
environmental understood as a balance of promoting I am WEEKS

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 physical, mental, emotional, and social well-being; careful y 19/06/22
considering also the relationships and the protection AL
balance between the beings that inhabit it 22/07/22
planet from a sustainability perspective
environmental, within the framework of good living.
In addition, health is also regarded as
a right that must be guaranteed by the
State in a framework of equity.

Likewise, health from a perspective

that includes and articulates the different types of
knowledge, worldviews, and wisdom of
the indigenous and original peoples, who
allow to understand health from a
collective perspective, to be well in
community, the practice of health
intercultural.

5 The situations are oriented towards exploration, We are looking for x X X

to e observation, understanding y alternatives of 05
innovation questioning of the world around us, solution for the WEEKS
in order to satisfy curiosity or solve access to water 08/08/22
any personal problem or need or drinkable AL
09/09/22
collection.

Likewise, the approach to these situations

generate a new way of perceiving the
reality that leads him to a change of
paradigm, which in some cases can
to create and design some objects and/or
solutions that complement and recognize
local and global knowledge, starting from their
recreation, adaptation, or adjustment

6 Work We propose the x X X

y The situations are oriented towards reflection
crop of
undertake me of the unmet needs or of
04

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 problems economic social products WEEKS
environmental or other factors that affect the alternatives that 12/09/22
people. generate AL
entrepreneurships 06/10/22
These needs or problems arise. in our
in front of the social entrepreneurship or community
economic, making sustainable use of the
resources that the context provides in a way
I enter in the creative, with efficiency and effectiveness, in
21st century set with techniques y strategies
necessary to achieve objectives
individuals or collectives.

These situations also imply the

recognition and appreciation of the arts
trades practiced from work
community y the transmission
intergenerational.

7 Health and The situations are aimed at promoting the We promote the use x
conservation health from a holistic perspective, of the information 05
environmental understanding it as a balance of for to be WEEKS
physical, mental, emotional, and social well-being; healthy y in 17/10/22
considering also the relationships and the harmony with the AL
environment. 18/11/22
balance between the beings that inhabit it
planet from a sustainability perspective
environmental, in the context of good living.
In addition, health is also assumed as
a right that must be guaranteed by the
State in a framework of equity.

Health from a perspective

that includes and articulates the different types of
knowledge, worldviews and knowledge of
the indigenous and original peoples, that
allows to understand health from a

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 collective perspective, to be well in
community, the practice of health
intercultural.

8 The situations are aimed at developing the We promote x

reflection on citizenship understood actions for 04
as the set of linked aspects improve society WEEKS
with the defense of rights, the 21/11/22
belonging to the Afro-Peruvian community, AL
16/12/22
an indigenous people, to a territory or country;
Citizenship and as well as the way we relate to each other
coexistence in society, the quality of relationships
humans, participation in the search
in the
of the common good and good living, and of a
diversity
inclusive society, free of discrimination and
violence.

These situations can consider the

social, political, economic dimensions
historical, ethical, cultural or environmental;
and develop at the local, regional level,
national or global.

VI. ORGANIZATION OF LEARNING EXPERIENCES

Experiences of EaP 0 EaP 1 EaP 2 EaP 3 EaP 4 EaP 5 EaP 6 EaP 7 EaP 8
learning

Evaluation Citizenship and Discovery Citizenship and Health and Discovery Work and Citizenship and Discovery
Diagnostics coexistence or innovation coexistence in conservation or innovation entrepreneurship coexistence in to e
Situations in environmental or in the 21st century innovation
(Situation Sig. diversity diversity
proposals of evaluation diversity

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 We promote We promote the We build Let's save We are looking for
We propose the We promote We promote
actions to care our identity ours alternatives of cultivation of the use of the actions for
to exercise preventive of promoting a forests solution for products information improve the
our our health good promoting its access to alternatives that to be society
Possible title of right to respiratory in coexistence care and drinking water generate healthy and
the EaP access and use harmony with the protection entrepreneurship in harmony
of the water environment or in our with the
community environment.

