UNIDAD EDUCATIVA PARTICULAR SCHOOL YEAR

SAINT DOMINIC SCHOOL 2017-2018

CURRICULAR ANUAL PLAN
1. INFORMATIVE DATA
Area: Science Subject:  Science
Teacher(s): Lic. Paola Ramos, Lic Karem Méndez, Lic. Gabriela Egas, Lic. Cinthya Sandoval, Lic. Omar Suárez, Lic. Gabriela Rivera
EDUCATIONAL
Grade:   Second year of General Basic Education  Elemental General Basic Education
LEVEL: 
2. TIME
WEEKLY HOURS WEEKS NUMBER TOTAL NUMBER OF Total periods
NUMBER Learning assessment and unforeseen WEEKS
3 40 7 33 99
3. GENERAL OBJECTIVES
AIMS OF THE AREA AIMS OF THE GRADE
OG.CN.1. Develop skills of scientific thought in order to achieve flexibility O.CN.2.1. Explore and understand the life cycles and the essential characteristics of plants
intellectual, spirit inquirer and critical thinking; demonstrate curiosity by and animals, to establish similarities and differences; to classify angiosperms or
exploring the environment that surrounds them and assess the nature as a result gymnosperms, vertebrates or invertebrates, respectively, and relate them to their habitat.
of the understanding of the interactions between living organisms and the O.CN.2.2. Explore and discuss the habitat classes, the reactions of the living beings when
physical environment. natural habitats change, threats that cause their degradation and establish the relevant
OG.CN.2. Understand the point of view of science on the nature of human decision-making.
beings and its diversity, interrelationships and evolution; on the O.CN.2.3. Locate in your body components related to the vital needs and explain its features
Earth, its changes and its place in the universe, and on the processes, physicists and functions, especially those which are the musculoskeletal system.
and chemists that occur in the field. O.CN.2.4. Describe, give examples and apply healthy living habits to keep the body healthy
OG.CN.3. Integrate the concepts of the biological sciences, chemical, physical, and prevent diseases.
geological and astronomical, to understand the science, technology and society, O.CN.2.5. Experience and describe the changes and the movement of objects by action of
linked to the capacity to invent, innovate and give solutions to the socio- the force, in simple machines for everyday use.
environmental crisis. O.CN.2.6. Inquire on an experimental basis and describe the physical states of matter and its
OG.CN.4. Recognize and value the contributions of science to understand the changes and check them in the environment.
basics of the structure and functioning of your body, in order to implement O.CN.2.7. Investigate and explain the forms of matter and energy sources, their classes,
measures for the promotion, protection and prevention of the integral health. transformations, forms of propagation and uses in everyday life.
OG.CN.5. Solve problems of science through the scientific method, based on O.CN.2.8. Infer the simple relations of cause-effect of the phenomena that occur in the
the identification of problems, the search critical information, the elaboration of universe and the earth as the phases of the Moon and the earth movements, and analyze the
conjecture, the design of pilot activities, analysis and communication of reliable importance of natural resources to the life of living beings.
results and ethical. O.CN.2.9. Understand that the observation, the exploration and experimentation are skills of
OG.CN.6. Use the technologies of the information and communication scientific thought that facilitate the understanding of the historical development of the
technology (ICT) as tools for the critical information search, analysis and science, technology and society.
communication of their experiences and conclusions on the phenomena and O.CN.2.10. Apply skills of scientific inquiry to relate the physical environment with living
natural and social facts. beings and communicate the results with honesty.
OG.CN.7. Use the written and oral language with ownership, as well as other O.CN.2.11. Investigate and communicate the knowledge applied to traditional agriculture by
systems of notation and representation, when required. ancestral civilizations and cultural indigenous people of Ecuador.
OG.CN.8. Communicating scientific information, results and conclusions of its
inquiries to different partners, through various techniques and resources, the
critical and reflexive argumentation and justification with proof and evidence.
OG.CN.9 Understanding and assessing the ancestral knowledge and the history
of the development of scientific, technological and cultural, considering the
action that they exercise in personal and social life.
OG.CN.10. Appreciate the importance of the scientific training, the own values
and attitudes of scientific thought, and adopt a critical attitude and founded
before the great problems that today pose the relations between science and
society.
O.CN.2.1. Explore and understand the life cycles and the essential
characteristics of plants and animals, to establish similarities and differences; to
classify angiosperms or gymnosperms, vertebrates or invertebrates,
respectively, and relate them to their habitat.
4. TRANSVERSAL AXES:  Integrity
 Inquirer
 Informed and educated
 Good communicator
 Reflexive
 Balanced

