REGIONAL DIRECTORATE OF PANAMA CENTER

CENTER FOR BASIC GENERAL EDUCATION:

VIRGIN OF GUADALUPE

THEMATIC STRUCTURE OF THE UNIT

QUARTERLY: FIRST QUARTER, 13
WEEKS.

GRADO: SEGUNDO

TEACHERS: _________________________________

2023
DOSAGE 2023.
SUBJECTS Quarters

CONCEPTUAL CONTENTS

AREA FIRST SECOND THIRD

1- 1.1-1.2-1.3- 2.1- 3- 4.1- 6- 7- 8.1- 8.3

ORAL AND WRITTEN COMMUNICATION.
2- 2.1- 8.2. 3.4- 5- 8-
8.4
9- 9.1- 9.2- - 9.5 9.3- 9.3.1- 9.3.2- 9.4 -
STRUCTURE OF LANGUAGE
10- 10.1- 10.3 10-10.2 10
READING COMPREHENSION
APPRECIATION AND CREATION 11- 11.1 11- 11.1 11- 11.1
LITERARY

GOD NATURE 2- 1
PERSONA 5- 6 3- 4
FAMILY COMMUNITY CHURCH 7 7.1- 8.1 7.2 - 8
NATURE AND SOCIETY IN THE 1- 2
SPACE
DYNAMICS AND INTERACTION OF BEING 2- 3- 3.1- 3.2 4
HUMAN WITH THE ENVIRONMENT
HARMONIOUS COEXISTENCE WITH THE 6 1- 7 8
NATURAL AND SOCIAL ENVIRONMENT
 2-
HISTORICAL EVENT OF 9- 10 9.1 - 10.1
THE TOWNS

1- 2
Plastic Arts
THEATER 3 4
DANCE 5 6 7
MUSIC 8 9 10
ARITHMETIC 1.1- 1.2- 1.3- 1.4- 3.1- 3.2- 3.3- 3.5
3.4- 6-
- 6.1- 7.1
2- 3- 4 5- 5.1- 7
8-9 10 10.1
MEASUREMENT SYSTEM
GEOMETRY 11- 13- 14- 14.1- 17 12- 15- 15.1 -16- 18- 18.1
STATISTICS AND PROBABILITIES 19 20 20.1
["1- 1.1- 2- 3"] 4- 4.1- 4.2- 5 4.3-
LIVING BEINGS AND THEIR FUNCTIONS
LIVING BEINGS AND THEIR
ENVIRONMENT 6 7
MATERIA AND ENERGY 8.1- 8-9 9.1
THE PLANET EARTH AND THE UNIVERSE 10 11
 ANNUAL / TRIMESTER TEACHING PROGRAMMING
ASIGNATURA: ESPAÑOL GRADO: 2º
AREA 1: ORAL AND WRITTEN COMMUNICATION
LEARNING OBJECTIVES:
Distinguish and interpret elements of communication in different texts and situations. of his eitorio for
improve your interaction.
Expose clarity and fluency in sentences, ideas, thoughts, using verbal forms. verbal and written
daily routines to strengthen their oral and written expression.
He uses writing to communicate his experiences and ideas. to relatives and friends about the situations in their surroundings
coiel should strengthen its linguistic skills and resources.

Experience oral language through storytelling, anecdotes, and real and imaginary stories in an individual form.
collaborate to improve their interaction and their cultural and artistic knowledge.

CONTENTS
COMPETENCIES Achievement Indicators
CONCEPTUAL PROCEDURAL ATTITUDINAL
1-Communication: 1.1. Creation of the concept 1.1. Care and respect for COMMUNICATIVE 1.1. Defiie the concept of
1.1. Concept. own communication. the ideas of others have been understood, it enhances communication.
the exhibitions. and interprets what
it is communicated.
1.2-Elements of 1.2-Schematization of 1.2- Care and respect for COMMUNICATIVE: 1.2-Identify the roles of the participants
communication: sender, communication process. the ideas of others ei-Communicate of the related elements of
receptor messaging, -Implementation of the exhibitions. oral, written, communication process.
editorial Marco elements of the process of 1.2 Evaluation regarding visual and textual, its --Identifies the elements of the
refereential, caial. Communication and situation are important of the ideas of coherence and communication in written texts.
daily. elements of the fluidity eidifereites
communication. coitextos.
1.3-Communicative 1.3-Creation of the concept 1.3. Care and precision COMMUNICATIVE: 1.3- Define the concept of codon.
verbal codinosis typical of verbal code. the definition of the concept - Demonstrates verbals.
-Concept of coding -Classification of coding of verbal coding and capacity for the -Name forms of communication of
I verbal. verbal based on various respect for the opinions. verbal communication verbal language.
-Classes: Gestures, texts. - Security and the selection of verbal and mixed - The form of verbal coding to
signals, moreover, -Analysis of the verbal coding language. abstraction, the part of various texts.
symbols, Icons, verbal eilas activities --Care with the use of synthesis and the taking of -Analyze Interpret signals, e
secret codes. daily. verbal codes are decisions. symbols, Icoios, jeronlíficos and códinos
Application of coding construction of the detu eitorio.
Characteristics of verbal construction of messages. Build coherent messages
verbal codes: Assessment of the use of I verbal.
Gestures, signals, -interpretation of codes, verbal code and Decipher the implicit message.
ademaies, symbols, verbal. communication of various verbal code
icoios, little code messages.
secret. Respect for ideas
Verbal texts. you express this message
verbal.
2- Mixed Codes 2-Creation of Concept 2 - Care and precision in COMMUNICATIVE: Define the concept of codes
Concept of codes specific to mixed codes. creation of the concept of - Comprised, mixed updates.
mixed. Characterization of mixed cod cods. and interprets what - Explains the qualities what
-Characteristics. mixed. -Prove tolerance is communicated. characterize mixed codes.
during the exhibition
the ideas of others.
Respect the differences
individuals hey the
descriptions of people.
2.1-Types of codes 2.1 - Classification of 2.1 Security and the COMMUNICATIVE: 2.1 Anrupa mixed codes.
mixed mixed codes. select the codes - Show Differentiate the mixed codes.
Posters mixed. ability to -Construct coded messages
Aiuicios mixed verbal communication
Comics verbal and mixed
Jeronlíficos. abstraction the
synthesis and taking of
 decisions.
8.2-La Mayúscula y 8.2-Diferenciacion from 8.2-Care in using the COMMUNICATIVE: 8.2-Arrange uppercase letters with their
Lowercase in: Apply the corresponding lowercase rules.
uppercase and lowercase in the correct letters when writing
Títulos de libros, diferentes textos. grammar y -‐ Underline the capital letter in
newspapers, magazines and
-‐ Use of uppercase according to communication for different texts.
others. its function express your ideas, -‐ Use uppercase letters for names
thoughts own.
feelings y
facts.
METHODOLOGY: Concept Map. Research, forms, practices and tasks. Essays, workshops. Brainstorming, comments, conversations, dialogues.
oral presentations. written productions, group workshops. forms, group discussion.
EVALUATION ACTIVITIES:
1.1. Participate in the Dynamic 'The Ball of Preparation' regarding the definition of the elements of communication, attitude of cooperation, and courtesy.
1.2. Observe drawings from a sheet or textbook and identify the sender, the recipient, the message, and the channel by coloring them; identify what the frame is.
referral needed and correctional mural with its drawings.
1.3. Observe verbal messages and characterize them, and mention the type of verbal messaging, through brainstorming. Make notes.
notebook.
Prepare a table and a board and take notes, then after observing the signs with various landscapes, classify the verbal ones.
2. Observations of communicative situations given by the teacher and from them, through brainstorming, infer and create the concept of
mixed codes, eiclase.
Participate in the dynamic 'The Ball of Unity' to create the definition of mixed codes with an attitude of cooperation and courtesy.
2.1 During the observation of communication situations where mixed codes are used, it explains the characteristics through a presentation talk.
The posters collate, and the classroom elaborates the support resources that will be used as a teaching orientation.
2.2 Workshop for the construction of mixed coded messages, class, between parents, communication with children.
Reading and interpretation of simple mixed codes presented in short texts, with the help of the teacher.
---8.2 Outline uppercase and lowercase letters in different styles.
BIBLIOGRAPHY:
-GONZALEZ G., GEORGINA. Español Estructural 2. Distribuidora Lewis. Paiamá, 2004.
JESÚS M. MACIAS, ELIAS APARICIOS H. Spanish 1. SUSAETA.
EDITORIAL SANTILLANA Meisaje 2 Illustration by Gilberto Varnas Vena, JuaiCarlos Retaia and Luis Demetrio Calvo Solís-Panama.
SUSAETA EDITIONS LANGUAGE 2 BASIC EDUCATION. MORALES DE CASTILLO, FULVIA
MORENO, PEDRO et al. Spanish 2. Editorial Casals. 2009. Barcelona.

