LESSON PLANNING

DEGREE UNIT DATE HOURS

FOURTH 4 17/10/2022 3

SESSION TITLE
How do humans reproduce?

EXPECTED LEARNINGS
COMPETENCIES CAPABILITIES PERFORMANCES
Explain the physical world, Understand and apply knowledge Justify the conception of
based on scientific knowledge and argue reproduction in living beings.
scientists. scientifically.

Investigate, through
scientific methods, Problematic situations. Delimit problems about it
situations that can human reproductive system.
to be investigated by the
science.

DIDACTIC SEQUENCE
START (25 minutes)
The students and the teacher agree on rules for work interaction (for example,
listen carefully to the teacher's instructions, intervene orderly respecting the
opinion of their peers.
Work teams of four members are formed.
The teacher distributes a bond sheet or cards to the students and tells them to formulate a
question about the topic of human reproduction.
The students stick their questions on the board, while the teacher selects the questions.
checking if these guide the process according to the expected learning outcomes, it is separated
those questions that do not focus on learning. The selected questions will be
answered at the end of the session or during the session according to the expected learnings.
DEVELOPMENT (85 minutes)
The teacher instructs the students to read pages 132 and 133 of the textbook.
Science and Technology 4th grade of Education and question:
{"sperm_production":"Where are sperm produced?","egg_development":"Where do eggs develop?"}
The response is expected to be in the seminiferous tubules that are found
in the testicles, and in the second case, within the follicles found in the ovaries.
The teacher hands each team the images of the female reproductive system and of the
male. See annex 1 and 2
The students cut out the cards and group the organs of the reproductive system according to
they can belong to either the female or male reproductive system. In the back part of
each one places the main characteristics of the organ and the function they perform.
 The teacher instructs that two participants from each team explain the information.
placed on the cards, about the main characteristics of each organ and its function, to the same
time they are placing the pieces on the board and grouping them according to the system
male and female reproductive and the teacher reinforces the information.
At the end of the students' explanation, the teacher proceeds to reinforce, specify, and clarify.
through concepts and key ideas, thus helping students' understanding of
human reproduction.
CLOSURE (25 minutes)
La docente junto con los estudiantes revisa e identfican las ideasfuerza y el docente amplía la
information about the conception of reproduction in living beings.
Reinforce learning through a previously prepared video or PPT by the teacher.

TASK TO WORK ON AT HOME

The students develop in the notebook the evaluation activities 1, 2, 3, 4, 5, and 6 from the page.
133 of the textbook.

MATERIALS OR RESOURCES TO BE USED

Resources:
Ministry of Education. Science, Technology, and Environment Book for 4th Grade Education
Secondary. 2012. Santillana Publishing Group.
Videos
Materials: picture cards, markers, whiteboard, whiteboard markers, erasers, ruler.

EVALUATION
The teacher observes the teamwork of the students.
The teacher takes notes in her checklist about the performance and participation of the students.
The teacher evaluates the homework assigned in the previous session.
ANNEX 1

Cut-out cards: female reproductive system

ANNEX 2

Cut-out cards: reproductive system

 LEARNING SESSION PLANNING

Degree SESSION UNIT HOURS

FOURTH 4 9 / 12 2

SESSION TITLE
Where are the eggs formed?

EXPECTED LEARNINGS
COMPETENCIES CAPABILITIES INDICATORS
Explain the physical world, Understand and apply knowledge. Discriminate the phases of meiosis and
based on scientific knowledge and argue the duplication of DNA.
scientists. scientifically.

DIDACTIC SEQUENCE
START (20 minutes)

The students and the teacher agree to observe silently, orderly, and with great
respect.
The teacher asks the students to define the following after watching the video.
words:

htps://[Link]/watch?v=8KcvZnM8bNU
Mitosis
Chromosomes
DNA
Ovogenesis
Meiosis

After each of the students managed to define the mentioned words, they group together in
5 members socialize their definitions to reach a consensus and obtain one for each term.
 The students write their definitions on a flip chart that they will then paste and on which
content will be displayed (one per team) on the board.
The teacher notes the interventions on a checklist.