Taken from the profile of the community of learning of IB version 2013

5. DEVELOPMENT PLANNING UNITS
N.º Unit Specific objectives Contents Methodological Guidelines Evaluation Weeks

1. The beings of nature  Explore and under- Living beings and their Learning Cycle: CE.CN.2.1. Discusses the 8
stand the stages of the environment. Experience importance of the life
life cycle of the CN.2.1.3. Experience and Reflection cycle of the living beings
 plants, their changes predict the stages of the Conceptualization (humans, animals and
to establish similari- life cycle of the plants, Application plants) from the
ties and differences in their changes and re- observation and/or
the responses to the sponses to stimuli, to ob- experimentation of your
stimuli, while observ- serve the germination of changes and stages,
ing the growth of the the seed, and recognize highlighting the
seed. the importance of pollina- importance of pollination
tion and seed dispersal. and dispersal of seeds.
 Explore and under- I.CN.2.1.1. Explains the
stand the stages of the life cycle of human
life cycle of a human CN.2.1.1. Observe the beings, plants and animals
being, your changes to stages of the life cycle of (insects, fish, amphibians,
graphically set simi- the human being and chart reptiles, birds and
larities and differences the changes according to mammals), from the
by which crosses the the age. identification of the
human body. changes that occur in their
stages and importance.
 Explore and under- (J.2, J.3.)
stand the stages of the CN.2.1.2. Technique: Test
life cycle of different Observe and identify the Instrument: Questionnaire
animals (insects, fish, changes in the life cycle of
amphibians, reptiles, different animals (insects, CE.CN.2.1. Discusses the
birds and mammals, to fish, amphibians, reptiles, importance of the life
establish similarities birds and mammals) and cycle of the living beings
and differences so as compare them with (humans, animals and
to clarify them respec- changes in the life cycle of plants) from the
tively and relate them the human being. observation and/or
to their habitat. experimentation of your
changes and stages,
 Explore and under- highlighting the
stand the life cycle of importance of pollination
plants to establish CN.2.1.3. and dispersal of seeds.
similarities and differ- Experience and predict the I.CN.2.1.2. Explains the
ences respectively and stages of the life cycle of importance of pollination
relate them in their the plants, their changes and dispersal of seeds in
 habitat. and responses to stimuli, the life cycle of plants,
to observe the germination from simple experiences
of the seed, and recognize of germination. (J.3., I.2.)
 Explore and under- the importance of pollina- Technique: Test
stand the cycle of liv- tion and seed dispersal. Instrument: Questionnaire
ing beings, to estab- CN.2.1.1.
lish similarities and Observe and recognize the CE.CN.2.9. Proposed
differences between daily cycle in living be- activities that living
the activities during ings and the environment; beings could do during the
the day and the night, and ask questions about day and the night, from
relate respectively. the animals that carry out understanding the
activities during the day influence of the sun and
 Investigate in an ex- and night. the Moon on the land, the
perimental way fea- climate and the ancestral
tures Sky and atmo- Science in action knowledge and their
spheric phenomena, to CN.2.5.2. Observe the knowledge on tools,
register and verify the characteristics of the sky, traditional technologies
changes in the envi- to measure some atmo- used for agriculture, the
ronment. spheric phenomena, observation of the stars,
through the creation and/ weather forecasting and
or use of technological in- atmospheric phenomena.
struments, register them I.CN.2.9.1. Proposed
graphically and predict the activities that living
weather. beings can meet during
the day and night (daily
cycle), based on the
understanding of the
influence of the Sun (size,
shape. Position), the Moon
(shape, size, movement,
phases) and the stars on
the ground (shape, size,
movement) and the
climate. (J.3., I.2.)
Technique: Test
 Instrument: Questionnaire
2. So we are living  Explore and under- The living beings and CE.CN.2.3. Proposes 9
beings. stand the characteris- their environment. measures of protection
tics of the habitats of Learning Cycle: and care toward the local
the animals and the CN.2.1.10. Investigate and Experience habitat and the natural
plants, to classify describe the features of Reflection regions of Ecuador, from
them and relate them the local habitats, classify Conceptualization understanding the
