LEARNING SESSION Nº 2

1. Area : CTA
2. Thematic content : The cientific method
3. Grade and section : 2°
4. Duration : 2 hrs.
5. Didactic sequence :

Expected Media and Durati

Learning strategies
learning materials on
 Students will be motivated through a
social drama in which they represent the
robbery of a house, for which the
students will assume different roles
Describe the steps (housewife, thief, police officer, etc.),
of the Scientific dialogue is encouraged by remembering
Method what they did. to discover the thief.
 Previous knowledge is recovered through
brainstorming, the following questions
are posed; What is the scientific method?
What are the phases of the scientific
method?
 The students will respond orally and in
an orderly manner they will use the word
 The teacher poses the following cognitive
conflict; Will the shoemaker use the
scientific method? Why? Will the doctor
use the scientific method? Why?
Imagination

 The teacher, with the help of the Creativity

students, announces the topic covered,
2 hrs.
providing them with the information Papers
sheet on the topic.
 Work teams are organized, through the Markers
puzzle technique, and they socialize their
ideas.
 Each group will be provided with markers
and a piece of paper so that they can
organize their ideas into a conceptual
network which will be socialized through
a plenary session.
 At the end of the presentation, the
teacher will provide feedback and answer
the questions.
 Metacognition is applied: What did we
learn? How did we do it? What is the
purpose of what we learned?

 In a worksheet they sequentially order

the steps of the scientific method

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6. Capacity assessment:

Criteria Indicators Instruments

 Information  Discover the phases of  Exhibition observation

Comprehension the scientific method in a guide.
plenary session.

 Sequentially identifies  Worksheet

the phases of the
scientific method in
numbered schemes

7. Evaluation of Attitude towards the Area:

Observable
Attitudes Instruments
manifestations
Respect the rules of  Ask to speak to Attitude observation guide
coexistence participate

 Respect the opinion of

your colleagues

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 LEARNING SESSION Nº 6

8. Area : CTA
9. Thematic content: Materials or instruments frequently used in the
laboratory
10. Grade and section : 2°
11. Duration : 2 hrs.
12. Didactic sequence :

Expected Media and Durati

Learning strategies
learning materials on
 The teacher organizes the students into
Inquiry and work teams, using cards.
experimentation  Previous knowledge is collected with
simple questions related to the topic.
 A cognitive conflict is created with the
Classifies following question; Why is it important
materials that are to know laboratory materials?
most frequently
used in public
speaking  The teacher gives the group
experiences coordinators the laboratory guides and
explains how they should be completed.
 Materials are presented on the teacher's
Critical judgement table, the teacher gives cards with the
name of the materials, so that the Cardboard
Assess the students can identify them and put their Printed guide
appropriate use of names on them.
laboratory  Then they classify the materials Laboratory
materials in according to their usefulness, complete materials
experimental work the guide and answer questions related
to the characteristics of each material, 2 hrs.
Dialogue
its importance, uses and handling.
Folder

 They describe the characteristics and Bond leaves

use of some laboratory materials.

 They reflect on what they learned in the

session

 They complete the metacognitive sheet;

What did I know before? What do I
know now? How have I learned it? How
will I use what I have learned?

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13. Capacity assessment:

Criteria Indicators Instruments

 Inquiry and  Classify the materials  Checklist

experimentation. frequently used in the
laboratory in a
comparative table.
 Critical judgement  Assess the appropriate  Attitude scale
use of laboratory
materials in experimental
work

14. Evaluation of Attitude towards the Area:

Observable
Attitudes Instruments
manifestations
Respect the rules of Participate with sincerity and Attitude scale
coexistence camaraderie in the laboratory

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Informative data
 Region:
 DRE/UGEL/MUNI:
 District:
 Educational institution:
 Area
 Level
 Cycle
 Degree
 Section
 teacher
 Director:
 ABILITY:
Analyzes relevant information about scientific methodology. .
 EXPECTED LEARNING:

EXPECTED LEARNING Apply the scientific method in your daily life.

ATTITUDE TOWARDS THE AREA Shows initiative and interest in research work. .

 CROSS THEME :
Education for risk management and environmental awareness .

Didactic sequence
EDUCATIONAL
MOMENTS ACTIVITIES/STRATEGIES TIME
RESOURCES

Yo MOTIVATION: -Images 05`

N  I present opposite images to the students: -Cleaner type

Yo  Some, when man lived in caves, collected fruits -Pointer

and hunted animals for food.
c -Board
 Others, about the great inventions : cable
Yo -Markers
television , computers , cell phones, etc. and I ask
EITHER you to observe (Annex - 01). -Speck

RECOVERY OF PREVIOUS KNOWLEDGE: -Brainstorming

 I pose the following questions: -Markers

What do you see in the first images? -Speck

What do you see in the following images? -Board

 Have you ever thought about:

How did we go from living in caves to built houses?

