ANNUAL CURRICULUM PROGRAMMING OF SCIENCE AND

TECHNOLOGY - 2023
I. INFORMATION

REGIONAL EDUCATION DIRECTORATE

LOCAL EDUCATIONAL MANAGEMENT UNIT
EDUCATIONAL INSTITUTION
AREA SCIENCE AND TECHNOLOGY CYCLE VI
HOURS GRADE 1° SECTION
TEACHER
DIRECTOR (a)

II. GENERAL DESCRIPTION

During the school year 2023, first-year secondary students will develop scientific and technological competencies through the competencies: Inquiry
through scientific methods to build knowledge, explains the physical world based on knowledge about living beings, matter and energy, biodiversity, earth and
universe and Design and build technological solutions to solve problems in their environment. In the first competition, students will formulate questions about the
facts, phenomena, or natural or technological objects and will select those that can be scientifically investigated. They will also formulate hypotheses, propose
research procedures, they will select tools and materials, obtain and analyze data, and communicate their findings.

In the second competition, students will learn to describe the properties of matter and explain physical and chemical changes based on their interactions with
energy transfer. They will also understand the current model of the atomic structure, evaluate the role of science and technology in its evolution, and describe the
the movement of a body and the forces that drive it. They will also understand that the inorganic substances and biomolecules that make up the structure of the cell allow it to
fulfill vital functions and that the dynamics and sustainability of an ecosystem depend on the flow of matter and energy.

In the third competition, students will design and build technological solutions to solve problems in their environment. They will identify the problems, propose
solutions, they will select tools and materials, execute the sequence of steps, verify the functioning of their technological solution, and explain its construction, the
changes or adjustments made, and their environmental impact. They will also understand the role of science and technology in changing ideas about the universe and life.
people and will support their position regarding situations where science and technology are questioned for their impact on society and the environment.

III. DIAGNOSTIC EVALUATION RESULT:

 Description of the diagnostic assessment results

Overview about
Overview of the Needs of
DIAGNOSIS META 2023 the development of folder of
registration in the SIAGIE learning
recovery
ACHIEVEMENTS OF
LEARNING SCALE
S

CANT. % CANT. %
HIGHLIGHTED AD
LOGO A
EXPECTED B
PROCESS
According to the notes . The students need
C reached by the achieve
START SIAGIE, the students
they have graduated

……………

IV. SCHEDULING:

BIMESTER INICIO - TERMINO WEEKS Weekly Hours Total Hours

13/03/2023 al 12/05/2023 Nine (09) Weeks 4 36

 I 15/05/2023 al 21/07/2023 Ten (10) Weeks
4 40
II
Holidays
07/08/2023 al 13/10/2023 Ten (10) Weeks 4 40
III
IV 16/10/2023 al 22/12/2023 Ten (10) Weeks 4 40

