CURRICULAR PLANNING WORKSHOP

YEAR OF UNITY, PEACE, AND DEVELOPMENT

ANNUAL PROGRAMMING OF SCIENCE AND TECHNOLOGY - 2023

I. REFERENTIAL FRAMEWORK:
GRE UGEL Educational Institution
Area Degree 2nd Sections
Duración Director Pedagogical Coordinator
Teacher Deputy Director Laboratory Head

II. STRUCTURAL FRAMEWORK

2.1. DESCRIPTION OF THE AREA
The purpose of the Science and Technology area is to train citizens who are capable of questioning, knowing how to seek reliable information, systematize it, analyze it, explain it, and take action.
decisions based on scientific knowledge, and considering the social and environmental implications. It also seeks to develop students who use scientific knowledge
to constantly learn and have a way of understanding the phenomena that occur around them.
Through the approach of inquiry and scientific and technological literacy, the CYT area promotes and facilitates that students develop competencies, giving them the opportunity to
to "do science and technology" from school, so that they learn to use scientific and technological thoughts that motivate them to explore, reason, analyze, imagine, and invent;
to work as a team; and to encourage their curiosity and creativity; and to develop critical and reflective thinking.
Regarding the achievement level established in the standards of each competence, these will be reached by the end of the VI cycle. For this grade, however, it will be sought that
the students
➢ Investigate through questions and hypotheses that are experimentally or descriptively verifiable based on your scientific knowledge to explain the causes or describe the
identified phenomenon. Design a data collection plan based on observations or experiments. Collect data that contributes to proving or disproving the hypothesis. Analyze
trends or relationships in the data, interpret them considering the error and reproducibility, interpret them based on scientific knowledge and formulate conclusions.
Evaluate whether your conclusions respond to the inquiry question and communicate them. Assess the reliability of the methods and the interpretations of the results of your inquiry.
➢ Explain, based on evidence with scientific backing, the qualitative and quantitative relationships between: the electric field with the structure of the atom, energy with work or the
movement, the functions of the cell with its energy and material requirements, natural or artificial selection with the origin and evolution of species, the flows of matter and
energy on Earth or meteorological phenomena with the functioning of the Biosphere. Argue your position regarding the social and environmental implications of situations
socio-scientific or in response to changes in the worldview caused by 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 alternative solutions based on knowledge.
scientists. They represent the solution alternative through diagrams or drawings including their parts or stages. They establish characteristics of form, structure, function, and explain the
procedure, the resources to implement them, as well as the selected tools and materials: they check the functioning of the technological solution, considering the
requirements, detect errors in the selection of materials, inaccuracies in dimensions, procedures, and makes adjustments. Explain the procedure, scientific knowledge.
applied, as well as the difficulties in design or implementation, evaluate the scope of its operation through testing considering the established requirements and
They propose improvements. They infer the impacts of the technological solution.

Likewise, thematic fields related to the cell (cell theory, types of cells, structure), movement and force (movement: elements and types, force: types of
force, Newton's laws), heat and temperature (heat, the sun as a source of energy, energies: types, temperature, thermometric scales, electricity), nutritional function (digestion,
circulation, respiration, and excretion), relationship function (chemical and nervous coordination) and reproduction function of living beings.
CURRICULUM PLANNING WORKSHOP
2.2. CHARACTERISTICS, NEEDS, INTERESTS, AND SKILLS EMERGING IN STUDENTS:

CHARACTERISTICS OF STUDENTS NEEDS TO BE ADDRESSED

▪ They experience significant bodily changes of an internal and external nature characteristic of▪ They demand the school to adapt the educational process by creating spaces that
puberty and adolescence, which exert a decisive influence on the processes allow students to express their needs and communicate freely,
socio-emotional and cognitive. trust and respect.
▪ They face a new educational environment, new methodologies, and polyteaching.▪ They require ongoing support from teachers to adapt.
which gives rise to different teaching styles adequately at this educational level as adolescence is a stage of
potentials that are activated or not depending on the learning contexts that are
make it easier for adolescents.