From the 14th of 03 WEEKS 4 WEEKS 04 WEEKS 05 WEEKS 05 WEEKS 4 WEEKS 05 WEEKS 04 WEEKS
March to the 25th of
March 28/03/22 18/04/22 23/05/22 19/06/22 08/08/22 12/09/22 17/10/22 21/11/22
Time
AL AL AL AL AL AL AL AL

15/04/22 13/05/22 17/06/22 22/07/22 09/09/22 06/10/22 18/11/22 16/12/22

VII. ORGANIZATION OF LEARNING OBJECTIVES (COMPETENCIES, PERFORMANCE, AND CROSS-CUTTING APPROACHES)

(CYCLE VI - FIRST YEAR)
VIII.
FIRST YEAR PERFORMANCES LEARNING EXPERIENCES

FIRST QUARTER SECOND QUARTER

COMPETENCIES
CAPACITY THIRD QUARTER
ES
EXP EXP EXP
EXP 1 EXP 3 EXP 5 EXP 7 EXP 8
2 4 6

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 Investigate ✔ Formula questions about of the X X X
by means of characteristics or causes of a fact,
methods Problematic phenomenon or object natural or technological
scientists situations observed, select the one that can
to build for to do be investigated and propose hypotheses in which
sus inquiry. establish causal relationships between
knowledge the variables.
s
✔ Propose procedures to observe
Designs
manipulate the independent variable, measure
strategies
the dependent variable and control aspects
for to do
that can modify experimentation.
investigation.
✔ Select tools, materials e
instrumentos para recoger datos
Genera y qualitative/quantitative, that allow him/her
register data organize your action plan and confirm or
or information. refuting his hypothesis, considering measures
of personal safety and of the space of
work and establish the schedule of your
investigation.
▪ Analyze data
and information. ✔ Get y organizes data
qualitative/quantitative based on the
observation and repeated measurements of the
variable dependent using the
▪ Evaluate y
instruments with property and security.
communicate the
process y ✔ Interpret causal relationships between
results of the variables based on calculations of the
their investigation. obtained values and confirms or refutes their
hypothesis based on evidence, the
compare with reliable information and
draw conclusions.

Describe the procedure achievements

difficulties of his investigation, establishes

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 the cause of possible errors in the
results, proposes improvements to be made and
supports its conclusions using
scientific knowledge

Explain the ✔ Explain, based on sources with support X X X

physical world scientist, how cells transform the
▪Understand and
based on energy obtained from the outside
usa
knowledge photosynthesis y they produce substances
it's about the knowledge
complex (carbohydrates, proteins,
and about the
living beings, lipids) that can in turn be used
beings alive,
matter and as a source of energy and applies these
matter y
energy knowledge to everyday situations.
energy
biodiversity
biodiversity ✔ Explain, based on reliable sources.
land and
Earth y scientist, how the characteristics of the
universe
universe. current organisms originated in
extinct common ancestors subjected to
Evaluate the
natural selection
implications
of knowledge and of ✔ and apply this knowledge to situations
chore daily.
scientific y
✔ Explain, based on sources with backing
technological.
scientific, the role of electric charge in the
structure of atoms and ions and applies
these knowledge a situations
daily. For example: the student
explain the functioning of the
capacitors in an electrical circuit.

✔ •Describe quantitatively, based on

sources with scientific backing, such as the
forces produce movement by contact
or the distance over a body and apply these
knowledge to everyday situations.
For example: the student describes through

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 of a model the forces applied to
push a door or the attraction of a
magnet on a metal object.

✔ Explain, based on backed sources.

scientific, that the distribution of energy
of the Sun and the structure and movement of the
Land determines the behavior of the
atmosphere and apply this knowledge to
everyday situations. For example: the
student explains how the intensity of the
solar radiation on Earth changes to the
long of the year generating different climates..