V. ORGANIZATION OF LEARNING OBJECTIVES (COMPETENCIES, GRADE PERFORMANCES, AND CROSS-CUTTING APPROACHES)

CYCLE VI – FIRST YEAR

CAPABILITIES ORGANIZATION AND

COMPETENCE DISTRIBUTION OF
PERFORMANCES TIME
S
1 Bim 2 Bim 3 Bim 4 Bim
Investigate through Problems Formulate questions about the variables that influence a fact, phenomenon, or situation.
methods situations to do natural or technological object, and select the one that can be investigated.
scientists for inquiry. scientifically.
build your Design strategies for It proposes hypotheses that establish causal relationships between the variables.
knowledge make inquiry. Propone procedimientos para observar, manipular la variable independiente, medir la
Generate and register data dependent variable and control aspects that modify experimentation.
or information. Select tools, materials e instruments for collecting data
Analysis data e qualitative/quantitative. Anticipate the time and personal safety measures and of the
information. place.
Evaluate and communicate the It obtains qualitative/quantitative data from the manipulation of the variable.
process and results of independent and repeated measurements of the dependent variable.
his investigation. Controls aspects that modify experimentation.
Organize the data and perform calculations of mode, median, proportionality or others, and
represents them in graphs Compares the obtained data (qualitative and quantitative)
to establish relationships of causality, correspondence, equivalence, belonging,
similarity, difference or others; contrast the results with your hypothesis and information
scientific to confirm or refute their hypothesis, and draws conclusions.
It supports whether its conclusions respond to the inquiry question, and if the
 procedures, measurements, and adjustments made helped to demonstrate their
hypothesis.
Communicate your inquiry through virtual or in-person means.
Explain the world Understands y usa Describe the properties of matter, and explain physical and chemical changes.
physical based on knowledge about based on their interactions with energy transfer.
knowledge about living beings, matter It states that visible light is a region of the electromagnetic spectrum composed of
living beings,
y energy waves of different length and frequency.
matter and energy,
biodiversity land and biodiversity, Earth and Explain the current model of the atom's structure, starting from the comparison and
universe universe. evolution of the preceding models.
Evaluate the implications Evaluate the role of science and technology in that process.
of knowledge y del Describe qualitatively and quantitatively the movement of a body based on the
scientific task and application of forces by contact or at a distance.
technological. Explain that the inorganic substances and biomolecules that make up the structure of
the cell allows them to perform functions of nutrition, interaction, and reproduction for their
its own survival or that of the organism of which it is a part.
Explain that the dynamics and sustainability of an ecosystem depend on the flow of the
matter and energy through the food chains or food webs.
Describe the protected natural areas as ecosystems where conservation is maintained.
biodiversity and its interrelationships, and describes the various ecosystem services that
provides to society.
Explain how current organisms from the various kingdoms originate from
common ancestors through natural selection.
Explain how the conditions considered favorable for life were generated.
on Earth, starting from the evolution of the universe.
Describe the modifications of the hydrosphere, lithosphere, and atmosphere ago
approximately 4.5 billion years.
Explain how the factors and elements that generate climatic variety are related.
what influences the development of the diversity of life on Earth.
Explain how scientific and technological development has contributed to changing ideas.
about the universe and the lives of people at different historical moments.
Establishes its position regarding situations where science and technology are
questioned for their impact on society and the environment.
Design and build . Determine an alternative for Describe the technological problem and the causes that generate it.
solutions technological solution. Explain its technological solution alternative based on knowledge.
technological for . Design the alternative of
scientists or local practices.
solve problems technological solution.
of his environment. . Implement y validate it Disclose the requirements that this solution alternative must meet and the
alternative of solution available resources to build it.
technological. Represent your alternative solution with structured drawings.
Evaluate and communicate the Describe its parts or stages, the sequence of steps, their characteristics in form and
functioning ythe
 structure, and its function.
Select instruments, tools, resources, and materials considering their impact.
environmental and safety.
Estimate possible costs and execution time.
Execute the sequence of steps of your alternative solution by manipulating materials,
tools and instruments, considering safety standards.
Verify the operation of each part or stage of the technological solution, detect
impacts of your alternative errors in the procedures or in the selection of materials, and makes adjustments or
of technological solution. changes according to the established requirements.
Describe the technological problem and the causes that generate it.
Explain your technological solution alternative based on knowledge.
scientists or local practices.
Disclose the requirements that this alternative solution must meet and the
available resources to build it.