respectively in their them according to their Application characteristics, the
habitat. characteristics and iden- diversity of vertebrates
tify their plants and ani- and plants with seed, the
 Locate in your body mals. reactions of the living
organs such as: the beings to changes and
brain, heart, lungs and threats to which they are
stomach relate them The human body and exposed.
with the vital needs health I.CN.2.3.1. Sorts the local
and explain its fea- CN.2.2.1. Locate the habitats according to their
tures and functions, brain, heart, lungs and characteristics and
especially bodies that stomach in his body, ex- diversity of vertebrates
form the muscu- plain their functions and and plants with seed that
loskeletal system. relate to the maintenance arise. (J.1, J.3.)
of life. Technique: Test
 Describe, give exam- Instrument: Questionnaire
ples and apply hy-
giene habits and good
food to live healthy CN.2.2.5. Identify and im- CE.CN.2.4. Promotes
lives to keep the body plement standards of hy- strategies to maintain a
healthy and prevent giene and food handling; healthy life, on the basis
diseases. to predict the conse- of the understanding of
quences if they are not ful- the functioning and the
filled. structure
of the brain, heart, lungs,
stomach, the skeleton, the
muscles and joints, the
need to maintain a
balanced diet, a correct
 physical activity, manage
rules of hygiene, and an
adequate management of
food in their daily
activities at home and
outside of it.
I.CN.2.4.1. Explained in
language that is clear and
relevant, the location of
the brain, lungs, heart,
skeleton, joints and
muscles in your body; and
their respective roles
(media, movement and
protection), structure and
relationship with the
maintenance of life. (J3,
I3)
I.CN.2.4.2. Explains the
importance of maintaining
a healthy life in function
of the understanding of
getting used to a balanced
diet, physical activity
according to age, comply
with standards of personal
hygiene and the proper
management of food in
their daily activities,
within and outside the
home. (J3, S1)
Technique: Test
Instrument: Questionnaire
3. Between the day and  Understand and define The earth and the uni- CE.CN.2.9. Proposed 8
night to. the characteristics of verse activities that living
 the day and the night Learning Cycle: beings could do during the
through the observa- CN.2.4.2. Differentiate the Experience day and the night, from
tion of the stars of characteristics of the day Reflection understanding the
heaven and explain to and of the night from the Conceptualization influence of the sun and
understand its impor- observation of the pres- Application the Moon on the land, the
tance in the universe. ence of the Sun, the Moon climate and the ancestral
and the stars, the bright- knowledge and their
 Use multiple re- ness of the sky and the knowledge on tools,
sources such as ICT, feeling of heat and cold, traditional technologies
to explain the techno- and describe the responses used for agriculture, the
logical development of living beings. observation of the stars,
of the instruments for weather forecasting and
astronomical observa- Science in action atmospheric phenomena.
tion while appreciates I.CN.2.9.3. Describe and
the scientific contribu- CN.2.5.5. To investigate, represent the ancestral and
tions in everyday life. in guided form through technological instruments
the use of ICT and other used for astronomical
 Experience and de- resources, on the techno- observation, weather
scribe the movement logical development of in- forecasting and
of objects in the envi- struments for astronomical atmospheric phenomena.
ronment by the use of observation; communicate (J.3., S.2.)
force on machines of and recognize the contri- Technique: Test
everyday use. butions of science and Instrument: Questionnaire
technology to the knowl-
 Investigate and com- edge of the Universe. CE.CN.2.6. Argues from
municate the applied observation and
knowledge about ani- experimentation, the
mals useful to hu- Matter and Energy importance of the
mans. movement and speed of
CN.2.3.6. Observe and ex- the objects from the action
perience the movement of of a force in simple
the objects in the environ- machines by action of the
ment and explain the di- force of gravity.
rection and speed of I.CN.2.6.1. Demonstrated
movement. on the basis of the use of
The living beings and simple machines, the
their environment movement (speed and
CN.2.1.5. Inquire about direction) of objects based
the animals useful to hu- on the action of a force.
mans and identify which (J.3., I.2.)
provided as food, clothing Technique: Test
company and protection. Instrument: Questionnaire