Design and ✔ Determine the scope of the problem X X

build technological, and the causes that generate it,
Determines
solutions as well as its solution alternative based on
one
technological scientific knowledge or practices
alternative of
to solve locales, the requirements that must
solution
problems of to comply and the available resources for
your environment. technological.
to build it.
Designs the
✔ Graphically represent your alternative for
alternative of
solution with structured drawings and texts,
solution
describing its parts or stages, the
technological.
sequence of steps and characteristics of
▪Implement and shape
valid the
✔ structure and function of it. Justify
alternative of
the selection of materials by their
solution
physical characteristics y chemicals, y
technological.
tools by their operation,
Evaluate y include the resources to be used, possible
communicate it costs and establish a schedule of
functioning work.
o y the
✔ Carries out its alternative solution,
impacts of
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 its alternative manipulating the materials, instruments and
solution tools according to
sus functions,
technological. considering the requirements
established, and safety standards. Use
conventional measurement units and
verify the functioning of each part or
stage of the technological solution, detects
imprecisions en the dimensions,
procedures, error in the selection of
materials and make adjustments or changes
necessary.

✔ Explain how you built your solution

technological, scientific knowledge or
the applied local practices,
difficulties in the design and process of
implementation, and the improvements made
for the functioning of your alternative of
solution. Explain the effects of the
transformation of the materials used
and infers the effects of the application of the
technological solution in the environment.

CROSS-CUTTING COMPETENCIES

It personalizes X X X X X X X X
develop environments
It unfolds in the environments
and in virtuales.
virtual when it integrates different
environments
Manage activities, attitudes and knowledge
virtual
information from various sociocultural contexts
generated of the environment in your personal virtual environment. Create
through ICT:
virtual. digital materials (presentations,
videos, documents, designs, among
Interact in
others) that respond to needs
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 environments concrete according to their processes
virtual cognitive and the manifestation of their
individuality.
Create objects
virtual in
diverse
formats.

Manage your Define goals Manage your learning effectively X X X X X X X X

learning of autonomous upon realizing what it must
in a way learning. learn to distinguish the simple or
autonomous complexity of a task, and therefore
Organize
define goals personal
acciones
backing itself on its potential.
strategic
Understand that it must be organized.
to reach
as specifically as possible and that it
your goals of
proposed include the best
learning.
strategies, procedures, resources
Monitor and that allows them to perform a task
adjusts his based on their experiences. Monitors
performance permanently their advances
during the regarding the learning goals
process of previously established when evaluating the
learning. process of carrying out the task and
make adjustments considering the
contributions from other working groups
showing willingness to the possible
changes.

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 APPROACHES Intercultural Approach X X X
TRANSVER
Approach to Diversity Attention X X X
SALES
Gender Equality Approach X X

Environmental Approach X X X X X X X X

Rights-Based Approach X X X X

Search for Excellence Approach X X X X

Common Good Orientation Approach X X X

IX. LINKS TO OTHER AREAS

Quarter Experience number Relationship with other areas

EXP Personal Development, Civics and Citizenship, Communication, Mathematics, Religion, English, Physical Education, Art and
FIRST QUARTER
LEARNING 1 Culture, Education for Work, and Science and Technology

EXP Personal Development, Civic and Citizenship, Communication, Mathematics, Religion, English, Physical Education, Art and
LEARNING 2 Culture, Education for Work and Science and Technology

EXP Personal Development, Civic and Citizenship, Communication, Mathematics, Religion, English, Physical Education, Art and
LEARNING 3 Culture, Education for Work and Science and Technology

EXP Personal Development, Civic and Citizenship, Communication, Mathematics, Religion, English, Physical Education, Art and
II QUARTER
LEARNING 4 Culture, Education for Work and Science and Technology

EXP Civic and Citizenship Personal Development, Communication, Mathematics, Religion, English, Physical Education, Art and
LEARNING 5 Culture, Education for Work and Science and Technology