COMPETENCIES LEARNING STANDARDS - VI CYCLE OF COMPETENCIES IN SCIENCE AND TECHNOLOGY

. Investigate based on questions and hypotheses that are verifiable experimentally or descriptively based on your scientific knowledge to
explain the causes or describe the identified phenomenon.
. Design a data collection plan based on observations and experiments.
Investigate through methods
. Collect data that contributes to proving or refuting the hypothesis.
scientists to build their
. Analyzes trends or relationships in the data, interprets them taking into account error and reproducibility, interprets them based on
knowledge
scientific knowledge and formula conclusions.
. Evaluate whether your conclusions address the inquiry question and communicate them.
Evaluate the reliability of the methods and the interpretations of the results of your inquiry.
Explain the physical world . Explain, based on evidence supported by science, the qualitative and quantitative relationships between the electric field and the structure.
based on knowledge of the atom, energy with work or movement, the functions of the cell with its requirements for energy and matter, the selection
about living beings, matter and natural or artificial with the origin and evolution of species, the flows of matter and energy on Earth or the meteorological phenomena with the
 functioning of the biosphere.
energy, biodiversity land and
Argue your position regarding the social and environmental implications of socio-scientific situations or in response to changes in the
universe
worldview resulted from the development of science and technology.
. Design and build technological solutions by defining the scope of the technological problem and the causes that generate it and propose
solution alternatives based on scientific knowledge.
. Represent the solution alternative through diagrams or drawings including its parts or stages.
Design and build solutions . Establish characteristics of form, structure, function and explain the procedure, the resources to implement them, as well as the tools.
technological solutions to solve and selected materials, check the operation of the technological solution, considering the requirements, detect errors in the
problems in their environment. selection of materials, inaccuracies in dimensions, procedures, and makes adjustments.
. Explain the procedure, applied scientific knowledge, as well as the difficulties in the design and implementation, evaluate the scope of its
functioning through tests considering the established requirements and proposes improvements.
Infers impacts of the technological solution.

