“YEAR OF UNITY, PEACE AND DEVELOPMENT”

ANNUAL SCIENCE AND TECHNOLOGY CURRICULAR PROGRAMMING

1. GENERAL INFORMATION
1. GENERAL DIRECTORATE OF EDUCATION ANDAHUAYLAS
2. LOCAL EDUCATIONAL MANAGEMENT ANDAHUAYLAS “BELÉN
UNIT OSMA Y PARDO”
3. EDUCATIONAL INSTITUTION SCIENCE AND
4. CURRICULAR AREA TECHNOLOGY VI
5. CYCLE
FIRST
6. GRADE AND SECTION
4 HOURS
7. NUMBER OF WEEKLY HOURS
8. DIRECTOR
9. DEPUTY DIRECTOR
10. TEACHING JULIUS CESAR QUISPE
HUAYLLA

2. OVERVIEW

Science and technology are present in various contexts of human activity, and occupy an important place in the development of knowledge and culture in
our societies, which have been transforming our conceptions of the universe and our ways of life. This context demands citizens who are able to question
themselves, seek reliable information, systematize it, analyze it, explain it and make decisions based on scientific knowledge, and considering the social and
environmental implications. It also requires citizens who use scientific knowledge to constantly learn and have a way of understanding the phenomena that
occur around them.

The theoretical and methodological framework that guides the teaching and learning process in this curricular area corresponds to the approach of inquiry
and scientific and technological literacy, supported by the active construction of knowledge based on the curiosity, observation and questioning that
students carry out when interacting with the world. In this process, students explore reality; they express, discuss and exchange their ways of thinking
about the world; and they compare them with scientific knowledge. These skills allow them to deepen and build new knowledge, resolve situations and
make scientifically based decisions. They also allow them to recognize the benefits and limitations of science and technology and to understand the
relationships that exist between science, technology and society.
The competencies of the SCIENCE AND TECHNOLOGY curricular area are: Investigate, using scientific methods to build their knowledge; Explain the physical
world, based on knowledge about living beings, matter and energy, biodiversity, earth and universe; Design and build technological solutions to solve
problems in their environment. These competencies have their capabilities, which are described below, as well as their standards.
COMPETENCES CAPABILITIES LEARNING STANDARDS

■ Problematizes situations to make Investigate the causes or describe an object or phenomenon that he or she
inquiries. identifies in order to formulate questions and hypotheses in which he or she
Investigate through ■ Design strategies to conduct relates the variables that intervene and that can be observed. Proposes strategies
scientific methods for research. to observe or generate a controlled situation in which evidence is recorded of how
building their ■ Generates and records data or an independent variable affects a dependent variable. Establishes relationships
information.
knowledge between data, interprets it and compares it with reliable information. Evaluate and
■ Analyze data and information.
communicate your findings and procedures.
Evaluate and communicate the process and
results of your inquiry.
Explains, based on scientifically supported evidence, the relationships between:
Explains the physical world ■ Understand and use knowledge about macroscopic properties or functions of bodies, materials or living beings with their
based on in human beings alive, subject and microscopic structure and movement; sexual reproduction with genetic diversity;
knowledge about living energy, ecosystems with species diversity; relief with the internal activity of the Earth.
beings, matter and energy, biodiversity, Earth and universe. Relates scientific discovery or technological innovation with its impacts. Justifies
biodiversity Evaluate the implications of knowledge and his position regarding controversial situations regarding the use of technology and
earth and universe scientific and technological work. scientific knowledge.

Design and build technological solutions by identifying the causes that generate
■ Determine an alternative technological technological problems, and propose alternative solutions based on scientific
solution. knowledge. Represent one of them including its parts or stages through structured
■ Design the diagrams or drawings. It establishes characteristics of form, structure and function
Design and build alternative of solution and explains the procedure, the implementation resources, executes them using
technological solutions to technological. selected tools and materials, verifies the operation of the technological solution by
solve problems in your ■ Implement and validate the technological detecting inaccuracies and makes adjustments to improve it. Explains the
environment. solution alternative. procedure, applied scientific knowledge and limitations of the technological
Evaluate and communicate the operation and solution, evaluates its operation through tests considering the established
impacts of your technological solution requirements and proposes improvements. Infers impacts of the technological
alternative. solution.
3. CALENDARIZATION OF THE SCHOOL YEAR 2023 (RM No. 474-2022-MINEDU)
BLOCKS DURATION START AND END DATES BIMESTERS
MANAGEMENT WEEK 1 1 WEEK MARCH 1ST TO MARCH 10TH