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 EXP Personal Development, Civic Education and Citizenship, Communication, Mathematics, Religion, English, Physical Education, Art and
LEARNING 6 Culture, Education for Work, and Science and Technology
EXP Desarrollo Personal Cívica y Ciudadanía, Comunicación, Matemática, Religión, Inglés, Educación Física, Arte y
LEARNING 7 Culture, Education for Work, and Science and Technology
THIRD QUARTER
EXP Personal Development, Civics and Citizenship, Communication, Mathematics, Religion, English, Physical Education, Art and
LEARNING 8 Culture, Education for Work and Science and Technology

X. MATERIALS AND EDUCATIONAL RESOURCES:

MATERIALS MEDIA EDUCATIONAL RESOURCES

Activity cards PPT Multimedia Projector

Reinforcement sheets Visual organizers Tablet
Santillana Books Laptop
CD Pc
DVD Cellular

XI. EVALUATION.
EVALUATION GUIDELINES
Diagnosis The entrance assessment will be carried out based on competencies, capacities, and performances that are
they will develop at the degree level.
Formative The practice focused on student learning will be evaluated for timely feedback regarding
(For) their progress throughout the teaching and learning process, taking into account the assessment of performance
of the student, the resolution of situations or problems and the integration of capabilities creating opportunities
continues, which will demonstrate how far it is capable of using its abilities.
Summative They will be evidenced through the assessment instruments based on the achievement of the purpose and the products.
(Del) considered in each unit.

XII. MATERIALS AND RESOURCES

For the student:

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 Ministry of Education. Science, Technology, and Environment Book for [Link] Education degree. 2012. Lima. Norma Publishing Group.
Ministry of Education. Guide for the student of the Module on Science, Technology, and Environment - Let's Investigate 1. 2012. Lima. El Comercio S.A.
Ministry of Education. Science, Technology, and Environment. Series 1: Students. Issue 2: Biodiversity. 2007. San Borja. El Comercio S.A.
Ministry of Education, Science, Technology and Environment. Series 1: Students. Issue 3: Technological advancements that marked history in the 20th century. 2007.
San Borja. El Comercio S.A.
Ministry of Education. Science, Technology and Environment. Series 1: Students. Volume 7: Ecosystem. 2007. San Borja. El Comercio S.A.
Ministry of Education, Science, Technology and Environment. Series 1: Students. Issue 10: Environmental Factors. 2007. San Borja. El Comercio S.A.
Ministry of Education. Science, Technology and Environment. Series 1: Students. Volume 11: Sources of Energy. 2007. San Borja. El Comercio S.A.
Ministry of Education. Science, Technology and Environment Modules – Let's Investigate 1. 2012. Student Guide. First grade of Education
Secondary. El comercio S.A. First edition, Lima - Peru.
Technology control mechanisms kit
Balance
Microscope kit
Laboratory materials
▪Email addresses: simulations and videos.
For the teacher:
Ministry of Education. Learning Paths. General booklet 4. Science and Technology. 2013. Lima. Ministry of Education.
Ministry of Education. Learning pathways. VI cycle. Curriculum area of Science, Technology and Environment. 2015. Lima. Ministry of Education
Ministry of Education. Teacher's manual for the book of Science, Technology, and Environment for grade [Link] Education Degree. 2012. Lima. Group
Norma Editorial.
▪ Ministry of Education. Teacher's Manual for the Module of Science Technology and Environment - Let's Investigate 1. 2012. El Comercio S.A. First grade.
Secondary Education. First edition, Lima - Peru.
Ministry of Education. Science, Technology and Environment Modules – Let's Investigate 1. 2012. Teacher's Guide. First grade of Secondary Education.
Commerce S.A. First edition, Lima - Peru.
Ministry of Education. Peru, a wonderful country. Environmental Education Guide. 2010. Third edition. Lima - Peru.
Ministry of Education and Ministry of Environment. Educational Ecoefficiency Guide. 2012. Lima - Peru.
Ministry of Education and Ministry of the Environment. Environmental citizenship. Guide to Education in Eco-efficiency. 2012. Giacomotti Graphic Communication
S.A.C. Lima - Peru.

Cajamarca, March 2022

____________________________________
Liz Ruby Huayta Meza
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