Among other characteristics, related to their emerging interests and skills, we can mention the following:
➢ He begins to progressively develop his abstract and formal thinking, and can deduce and interpret situations based on observation, representing the world through words.
writings or symbols aided by their imagination.
➢ He recognizes himself as a person and his feelings of cooperation are predominant in his relationships with others.
➢ Evidencia inclinación progresiva haca el arte y la práctica de actividades físicas y deportivas, debido a la preocupación que tienen por su identidad e imagen corporal.
➢ The physical changes typical of puberty shape their body image, which is of great importance for self-assessment, identity formation, and self-esteem.
➢ The development of the sexual glands accelerates, creating attraction and interest in the opposite sex.
➢ Autonomy is developed, personal projects are envisioned, collective ideals, self-realization.
➢ Stop thinking about what's cool to cooperate with peers by seeking equality, mutual respect, cooperation, and solidarity.
➢ Act based on the opinion of friends rather than that of parents.
➢ Stop imitating immediate models for distant ones. Music, clothing, and certain behaviors or trends are taken to imitate.

2.3. LEARNING OBJECTIVES:

2.3.1. LÍNEAS DE BASE 20.. - METAS 20… 2.4. SCHEDULING OF UNITS:

LEVEL No. of Total Bimonthly

20... 20.. Unit Start Term
SATISFACTORY weeks hours
OF ACHIEVEMENT BASE LINE META
I March 11 19–04 06 24 I
AD (18–20) 1 0.2% 2.0% II April 22 10-05 03 12 I
9
III 13-05 21–06 06 24 II
(14 – 17) 126 28.5% 144 32.0% IV 24–06 19–07 04 16 II
B (11 – 13) 288 65.2% 62.0% V 12-08 06–09 05 20 III
279
VI 09–09 11–09 05 20 III
C (00 --10) 27 6.1% 18 4.0%
VII 14–09 08 - 11 04 16 IV
TOTAL 442 100% 450 100% VIII 11–11 13-12 05 20 IV
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2.5. COMPETENCIES, CAPABILITIES, AND STANDARDS

COMPETENCIAS CAPABILITIES DESCRIPTION OF THE COMPETENCY LEVEL AT THE END OF CYCLE VI

1.1. Problematic situations. 1.1. Investigate through questions and hypotheses that are experimentally or descriptively verifiable.
based on your scientific knowledge to explain the causes or describe the phenomenon
1.2. Design strategies to do identified.
Investigateby means of
Inquiry. 1.2. Design a data collection plan based on observations or experiments.
scientific methods
1.3. Generate and record data and information. 1.3. Collect data that contribute to proving or refuting the hypothesis.
for to build
1.4. Analyze data and information. 1.4. Analyze trends or relationships in the data, interpreting them taking into account the error and
knowledge.
reproducibility, interprets them based on scientific knowledge and formulates conclusions.
1.5. Evaluate and communicate the process and 1.5. Assess whether their conclusions answer the inquiry question and communicate them. Evaluate the
results of your inquiry. reliability of the methods and interpretations of the results of your inquiry.

Explain the world 2.1. Understand and use knowledge about 2.1. Explain, based on evidence backed by science, the qualitative relationships and the
physical based on living beings, matter and energy, quantitative relationships between: the electric field with the structure of the atom, energy with work or the
knowledge Biodiversity, Earth, and Universe. movement, the functions of the cell with its energy and material requirements, the selection
about the Beings natural or artificial with the origin and evolution of species, the flows of matter and energy in the
living, Matter y Earth or weather phenomena with the functioning of the Biosphere.
Energy 2.2. Evaluate the implications of knowledge and of 2.2. Argue your position regarding the social and environmental implications of socio-
Biodiversity, scientific and technological work. scientific or in the face of changes in the worldview brought about by the development of science and
Earth and Universe technology.

3.1. Determine a solution alternative 3.1. Design and build technological solutions by defining the scope of the technological problem and the
technological causes that generate it, and proposes alternative solutions based on scientific knowledge.
3.2. Design the solution alternative 3.2. Represent the solution alternative through diagrams or drawings including its parts or
Design and build technological stages.
solutions 3.3. Implement and validate the alternative of 3.3. Establish characteristics of form, structure, function, and explain the procedure, resources.
technological for technological solution. to implement them, as well as the selected tools and materials: verify the
solve problems functioning of the technological solution, considering the requirements, detects errors in
of the environment.
the selection of materials, inaccuracies in dimensions, procedures and makes adjustments.
3.4. Evaluate and communicate the functioning and 3.4. Explain the procedure, applied scientific knowledge, as well as the difficulties in the design
the impacts of your alternative of or implementation, evaluates the scope of its functioning through tests considering the
technological solution established requirements and propose improvements. They infer the impacts of the technological solution.