AREA: 2. STRUCTURE OF THE LANGUAGE

LEARNING OBJECTIVES:
Apply the grammatical structures for the construction of diverse texts, taking into account the needs of your audience.
Analyze the present grammatical structures and the construction of simple texts, according to the needs of their audience.
Evaluate the importance of the use of grammatical structures and the construction of texts according to the necessities of their context.
CONTENTS
COMPETENCIES ACHIEVEMENT INDICATORS
CONCEPTUAL PROCEDURAL ATTITUDINAL
[Link] 9.1-Creation of the concept of 9.1-Precision and communicative security: 9.1-Define which words the concept
[Link]: sustaitvo. eila creacióidel -Comuiica of the substantive.
Concept Identification of substantive concepts. mother oral, -Name nouns from your audience.
Characteristics of the eidifereitestextos written - Care to use the written, visual y
sustaitvos de su eitorio. sustaining these textual, their ideas
Own oral and written. clarity y
--Comuies fluency hi
The increase differences
Dimiiutvos. contexts.

9.2-Types of 9.2 Classification of the 9.2-Coifiaiza and COMMUNICATIVE:9.2-Classify the subjects of a text
Sustaintables. sustantivos: propios, comunes, responsabilidad eiel -Aplica formas de dado.
teamwork and achievements. teamwork. Use nouns in the written work.
- Use the usual substances and - Take care of her communication for sentences and paragraphs.
own; enhancements and text structuring. express their ideas,
they are constructions messengers
of oral and written texts. since my times y
facts.
9.5-Las partes de la 9.5-Definicion de los
conceptos 9.5-Colaboracion para llegar 9.5-Colaboracion 9.5-Define los conceptos de enunciado, frase
sentence: of statement, phrase and [Link] agreements regarding to reach agreements and sentence.
Concept of statement, -‐Sentence formulation before the creation of the concept with reference to the -Separate subject and predicate.
phrase and sentence. a suggested topic. creation of the concept
-‐ Subject and Predicate.
METHODOLOGY: Workshops, research, forms, practices and tasks, conceptual map. Oral presentations, brainstorming, comments.
conversations, dialogues. Written production, group discussion, individual and group projects.
EVALUATION ACTIVITIES:
9.1 Participate in brainstorming sessions about the concept of sustantivo, classroom, oriented by the doceite.
Select words that include people, animals, and things in the text and create examples like posters and hang them on the wall.
Complete crossword puzzles with your own and others' clues, indicating the vertical and horizontal positions of the drawings.
9.2 Work in pairs, classify the nouns in a four-column table as indicated: classes (proper, common); augmentative.
I love you.
- Build a poster with the collaboration of your classmates about all the men that you observe in the classroom. - Number (singular - plural; Gender
(male--female), with orientation of twelve.
They participate in sentence analysis workshops based on given texts.
RELATED SUBJECTS: Religion. Natural Sciences. Artistic Expressions.

AREA 3: READING COMPREHENSION

LEARNING OBJECTIVES:
Interpret information based on prior knowledge of various subjects or texts, both oral and written, supporting your conclusions.
Leetexts are aimed at expanding their frame of reference and knowing how to express their opinions.
Draft simple writings, applying the structures of different texts, evaluating their usefulness in everyday situations.
Easily identify the elements that characterize narration, in order to differentiate them from other types of texts.
 CONTENTS
COMPETENCIES Achievement Indicators
CONCEPTUAL PROCEDURAL ATTITUDINAL

10.3-Texts 10.3-Creation of the concept of 10.3 Security and COMMUNICATIVE: 10.3-Define the concept of text
regulatory regulatory text precision in Understanding of regulations.
-- Concept. Identification of the function of creating the concept of literary texts. Apply instructions with enthusiasm
-- Funcion del texto del texto normativo. of normative text. given by the teacher in the activities
normativo. -Diferenciacion of the collaboration in the schoolchildren.
-- Structure of the text elements that comprise the establishment understand, List behavior standards
normative. structure del text the work rules analysis e for social coexistence.
-- Types: normative. in the classroom.
interpret what Practice the internal regulations of the
Instructions y -Classification del text -- Acceptance it is communicated. school.
standards del normative text. importance of the Respect the rules of the game y
normative. Construction del identification text of group dynamics.
regulatory: instructions and elements what Read regulatory texts.
standards. they integrate the structure Develop the They draft regulatory texts.
Reading and interpretation of the normative text. habit of the
normative text. Security in the reading for the
text classification enrichment
normative.
personal, cultural
Enjoy in the
writing fromand professional.
instructions y
standards of
situations
daily.
Acceptance of the
instructions and rules
or rules of the game.
METHODOLOGY: Drupal workshop, individual projects and drupal, research, practices, and tasks. Expository activities. Written productions.

EVALUATION ACTIVITIES:
103. Based on the observation of various normative texts provided by the teacher, they define the concept of normative text through a plenary session.
They investigate at home and on the internet and create, in collaborative teams of four in class, a chart of the functions of the normative text in the
school, at home and in the community.
The teacher supervises the work and provides guidance.
Create, in pairs, a list of the behavioral norms for social coexistence that they practice.
They read normative texts in class, and among peers, they interpret the text.
They present their interpretations in plenary.
They draft normative texts in class, and among peers, they interpret the text.
They present their interpretations in plenary.
RELATED SUBJECTS: Artistic Expression, Social Sciences.

AREA 4: APPRECIATION AND LITERARY CREATION.

LEARNING OBJECTIVES:
Appreciate and enjoy verbal and non-verbal language through readings to develop your aesthetic and creative capacity in different ways.
environments.

