ANNUAL SCIENCE AND TECHNOLOGY CURRICULAR PROGRAM FOR THE THIRD YEAR

OF SECONDARY SCHOOL 2022

I. INFORMATION DATA

I.1 GRE : Arequipa

I.2 UGEL : Arequipa North
I.3 YO. AND. P. : “Children of Mary Help of Christians”
I.4 PLACE : Av. Arequipa 307 SR Pachacutec
I.5 CYCLE : VII
I.6 DEGREE OF STUDIES : Third year
I.7 DIRECTOR : Lic. Lourdes Torres Fernandez
I.8 TEACHING : Katherin Mendoza Zaa
I.9 SCHOOL YEAR : 2022

II. STUDENT CHARACTERIZATION

The student of this cycle is still in the physical and social development, these being the drivers of his trajectory in the academic year and in his
daily life, giving rise to virtual education with which he is already familiar, the full use of ICT tools is sought, it is required that the student is in
adequate conditions to learn more about the evolution of technology throughout history and the limitations it has by following the learning path
with the platforms and apps that show us the complexity of science in its evolution. the environment by which he is besieged is in charge of
generating the responses in general situations, the search for acceptance continues to be a key factor along with the decision of training of
colleagues and friends, total or partial integration in the academic field is sought, keeping this in mind an adequate environment is generated for
his training and that absorbs the selected information for its use and application in future situations, going through psychological maturity many
situations are suggested by experiences.

Socialization is fully guided by the teacher in the classroom, since it is carried out through conversation and is very helpful in the educational
environment.

III. CONTEXT CHARACTERISTICS

 Cultural aspect (folklore, tourism, crafts, gastronomy, others)

In the district of Pachacútec, there is a great diversity of cultures, one of the predominant ones being the Puno customs, with typical
dances from that region and dates such as the Festividad De La Candelaria that commemorates its culture, the celebration of carnivals and
others, for the celebration of the day of Arequipa, different typical dishes are prepared, the dates established for purely Peruvian
celebrations are seen throughout the year, and their influence in the district of Pachacútec and in the IEP HIDEMA is rooted in the culture
of Puno.

 Economic aspect (trade, agriculture, livestock, micro-enterprises, others)

In the economic aspect the IEP HIDEMA is surrounded by an industrialized area which can be used in different ways, showing that the
economic system that surrounds us is suitable for the growth of our institution.
Trade linked to wholesale sales and imports, being an industrialized area, livestock farming is not integrated in this area, but micro-
entrepreneurs are emerging in accordance with the growth of the town.
 Social aspect (traditional festivals, institutional anniversaries, community organization, popularization of technologies, others)

The social aspect is focused on the traditional festivals of Puno and Arequipa in the vast majority, festivals such as:

 Candlemas
 The anniversary of Cerro Colorado
 Pachacútec's anniversary
 Day of the Virgin Mary Help of Christians
 The anniversary of the IEP HIDEMA
 The anniversary of Arequipa
 National holidays, etc.

 Environmental aspect
 From an environmental perspective, the green areas of the Pachacútec district are not well managed, the collection of recycled material does
not seem to be in an adequate manner, a key factor being the contamination of some establishments in the industrialized area,
The presentation of topics such as pollution, recycling, green areas, and environmental care is still in the process of being fully effective,
with this goal the students of the IEP HIDEMA are having classes that reinforce their sense of the environment.

IV. LEARNING PURPOSES

a) STANDARDS, COMPETENCIES AND CAPABILITIES (CYCLE VII)