ORGANIZATION AND
APPROACHES DISTRIBUTION OF
TRANSVERSAL VALUES EXAMPLES OF OBSERVABLE ACTIVITIES TIME
S 1 Bim 2 3 BIM 4 BIM
Bim
APPROACH OF Consciousness of Teachers promote knowledge of human rights and the Convention on X X
RIGHTS rights the Rights of the Child to empower students in their democratic exercise.
Teachers generate spaces for reflection and critique regarding the exercise of rights.
individuals and collectives, especially in groups and vulnerable populations.
Freedom y Teachers promote opportunities for students to exercise their rights in the X X
responsibility relationship with peers and adults.
Teachers promote forms of student participation that allow for development of
citizen competencies, articulating actions with the family and community in the search
of the common good.
 Dialogue y Teachers promote and students practice deliberation to reach consensus. X X
concertation in the reflection on public affairs, the formulation of norms or others.
APPROACH Respect for the Teachers and students show tolerance, openness, and respect to each and every one. X X
INCLUSIVE OR differences avoiding any form of discrimination based on prejudice against any difference.
ATTENTION TO THE Ni docentes ni estudiantes estigmatizan a nadie.
DIVERSITY Families receive continuous information about efforts, merits, progress, and achievements.
of their children understanding their difficulties as part of their development and learning.
Equity in the Teachers plan and teach considering time, space, and activities. X X
teaching differentiated according to the characteristics and demands of the students, which are
they articulate in meaningful situations linked to their context and reality.
Trust in the Teachers demonstrate high expectations for all students, including X X
person those who have diverse styles and different learning rhythms or live in contexts
difficult.
Teachers call on families mainly to reinforce autonomy, the
self-confidence and the self-esteem of their children, rather than questioning or sanctioning them.
Students protect and strengthen their autonomy, self-confidence, and in all circumstances.
self-esteem.
APPROACH Respect a the Teachers and students welcome everyone with respect, without demeaning or excluding anyone. X X
INTERCULTURE cultural identity due to their language, their way of speaking, their style of dressing, their customs or their
L beliefs.
The teachers speak the mother tongue of the students and accompany them with respect in
his process of acquiring Spanish as a second language.
Teachers respect all the variations of Spanish spoken in different regions.
from the country, without forcing students to express themselves orally only in Spanish
standard.
Justice Teachers prevent and directly address all forms of discrimination. X X
providing a critical reflection on its causes and motivations with all the
students.
Dialogue Teachers and administrators foster a continuous dialogue among various perspectives X X
intercultural cultural, and among these with scientific knowledge, seeking complementarities in the
different plans in which they are formulated for the treatment of common challenges.
APPROACH OF Equality y Teachers and students do not make discriminatory distinctions between boys and girls. X X
EQUALITY OF Dignity Male and female students have the same responsibilities in caring for the
GENRE educational spaces they use.
Justice Teachers and administrators promote the attendance of students who are X X
pregnant women or those who are mothers or parents.
Teachers and administrators encourage a healthy and respectful appreciation of the body and integrity of the
people, especially, are properly prevented and attended to in possible situations of violence
sexual (example: inappropriate touching, harassment, etc.)
 Empathy Students and teachers analyze the prejudices between genders. For example, that women X X
women clean better, that men are not sensitive, that women have less capacity
that boys have for learning mathematics and sciences, that boys have
less capacity than women to develop learning in the area of Communication,
that women are weaker, that men are more irresponsible.
APPROACH Solidarity Teachers and students develop citizenship actions that demonstrate awareness. X X
AMBIENTAL planetarium y about the extreme weather events caused by global warming (droughts and
equity floods, among others) as well as the development of resilience capacities for the
intergenerational climate change adaptation.
Teachers and students propose solutions regarding the environmental reality of their
community, just like pollution, the depletion of the ozone layer, health
environmental, etc.
Justicia y Teachers and students take actions to identify production patterns and X X
solidarity consumption of those products used daily in school and the community.
Teachers and students implement the 3Rs (reduce, reuse, and recycle) the segregation
appropriate waste management, eco-efficiency measures, care practices
health and for the common good.
Teachers and students promote actions that contribute to water saving and care.
of the watersheds of the community, identifying their relationship with change
climatic, adopting a new water culture.
Teachers and students promote the preservation of healthy environments, in favor of the
cleaning of the educational spaces they share, as well as hygiene habits
healthy eating.
Respect to all Teachers plan and develop pedagogical actions in favor of preservation. X X X X
way of life local flora and fauna, promoting the conservation of national biological diversity.
Teachers and students promote lifestyles in harmony with the environment, revaluing
local knowledge and ancestral knowledge.
Teachers and students promote the recovery and use of green areas and the areas
naturales, como espacios educativos, a fin de valorar el beneficio que les brindan
APPROACH Equity and justice Students always share the resources available to them in the spaces. X X
ORIENTATION educational (material resources, facilities, time, activities, knowledge) with
FOR THE COMMON GOOD sense of equity and justice.
Solidarity Students show solidarity with their peers in every situation where X X
they face difficulties that exceed their ability to cope with them.
Empathy Teachers continuously identify, assess, and highlight spontaneous acts of the X X
students for the benefit of others, aimed at seeking or restoring their well-being in
situations that require it.
Responsibility Teachers promote opportunities for students to take on X X
various responsibilities and the students take advantage of them, considering their own
 well-being and that of the community.
APPROACH Flexibility y
Teachers and students compare, acquire, and employ useful strategies to increase the X X
SEARCH FOR opening effectiveness of their efforts in achieving the proposed objectives.
EXCELLENCE Teachers and students demonstrate flexibility for change and adaptation to
various circumstances, aimed at personal or group improvement objectives.
Overcoming Teachers and students make the most of their qualities and resources to fulfill X X
personal successfully the goals set at the personal and collective level.
Teachers and students strive to improve themselves, seeking goals that represent
advances regarding its current level of possibilities in certain areas of
performance.
VI. ORGANIZATION OF DIDACTIC UNITS

COMPETENCIES
Explain the
physical world
based on
Investigate through knowledge
Design and build solutions
scientific methods about beings
technological solutions
to build living beings, matter
problems in their environment.
knowledge and energy,
biodiversity
land and
universe
DURAC CAPABILITIES
ION
NÚMERO Y TITULO DE LA UNIDAD FIELD PRODUCT
Weeks
SIGNIFICANT SITUATION THEMATIC
/
Sessions)

Unit 0 1 X X X X X X X . Pollution . Develop an argumentative text where

DIAGNOSTIC EVALUATION OF week of the air explain and analyze the effects of the
ENTRY 2 sessions pollution in human health and
in biodiversity, and proposes
In recent years, the city of Lima has measures to reduce or prevent the
experienced an increase in the negative impacts.
air pollution, which has led to
health problems for its citizens. The
smog, un tipo de contaminación del aire, se
has become a recurring problem in
the city, especially during the months
of winter. The smog is composed of
fine particles, sulfur dioxide, dioxide
of nitrogen and other pollutants that
they can affect human health and the
biodiversity. The citizens of Lima
they have complained of respiratory problems,
allergies, asthma and other health issues
related to air pollution.