CONTENTS
COMPETENCIAS INDICADORES DE LOGROS
CONCEPTUAL PROCEDURAL ATTITUDINAL

11.-Texts 11.-Reading of dramatic texts 11.-Shows meaning COMMUNICATIVE: 11.- Express experiences about
-‐Dramatic in classes. -‐aesthetic in the Develop the habit of participating in dramas.
-‐Monologues -‐Analysis of dramatic texts. text composition from the reading for the-‐Explain the differences between monologue and
-‐Notebooks -‐Creation of monologues dramatic y enrichment theatrical works.
-‐Works on suggested topics. practical in form personal, cultural and -‐Memorize the dialogue of a character from
theatrical -‐Organization of collaborative. professional. dramatic work.
-‐Notices. simple dramatizations. Understand, analyze -‐Expose the aspects about the
-‐Dramatization of small and interprets what is operation of a theater.
works and stories. informs you. -‐Represent a character from a work in
cultural activity.
11.1-Practical texts11.1-Identification of 11.1-Enjoy in the COMMUNICATIVE: 11.1-Follow instructions to write
-‐Acrostics characteristics of the texts reading of poems -Uses language poems, acrostics, and tongue twisters.
-‐Poems practical. with rhymes. verbal, non-verbal, and -Read children's poem aloud.
-‐Tongue twister. -‐Application of strategies for -‐Spontaneity y written participates in cultural events of the center
the composition of texts satisfaction in reciting communicate facts, school, church, and community.
practical with suggested topics and poems. events ideas, -With poems, acrostics, and tongue twisters.
of interest. -‐Interest in the thoughts
-‐Memorizing poems, creating rhymes, feelings in
simple. acrostics. situations del
-‐Recitation of poems with environment…
appropriate demeanor.
METODOLOGÍA: Talleres, proyectos, investigaciones, prácticas y tareas. Portafolio. Producción escrita. Esquemas explicativos.

EVALUATION ACTIVITIES:
11. Research on theaters operating in your district or province.
-‐ Create a table or diagram based on the information obtained.
-‐ Development of a theater play project.
11.1 Observe tongue twister models and simple poems created by the teacher, videos or CDs.
-‐ Memorize and recite poems with the appropriate rhythm, pronunciation, and intonation, individually and in groups.
-‐ Organizes and participates in declamation competitions before the group and cultural events.
RELATED SUBJECTS: Social Sciences. Religion. Artistic Expressions.
 ASIGNATURA: RELIGIÓN, MORAL Y VALORES. GRADO: 2º
Trimestre: 1
AREA 1: GOD AND NATURE.
LEARNING OBJECTIVES:
Praise God with the Psalms and an attitude of gratitude for creation.

CONTENTS
COMPETENCIES Achievement Indicators
CONCEPTUAL PROCEDURAL ATTITUDINAL

2-Praise to God 2-Explanation of the prayer 2-Manifestation of SOCIAL AND CITIZEN. 2-Discover through prayer and
[Link] a means for love to the Creator God, - Develops the sense of the Word, that God is our
The prayer and praise communicate with God according to the responsibilities of the Creator.
to God through the creator. praises, action against the commitment - Express with the help of psalms and their
Psalms. Location of Psalms that thank with Psalms. We want with the words:
Praise of creation. It speaks about praise - Evaluation of society. Alabaizas, and Action of Thanks to God,
Psalms 148:1–13. and action thanks to God. alabaiza and accióide Father and Creator.
--Action of thanks. thank you to the God
Salmos 136,1--9. Creator.
METODOLOGÍA: Diálonos, coiversacioies, Taller nrupal, debate, proyectos,tareas. Exposicioies dialonada, comeitarios. Lluvia de ideas. Prenuitas
responses. Written productions (summaries, synthesis), group workshops.

EVALUATION ACTIVITIES:
2. Organize the work teams. One team reads Psalm 148, 1-13; the other team reads Psalm 136, 1-9, and dialogue in the group.
Express spontaneous prayers of praise and gratitude to God for creation.
People who praise God for the creation of the world in individual and communal form.
RELATED SUBJECTS: Religion. Artistic Expressions, Natural Sciences.
AREA 2:PERSON
LEARNING OBJECTIVES:
Show devotion, respect, and admiration for the creation of man and woman.
Recognize God as the supreme being in your daily life.
CONTENT COMPETENCIES Achievement Indicators

CONCEPTUAL Procedural ATTITUDINAL

SOCIAL AND CITIZEN. 5-List the commandments of
5-Personal Values and Value the difference and God who reveals the Word of God
Social 5-Location y 5-Interest by the recognizes the equality of men.
Self-respect and enumeration of the compliance of the rights in particular - Describe the values they practice
the other people. ten commandments ten commandments between men and women. when at home, in the
the ten commandments given by God to the given by God. school and in their community.
˗ Honesty (Luke man and the woman. Acceptance of the
19:8), Description of the eigenvalues and of
Tolerance, Love (Luke values that God has for other people
10.25--37), given for to be able to
Solidarity (Lucas to live together
19.8), Peace, Truth, others.
6. Emotional states 6. Interpretation of the 6. Manifestation COMMUNICATIVE: 6. Interpret mood states
Of the people: different states respectful hi theUse verbal language, of characters, of various
-- Alenría emotions of being maiejo of the no verbal and written for read texts, oral form or
Psalm 95:1 humans, various evils emotions. communicate facts nráfica.
-- Sadness situations of life. events, ideas
thoughts, feelings Name the various
John 11:33-35. --
in situations of situations that make you
-- Others. environment... It is sad to be alone. And it knows
to make them better.
˗
Associate the states of moods of the
personal coils effects o
situations of the auditorium.
METODOLOGÍA:Diálonos, [Link] de ideas, Talleres, Mural, Esquemas, iivestnaciói, proyectos. Exposicioies orales, comeitarios.
Brainstorming. Written productions (summaries, syntheses). Written test, debate, round table, guided discussion, essays, rubrics.
Checklist.
EVALUATION ACTIVITIES:
5. Create the ten commandments in a creative way on a piece of cardstock.
Craft and highlight in various materials the values that identify us as people.
Dramatizes and enhances the values found in the passage of the Good Samaritan. Luke 10:25-37.
6. Organize with the help of the teacher three teams, read the message from: Psalm 95:1; John 11:33-35 and draw what you understood.
He/she sings children's and religious songs that express various emotions with gestures and movements.
Draw a happy face, a sad face associating a situation presented in your environment.
Describe what you would do if you find a happy or sad colleague.
RELATED SUBJECTS: Natural Sciences, Religion, Spanish, Artistic Expression, Social Sciences.

AREA 3: FAMILY–COMMUNITY–CHURCH
LEARNING OBJECTIVES:
Cultivate good relationships in family coexistence.
Practice with your peers the love that Jesus teaches us and show respect in the Christian celebrations of the community.
CONTENTS
COMPETENCIES Achievement Indicators
CONCEPTUAL PROCEDURES ATTITUDINAL

7. The family and its 7.-Research of the 7.-Assessment of the SOCIAL AND CITIZEN. 7.-Illustrates the ways in which the family
communication different actions that communication of the -Applies principles, norms Christian practices the different actions
with myself, with a Christian family, family with the necessary ethics that God teaches us through His
God and with the practice. same, with God and daily interaction. Word.
others. with others. Demonstrate various Christian actions
-‐The family in everyday situations of the classroom, school
Christian practice: the and community.
Obedience, the
discipline, the Help
mutual, (Jn.13,34--
35), the
reconciliation
Luke 15:20-‐24.

METODOLOGÍA:-Actividad expositiva. Talleres, proyectos, tareas. Reportes de lecturas. Producción escrita.

EVALUATION ACTIVITIES:
7. Discuss about the reading of (Ephesians 6, 1-‐4), and illustrate the received message.
Create thank you cards for parents, siblings, or friends for the support they have provided.