AREA: SCIENCE AND TECHNOLOGY

COMPETENCES CAPABILITIES LEARNING STANDARDS

Investigate using the  Problematizes situations Investigate by asking questions and formulate hypotheses based
scientific method to  Design strategies to do research on scientific knowledge and previous observations. Develops
build knowledge  Generate and record information the plan for observations or experiments and argues for them
 Analyze data and information using scientific principles and the stated objectives. Performs
 Evaluate and communicate the process systematic measurements and comparisons that demonstrate the
and results of your inquiry action of various types of variables. Analyzes trends and
relationships in data taking into account error and
reproducibility, interprets them based on scientific knowledge
and formulates conclusions, arguing them based on results and
reliable information. Evaluate the reliability of the methods and
interpretations of the results of your research.
Explain the physical  Understand and use knowledge about It explains, based on scientifically supported evidence, the
world based on living beings, matter and energy, qualitative and quantifiable relationships between: the
knowledge about living biodiversity, earth and universe. microscopic structure of a material and its reactivity with other
beings, matter and  Evaluate the implications of knowledge materials or with fields and waves; genetic information, the
energy, biodiversity, and scientific and technological work functions of cells with the functions of systems (homeostasis);
earth and universe the origin of the Earth, its composition, its physical, chemical
and biological evolution with the fossil record. Argue your
position regarding the ethical, social and environmental
implications of socio-scientific situations or regarding changes
in the worldview brought about by the development of science
and technology.
Design and build  Determine an alternative technological Design and build technological solutions by justifying the scope
technological solutions solution of the technological problem, determining the interrelation of
to solve problems in  Design the technological solution the factors involved in it and justifying its alternative solution
your environment alternative based on scientific knowledge. It represents the solution
 Implement and validate the alternative through structured diagrams or drawings to scale,
technological solution alternative with views and perspectives, including its parts or stages. It
 Evaluate and communicate the establishes characteristics of form, structure, function and
operation and impacts of your explains the procedure, the resources to implement them, as
technological solution alternative. well as the tools and materials selected. Verify the operation of
the technological solution considering the requirements, detect
errors in the selection of materials, inaccuracies in dimensions
and procedures and make adjustments or redesign the
alternative solution. Explains the scientific knowledge and the
applied procedure, as well as the difficulties of design and
implementation, evaluates its operation, efficiency and
proposes strategies to improve it. Infers impacts of the
technological solution and develops strategies to reduce
possible negative effects.
b) ORGANIZATION OF UNITS

COMPETENCE/ PERFORMANCES ORGANIZATION AND DISTRIBUTION OF

 TIME
Yo II III
QUARTER QUARTER QUARTER
CAPABILITIES
O O O O O O O O O
R R R R R R R R R
1 2 3 4 5 6 7 8 9
1. Investigate using Ask questions about the fact, phenomenon or natural or technological object X X X X
the scientific to define the problem to be investigated. Determines the behavior of the
variables, and raises hypotheses based on scientific knowledge, in which
method to build causal relationships are established between the variables that will be
knowledge investigated. Consider the intervening variables that may influence your
 Problematizes situations inquiry and develop objectives.

 Design strategies to do Proposes and justifies, based on the objectives of his/her research and
research
X X X X X
scientific information, procedures that allow him/her to observe, manipulate
and measure the variables and the time to be used, the security measures, and
the tools, materials and instruments for collecting qualitative/quantitative data
to confirm or refute the hypothesis.
 Generates and records
information Obtains qualitative/quantitative data from the manipulation of the X X X
independent variable and repeated measurements of the dependent variable.
Make adjustments to your procedures and control the variables involved.
Organizes data and calculates measures of central tendency, proportionality,
or others, and represents them in graphs.

 Analyze data and Compare the data obtained (qualitative and quantitative) to establish
information.
X X X X X
relationships of causality, correspondence, equivalence, belonging, similarity,
difference or others. Identify regularities or trends. Contrast the results with
your hypothesis and information to confirm or refute your hypothesis, and
draw conclusions.
 Evaluate and
communicate the Support, on the basis of scientific knowledge, your conclusions, procedures, X X X X X
process and results of measurements, calculations and adjustments made, and whether they allowed
your inquiry you to prove your hypothesis and achieve the objective. Communicate your
inquiry through virtual or in-person means.