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 How did we go from picking fruits and hunting
animals to eating canned goods ?

How has man been able, after being a simple hunter

and gatherer, to invent cable television , computers,
cell phones, and space travel ?

Have you ever wondered why the world advances so

much?

Do you know, what is the name of the path that

scientists take to do science ?

If the students do not deduce the topic to be

discussed, I announce the name and write it on the
board:

"The Scientific Method and its Application in

Daily Life"

COGNITIVE CONFLICT:

 I continue to question the students:

What do you understand by science?

What is the scientific method? -Brainstorming

What are the steps of the scientific method?

Does the scientific method have any application in

daily life?

-Informative file
INFORMATION PROCESSING:
-Graphic scheme
 Each student is given an information sheet:
-Brainstorming
"APPLICATION OF THE SCIENTIFIC METHOD
IN DAILY LIFE", to be read individually (Annex- - Templates
02).
-Cleaner type
 With the help of the students I systematize the
information through a graphic organizer (Annex - -Study lamp
PR
03). -A focus
EITHER
 I exemplify the application of the scientific -A plug
c method in daily life, using real materials .
-Markers 20`
AND APPLICATION AND TRANSFER
-Speck
Yes  Five working groups are formed, identified with
the names of scientists such as: Isaac Newton , -Board
EITHER
Galileo Galilei , Nicolás Copernicus, Albert -Work sheet
Einstein , Charles de Coulomb.
-Paperlets
 Each group is given a piece of paper and a
worksheet with the following instructions: create -Cleaner type
an example about the application of the scientific
-Markers
method in your daily life: (Annex-04).
-Speck
 The students present their work.
-Board

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 ASSESSMENT:

 Students receive an evaluation sheet to develop

following the instructions (Annex - 05).

METACOGNITION

Yes  Self-assesses:

What I learned? Evaluation sheet

TO
What did I learn for? Self-assessment
l
sheet- 10`
Yo How did I learn?
metacognitive
d What difficulties did I have?
Laboratory practice
TO How did I resolve the difficulties?

It was interesting? Because? (Annex - 06).

ACTIVITY FOR HOME:

Perform an experiment, following the procedure .

(Annex 07).

Assessment
CRITERION INDICATOR INSTRUMENT

Apply the scientific method objective test

Understanding and
in your daily life through
experimentation (Annex - 05)
examples.

Shows initiative and interest Observation Sheet.

Attitude towards the area
in research work. (Annex - 08)

Bibliography
FOR THE TEACHER:
 Manual for Teachers: Science, Technology and Environment . (2008) 2nd. Sec. Degree
First edition . Santillana Edition. Lima Peru.
 National Curriculum Design for Regular Basic Education . (2009) Ministry of Education
(MED). Lime.
 Guidance for Pedagogical Work . (2006) Area of Science, Technology and Environment.
MED. Lime.
 DIAZ BARRIGA (1998) Teaching Strategies for Meaningful Learning . Mexico .
 LEXUS (1988) Educational Thematic Encyclopedia. Zamora Editors. Lima Peru.
FOR THE STUDENT:
 MAYOR MANDUJANO, Orlando: Science, Technology and Environment (2008) 2nd.
Secondary Degree. Fourth edition. New School Editorial.
 Science Technology and Environment (2008) 2nd. Secondary Degree. First edition.
Santillana Editorial. Lima Peru.
 BIOS: Science and Environment Series for Secondary Schools (2004) 2nd. Secondary
Degree. Second edition. Editorial Noma Lima -Peru.

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Annexes
Annex - 01

Annex - 02
INFORMATIVE FILE
APPLICATION OF THE SCIENTIFIC METHOD IN DAILY LIFE
Science is the set of systematized, exact, verifiable and universal knowledge that man has
acquired throughout his history .
Knowledge of things is achieved through scientific research . The main tool of this research
is the scientific method.
SCIENTIFIC METHOD - Set of steps or procedures that are carried out in all scientific
research, seeking an explanation for a phenomenon or a solution to a problem, thus
contributing to knowledge.
STEPS .- Various authors have reflected on the steps of scientific work, but for the
purposes of our study the most important are:
 1. OBSERVATION: It is the basis of all scientific research, it is the first step of the
scientific method and consists of perceiving, analyzing, examining and describing a fact
or phenomenon, using the senses and/or measuring instruments.
The observation can be qualitative (when you observe qualities such as: color , brightness,
shape, texture) and quantitative (when it uses a measuring instrument).
 2. STATEMENT OF THE PROBLEM.- When you observe a fact or phenomenon
very carefully , a large amount of information is collected, a series of questions arise,
which lead us to pose a problem. The problem is usually stated in the form of a question.
 3. DATA COLLECTION - It is a step of the scientific method, through which the
researcher collects relevant information for his work. A great variety of techniques and
instruments are used to collect data , such as: interviews , surveys , questionnaires , and
observations.