RELATED SUBJECTS: Social Sciences. Religion. Artistic Expressions.

ASIGNATURA: CIENCIAS SOCIALES. GRADO: 2º

Trimestre: 1
AREA 1: NATURE AND SOCIETY IN SPACE.
OBJETIVOS DE APRENDIZAJE:
Identify the boundaries, streets, and physical elements of greater importance in your community to master the spatial location.
of the medium.
CONTENT
CONCEPTUAL PROCEDURAL ATTITUDINAL COMPETENCIES ACHIEVEMENT INDICATORS

1-The Geographical Space 1-Investigation of the origin 1-Appreciation of KNOWLEDGE E 1-Express ideas about the name of the
from the Community of the name of the history of the INTERACTION WITH community, its shape and size.
˗ Orineideliombre of community. community doide is THE PHYSICAL WORLD: Recognize the limits of the community
the community should ˗ Delimitation of the coitory and its school. Cognitive formalities generate cardiac impulses.
˗ of the usage - Identify the characteristics of the landscape
the school is located. from the community outline. Assessment
Shape, size, limits - Location of the plane of changes that affects the nature of the community.
from the Senú community: its limits, occurred in the space natural resources, of ˗ Differentiate the natural landscape of
the cardiac ports. streets, parks, houses, Geographic of the the protection of the cultural landscape.
˗ Natural landscape and churches, school, others. community through the environment y of the
cultural of the identification, the weather landscape. forecast iitenral
community. natural of the community: the the blonde strands of the
Hidronrafa, Relieve, natural meiosis
venetation, fauia. economic and social
and your responsibility
Eila predicted
risk
2-Las comuiidades y 2-Descripciói of the 2. Appreciation of social and civic aspects. 2-Establish differences between uia
suspiciouscharacteristics characteristics senúitpo of characteristics Appreciate life and the
rural community and a community
distitvas. community. representatives of their nature. urban
˗ Types of community time. Appreciate the services and activities that
communities. Value the importance show the development of the community
Urban of the various types of (drinking water, electricity, school,
Rural Communities. churches streets, parks, means of
--Neighborhoods. transportation and communication) like
Catteries. characteristic of a community
urban
METODOLOGÍA:Exposicióidialonada, Proyectos nrupales, iiformes, iivestnacioies, diálonos ornaiizados. Lluvia de ideas, comeitarios,
conversations. Workshops, individual work and group, organized dialogues.

EVALUATION ACTIVITIES:
1. I will mention the name of the community, where the school is located, its shape and size.
Create a map of your community, highlighting its shape, size, and boundaries.
Draw a landscape of your community.
2- Characteristics of urban and rural communities
Describe through drawing the type of community to which the highlighted characteristics belong.

RELATED SUBJECTS: Religion, Artistic Expressions, Social Sciences

AREA 2: HARMONIOUS COEXISTENCE WITH THE NATURAL AND SOCIAL ENVIRONMENT

LEARNING OBJECTIVES:
Identify the routes, means of transportation, and communication to assess their importance in the social and cultural development of your community.
based on his experiences.
CONTENTS
CONCEPTUAL PROCEDURAL ATTITUDINAL COMPETENCIES ACHIEVEMENT INDICATORS

3-Ways means 3-Location of 3-Awareness of COMMUNICATIVE. 3-Recognize ways, means of transportation

transports and communication of the importance of -Exchanges and community communication in
communication of the community. the ways, means of communication in magazines, newspapers, and books.
community. communication and different situations,
Communication routes. means with their own ideas.
Terrestrial. transport and of the
Aquatic community.
Aerial.

AREA 3: HARMONIOUS COEXISTENCE WITH THE NATURAL AND SOCIAL ENVIRONMENT

LEARNING OBJECTIVES:
Understand the duties and rights of the community members to practice ethical and moral values based on norms.
established by society.

CONTENTS
CONCEPTUAL PROCEDURAL ATTITUDINAL COMPETENCIES Achievement Indicators

6-The ethical values and 6. Practice ethical values and 6. Accept and justify SOCIAL AND 6-Respect the rights of men and women
CITIZEN.
morales: morals in daily life. application of the -Apply principles, forms and others to participate themselves
Responsibility practice of the necessary ethics for spaces.
-Hoiradez ethical values and daily interactions. Listen to the coiateición, respected
Tolerance morales the foreign ideas.
Process
Electoral
Nationality.
METHODOLOGY: Expository dialogue, group projects, informal formats, organized dialogues, brainstorming, comments, conversations. Workshops,
individual work and drupal, organized dialogues. drupal projects.

ASSESSMENT ACTIVITIES:
Participate in social, cultural, and political activities promoting peaceful coexistence.
Carry out activities to promote and practice ethical and moral values.
A coifeccioia album about ethical and moral values.

RELATED SUBJECTS: Religion, Artistic Expressions, Social Sciences, Spanish.

AREA 4: HISTORICAL EVENTS OF THE PEOPLES.
LEARNING OBJECTIVES:
Evaluate the cultural representations of the community through participation in events to cultivate love for the local culture, taking into account
count our customs and traditions.

CONTENTS
COMPETENCIES ACHIEVEMENT INDICATORS
CONCEPTUAL Procedural ATTITUDINAL

9-Events 9. Narrative about 9. Appreciate the legacy LEARN 9.- Comment on the historical origin of the
historical in the community. origin of the community and historical and cultural of LEARN: community, historical events
-‐Origin of the community origin of the community groups. -Describe important aspects occurred y characters
-‐Origin of the ethnic. -‐Assessment of relevant referred to the highlighted.
first settlers -‐Investigation of the Events evolution historical -‐Identify the origin of the population
Relevant characters. first inhabitants of the historical and characters artistic and cultural of the from their community.
community. most prominent in the towns.
community.
METODOLOGÍA:-Talleres. Proyectos, informes, esquemas explicativos. Actividad expositiva. Producción escrita. Portafolio.

EVALUATION ACTIVITIES:
9. Investigate the origin of the community.
-‐ Investigate the origins of the population in your community and illustrate the different ethnic groups in the community.
RELATED SUBJECTS: Social Sciences. Religion. Artistic Expressions.

BIBLIOGRAPHY:
Social Sciences Textbook 2. MINISTRY OF EDUCATION.
MINISTRY OF EDUCATION Primary Education Program for Second Grade. Panama. 2012
MINISTRY OF EDUCATION General Basic Education Programs. Panama. 2012.
SUSANA CANTÓN, ANA M. NÚÑEZ, et al. Social Sciences. Second Grade. SUSAETA Publishing. Panama, S.A. 2011
INTERNET.
 ASIGNATURA: EXPRESIONES ARTÍSTICAS. GRADO: 2º
Trimestre: 1
AREA 1: PLASTIC ARTS.
LEARNING OBJECTIVES:
Develop the skill of drawing and painting with models from your surroundings.
Apply, through drawing and painting, the various shades to stimulate your creative ability.
CONTENT
COMPETENCIES Achievement Indicators
CONCEPTUAL PROCEDURAL ATTITUDINAL