Unit I: 4 X X X X X X X . The . Product 1: Presentation of the

LIVING BEINGS weeks characteristics of diversity of microorganisms in the
Exploring the features of the 8 sessions living beings school environment and its impact on the
living beings in our environment . The composition human health. The students
Context: The school has noticed an increase chemistry of the they will present an exhibition about the
in the diseases among students and living beings different types of microorganisms
has decided to investigate the diversity of . The cell that are found in the school and
microorganisms present in the environment . The cells how they affect human health. This
school to take preventive measures and
animal and plant the presentation will include information
health care.
. The classification about the structure and function of the
Problem: The school lacks information
about the microorganisms that inhabit your of living beings microorganisms, their shape of
environment, which hinders the adoption of . The kingdoms propagation and how they can be
preventive and care measures of the biological warned.
health of students and staff . The kingdom
school Eubacteria . Product 2: Research Report
Challenge: . The kingdom Archaea about the collection and analysis of
Explain the physical world based on . The Protista kingdom samples of the school environment for
knowledge about living beings, matter and . The kingdom Fungi identify microorganisms. The
energy, biodiversity, earth and universe: students will present a report
How can we study diversity of that describes how they collected
microorganisms present in the environment samples of the school environment and how
school-based and how they affect human health? they analyzed them to identify the
Investigate using scientific methods to different types of microorganisms
building knowledge: How can we presents. This report will include
collect and analyze environmental samples details about the instruments and
school to identify microorganisms
techniques used for collection
presents? How can we study the
and analysis of the samples.
chemical composition of the
microorganisms and how this affects the
human health? . Product 3: Design and construction of
Design and build technological solutions a prevention and care system
to solve problems in your environment: of health in school. The
How can we design and build a students will present a project
health prevention and care system in which they designed and built a
in the school, based on the information prevention and care system of the
obtained on the diversity of health in the school, based on the
microorganisms present in the environment information obtained about the
school diversity of microorganisms
present in the school environment. This
project will include details about the
system design, the materials
used and how it will be implemented in
the school to prevent the
propagation of microorganisms and
promote the health of the students and
school staff.
Unit 2: 4 X X X X X X X X X X X . The . Research report on the
Studying plant nutrition weeks/ characteristics of essential nutrients for the
During a tour of their surroundings, the 8 sessions the plants growth of plants and how
students observe that some plants do not . Plants without they can obtain them from the ground, in which
they develop as well as others, which them flowers the methods and results are described
it generates curiosity and interest in knowing the . The plants with of the experimental design and is
causes of this phenomenon. When questioning what flowers present the conclusions and
may be affecting its growth, . Nutrition in corresponding recommendations.
they begin to formulate the hypothesis that the
the plants . Record of observations and
nutrition can be a key factor in this
. The relationship in measurements of the factors
process.
Problem: How can they investigate what the plants environmental factors such as light and the

factors affecting plant nutrition in . The reproduction temperature, along with an analysis of
your environment? asexual how these factors affect the
. Reproduction plant growth. This
Challenge: What nutrients are essential for the sexual registration can be presented in the form
growth of plants and how they can . The fruit. of graphs, tables, and diagrams.
get them from the ground? . Design and construction of a system
efficient and economical irrigation, which
How do environmental factors affect it can be presented in the form of
how light and temperature affect growth model or prototype, along with a
About the plants? report in which the
How can they design an irrigation system? materials used, the steps
efficient and economical to help the followed in the design and construction,
plants in their environment to obtain the
y los resultados obtenidos en la
nutrients they need? system test.