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 4. CONSTRUCTION OF HYPOTHESIS.- It is the possible solution to the problem.
The hypothesis is a statement that seeks to explain and predict some phenomenon or
fact.
Hypotheses can be accepted and others rejected through experimentation.
The hypotheses must be tested so that they can then serve as a basis for new studies. Thus,
when the hypotheses are confirmed by several experimenters, they are accepted and are the
starting point for the development of new statements, laws and theories . On the contrary,
when incompatibilities with experimental tests are found, they must be modified or simply
rejected.
No hypothesis raised should be considered completely true until it is proven.
 5. EXPERIMENTATION.- Allows you to test the hypothesis through an experiment.
That is, we can prove to reject the hypothesis.
The experiment to be developed must be selected or designed, setting out the steps to
follow, as it must be able to be repeated.
 6. DATA ANALYSIS RECORD.- While the experimentation is carried out, everything
that happens must be observed and noted . If greater precision is needed in the data,
measuring instruments can be used.
To analyze the data, it is necessary to organize it in tables, charts, graphs , etc. In this way, it
is easier to relate or compare the information obtained.
 7. CONCLUSIONS.- After analyzing the results, conclusions are reached and two cases
may occur:
 That the results deny the hypothesis, in this case another hypothesis is formulated.
 That the results confirm the hypothesis, so laws or theories can be formulated.
When a hypothesis has been proven again and again without contradictions it can be called
a law or principle. No hypothesis or law is absolute, that is, a hypothesis is only considered
true until the opposite is proven.
According to some researchers, theories are developed through the scientific method. This
means that a confirmed hypothesis can be transformed into a scientific law when it
establishes a relationship between one or more phenomena, which, in turn, gives rise to the
formulation of some general principles with which a theory is formed.
Scientific laws or theories are intended to be universally applicable. However, their nature
is not eternal and immutable, they are subject to continuous review, which allows their
remodeling or replacement.
Example:
One of the clearest examples of the application of the scientific method was related to the
theory of spontaneous generation, which maintained: "Some living beings can originate
directly from inanimate matter ." This theory prevailed in the world of science for centuries.
At the beginning of the 17th century, the Italian scientist Francesco Red seriously
questioned this theory. At that time it was believed that the maggots appeared from rotting
meat, but his own observations indicated that they appeared in the meat several days after
the mochas landed on it. Redi developed a hypothesis in this regard: "Worms come from
flies."
To see if his hypothesis was true or not, he designed some experiments : Redi placed meat
in two clean containers: one kept open and the other sealed with wax. Then, he found that
only in the open area, where flies could enter, did maggots appear in the meat.

570
He repeated the process , but this time he covered the second container with a piece of
gauze, so the flies couldn't get in but the air could. Maggots appeared again on the meat in
the open container, but not in the container covered with gauze. With this experiment Redi
verified: "Meat maggots do not originate spontaneously from dead matter, but are formed
from the eggs laid by flies in meat."

As a product of the scientific method today we fear laws and theories. Example: The Law of
Universal Gravitation stated by Isaac Newton , the Heliocentric Theory of Nicholas
Copernicus, etc.
APPLICATION OF THE SCIENTIFIC METHOD IN DAILY LIFE
The scientific method is necessary for the development of science , but it is also useful in
our daily lives. Example:
Imagine that the study lamp does not turn on. A first hypothesis about what is happening
could be: "The light bulb is burned out." You could check if it is true by changing the focus
to another. If it continues without turning on, your hypothesis would not be true, and you
would have to propose a second hypothesis, for example: "The plug is bad." To check this
you should change the plug for another one, or check it.
Thus, little by little, by issuing hypotheses and rejecting those that are not accurate, you will
be able to issue one that allows you to diagnose the problem with the lamp and, if
necessary, solve it.
Annex - 03
GRAPHIC ORGANIZER

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 Annex - 04
WORK SHEET
DIRECTIONS : Create an example of the application of the scientific method in your daily
life, and indicate each of its steps.

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 Annex - 05
EVALUATION SHEET

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 Annex - 06
SELF-ASSESSMENT SHEET-METACOGNITIVE

Surnames:……………………………………… Degree:………….
Date: ……….
Names: …………………………………….. Section: ………

What I learned?

What did I learn for?