Drawing and Painting 1. Application of drawing and 1. Punctuality and order CULTURAL AND ARTISTIC: Brought me different lines
The line. free topics through the eila realization of its - Demonstrates free or suggested drawings.
Classification trace. drawing jobs and our artistic work through - identify related lines
The color Application of motivation painting. of the creation and different objects of his environment.
Primary social totalities. Expression in art - Name colors consciously
and secondaries Utilization of the different pictorial and theatrical the used in the realization of drawings or
Utility primary totalities y which strengthens his/her paintings.
The chiaroscuro. secondary education and free topics compression of being - Apply chiaroscuro technique
and dreamers. social. simple drawings and paintings.
Application of Chiaroscuro
eidrawings.
METHODOLOGY: Group work and individual work, presentation of projects. Oral presentations, commentaries, conversations, dialogues, workshops, work.
individual, organized dialogues. Projects
ASSESSMENT ACTIVITIES:
1. Make a detailed analysis regarding the line and its classification and share it.
Draw a free theme and indicate the different types of lines used in the drawing.
Coloring with illustrations from magazines that represent primary and secondary colors and chiaroscuro.
RELATED SUBJECTS: Religion, Artistic Expressions, Social Sciences.
 AREA 2: THEATER.
LEARNING OBJECTIVES:
Interpret and carry out everyday life activities through the implementation of makeup in dramatization and pantomime for
value their customs and social development.
CONTENTS
CONCEPTUAL PROCEDURAL ATTITUDINAL
COMPETENCIES ACHIEVEMENT INDICATORS
3-Dramatization y 3-Interpretation of works 3-Cooperation Cultural and artistic: Interpret the main characters
makeup. short related to self-ownership hey the Pose secondary capacity and the role of dramatization
˗ Works short values and their organizational characters of their creativity to understand what each one performs in a way
related [Link] project situations, simple.
values. coiceptos y
since my time for
medium del art
eclectic and musical.
METHODOLOGY: Workshops, Individual work, role play, dramatization, theater works. Oral presentations, commentaries, conversations, dialogues.
dirinidos. Projects.
EVALUATION ACTIVITIES:
3. Watch the television video of a dramatization.
Express your conclusions clearly about the representation of the main and secondary characters.
Describe what was observed and the dramatization of the determined sequence beginning, development, climax, and closure.
Organize and develop a work of the group for a cultural presentation.

RELATED SUBJECTS: Religion. Artistic Expressions, Social Sciences.

 AREA 3: DANCE.
LEARNING OBJECTIVES:
Strengthens the capacity and ability of flexibility in the range of motion for the execution of dance, folk and regional.

CONTENTS
COMPETENCIES Achievement Indicators
CONCEPTUAL PROCEDURAL ATTITUDINAL

5-Movement 5-Execution of rhythms and 5-Respect when executing CULTURAL Y 5-Describe the relationship between the movement, the
creatvo: contrasts. folk dances, ARTISTIC: seedling and the creativity of diversity
Rhythms y -Execution is a rain of daisies, good and rotten, participations.
.Demonstrates
contrasts. movements and costumes. brings the different sides and ours - Executes body movements, according to them
Form and space. rhythms, contrasts, and artistic through music practices
Action plans established forms. of the creation and established.
Ballet. expression
pictorial art and
theatrical which
strengthens your
compression
being social.
METODOLOGÍA:Talleres, Trabajo iidividual, nrupal, dramatzaciói, obras deteatro,comeitarios, coiversacioies, diálonos dirinidos. Proyectos

EVALUATION ACTIVITIES:
5. Talk about the music that you love the most and why.
Live the community of folk dances and royal daises
- Practice body movements according to the type of music: typical, merengue, instrumental, or others.
RELATED SUBJECTS: Religion, Artistic Expressions, Natural Sciences.

AREA 4: MUSIC.
LEARNING OBJECTIVES:
Musical nuances are interpreted through sound discrimination for their sensory development.
 CONTENTS
COMPETENCIES Achievement Indicators
CONCEPTUAL PROCEDURAL ATTITUDINAL

8-Elements of 8-Representacion grafica 8-Interesa for CULTURAL And 8-Identifies neatly the
Musical Language of the musical figures and represent the artistic figures: musical notes: whole note, half note
-The musical notes. values. musicals and their value. Displays the black note and the eighth note, and their numerical value
The notes Identification of the disposition to sing artistic in thetemporal (4, 2, 1 and ½ time
musicals figures the musical notes. singing and dancing respectively.
Round, white, black, and musical notes and their values. Vocalize the notes clearly
folkloric y the
eighth note. Intonation of the notes musicals.
Drawing and value. musicals in shape use how
ascending and descending. tool of
awareness raising
social.
METODOLOGIA:Talleres, Trabajo individual, grupal, dramatizacion, cantos. Proyectos.

EVALUATION ACTIVITIES:
8. Represent the musical figures graphically, applying the value of duration time (whole note, half note, quarter note, and eighth note).
Act in a poetic choir the musical notes.
RELATED SUBJECTS: Natural Sciences, Religion, Artistic Expressions, Social Sciences.

ASIGNATURA: MATEMÁ[Link]: 2nd.

Trimestre: 1
 AREA 1: ARITHMETIC.

LEARNING OBJECTIVES:
Write, read, and break down numbers up to 100, assess their usefulness and apply them correctly in real-life situations.
Representing skills and solving problems.
Use ordinal numbers to describe and order objects and situations in your environment in the search for solutions to problems in your life.
cotdiaia.
Improve the procedures for basic operations with natural numbers, in order to correctly solve problems in your environment.
Encode, decode and correctly apply ordinal and roman numbers in daily situations.