FIRST BLOCK OF WEEKS 9 WEEKS MARCH 13 TO MAY 12 I SEMESTER

LECTIVES

SECOND BLOCK OF WEEKS 10 WEEKS MAY 15 TO JULY 21 II SEMESTER

LECTIVES

MANAGEMENT WEEK 2 AND 3 2 WEEKS FROM JULY 24 TO AUGUST 4

THIRD BLOCK OF WEEKS 10 WEEKS FROM AUGUST 7TH TO OCTOBER 13TH III SEMESTER
LECTIVES

ROOM BLOCK OF WEEKS 10 WEEKS FROM OCTOBER 16 TO DECEMBER 22 IV SEMESTER

LECTIVES

MANAGEMENT WEEK 4 1 WEEK FROM DECEMBER 26 TO DECEMBER 29

4. ORGANIZATION OF LEARNING PURPOSES

ORGANIZATION AND DISTRIBUTION OF
COMPETENCES / CAPABILITIES PERFORMANCES TIME
1 BIM 2 BIM 3 BIM 4 BIM
■ Ask questions about the variables that influence a fact,
phenomenon or natural or technological object, and select the one
that can be investigated scientifically. It raises hypotheses in which
causal relationships are established between variables.
■ Investigate using scientific ■ Proposes procedures to observe, manipulate the independent
methods to build their
knowledge variable, measure the dependent variable and control aspects that
modify the experimentation. Select tools, materials and
tools for collect data
qualitative/quantitative. Plan your time and personal and
workplace safety measures. X X X X X X X X
 ■ Obtains qualitative/quantitative data from the manipulation of the
independent variable and repeated measurements of the
dependent variable.
■ Compare the data obtained (qualitative and quantitative) to
establish relations of causality, correspondence
equivalence, belonging, similarity, difference or others; contrasts
the results with his hypothesis and scientific information to confirm
or refute his hypothesis, and draws conclusions.
■ Explain whether your conclusions answer the research question,
and whether the procedures, measurements, and adjustments you
made contributed to proving your hypothesis. Communicate your
inquiry through virtual or in-person means

■ Describes the properties of matter, and explains the physical and

chemical changes resulting from its interactions with energy
transfer.
■ Explains the current model of the structure of the atom, based on
the comparison and evolution of previous models. Evaluate the
role of science and technology in this process.

■ Explains the physical world ■ Explains that the inorganic substances and biomolecules that make
up the structure of the cell allow it to perform nutritional,
based on in
relational and reproductive functions for its own survival or that of
knowledge about living
the organism of which it is a part. X X X X X X X X
beings, matter and energy,
biodiversity
■ Explains that the dynamics and sustainability of an ecosystem
depends on the flow of matter and energy through food chains or
earth and universe networks.
■ Describes protected natural areas as ecosystems where
biodiversity and its interrelations are conserved, and describes the
various ecosystem services they provide to society.
■ Explain how current organisms of the various kingdoms originate
from common ancestors through natural selection.
■ Explains how the conditions considered favorable for life on Earth
were generated, based on the evolution of the universe.
■ Explain how the factors and elements that generate are related
 the climatic variety that influences the development of the
diversity of life on Earth.
■ Explains how scientific and technological development has
contributed to changing ideas about the universe and people's lives
at different times in history.
■ Explains your position regarding situations where science and
technology are questioned for their impact on society and the
environment.
■ Describe the technological problem and the causes that generate
it. Explain your alternative technological solution based on
scientific knowledge or local practices.
■ Design and build ■ Represent your alternative solution with structured drawings.
solutions technological Describe its parts or stages, the sequence of steps, its shape and
to solve problems in their structure characteristics, and its function.
environment. ■ Execute the sequence of steps of your alternative solution by
manipulating materials, tools and tools,
considering safety regulations.
■ Check the operation of your technological solution according to the
established requirements and propose improvements. X X X X