2. Explain the
physical world
based on
knowledge about
living beings,
 matter and energy,
biodiversity, earth It qualitatively and quantitatively explains that substances are generated when X X X X
and universe bonds between atoms are formed or broken, which absorb or release energy
while conserving their mass. Evaluate the environmental and social
 Understand and use implications of the use of inorganic substances.
knowledge about living X X X X
It explains qualitatively and quantitatively that the degradation of materials
beings, matter and
energy, biodiversity, depends on their chemical composition and environmental conditions.
earth and universe. Explains the generation of electric fields from the existence of positive or X X X X
negative charges, and the generation of magnetic fields from the movement of
these electric charges.
It quantitatively explains that, in nuclear fission and fusion reactions, X X X X X
elements are produced with the exchange of large amounts of energy.
Analyzes the implications of nuclear energy in the generation of electrical
energy.
Qualitatively and quantitatively explains the behavior of liquids at rest under X X X X X
the action of pressure.
Explain cell growth and reproduction through the cell cycle. X X
Explains the transmission of characteristics from parents to descendants X X X X
through genes.

It qualitatively and quantitatively supports the properties of gases according

to the kinetic molecular theory. X X X
 Evaluate the
Establishes similarities and differences between the structures that various X X
implications of
knowledge and unicellular and multicellular beings have developed to perform the function of
scientific and locomotion.
technological work It justifies that the relief of the Earth is due to seismic movements, volcanism X X X X X
and the formation of rocks produced by the internal energy of the Earth.
Establishes relationships between scientific and technological development
and the demands of society at different historical moments. X X X
It bases its position, using scientific evidence, on paradigmatic events and
X X X X
 situations where science and technology are questioned for their impact on
3. Design and build society and the environment.
technological
solutions to solve
problems in your
environment
 Determine an Describe the technological problem and the causes that generate it. Explain X X X X X
alternative your alternative technological solution based on scientific knowledge or local
technological solution practices. It reveals the requirements that this alternative solution must meet,
the resources available to build it, and its direct and indirect benefits.

Represent your alternative solution with structured drawings to scale.

Describe its parts or stages, the sequence of steps, its shape and structure X X X X X
 Design the
characteristics, and its function. Select instruments, tools, resources and
technological solution
materials considering their environmental impact and safety. Anticipate
alternative
possible costs and execution time. Proposes ways to test the operation of the
technological solution.

Execute the sequence of steps of your alternative solution by manipulating

materials, tools and instruments, considering their degree of precision and
 Implement and validate safety standards. Verifies the operation of each part or stage of the X X X X
the technological technological solution, detects errors in the procedures or in the selection of
solution alternative materials, and makes adjustments or changes according to the established
requirements.

Perform repetitive tests to verify the operation of the technological solution X X X X X

according to the established requirements and justify your improvement
 Evaluate and proposal. It explains its construction, and the changes or adjustments made
communicate the based on scientific knowledge or local practices, and determines the
operation and impacts environmental and social impact.
of your technological
solution alternative.
 O O O O O O O O
R R R R R R R R OR
CROSS-CUTTING COMPETENCES
1 2 3 4 5 6 7 8 9
IT OPERATES IN VIRTUAL ENVIRONMENTS GENERATED BY ICT
 Personalize virtual environments: This involves adapting the appearance and functionality of virtual X X X
environments according to activities, values, culture and personality.
 Manage information in the virtual environment: This involves organizing and systematizing X
information in the virtual environment in an ethical and relevant manner, taking into account its
types and levels, as well as its relevance to its activities.
 Interact in virtual environments: This involves organizing and interpreting interactions with others to
carry out activities together and build coherent links according to age, values, and socio-cultural X
context.
 Create virtual objects in various formats: it is about building digital materials for various purposes. It X X X
is the result of a process of successive improvements and feedback from the school context and in
their daily lives.
MANAGE YOUR LEARNING AUTONOMOUSLY
 Define learning goals: it is realizing and understanding what needs to be learned to solve a given X X X
task. It is about recognizing the knowledge, skills and resources that are within your reach and
whether these will allow you to accomplish the task, so that you can set viable goals from there.
 Organize strategic actions to achieve your learning goals: This implies that you must think and plan
X
how to organize yourself by looking at the whole and the parts of your organization and determine
how far you must go to be efficient, as well as establish what to do to set the mechanisms that allow
X X
you to achieve your learning goals.
 Monitor and adjust your performance during the learning process: this means monitoring your own
level of progress in relation to the learning goals you have set, showing self-confidence and the X X X
ability to self-regulate. Evaluate whether the selected actions and their planning are the most relevant
to achieve your learning goals. It involves the willingness and initiative to make timely adjustments
to one's actions in order to achieve the intended results.
 ORGANIZATION AND DISTRIBUTION OF
TIME
Yo II III
TRANSVERSAL APPROACHES OBSERVABLE ATTITUDES QUARTER QUARTER QUARTER