CONTENTS COMPETENCIES INDICATORS OF ACHIEVEMENTS

CONCEPTUAL PROCEDURAL ATTITUDINAL

1-The Coijuito of the 1-Reading, of numbers 1-Security and logical-mathematics 1-Read the numbers from 1 to 10
Natural numbers less than or equal to 1000. natural numbers of 1 Maieja structures 1, of 5 ei5, 10 ei10, and of 100 ei100,
≤ 1000. Writing numbers up to 1000. basics, knowledge up to 1000.
naturals ≤ 1000. Interest and trust in the processes - Write criteria and confidence of 1,
associate symbol and mathematicians, that the 10 is 10, the 20 is 20 and the 100 is 100,
The objects of category 1 allow understanding and numbers up to 1000.
to 1000). resolve situations and
his daily life
1.2-Value 1.2-Location y 1.2--Security in locating and LOGICAL-MATHEMATICS 1.2-Locate numbers without value
Relative to positional recognition of recognizing the rights of - Use your capacity for positional.
of the number of the number. The number has a reflective value.
natural ≤1000 positional. analytic, of abstraction
y yes it's
applied mathematics
eiresolution
situations of the context
1.3-La relacióide 1.3-Ordeiaciói de 1.3-Iiteres al escribir y LÓGICO-MATEMÁTICA1.3-Order the correct numbers of
order Expressive and orderly numbers curiosity, three figures established
numerous naturals ≤ recalculate. form renresiva and questioning, reflexivity and progressive and regressive form.
1000. Reading and comparative pronoun. I live Reading ordered pairs of numbers
numbers from their -Security to the read permanent item from older to younger or vice versa.
caitdad, established the comparison numbers about the insertion-Comparison of natural numbers up to
greater, better, or equal. iaturales. of the concepts four figures, using the symbols
-Reading and writing of -Security and reading and mathematical skills greater than, better than and equal to. (<,>,=)
numbers. Writing numbers. Practical situations of -Read and write numbers related to your
Composition y -Disposition of composing daily life. positional value.
decomposition of the and decompose the Perform the composition and decomposition
numbers from 1 to 1000 natural numbers of 1 of the numbers man position.
up to 1000.
1.4-The Semispace 1.4 - Location of numbers 1.4 - Letters to portray LOGICAL-MATHEMATICAL 1.4-Place the numbers correctly
America eila semirectangular semi-rectangular for -Uses four-digit electronic and natural elements
locate reasoned numbers semirrectumeric
natural. mathematical for
strenuous a those
everyday situations
that you need.
2-Numbers 2.-Differentiation between 2--Security to LOGICAL-MATHEMATICAL 2-Identify with security the
Cardinals and Cardinal numbers and differentiate a number - Know the elements of cardinality and ordinality of number
ordinals ordinals cardinal of a basic mathematical number. Read the ordinal numbers in sequence
Reading, writing, and ordinal. from 1st to 30th
count of numbers - Arrangement upon reading, Count cardinal numbers and their
cardinals with its writing y to count corresponding ordinal up to the 30th
corresponding number cardinal numbers and their Write and sort numbers with interest
ordinal from 1st to 30th. ordinal corresponding ordinales del 1° al 30°.
Assignment of numbers up to 30°. Arrange the sequence in which it occurs
ordinals according to place - Arrangement in the event applying ordinal numbers
what they occupy, starting from counting y order of
a landmark. numbers ordinal
until 30°.
3-Operations 3-Resolution from 3-Security when solving LOGICAL-MATHEMATICS 3-Solve operations with numbers
Arithmetic cooperations with numbers operations with numbers - Use its capacity for natural
natural numbers. iaturales Naturals reflective thinking, 3.1-Read if there is difficulty in the operation
3.1-The Addition. 3.1-Reading-Writing of 3.1-Disposition to read and analytical, of abstraction addition.
-Properties addition write additions. thesis ei-Write
y correct me addition
-Resolution of additions - Interested in solving applied mathematics in verbal form.
carried and led editorial carried and resolution - solve difficulty additions
exercises. exercise stick vertical context situations two horizontalsy
Application of the -Coifiaiza ei the sum with three digits, it's carried.
properties. identification and application Identify and apply correctly the
Coimutatva of the properties of the properties of addition.
Association adiciói.
Element
-ieutro.
4-Romans 4--Application Disposition Read the difficulty of the numbers
del from the rails for reading to read LOGICAL- Romans from I to XX.
I y writing of numbers MATHEMATICS -- Recognize the Roman numbers,
to the naturals to Roman y identify numbers Know the elements Ateidieido to its symbolism
XX. iatural Romans basic mathematics
of I ---Transcribe natural numbers
at XX the romaios applied to the rail.
--Security is
the
application
the reins
to write
numbers
natural
hi
shape
Roman vice versa.
METODOLOGÍA:Talleres, práctcas,tareas, iivestnacioies, iiformes. Exposicioies orales, diálonos dirinidos, comeitarios, lluvia de ideas. Proyectos.
EVALUATION ACTIVITIES:
 1. Write the numbers 1 to 10, from 20 to 20, and from 100 to 100.
Write in words the presented numbers in symbolic form and vice versa.
1.2--Build and use the box of values to locate and recognize numbers up to four digits.
1.3--Complete the drawing of the spiral or snail with ordered numbers in progressive and regressive form.
Represent numbers ordered in ascending and descending order.
Compare and read pairs of numbers using the symbolism of the greater than, less than, or equal to relationship.
Use newspaper clippings to identify, write, and read numbers from 1 to 1000 without positional value.
Use a value box or the abacus for the composition and decomposition of natural numbers.
1.4 - Draw the ray and locate the colorful numbers on it.
Complete the ray with the values that are missing.
3- Develop workshops applying operations with natural numbers.
3.1-Use the aquarium to read and write additions.
-- Organize and solve in a vertical and horizontal manner, a group of additions.
Apply the use of good with numbers up to four digits to perform additions, creating your own rules.
--Use the treasure map to identify the property and find the missing term.
-Dramatize a buying and selling situation to apply addition problems.
Participate in the dynamic of the chaotic drawing, with cards that contain Roman numerals for reading them.
Color the drawing that contains natural numbers and relate it to the colors of the Roman numerals.
--Collection and clipping of newspapers or
natural numbers and
the representatives are
Roman numbers.

ASIGNATURAS CORRELACIONADAS: Reliniói. Expresioies Artstcas, Cieicias Naturales.

AREA 2: MEASUREMENT SYSTEMS

LEARNING OBJECTIVES:
Utilize and assess the necessary time utilities as an essential part of compliance and responsibility for daily activities.

CONTENTS
CONCEPTUAL PROCEDURAL ATTITUDINAL COMPETENCIES ACHIEVEMENT INDICATORS

8-The time and its 8-Reading time is 8-Letters to read the LOGICAL-MATHEMATICAL 8--Makes a correct reading of the hours,
Measures. watch. watch - Maieja estructuras miiutos y senuidos eiel reloj.
Time measures -Identification of the units -Security in identifying basic ones, Recognize measurements correctly
Fundamental units of time: minute, hour, and units of measurement of knowledge and of time.
of time. it happened. time. processes Converts time units
Equivalence soul the Perseverance by mathematicians, what horas, to minutes and vice versa.
Time units: minute, convert units of measurement to understand
hour and sound. measure of time. and resolve situations
Utilization of the watch and security in daily life usage.
i.m. and p.m. for clock and of the iotation.
express the time. a.m. and p.m.
-Application of time and Satisfaction and interest
events of everyday life for the maize of
(Days, hours, and/or minutes). instruments for
measure the tempo.
9.-The Kaleidarium 9-Utilization of the calendar 9-Creativity and logical-mathematical creativity
Utility to register the days, when codifying the -Poie practical calendar.
weeks and months of the year. calendar. processes Use the calendar to organize
Evaluate the usefulness of the reasoning that personal anecdotes bring to school events.
calendar for the acquisition
organize activities. of information to the
solution of the
problems.

METHODOLOGY: Workshops, practices, tasks, investigations, reports. Individual and group work. Projects. Oral presentations, directed dialogues.
comments, brainstorming.
EVALUATION ACTIVITIES:
8--Clock coifecion with recyclable materials to perform oral readings of hours, minutes, and sounds.
Use the clock to convert hours to minutes, minutes to seconds, and days to hours.
Example everyday events where the useful equivalence of units is explained in terms of rationalization a.m. and p.m.
Coiffection coieitusiasmo via personal eidoide specific duration of events carried out daily.
9--Illustrated calendar with festivals and important events of the times.
Organize your calendar of personal events, school activities, and other activities of interest during the year.

RELATED SUBJECTS: Religion. Natural Sciences, Artistic Expressions.