TRANSVERSAL APPROACHES
BIMESTER PRIORITIZED CROSS-CUTTING APPROACH VALUES

I SEMESTER APPROACH TO THE SEARCH FOR EXCELLENCE INTERCULTURAL

RESPONSIBILITY, RESPECT, EMPATHY
APPROACH
II SEMESTER ENVIRONMENTAL APPROACH
RESPECT, EMPATHY, HONESTY
COMMON GOOD ORIENTATION APPROACH
III SEMESTER I RESPECT
GENDER EQUALITY APPROACH RIGHTS APPROACH RESPONSIBILITY, GENEROSITY
IV SEMESTER INCLUSIVE APPROACH OR ATTENTION TO DIVERSITY GENDER
RESPECT, EMPATHY, SOLIDARITY
EQUALITY APPROACH
TRANSVERSAL COMPETENCES CAPABILITIES

IT OPERATES IN VIRTUAL ENVIRONMENTS ■ CUSTOMIZE VIRTUAL ENVIRONMENTS

GENERATED BY ICT. ■ MANAGE VIRTUAL ENVIRONMENT INFORMATION
 ■ INTERACT IN VIRTUAL ENVIRONMENTS
■ CREATE VIRTUAL OBJECTS IN VARIOUS FORMATS
MANAGE YOUR LEARNING ■ DEFINE LEARNING GOALS
AUTONOMOUSLY ■ ORGANIZE STRATEGIC ACTIONS TO ACHIEVE YOUR LEARNING GOALS
■ MONITOR AND ADJUST YOUR PERFORMANCE DURING THE LEARNING PROCESS

5. ORGANIZATION OF LEARNING EXPERIENCES BASED ON TIME

Name of the unit Duration Investigate, using scientific methods, situations that Explain the physical world Competence in designing and building technological
(Significant situation) can be investigated by science. based on knowledge about solutions to solve problems in their environment.
(No. of living beings, matter and
sessions) energy, biodiversity, earth and
universe.

alternative technological
knowledge and scientific

Design the technological

knowledge about living

and technological work

technological solution

technological solution
process and results of
data and information
Generate and record

energy, biodiversity,
Understand and use
Design strategies to

solution alternative

functioning of your
beings, matter and

earth and universe

Analyze data and

communicate the

communicate the
implications of

Implement the
Problematizes

investigation.

Determine an
Evaluate and

Evaluate and
Evaluate the
your inquiry
information

alternative

alternative
conduct an
situations.

solution
I SEMESTER

EXPERIENCE 1: “We investigate

8 X X X X X X X X
the cell as the unit of origin of
every living being”

EXPERIENCE 02:
“We elaborate paintings
8 X X X X X X X X
ecological using dried plant
organs”
IIBIMESTER

EXPERIENCE 03:
“We prepare technical
8 X X X X X X X X
classification sheets for
invertebrate and vertebrate
animals”
EXPERIENCE 04:
“We develop and support
projects of inquiry
8
scientific for EUREKA
2023”
X X X X X X X X
III SEMESTER

EXPERIENCE 05:” X X X X X X X
We carry out inquiries 8
on the presence of air in
different types of soil”

EXPERIENCE 06:
“We develop models of Earth 8 X X X X X X X X X
structure and plate tectonics”

IV SEMESTER

EXPERIENCE 07:” 7 X X X X X X X
“We investigate about the
properties of matter andmotion
of the
bodies”

EXPERIENCE 08:
“We made an infographic
6 X X X X X X
about the effects of heat on
bodies
62 SESSIONS / 39 weeks 7 7 7 7 7 7 6 6 4 2 1