Unit 3: 5 X X X X X X X X X X X . The . A written report that describes the

Exploring the features of the weeks/
animals 10 characteristics of characteristics of animals and how
Context: During a walk in the park sessions the animals these allow them to live in their environment.
close, the students observe different . Poriferans and This report will include drawings and
animals and wonder why they have the cnidarians detailed descriptions of different
such distinct characteristics. They realize that . The worms animals and how they adapt to their
that some have legs, others have wings, . The mollusks respective habitats.
Some have hair and others have scales. . The . An Audiovisual presentation that the
They want to know how they differ echinoderms students will classify the animals
animals and what characteristics allow them
. Arthropods according to their similarities and differences.
to live in different environments.
. The fishes This presentation will include graphs and
Challenge:
. The amphibians diagrams that show how the
What characteristics do animals have and . The reptiles different animals are related
How do they allow them to live in their environment? . The birds between each other.

How can we investigate the . Mammals . A model or mockup of a habitat

characteristics of animals and classify them suitable for a specific animal.
according to their similarities and differences? The students will explain how
How can we design a habitat they designed the habitat to meet the
suitable for a specific animal? animal needs and how they are
they ensured that the characteristics
the habitat was suitable for the
animal in question.
Unit 4: 5 X X X X X X X X X X X . The ecosystem . Research report on the
Investigating the relationships in the weeks/ . The organization different relationships between the
ecosystem 10 . of the ecosystem species in the ecosystem: The
sessions . Relationships students can submit a
Context: The students, during a . biotic report in which they identify and
school activity in the field, they observe the . The relationships they explain the different relationships that
diversity of living beings that exist in their trophic there exist among the species in the
environment and wonder how they work and . The cycles of the ecosystem. This report can
they relate to each other. They realize that the
matter include observations made in the
humans impact the ecosystem and
field, online research and
they want to understand how their actions can
interviews with experts on the subject.
affect the life of the species that inhabit
there. Through the observation of the . Conceptual map about relationships
nature and news about the change trophic levels in the ecosystem: The
climate-related, students see the importance students can create a map
to know and preserve the ecosystem to conceptual that shows the different
guarantee a sustainable future. trophic relationships in the ecosystem,
like the food chain and the
Challenge: redes tróficas. Este mapa conceptual
How can we investigate the different it can be accompanied by a report
relationships between species in the explanatory that details how you are
ecosystem? relationships affect the stability of the
How can we understand relationships ecosystem
trophic and the role they play in the . Proposal for a technological solution
ecosystem? to reduce human impact on the
How can we design solutions ecosystem: Students can
technologies to reduce human impact design a technological solution for
in the ecosystem? reduce human impact on the
ecosystem. This could include the
creation of devices for the
waste collection in rivers and
mares, the implementation of systems
of renewable energy in the school or
the community, or the creation of a
environmental monitoring system for
detect and prevent pollution
in the local ecosystem.
Unit 5: 5 X X X X X X X X X X X . Ecosystems . Research report: The
Knowing the natural resources of weeks/ terrestrial students will present a report
our region 10 . Ecosystems detailed about natural resources
sessions aquatic from your region, which will include information
Context: First grade students . The ecosystems about biodiversity, the resources
of high school in a region of Peru are from Peru hydric, the forest reserves and
interested in learning about natural resources . The areas other important natural resources.
that exist in your locality and how they can protected This report will also analyze the
to be used sustainably. Through
. The areas related challenges and opportunities
from the observation of their environment and news
natural with the use of natural resources in
about climate change, the students are
realize the importance of knowing and protected in the the region.
protect natural resources to ensure Peru. . Presentation: The students
a sustainable future. They want to understand . The biosphere and the they will make a presentation in which
how the irresponsible exploitation of the biodiversity they will explain the importance of using
natural resources can affect their quality natural resources in a way
of life and that of future generations. sustainable. They will use different
means and tools (like
Challenge: graphics, images, videos, etc.) for
How can we investigate the resources demonstrate how exploitation
natural resources that exist in our region? unsustainable use of natural resources
How can we understand the importance of can have a negative impact on the
protect natural resources to environment and in the quality of
guarantee a sustainable future? life of people.
How can we design solutions . Technological solution: The students
technological resources to utilize they will design a technological solution
naturally in a sustainable way in our
to reduce human impact on the
region?
natural resources. This solution
it could be a device or
tool that helps reduce the
 pollution, waste or the
unsustainable exploitation of the