The students and the teacher agree to observe in silence, orderly and with great
respect.
The teacher asks the students to define the following after watching the video.
words

htps://[Link]/watch?v=8KcvZnM8bNU
Mitosis
Chromosomes
DNA
Oogenesis
Meiosis

After each of the students managed to define the mentioned words, they group together in
5 members socialize their definitions to reach a consensus and obtain one for each term.
The students write their definitions on a poster that they will then paste and on which
content will be presented (one per team) on the board.
The teacher records the interventions on a checklist.
DEVELOPMENT (55 minutes)

The teacher asks the students to read pages 134 and 135 of the textbook.
The teacher creates a diagram on the board of the topics covered from the textbook and the
additional information obtained from the video.
Ask the students to make a diagram in their notebook about the phases of meiosis and
others about spermatogenesis and oogenesis.
Students use defined terms and other new terms to complete their
schemes.

To broaden the knowledge of students who need it, the teacher presents the slide.
about meiosis in such a way that it stops to clarify each of the processes that are carried out in
she.
CLOSING (15 minutes)
The teacher consolidates the information worked on in the session and creates a diagram on the board.
including the most significant characteristics of each phase, then expand the analysis on
spermatogenesis and oogenesis.
The students create the outline in their notebook.

LEARNING SESSION PLANNING

DEGREE UNIT SESSION HOURS

FOURTH 4 12/12 3

SESSION TITLE
How to take care of our sexual health?

EXPECTED LEARNINGS
COMPETENCIES CAPABILITIES INDICATORS
Understand and apply knowledge Justify the importance of knowing
Explain the physical world,
scientists and arguments about infections of
based on knowledge
scientifically. sexual transmission and methods
scientists.
antconceptvos.
 Evaluate the implications of knowledge Assume a critical position towards the lack
Build a position
critique of science and scientific and technological task of information and interest for
technology in to know the infections of
society. sexual transmission.

DIDACTIC SEQUENCE
START (25 minutes)

The students and the teacher agree on rules for work interaction (for example,
listen attentively to the teacher's instructions, intervene in an orderly manner respecting the
opinion of your peers.
Work teams are formed with five members.
The teacher poses the following questions:
What sexually transmitted infections do you know?
How do we protect ourselves from STIs?
The teacher listens, takes notes of the students' responses.
DEVELOPMENT (85 minutes)
The teacher asks the students to read the text 'Sexually Transmitted Infections (STIs)'.
Pages 142 and 143 of the 4th grade secondary education textbook.
From the reading, the teacher encourages dialogue and reflection around STIs, gradually providing
information and/or data about the increase in the proportion of female patients within the
population affected by HIV and who have developed AIDS.
The students develop 4 proposals and/or measures to prevent and address STIs and the
they are presented in paper sheets graphically or through diagrams in ppt or other resources.
The teacher shows a video about teenage pregnancy.
ht[Link]

After the video projection, ask the students for their opinion on the topic.
The teacher asks: how could the teenagers avoid these problems?
Students take various positions regarding the event that occurred and reflect on it.
importance of maintaining sexual health responsibly and the need to be
informed for making informed decisions.
The teacher asks the students to read pages 144 and 145 of the textbook.
 At the end of the reading, the teacher gives each team a large sheet of paper, on which the
students create a visual organizer that summarizes prevention methods of
pregnancy
Students paste their posters on the board and socialize using the technique of
museum.
The teacher prepares a summary table and reinforces the topic by highlighting its importance.
sexual health care against STIs.

CLOSURE (25 minutes)

The teacher asks the students to share the information worked on in the teams and to
juntos elaboren un slogan acerca del cuidado de la salud sexual.
The teacher, together with the students, reviews the aspects developed in the session and highlights the
need for dialogue between parents and children about the aspects discussed in class as well as the
importance of self-esteem and self-assessment.

TASK TO WORK ON AT HOME

Draft a letter addressed to a friend explaining the importance of health care.
sexual
MATERIALS OR RESOURCES TO BE USED
Resources:
Ministry of Education. Science, Technology and Environment Book for 4th Grade Education
Secondary School. 2012. Santillana Publishing Group
Videos.
Materials: projector, markers, whiteboard, whiteboard markers, eraser, ruler, flip chart.

EVALUATION
The teacher observes the teamwork of the students.
The teacher will evaluate the assignment given in the previous session.