2.6. ORGANIZATION OF DIDACTIC UNITS:

CURRICULAR PLANNING WORKSHOP

Unit name Explain the world

significant situation or physical, based on
in knowledge Design and build solutions
problematic situation Investigate using scientific methods about beings technological solutions to solve
to build knowledge. living beings, matter and problems in their environment.
energy
Biodiversity,
Earth and universe.

Unit I Movement and Force Manage

The movement: 8 X X • The Movement. Elements and I
What makes the bodies X X X X X types: MRU and MRUV. Design apprentice of
Do they change position? • The Force: types. I of prototype
En nuestra vida diaria, observamos • Newton's Laws: Inertia, the way technological
that almost everything in our acceleration, the action y autonomous
reaction.
around they are located in
constant movement by action
of some force; like people
walking, the birds flying, one
ball in play, the wheels of a
car, a pair of scissors when it performs
cuts, a driller making
holes, a stapler joining
papers, our heart moves and
each of them has different
types of movements according to
the function they serve but all or
allow life and facilitate our
daily activities.
Why do things move? From
what way do the forces act in
simple machines when performing a
work? How can we build
a prototype where it relates to the
force and the laws of motion?
CURRICULUM PLANNING WORKSHOP

Unit II 10 X X X X Heat and temperature.

Why do bodies have • Heat and temperature.
different temperatures? • The Sun as a source of energy.
From a very young age we know that Solar radiation and its effects.
the Sun gives us energy in the form • Renewable energy y no
of heat and allows life in our renewable.
planet; likewise, the heat is • Electricity. Electricity
in nature.
related to the temperature and us Prototype of
indicate the transfer process of thermometer
energy from one body to another. It is like this homemade
that all heat transfer
(energy) between objects will produce
a variation in its internal energy.
In this context, the students
They will investigate: Is heat the same as
temperature? Where and how
Does solar radiation reach the biosphere?
Can there be life without receiving in
absolute sunlight in some
part of the ecosystem? How
does sunlight influence systems
Alive? In what way can it be
to conserve food using
renewable energies?
Unit III 11 X X X X X X X X X X X • The cell Organizers
Cells: Are they all the same? • Cell theory. The cell, unit visuals
All living beings are made basic of the living being.
of cells. Cells compose • Types of cell. Debate about
all the parts of an organism and • Cell membrane, cytoplasm, the advantagesy
they are responsible for everything that organelles and nucleus. Functions.
disadvantages of
passes through inside. There are types of • Animal and plant tissues.
use of cells
cells according to their degree of evolution mother
(prokaryotes and eukaryotes) and according to their
origin (animals and plants). The
cells form tissues and organs
that originate more organisms
complexes.
Are all cells the same?
How are they organized?
cells to fulfill their functions
vital? Is the health of a cell,
it involves the health of a whole
organism?
TALLER DE PLANIFICACIÓN CURRICULAR

Unidad IV 12 X X X X X X X X X X X Digestion and circulation

How do nutrients reach the • Nutrition
cells? • Nutrition processes: digestion
One of the big changes in the and circulation.
panorama of healthiness of • System human digestive system.

The world is that 20 years ago people Digestive process.

suffered from eating very little; without • Digestive system in Organizers
vertebrates and invertebrates.
embargo, today the people are suffering visuals.
Evolution and characteristics.
for eating too much, and this • The human circulatory system.
it applies particularly to America • The minor and major circulation. Triptychs, brochures,
Latina, where the main cause of • The lymphatic circulatory system murals, for the
disease and death is obesity. human. development of
In this context, the intake of a skills y
balanced diet becomes a behaviors
great population need nutritional
importance for health, both for healthy.
prevent malnutrition like the
obesity. From this situation,
the students will answer the
questions: How do they transform and
Do nutrients reach the cells?
What foods should be included in
our diet to prevent
diseases? How can I
to prevent the diseases
cardiovascular?

Unit V 6 X X X X X X Respiration and excretion Report de

How does our body eliminate the • Breathing. Types. investigation about
toxic substances? • Components and physiology of the presence of
In Peru, infections respiratory system. glucose in the
Acute Respiratory Infections (ARI) are the • Breathing in animals and urine.
first cause of general mortality vegetables.
due to the high levels of • Cellular respiration. Debates
• Major diseases of
humidity y at the descent of argumentative
respiratory system.
temperature in many places. A • Excretion. Importance.
to express a
a clear example is infections by critical stance towards
• Structure and functioning of
pneumonia with higher incidence in urinary system. for or against
children and elderly. But these • The formation of urine. of situations
infections do not only occur in the • Diseases of the system socio-scientific
respiratory system, but also urinary. like the activity
they can happen in other systems, • Excretion in animals and miner y I
like the renal system in which plants. impact on the
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urinary infections manifest. people and in the

When the systems of the organism environment.
as in the respiratory and renal case
are affected, our body
feels weakened, sick,
affecting our homeostasis.
In the face of these cases, what measures
we can take into account to avoid
that our homeostasis is seen
affected? How does it impact the
mining activity in people and the
environment?