natural resources. The students
they will also present a prototype of
your solution and explain how
it would work in practice.
Unit 6: 5 X X X X X X X X X X X . The layers of the . Written report where the students
Investigating the layers of the Earth weeks/ Earth they describe the different layers of the
10 . The lithosphere Earth, its composition and structure, and
Context: Students feel sessions . The earthquakes and the how they have been researched.
intrigued by the geological phenomena that . eruptions It is also expected that they include
occurs on Earth, especially the volcanic images and graphics that illustrate the
related to the different layers of . The minerals and different layers and their characteristics.
planet. They want to know more about the
the rocks . Multimedia presentation where the
characteristics and composition of each one of
. The ground students explain the relationship between
they, as well as understanding how they influence
. The profile of the inner layers of the Earth and the
in the natural processes that happen in the
surface. In addition, they want to discover how floor geological phenomena, such as the
these internal layers interact with each other and earthquakes and eruptions
how these interactions affect life in volcanic. In the presentation, there
the Earth, including the formation of wait for them to include information
mountains, volcanic activity and the about how the inner layers
earthquakes. The students feel interact with each other and how these
motivated by investigating and exploring the interactions can cause
internal layers of the Earth to understand geological events.
better the physical world around them. . Three-dimensional model of the layers of
the Earth built by the
Challenge: students using materials
How can we investigate the composition accessible, like clay, paper
and structure of the different layers of the I made the cardboard. In the model, it
Earth? wait for them to be represented
How can we explain the relationship between different layers of the Earth and their
the internal layers of the Earth and the characteristics, such as the nucleus
geological phenomena, such as earthquakes
internal, the outer core, the mantle and
And the volcanic eruptions?
the Earth's crust. In addition, it is expected
How can we design and build a
model of the layers of the Earth using that students include labels
accessible materials? and explanations for each layer.
Unit 7: 5 X X X X X X X X X X X . The matter and the . A research report on the
The Adventure of Exploration weeks/ magnitudes relationship between mass, volume and
Submarine 10 physics the density in construction of
sessions . The length vehículos submarinos, que incluya
Context: A group of students has been . The surface a literature review, a
contracted by a scientific organization . The volume detailed description of the
to explore the seabed in search of . The mass experiments conducted and the
a rare species of crustaceans. The . The density obtained results, as well as the
students must use their . The states of the conclusions and recommendations.
knowledge about mass, volume and matter . A prototype of the submarine vehicle
the density for designing a vehicle . The changes of built, demonstrating the use
submarine that allows them to reach the bottom state effective knowledge about
from the sea and collect the crustaceans. . The classes of mass, volume and density in the
. Subject construction that allows for collection
Challenge: How to explain the relationship between the
. The classes of the crustaceans safely and
mass, volume, and density in the
mixtures efficient.
construction of submarines?
. An oral presentation in which the
How can methods be used?
scientists to build knowledge students present the results
About the topic? How to design and construct from their research, their design and
a technological solution that allows construction of the submarine vehicle
explore the seabed in a more and the achievements reached in the
efficient and safe? exploration of the ocean floor,
explaining the importance of the
relationship between mass, volume and
the density in construction of
underwater vehicles and the application
of scientific methods in the
construction of solutions
technological.
Unit 8: 5 X X X X X X X X X X X . The energy . A prototype of a vehicle that
Context: In the city of Lima, the traffic weeks/ . Forms of uses clean energy, designed and
vehicular is a problem that affects the 10 energy built by the students. This
air quality and public health. sessions . The prototype could be evaluated by its
In addition, the dependence on oil as transformation functionality and efficiency in
energy source generates a large amount of energy comparison with vehicles
of carbon dioxide emissions that . The sources of traditionally used
contribute to climate change. energy fossil fuels.
Challenge: How could we promote the use of
. A research report in which
renewable energy forms in transportation
the students present information
in the city of Lima? How could we
design and build a vehicle that uses about different forms of energy
renewable, its advantages and disadvantages,
clean energy and be accessible to the
population? How could we raise awareness about and its potential application in the
the population on the importance of use of transport. This report could include
renewable energy forms in transportation also an analysis of the situation
and its health and environmental benefits current transport in Lima and the
environment? barriers to implementation of
forms of renewable energy.
. An awareness campaign
addressed to the population about the
importance of the use of forms of
 renewable energy in transportation and
its health benefits and the
environment. This campaign could
include the preparation of materials for
dissemination, such as posters, videos, networks
social, among others.