6. INTEGRATION WITH OTHER CURRICULAR AREAS.

Unit 1 The study of living beings is related to the area of Communication for the development of skills to explain in writing or in person the scientific
foundations about the cell and unicellular beings. With the area of Social Sciences by proposing actions for the care of the environment to
mitigate climate change. With the area of Personal Development, Citizenship and Civics, to promote citizen awareness regarding the conservation of the
environment where we live. With the area of Art, by collecting information on the natural and cultural context and associating it with aesthetic qualities in the
creation of artistic paintings or pictures. With the English area at
 identify information about living things written in English. With the area of Mathematics when establishing relationships between data and
transforming it into numerical expressions. With the Education for Work area by selecting necessary materials and supplies from living beings
to generate value and entrepreneurial proposals and with the Religion area by promoting practices of respect for all forms of life created by
God.
Unit 2
The study of plants is related to the area of Communication for the development of reading skills and production of texts referring to
medicinal plants, industrial plants and food plants. With the area of Social Sciences by proposing actions for the care of the environment to
mitigate climate change. With the area of Personal Development, Citizenship and Civics, to promote citizen awareness regarding the
conservation of the environment where we live. With the area of Art, by collecting information on the natural and cultural context and
associating it with aesthetic qualities in the creation of artistic paintings or pictures. With the English area when identifying information about
living beings written in English. With the area of Mathematics when establishing relationships between data and transforming it into
numerical expressions. With the Education for Work area, by selecting the necessary materials and supplies from living beings to generate
value and entrepreneurial proposals, and with the Religion area, by promoting practices of respect for all forms of life created by God.
Unit 3 The study of animals is related to the area of Communication for the development of reading skills and the production of texts referring to
animals such as stories, fables or comics. With the area of Social Sciences by proposing actions for the care of the environment to mitigate
climate change. With the area of Art and Culture, by collecting information from the natural and cultural context and associating it with
aesthetic qualities in the creation of artistic paintings or pictures. With the English area when identifying information about living beings
written in English. With the area of Mathematics when establishing relationships between data and transforming it into numerical expressions.
With the Education for Work area by selecting necessary materials and supplies from living beings to generate value and entrepreneurial
proposals and with the religion area by promoting practices of respect for all forms of life created by God.
Unit 4
The study of ecosystems seeks to develop scientific skills and awareness for their conservation, with the recognition of the ecosystems
existing in their community. In this sense, it is related to the area of communication by orally expressing its explanations and conclusions.
Likewise, it is related to the area of Mathematics through the resolution of problems on measurements or statistical calculations.
Unit 5
The study of ecosystem diversity seeks to develop scientific skills and awareness for their conservation, with the recognition of the
ecosystems existing in their community. In this sense, it is related to the area of communication by orally expressing its explanations and
conclusions. Likewise, it is related to the area of Mathematics through the resolution of problems on measurements or statistical calculations.
Unit 6 The study of the universe and the structure of the Earth allows students to develop skills to argue for the various theories about the origin of
the universe. In this sense, it is related to the area of Religion by promoting the Christian faith of the divine creation of everything that exists.
With the area of Communication through the reading and presentation of argumentative texts and the analysis of texts on environmental
problems that affect the Earth.
Unit 7
The study of the subject is related to the area of Education for Work by using various materials and resources from the environment to create
value propositions. It is related to Physical Education by promoting a healthy life with the consumption of water as a vital substance. With the
area of Mathematics in solving problems and calculating proportions and statistics on the distribution of water on the planet. With the area of
Social Sciences and Personal Development, Citizenship and Civics, with the proposal of actions for water conservation.
 Unit 8 The study of energy seeks to develop in students an awareness of the use of clean energy and the efficient use of electrical energy. In this
sense, it is related to the area of Mathematics by performing mathematical calculations related to electrical energy for domestic use. With the
area of Social Sciences and Personal Development, Citizenship and Civics, with the proposal of actions for water conservation.