Unit VI 8 X X X X X X X X X X X Coordination nervous

How are messages transmitted? endocrine
neuronal and what affects its • System of coordination
functioning? nervous
There are substances like alcohol or • The endocrine system
the coffee they are capable of producing • The nervous system in the
a demand for adaptation to animals and plants Organizers
organism because they alter their visuals about
functioning, especially if it organs
they drink excessively. Likewise nervous,
exhausting situations of stress or organs
excess in some function also is receptors,
they manifest in alterations in the coordination in
organism. Animals and plants animals and in
they also experience situations of vegetables.
stress, in response to a frequent stimulus
and excessive and show alterations
in its growth, reproductive cycle, Prototype of
among other manifestations. In this cane for
it is important to highlight that people
the functions of the nervous system adults y
that allows us to relate to it disabled persons.
environment is mediated by hormones
in the same way as the system
endocrine is controlled centrally
through the nervous system and therefore
we must understand how it works
and to guide our actions towards
a healthy life. When a
the person shows impairment of their
CURRICULAR PLANNING WORKSHOP

sense organs
like the sight, or effectors like the
leg muscles tend to
require support, what devices
support for displacement
Can we build?
Unit VII 5 X X X X X X X Reproduction and sexuality
I take responsibility for my • Sexual reproduction y One magazine
sexual and reproductive health asexual. informative
According to the Demographic and Survey of • System of reproduction Valuing me
Family Health (Endes) prepared on human. sexual health and
last year tells us that, 14 of • Fertilization and gestation reproductive
every 100 adolescents are mothers or • Reproduction in animals and
plants
they are pregnant for the first time.
This is an indicator that the
adolescents today assume
risky behaviors, putting in
he/she plays with his/her emotional and physical health
most of the time frustrating their
dreams.
Why does the body undergo changes?
throughout life and especially
in adolescence?
Unit VIII 4 X X X X X X X X Climate change
How do our habits affect us? • Natural phenomena
daily life regarding climate change? • Ecological balance
Life depends on the conditions • Movement of plates Campaign of
of the environment, of our actions tectonic. Reforestation
daily as part of it; many
those actions have altered the
operation del planet.
So how do our ...
daily habits to change
climatic? And, what is our stance?
in the face of climate change and the
consequences of warming
global?
Unit IX 8 X X X X X X X X Environmental pollution
Environmental pollution • Natural resources Projects about
La Oroya is located between the Ten. • Conservation units recycling
most toxic cities on the planet. • Water pollution,
But what impact does it have? soil and air
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mining in the environment? • Consequences of the

pollution
• Recyclable solid waste

Total work capacity 38 8 5 7 6 8 8 8 4 3 3 3

2.7. IMPORTANT ANNUAL PRODUCTS:

Research projects
Video editing and exhibition fair of the same.
Construction of a weather station.
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III. METHODOLOGICAL STRATEGIC FRAMEWORK

3.1. METHODOLOGICAL STRATEGIES

METHODS ORGANIZATION TECHNIQUES

Scientific research method Tamden
Arc method or problem-solving method Rally
Problem-based learning method Two by four
Project method Puzzle
Demonstrative method Monitor group
Inductive-deductive method
Playful method
TECHNIQUES OF TECHNIQUES OF KNOWLEDGETECHNIQUES OF KNOWINGTECHNIQUES OF KNOWLEDGE
TO KNOW TO KNOW TO DO SER COEXIST
Cognitive maps Recycling of materials Discussion of dilemmas Scientific encounters
Graphic organizers Preparation of morals science fairs
Mnemonic resources models Discussion of situations Food festivals
Forms Data collection Social skills Exhibition of material
Signing bibliographic didactic
Models plans y Biochemical analysis
three-dimensional. Work reports
Crosswords y Resolution of
puzzle problems
Matrices and/or grids Preparations with
Flowcharts chemical material y
biological
Fieldwork