CE.CN.2.2. Appreciate the

diversity of plants and
animals, on the basis of
the understanding of its
characteristics, functions
importance, relationship
with the habitat where
they are developed,
identifying the
contributions of the
Ecuadorian flora to
scientific advancement
and utility for the human
being.
I.CN.2.2.1. Classifies the
animals in vertebrates and
invertebrates, depending
on the presence or absence
of vertebral column and
their external
characteristics (parts of
the body, body cover, size,
how to navigate, power).
In turn, brings together the
vertebrates according to
their characteristics,
examines its usefulness
 for the human being and
its relationship with the
habitat in which they
develop. (J.3., I.2.)
Technique: Test
Instrument: Questionnaire
4. Care my body  Investigate and ex- Matter and Energy CE.CN.2.5. Argues on the 8
plain them physical CN.2.3.1. Observe and de- basis of the observation
changes of matter that scribe the physical states Learning Cycle: and experimentation with
suffers the elements of of the objects in the envi- Experience objects (for example,
nature. ronment and differentiate Reflection those used in the
 Describe, give exam- them by their physical Conceptualization preparation of food
ples and apply the im- characteristics, in solids, Application everyday); discover its
portance of healthy liquids and gases. properties (mass, volume,
living and physical ac- CN.2.3.2. Describe weight), changing
tivity to keep the body changes to the physical physical states (solid,
healthy and prevent state of the substance in liquid and gaseous), and
diseases. the nature; experience which are to be classified
 Investigate and Ex- with water and identify in pure substances or
plain the states (liquid, their changes before the mixtures (natural and
solid and gaseous), so temperature variation. artificial), which can be
to' cross objects in the separated.
environment and to Science in action I.CN.2.5.1. Demonstrated
establish its character- CN.2.5.3. Explore, in on the basis of the
istics. guided form, food han- experimentation with
dling and hygiene stan- different objects in the
 Investigate in an ex- dards in local markets; to environment the states of
perimental way and predict the consequences matter (solid, liquid and
describe the physical of an inadequate manage- gaseous) and its changes
states of matter and its ment for the health of the with respect to the
changes and check people of the locality. variation of the
them in your environ- temperature. (J.3., I.2.)
ment. Technique: Test
Instrument: Questionnaire
 Describe, give exam-
ples and apply them CE.CN.2.4. Promotes
healthy life habits and strategies to maintain a
hygiene in local mar- healthy life, on the basis
kets to maintain a of the understanding of
healthy body and pre- the functioning and the
vent diseases. structure
of the brain, heart, lungs,
stomach, the skeleton, the
muscles and joints, the
need to maintain a
balanced diet, a correct
physical activity, manage
rules of hygiene, and an
adequate management of
food in their daily
activities at home and
outside of it.
I.CN.2.4.1. Explained in
language that is clear and
relevant, the location of
the brain, lungs, heart,
skeleton, joints and
muscles in your body; and
their respective roles
(media, movement and
protection), structure and
relationship with the
maintenance of life. (J3,
I3)
Technique: Test
Instrument: Questionnaire

CE.CN.2.5. Argues on the

basis of the observation
and experimentation with
objects (for example,
those used in the
preparation of food
everyday); discover its
properties (mass, volume,
weight), changing
physical states (solid,
liquid and gaseous), and
which are to be classified
in pure substances or
mixtures (natural and
artificial), which can be
separated.
I.CN.2.5.1. Demonstrated
on the basis of the
experimentation with
different objects in the
environment the states of
matter (solid, liquid and
gaseous) and its changes
with respect to the
variation of the
temperature. (J.3., I.2.)
Technique: Test
Instrument: Questionnaire

EC.CN.2.4. Promotes
strategies to maintain a
healthy life, on the basis
of the understanding of
the functioning and the
structure
of the brain, heart, lungs,
stomach, the skeleton, the
muscles and joints, the
 need to maintain a
balanced diet, a correct
physical activity, manage
rules of hygiene, and an
adequate management of
food in their daily
activities at home and
outside of it.
ICN.2.4.2. Explains the
importance of maintaining
a healthy life in function
of the understanding of
getting used to a balanced
diet, physical activity
according to age, comply
with standards of personal
hygiene and the proper
management of food in
their daily activities,
within and outside the
home. (J3, S1)
Technique: Test
Instrument: Questionnaire
6.BIBLIOGRAPHY/ WEBGRAPHY 7. OBSERVATIONS
 Ministerio de Educación de Ecuador (2016). Currículo de los niveles de educación obligatoria
 Cambridge University Press (2013). Kids Box 3
 Educación, M. d. (s.f.) Obtenido de
file:///C:/Users/Usuario/Downloads/CURR%C3%8DCULO%20POR%20SUBNIVELES%202016.pdf
DONE BY CHECKED BY APROVED BY
TEACHER: Lic. Paola Ramos, Lic. Karem Area Coordinator: MSc. Fernanda Moscoso E. Director: Hna. Mg Juana Tapia
Méndez
Signature: Signature: Signature:
Date: 25 / 08 / 2017 Date: 25 / 08/ 2017 Date: 25/ 08/ 2017