7. PRODUCTS OR EVIDENCE

LEARNING UNITS THEMATIC FIELD PRODUCTS OR EVIDENCE

■ Living beings. ■ Visual organizers
■ Characteristics and vital functions of living beings.
■ Inquiry report on the cell
UNIT 01 ■ Chemical composition of living beings.
■ Infographic on levels of cell organization
■ The cell: Prokaryotic and eukaryotic cell.
■ Cellular structure. ■ Living beings classification data sheet
■ Levels of organization of living beings.
■ Classification of living beings: Eubacterial Kingdom,
Archaea Kingdom, Protista Kingdom, Fungi Kingdom.
• Characteristics of plants. • Plant classification data sheet
• Classification of plants. • Comparative table of plant reproduction types.
Bryophyte plants • Reading analysis on flora in Peru.
Pteridophyte plants
Gymnosperm plants • Ecological picture
UNIT 02 Angiosperm plants
• Nutrition in plants.
• The relationship in plants
• Plant adaptations.
• Reproduction in plants. • Animal classification data sheet.
UNIT 03 ■ Characteristics of animals.
■ Classification of animals: Porifera, Cnidaria and worms. • Comparative table of the characteristics of invertebrate and vertebrate animals
Mollusks. Echinoderms. Arthropods. Insects. Fish. • Descriptive research report on fauna in Peru.
Amphibians, Reptiles, Birds and Mammals.
■ Animal adaptations.
■ Fauna in Peru.
UNIT 04 ■ Ecosystems ■ Development of research projects and technological solutions for the
EUREKA 2023 science fair
■ Components of the ecosystem.
■ Development of activity sheets on food chains and webs.
■ Study of populations
■ Biotic relationships
■ Interspecific relationships
■ Trophic relationships
■ Biogeochemical cycles
 ■ Balance and imbalance of ecosystems
UNIT 05 ■ Peruvian ecosystems
■ Reading analysis on biodiversity
■ Biodiversity
■ Soil profile model
■ Protected natural areas of Peru.
■ Research report on soil types
■ Minerals from the terrestrial coast.
■ Air Inquiry Report.
■ The rocks
■ The soil
■ Soil profile
■ Soil loss and care
■ The Earth's atmosphere
■ The air
■ Atmospheric phenomena
■ Water distribution
■ Physical properties of water
UNIT 06 ■ Layers of the Earth ■ Models of Earth structure and tectonic layers
■ Movement of tectonic plates ■ Development of practical activity sheets
■ Theories of the origin of the universe. ■ Visual organizers
■ The solar system
■ Planet Earth
■ Rotation and translation movements of the Earth.
UNIT 07 ■
■ We
The study
mattereclipses ■ Development of application sheets on the subject.
■ Properties of matter ■ Inquiry report
■ States of matter ■ Prototype of atomic models
■ Changes in the physical state of matter
■ Development of application sheets on the movement of a body
■ Physical and chemical changes.
■ The internal composition of matter
■ Atomic models
■ Classification of matter
■ It qualitatively and quantitatively describes the movement
of a body. The bicycle moves in a straight line in a
northerly direction (part of kinematics)
UNIT 08 ■ The energy ■ Development of application sheets
■ Forms of energy ■ Visual organizers
■ Energy sources ■ Inquiry report
■ Energy transformation
■ The work
■ Heat and temperature
■ Temperature measurement
■ The spread of heat
■ Thermal conductors and insulators
8. EVALUATION GUIDELINES.
ASSESSMENT GUIDELINES
 Diagnostic An entrance assessment will be carried out based on the competencies, capabilities and performances that will be developed in
the degree and instruments such as checklists will be used for this purpose.
Formative It will be carried out permanently until the student achieves his learning goals, for which reflective feedback strategies will be
used.
Summative This will be done by evaluating the products of each unit, to demonstrate the development of the capacities of the competencies
worked on and for this purpose the evaluation rubrics will be used.
9. MATERIALS AND RESOURCES
For the student:
■ Ministry of Education. Science, Technology and Environment Book for 1st grade of Secondary Education. 2015. Lime. Santillana.
■ Ministry of Education. Inquiry activity sheets using Science and Technology kits. 2020 Lima.
■ Forces and dynamics kit
■ Balance
■ Microscope kit
■ Laboratory materials
■ Email addresses: simulations and videos.
■ Materials from the environment____________________________________________________________________________________________
For the teacher:
■ Ministry of Education. National Curriculum for Regular Basic Education.2016
■ Ministry of Education. Secondary Education Curriculum Program.2016
■ Ministry of Education. Teacher's manual for the Science, Technology and Environment book for 1st grade of Secondary Education. 2015. Lime.
Santillana
■ Ministry of Education. Teacher's Manual for the Science, Technology and Environment Module - Let's Investigate 1. 2012. First grade of Secondary
Education. First edition, Lima – Peru.

Andahuaylas, June 2023