3.2. RECURSOS DIDÁCTICOS:

[Link] RESOURCES:
Teacher; student; parents

[Link]:

PRINTED AUDIOVISUAL CONCRETE SOFTWARE

• MED texts • PC, cannon • Models • Model
• Sheets multimedia • Models • Scilad
• Guides • Audio system • Wall maps • Physion
• Laptop • Technology material kit• Chemistry Assistant
of control mechanisms
• Microscope kit
• Human torso kit
• Materials and equipment of
laboratory

IV. EVALUATIVE FRAMEWORK

The evaluation will be permanent, comprehensive, and participatory, considering criteria and indicators.
The instruments will be applied to the three criteria (competencies) of evaluation in the area: 1) Investigates through methods
scientists to build knowledge; 2) Explain the natural and artificial world based on knowledge about the
living beings, matter and energy, Biodiversity, Earth and Universe; 3) Design and build technological solutions for
solve problems in their environment.
1. Each unit will assess competencies in the area.
2. During the development of the units and sessions, the following types of evaluation will be carried out:
Diagnostic Evaluation:
✓ It is taken at the beginning of the school year.
✓ According to the results, the teacher will readjust his planning.
✓ The teacher will identify those students who need reinforcement or leveling.
Formative Assessment.
✓ It is permanent and allows the teacher to make decisions about their teaching processes.
✓ It allows the student to self-regulate their learning processes.
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Summative Evaluation
✓ It will allow identifying the learning achievements of the students.
✓ It is given at the end of a period of time (unit, bimester, annual).
✓ It allows communicating with parents about the students' progress and difficulties.
3. Uses various instruments such as:

TECHNIQUES INSTRUMENTS
▪ Spontaneous observation ▪ Observation sheets, anecdotal records,
checklist.
▪ Systematic observation ▪ Valuation scales
▪ Written Tests. ▪ Rubrics
▪ Objective tests ▪ Guided Practice Guide
▪ Exercises for homework and class practices ▪ Anecdotal record
individuales y grupales ▪ Metacognition sheet.
▪ Portfolio of evidence
▪ Conversations and dialogues ▪ Attitude scale

V. BIBLIOGRAPHIC MARCO
[Link]
 The Environment in which we live. BRACK, Antonio. 2000.
 SELF-INSTRUCTIVE BOOKLETS: Ministry of Education. Science, Technology and Environment. PLANCAD.
Secondary 2000.
 Technical Pedagogical Guidelines for Science, Technology, and Environment - OTP CTA. 2010.
 Montoya, Modesto. (1994). The Origin of the Universe and High Energies. Lima CEPRECYT.
 Ministry of Education. Learning Paths. General Volume 4. Science and Technology. 2013. Lima. Ministry of
Education.
 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 for the book of Science, Technology, and Environment for Grade [Link] of
Secondary Education. 2015. Lima. Norma Editorial Group.
 Ministry of Education. National Basic Education Curriculum. Lima-Peru. 2017

5.2. FROM THE STUDENT

 Science, Technology, and Environment. 2nd grade. MINEDU. SANTILLANA EDITORIAL. 2015.
 Science, Technology and Environment. 2nd Grade. JOSÉ SANTILLÁN J. SANTILLÁN PUBLISHING. Trujillo-Peru. 2022
 Science-Technology and Environment. 2nd Grade. CARLOS EMILIO VÁSQUEZ U. 2012.
 Science-Technology and Environment. 2nd Grade. HUMBERTO MAYOR M. 2012.
 Ciencia-Tecnología y Ambiente. 2do. Grado. LUIS CÓRDOVA P. 2012.
 Ministry of Education. Library Module. Didactic Encyclopedia of Natural Sciences. 2013. Barcelona:
Océano Editorial.
 Ministerio de Educación.Módulo de biblioteca. La Biblia de las ciencias naturales.2013. Lima: Lexus Editores S. A.
 Ministry of Education. Library module. The Bible of physics and chemistry. 2013. Lima: Lexus Editores S. A.
 Enciclopedia Didáctica de las ciencias naturales: MINEDU. 2013. Barcelona: Editorial Océano.
 The Bible of Natural Sciences. MINEDU. 2013. Lima: Lexus Editores S. A.

Trujillo, March 2023

________________________
………………………………………
Pedagogical Coordinator

________________________
Dr. José L. Santillán Jiménez
Teacher

COMMUNICATE TO 962138087