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How did I learn?

What difficulties did I have?

How did I resolve the difficulties?

It was interesting? Because?

Annex - 07
LABORATORY PRACTICE

Annex - 08
OBSERVATION SHEET
Issue: ………………………………………………………………………………….
Job: ………………………………………………………………………………….

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 LEARNING SESSION
I) GENERAL DATA:
1.1) I.E. : Nº 22333 “Juan José Salas Bernales”
1.2) AREA : Science, technology and environment
1.3) GRADE AND SECTION : 3rd “A” “B”
1.4) ISSUE : Scientific method
1.5) DURATION : 2 hours
1.6) TEACHER) : JOSÉ MUÑOZ GARCIA

II) CROSS THEME:

2.1) Education for learning and creativity.
III) TOPIC OF YOUR RESEARCH PROJECT:
3.1) “ THE APPLICATION OF ACTIVE METHODOLOGICAL STRATEGIES IN THE
TEACHING-LEARNING PROCESS TO DEVELOP THE CAPACITY FOR INQUIRY
AND EXPERIMENTATION IN THE AREA OF CTA. OF THE THIRD GRADE
STUDENTS “A” and “B ” “ Juan José Salas Bernales”
III) ORGANIZATION AND EVALUATION OF LEARNING
ABILITY
CRITERION KNOWLEDGE INDICATOR INSTRUMENT
(Expected learning)
 Use scientific 1. The cientific  Use scientific methodology in Worksheet
Understanding of methodology. method everyday situations. Checklist for the
information. 2. Phases or stages of student
the scientific
method.
Inquiry and  Apply the phases or stages  Apply the phases or stages Conceptual
Experimentation. of the scientific method. of the scientific method to a schemes
simple experience. Checklist.

Attitude towards the area VALUE 1  He is determined to have his Attitude checklist
- Demonstrate curiosity in field practices. Order classroom clean and tidy.
- Shows initiative and interest in field work .  You have your work materials in
order.
VALUE 2  Respect your partner's opinion in
I respect the development of the session.
 Respect the opinion of your
colleagues.

IV) DIDACTIC SEQUENCE

LEARNING SITUATIONS AND/OR METHODOLOGICAL STRATEGIES RESOURCES TIME

1. MOTIVATION
The teacher groups the students using some colored sheets, then in an orderly manner they Institution 5 min
head towards the PATIO to carry out one of the most important activities with which the football field
scientific method begins, immediately afterwards they take some objects or living beings, at the
end We return to the classroom.

2. RECOVERY OF PREVIOUS KNOWLEDGE 5 min

After carrying out the observation, the students answer the following:
How is the day?
How do I know if it is cold, warm or hot?
Through what part of my being do I become aware of this phenomenon?

577
 Students will raise their hypotheses about the questions asked.
Sheet No. 1 10
3. COGNITIVE CONFLICT. Bullets minutes
Is everything discovered by man through science very useful?
A sheet with vignettes is given for each of the students to analyze, then an analysis will be
carried out on each of them. (File No. 1)
Sheet N°2
4. INFORMATION PROCESSING Reading
With each of what is done until the cognitive conflict is generated, the student will determine, 20 min
with the advice of the teacher, the concept of the scientific method.
With the support of a reading (File No. 2), each group will answer the questions posed, in this
way determining each of the steps or stages of the scientific method.

The teacher will realize with the students' opinions the importance of the application of the
scientific method, especially when it is used for the good of humanity. Colored sheets
(cards)
5. APPLICATION OF WHAT YOU LEARNED 20 min
Students organized in groups will participate in a game.

Each group will be given five white cards.

The teacher will act as referee in the game.

This game consists of placing the five cards in order on the table and the referee will have the
orange cards in a closed box.

The referee will take out a card and read it aloud so that each group determines the relationship
that exists with the cards given to each group. To give their answer, a member of the group will
raise their hand and they will express their answer. If it is wrong, they will continue. the other
group, in this way the group that accumulates the greatest number of orange cards will win.
Visual
6. TRANSFER TO NEW SITUATIONS organizers
The students, with all the information received up to this point in the class, must now determine Exposure
one of the phenomena observed in the field visit that was made at the beginning of the class; 10
Now you must follow each of the steps of the scientific method in the events of your daily life. minutes

7. REFLECTION ON LEARNING (METACOGNITION) 10

Students will respond to the metacognition worksheet minutes
Metacognition
8. ASSESSMENT and self-
Students will solve the graded practice. assessment
Co-evaluation sheet sheet
Guide to observing student attitudes
10
minutes
.

______________________________ ____________________________

Director: Ramiro Montenegro Guerra Prof. JOSÉ MUÑOZ GARCIA

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