O O O O O O O O O
R R R R R R R R R
1 2 3 4 5 6 7 8 9
RIGHTS-BASED APPROACH Willingness to know, recognize and value the
individual and group rights that we have as people
in the public and private spheres.
X X X
You have the freedom and responsibility to choose
and talk to other people to exchange ideas or
feelings.
INCLUSIVE APPROACH OR Willingness to place expectations on a person,
X X X
ATTENTION TO DIVERSITY believing in their ability to overcome.
INTERCULTURAL APPROACH Promotes the exchange of ideas and experiences
X X X
between different ways of seeing the world.
GENDER EQUALITY APPROACH Promotes respect and inherent value of each person
X X X
regardless of gender.
ENVIRONMENTAL APPROACH It promotes the appreciation of any form of life,
taking care of its habitat from a systematic and X X
global perspective.
COMMON GOOD ORIENTATION Encourages students to share the goods available to
APPROACH them by showing solidarity towards their X
neighbors.
 FOCUS ON THE PURSUIT OF Encourage students to do their best to achieve their
X X X
EXCELLENCE goals and contribute to their community.

V. CALENDARIZATION

QUARTER N° OF UNITS START TERM WEEKS DAYS

1ST 3 March 2nd May 27th 13 61
2ND 3 June 6th September 9th 13 61
3rd 3 September 19th December 20th 14 65
9 40 187

VI. VACATION PERIOD

I QUARTER From May 27th to June 5th.
MIDDLE YEAR BREAK From July 22 to July 31.
II QUARTER From September 9th to September 18th.
III QUARTER Starting December 22nd.

VII. NAME OF TEACHING UNITS

UNITS UNIT TITLE TIME

Yo “MATTER AND THE CELL”
II “ENERGY THAT LASTS AND LASTS”
III “GENESIS OF MATTER”
 IV “BUILDING LINKS”
V “ZERO COMPOUND”
VI “CHAINED REACTIONS”
VII “SOLUBILITY OF GASES”
VIII “THE NICE CARBON IN OUR LIFE”
IX “ON: LIGHTING UP LIFE”
VIII. ASSESSMENT:

ASSESSMENT GUIDELINES
The entrance evaluation will be carried out based on the competencies, capacities and performances that will be
DIAGNOSTIC
developed at the degree level.
HE will evaluate the practice focused in he learning of the student, for
timely feedback regarding their progress throughout the teaching and learning process; taking into account the
FORMATIVE
assessment of student performance, the resolution of situations or problems and the integration of skills
They will be evidenced through evaluation instruments based on the achievement of the purpose and the products
SUMMATIVE
considered in each unit.

IX. MATERIALS AND RESOURCES:

Materials and resources (books, workbooks, specific materials, others)

 For the teacher:
o “Science, technology and environment text for 3rd grade of secondary school” Bruño edition, author Humberto Mayor
Mandujano.
o “Science, technology and environment text for 3rd grade of secondary school” 1st edition Santillana, 2015.
o “Science, technology and environment text for 3rd grade of secondary school” Editorial Independencia 2015.
o Copies.
 For the student:
o Science, Technology and Environment Book for 3rd grade of Secondary Education. 2013. BRUÑO Publishing Group.
o Laboratory materials.
 o Copies.
o Email Addresses: Simulations and Videos
Arequipa, MARCH 2022

………………………….…………… ………………………………… …………………………………

LIC. LOURDES TORRES FERNANDEZ PROF. Luis Alberto Mayta Guillen PROF. KATHERIN MENDOZA ZAA
DIRECTOR COORDINATOR TEACHING