AREA 3: GEOMETRY.
LEARNING OBJECTIVES:
Use creatively straight, broken, curved, and mixed lines for the construction of nuances and geometric shapes in the plane.
vertices, angles and sides, respecting the opinions of others in group work.
Recognize the geometric shapes: triangle, square, rectangle, and circle, identifying them in the environment.
Use creative geometric shapes to create drawings of various idols, related to objects in the environment.
Recognize geometric bodies and evaluate their importance for applying them to problem-solving.
Identify and apply the strengths, weights, and capacities, evaluating their use to solve problematic situations of community justice.
CONTENTS
COMPETENCIES ACHIEVEMENT INDICATORS
CONCEPTUAL PROCEDURAL ATTITUDINAL
11-Space 11-Distinction of 11-Value the usefulness of LOGICAL-MATHEMATICAL 11-Differentiate the instruments for the
Geometric instruments for tracing the instruments for the -Use its geometric tracing capability and its usefulness.
Instruments for the neo-metric and their utility. geometric layout. reflexive thinking, -Distinguishes with certainty the differences
geometric layout. Identification is straight and interesting for highlighting the analytical, of direct abstraction without position.
-Puitos, plane lines lines horizontal, and synthesis The attachments of lines to May
senmeitos and rays ei-Trace of vertical lines mathematical obliques applied height vertical exposure, horizontal and
the plunder. Horizontals, verticals, perpendiculars and related resolution.
-Coicepto oblique, perpendicular and parallel in the auditorium. situations of the context -Trace perpendicular lines y
Lines in the Plane parallel. -Creativity in building
parallel used renla.
--Horizontals various finenesses
--Verticals complex, using the
Oblique different types of lines.
Perpendiculars
Parallel lines.
13-Neometric fineness 13-Ideitfication of fineness 13-Security the LOGICAL-MATHEMATICAL 13-Identify security things Fineness
plagues. neometric objects and identify Fines Express curiosity, neo-metric objects and structures
triainulo Structures of the auditorium. neometric objects and costs, reflection and editor.
square Coistruccióide finishes structures of the auditorium. ivestna Build co-creativity nuances
Rectainulo Playlists used in sentiments - Collaboration permaieitemeite plains, using straight segments.
Circle. of the straight. Fine constructions about the insertion - Use a coefficient with the youth of
neometric. of the concepts of geometry to build finuras
wide non-metric mathematical threads and form images
practical situations of signaling.
everyday life.
14-The Polygons 14-Classification 14-Trust and interest in LOGICAL-MATHEMATICS 14-Classify and name with interest,
Concept classify polygons according to numbers y name-Integrate the polygon according to the number of sides.
--Elements of sides. polygon according to knowledge Draw polygon according to the quantity of
--Sides Polygon drawing. number of sides. mathematician with other sides without difficulty.
--Vertices. Interest in outlining the areas of knowledge.
triangles and Reason 14.1-Securely identify y
14.1-Name according to 14.1-Identification of the Four sides. mathematically trust the elements of the
the number of sides: elements of triangles triangles and quadrilaterals.
Triangle and quadrilaterals. 14.1-Security y Indicate the elements of polygons
--Elements confidence in identifying and of three and four sides.
Quadrilaterals point out the elements of
--Elements the triangles y
--Sides quadrilaterals
Angles

Classes of triangles
according to their sides
17-‐Surface: notion 17-‐Deduction of concept 17-‐Creativity in the LOGICAL- 17-‐Infer with creativity the concept
of surface of surface. deduction of the conceptMATHEMATICS of surface.
-‐Comparison of different of surface. Solve problems -‐Compare with different interest
flat surfaces on objects.‐Interest and satisfaction proposed flat surfaces.
-‐Estimation of the area offor comparison and estimation developing the -‐Calculate areas in plane figures
flat surfaces using surface. logical reasoning and through the use of arbitrary patterns.
patterns arbitrary of ‐Confidence
- in estimating the processes
measures. surface plans, systematic what
through the application of lead to the solution
measurement patterns of specific situations
arbitrary. of his environment.
METHODOLOGY: Workshops, practices, tasks, investigations, reports. Oral presentations, directed dialogues, commentaries, projects.
EVALUATION ACTIVITIES:
11--Make drawings of the different instruments for geometric drawing.
Identify the different planes of objects that are inside and outside the hall.
Draw rectangles and grid sheets locating points and drawing different types of lines.
Design straight drawings of perpendicular and parallel lines using the ruler.
Use cutouts of geometric shapes from magazines, newspapers to create a collage.
Construct posters with different geometric shapes, with the help of the geometry teacher.
The hopscotch is related to its scheme with geometric concepts.
14--Create a sheet with polygons according to the number of sides.
Make puzzles with different materials to assemble polygons.
14.1--Identify triangles and quadrilaterals in objects, inside and outside the classroom.
 Mark with colored pencils or any other available material the elements of triangles and/or quadrilaterals and write the name.
--Create puzzles by forming triangles and quadrilaterals.
Draw triangles and with the help of geometric game instruments classify them.
17-‐Use concrete material and fill figures to deduce the concept of surface.
-‐Difference between surfaces by touching sheets of graph paper, blocks, walls, and other shapes.
-‐Draw flat shapes on grid sheets to estimate area.
RELATED SUBJECTS: Religion, Social Sciences, Artistic Expressions.

AREA 4: STATISTICS.
LEARNING OBJECTIVES:
Interprets statistical information from simple events that allows you to evaluate your reality.
Use mathematical elements and reasoning to tackle those everyday situations that require it.
CONTENTS
COMPETENCIES INDICATORS OF ACHIEVEMENTS
CONCEPTUAL PROCEDURAL ATTITUDINAL

19-Statistics 19-Identification of the 19-Security in the LOGICAL-MATHEMATICAL 19-Safely identify the

-Techniques of basic elements for identification of the -Puts in basic elements for preparation practice
collection of elaboration of basic elements for the processes from an observation and/or interview.
data. observation and/or interview. preparation from a reasoning that - Makes o elaborate
Observation. Manufacturing or preparation observation and/or lead to the collaborative acquisition models of
-Entrevista. observation interview model. information o a the observation and/or interviews.
or interview. Work as a team in the solution of los -Simula de manera activa modelos de
--Simulation of modeling of confection or elaboration problems. observation and/or interview.
observation and/or interview. from an observation and/or Apply the techniques with confidence
Application of interview techniques. observation y interview as
observation and interview - Active participation in the instruments to collect
as instruments for simulation of information.
collect information. observation year old
interview
Trust in the
 application of techniques
of observation y
interview how
instruments for
collect information.

METODOLOGIA:Talleres, practicas, tareas, investigaciones, informes, graficos. Experiencias de campo. Ejercicios practicos.

EVALUATION ACTIVITIES:
They hold a conversation with experiences from daily situations or the environment where observations and/or interviews are applied.
Create models of observations and/or interviews on topics from the environment.
Participate in simulation of observation and/or interview models.
Conduct interviews with classmates about illustrated topics of interest.
RELATED SUBJECTS: Natural Sciences. Religion. Social Sciences, Artistic Expressions.
 ASIGNATURA: CIENCIAS NATURALES. GRADO: 2
Quarter: 1

AREA 1: BEINGS
LIVING
AND ITS FUNCTIONS
LEARNING OBJECTIVES:
Recognize and explain the importance of consuming adequately and at regular hours, the foods that help benefit health.
ornaism
Assess the importance of the year as an indispensable element and its proper use in the lives of living beings.
Recognize the relationship of the nervous system with the foods and the organs that make it up.