VII. LINKS WITH OTHER LEARNINGS (By Unit if applicable)

Unit 1 Communication
Unit 2 Communication, Mathematics.
Unit 3 Communication
Unit 4 Communication
Unit 5 Communication
Unit 6 Communication, Mathematics.
Unit 7 Communication, Mathematics.
Unit 8 Communication, Personal Development, Citizenship, and Civics.

VIII. EVALUATION

It is the process that allows us to collect information, process it, and communicate the results, which will be considered for programming according to its
flexibility.

EVALUATION ORIENTATIONS
Diagnostic The entrance evaluation will be carried out based on the competencies, capacities, and performances that will be developed at the level of
degree.
Formative The practice centered on student learning will be evaluated for timely feedback regarding their progress.
throughout the entire teaching and learning process; taking into account the evaluation of the student's performance, the resolution of
situations or problems and the integration of capabilities creating continuous opportunities, which will allow demonstrating how far it is
able to use their abilities.
Summative They will be evidenced through the evaluation instruments based on the achievement of the purpose and the products considered in each.
unit.
IX. MATERIALS AND RESOURCES

For the student:

. Ministry of Education. Science, Technology, and Environment Book for Grade [Link] Education degree. 2012. Lima. Norma Editorial 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. Booklet 3: Technological advancements that marked history in the 20th century. 2007. San Borja.
Commerce S.A.
. Ministry of Education. Science, Technology and Environment. Series 1: Students. Issue 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.
. Ministerio de Educación. Ciencia, Tecnología y Ambiente. Serie 1: Estudiantes. Fascículo 11: Fuentes de energía. 2007. San Borja. El Comercio S.A.
. Ministry of Education. Science, Technology and Environment Modules – Let's Investigate 1. 2012. Student Guide. First Year of Secondary Education. El Comercio S.A.
First edition, Lima - Peru.
. Ministry of Education. Library Module. Atlas of the Sky. 2013. Lima. V&D S.A.C. Editions.
. Ministry of Education. Library Module. Educational Encyclopedia of Natural Sciences. 2013. Barcelona: Océano Publishing.
. Ministry of Education. Library module. The Bible of natural sciences. 2013. Lima: Lexus Editores S. A.
. Ministry of Education. Library module. The Bible of physics and chemistry. 2013. Lima: Lexus Editores S. A.
. Technological material kit for mechanism control
. Balance
. Microscope kit
. Laboratory materials
. Email addresses: simulations and videos.
For the teacher:
. Ministerio de Educación. Rutas del aprendizaje. Fascículo general 4. Ciencia y Tecnología. 2013. Lima. Ministerio de Educación.
. Ministry of Education. Learning paths. VI cycle. Curricular Area of Science, Technology, and Environment. 2015. Lima. Ministry of Education
. Ministry of Education. Teacher's Manual of the Science, Technology, and Environment book for grade [Link] Education degree. 2012. Lima. Norma Editorial Group.
. 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 of Secondary Education.
First edition, Lima - Peru.
. Ministerio de Educación. Módulos de Ciencia, Tecnología y Ambiente – Investiguemos 1. 2012. Guía para el docente. Primer grado de Educación Secundaria. El comercio S.A.
First edition, Lima – Peru.
. Ministry of Education. Peru, a wonderful country. Environmental Education Guide. 2010. Third edition. Lima - Peru.
. Ministerio de Educación y Ministerio del Ambiente. Guía de Ecoeficiencia Educacional. 2012. Lima – Perú.
. Ministry of Education and Ministry of the Environment. Environmental citizenship. Guide to Education in Eco-efficiency. 2012. Giacomotti Comunicación Gráfica S.A.C. Lima - Peru.

_______________________________ ___________________________
Professor
V°B° DIRECTOR