CONTENTS

COMPETENCIES Achievement Indicators

CONCEPTUAL PROCEDURAL ATTITUDINAL
1-La alimeitacióiy su 1-Reposicioide la eiernía a 1-Acttud aite the KNOWLEDGE AND THE 1-Recognize the importance that you have
nutritional function through or schedule for the effects of the INTERACTION WITH THE food to allow the
the realization of food. deconstruction of the physical world. vital functions of the organisms.
vital functions. Humaio. - Maiteie and promotes - Hierarchizes the food sensuists
your physical health, mental health and nutritional function, consumed it
 emotional media generates the largest quantity, products that
Practice of beneficial habits for the organism.
alimeitcios, hiniéiicos - Explain the nutritional information of it
y deportation for daily consumer products.
strengthen them.
1.1-Foods 1.1-Classification of 1.1-Assessment of
Knowledge and 1.1-Selection y consume the
eggshells adequate inputs interaction with the inputs
Alimeitos Nutritional classification. PHYSICAL WORLD. Nutritional.
constructors. Promote and relate - The relationship with poor nutrition
Rejuvenating foods. your physical health, mental and nutritional care
emotional media measures for its prevention.
habit practice
alimeitcios, hiniéiicos
y deportation for
strengthen them.
2-Uses and importance 2-Arguments about 2-Concerns about KNOWLEDGE AND 2-Argument and debate about usage
of the annual and the different uses and the use and rationalization of the annual life of
living beings. Racialization of the year and honor, the PHYSICAL WORLD. living beings the annual
Racialization of the life of living beings industries, the community - Know the need - Mediate the different uses that
annual adequately of taking advantage of the annual life of beings
rational use of living resources.
Natural, of the -Value the importance of the annual eila
protection of the environment and life of living beings.
y from the prevention
internal aite the
pelinros of the
natural feiómeiosi
economic and social
her responsibility is
risk prevention.
3-The relationship from 3-Explanation of the relationship and 3-Appreciation of KNOWLEDGE AND 3-Explains the importance of the system
dynasty system coidel dynasty system Import of the system INTERACTION WITH the dynasty and its relationships
the food y Identification of the dynasty. PHYSICAL WORLD. food
importaicia. system sneezes Valuation of the -Maiteie and promotes -Identify the organs of the system
The ornate What -Iden tification the organs of the system, its physical, mental, and divine health.
coiformaiel organ system of the dinestvo system. emocioial mediaite la -Valora el cuidado de los órnaios del
dynasty. dynasty. practice of habits dynastic system.
alimeitcios, hiniéiicos
y deportvos for
to strengthen them.
METHODOLOGY: Workshops, iinvestigations, practices, tasks, forms, expository activities. Written productions (summaries, synthesis, map)
conceptual), schemes, graphic organizers.
EVALUATION ACTIVITIES:
1-Schematic your knowledge about the importance of the culinary diet conceptual illustration.
Prepare a simple guide and outline the importance of the foods that should be consumed to maintain health.
-List of hierarchical importance of nutritional food, a group of daily consumption foods.
Participate in representative showcases of food disguises, without classification.
Complete the crossword with words from the signs of malnutrition.
Join the meeting to interpret the nutritional information of the presented products.
2- Participate in the symposium on the different uses of annual life in living beings.
Organize a round table on the racialization of the annual community.
Elaborate a brief report on the importance of the annual fair to the community and the school.
3- Explain through a lattice the path of knowledge, the relationship of the dynasty system with the foods.
Prepare a model of the ornaments of the dynasty system.
Draw and label the system and its organs.
RELATED SUBJECTS: Religion, Social Sciences, Artistic Expressions.
AREA 2: LIVING BEINGS AND THEIR ENVIRONMENT.

LEARNING OBJECTIVES:
Argue the characteristics of each season of the year and the ways living beings adapt.
Evaluate human participation in the management of environmental conditions and health prevention.
CONTENTS COMPETENCIES ACHIEVEMENT INDICATORS
CONCEPTUAL PROCEDURAL ATTITUDINAL KNOWLEDGE AND THE 6--Describe
INTERACTION WITH HIM the
6. The Relationship of the Differentiation of the Assessment of the effect PHYSICAL WORLD. characteristics of the
seasons of the year characteristics of the of the conditions Loves and promotes stations of the
hi seasons of the year ambieitales ei your physical health, meital year
the environment and Adaptation the and emotional media y
coils living beings for coiservação de la
the practice of habits improves your
living beings. survive the nature. alimeitcios, iijereicias ei
changes in the environment hobbies and sports the
to strengthen them. daily activities. -- Interpret
measures
of
prevention
of
viral diseases
because of of the change
of climatic station. Ornaiiza
production activities, taking
ei
cueita
the stations of the
year.
Relates events
related to the
environmental conditions of
its editor.
METODOLOGIA:Talleres, investigaciones, practicas, tareas, actividad expositiva. Produccion escrita, portafolio. Proyectos.
EVALUATION ACTIVITIES:
6. Draw the seasons of the year and their influence on the lives of living beings.
Create a model with the different seasons of the year.
Sow and maintain seasonal vegetables of the time
RELATED SUBJECTS: Natural Sciences. Religion. Social Sciences, Artistic Expressions.
AREA 3: MATTER, ENERGY AND INTERACTIONS IN CHANGES IN NATURE.

LEARNING OBJECTIVES:
Understand and interpret that solar energy has both positive and negative effects on the development of human activities and the prolongation of the
living beings.

CONTENTS

CONCEPTUAL PROCEDURAL ATTITUDINAL COMPETENCIES INDICATORS OF ACHIEVEMENTS

8.1-El sol, principal 8.1. Observación de la acción 8.1. Aprecia los efectos CONOCIMIENTO8.1. State the effects of solar energy
source of thermal energy from solar energy on LA INTERACTION on the Earth's surface.
land. the ground. the earth's surface. CON THE WORLD -‐ Demonstrate through experiences
PHYSICIST. simple effects of solar energy on
Demonstrate the Earth's surface.
responsibility before the -‐Assess the importance of the effects of
impact of advances solar energy on the surface
scientific and technological terrestrial.
in society and the
environment.
METHODOLOGY: Workshops, research, practices, assignments, reports. Written production, portfolio. Projects.
EVALUATION ACTIVITIES:
8.1-‐ Cultivates seedlings of various crops in its surroundings, promoting their conservation.
Register through an observation report on the effects of solar energy on the Earth's surface.
-‐ Research and represent with drawings the effect of solar energy on the development of oviparous animals.

RELATED SUBJECTS: Social Sciences. Religion, Artistic Expressions.

AREA 4: THE PLANET AND THE UNIVERSE.

LEARNING OBJECTIVES:
Contrast the movements of the Earth and the main layers that compose it, highlighting their effects on the life of living beings.

CONTENTS COMPETENCIAS Achievement Indicators

CONCEPTUAL Procedural attitudes KNOWLEDGE And 10. Name defines
y the
THE INTERACTION movements of the earth in relation
10. The Earth 10. Exemplification of the 10. Become aware CON THE WORLD to the sun.
The movements of the movements of the earth consequences of the PHYSICAL. Represent through a drawing the
earth. (translation–rotation) Movements of the - Demonstrate the movements of the Earth.
-‐The Movement of Differentiation of the Earth's layers. responsibility before the -Describe the elements of the layers
Translation y of from the earth. Conservation of the impacto de los avances de la tierra.
rotation. layers of the Earth. scientists y -Respect environmental regulations for
The layers of the earth technological in to conserve the layers of the Earth.
Solida, liquid y society and the environment. -‐Differentiate the characteristics of the
soda. moon, regarding other bodies
studied celestials.
METODOLOGÍA:Talleres, investigaciones, prácticas, tareas, actividad expositiva. Producción escrita, portafolio. Proyectos.

EVALUATION ACTIVITIES:
10. Simulate the movements of the Earth in relation to the Sun.
Make a mobile and explain the movements of the Earth in relation to the Sun.
-‐Use the globe and an internal one to check the consequences of the Earth's movements (day, night, year).