FIRST YEAR OF SECONDARY EDUCATION

FIELD LIFE EARTH TERRITORY FIRST PERIOD AREA NATURAL SCIENCES

Guiding Theme: Decolonization and sociocultural, economic and technological consolidation of our people and nations.
DIMENSI GOALS CURRICULAR CONTENT
METHODOLOGICAL GUIDELINES ASSESSMENT PRODUCTS
ONS HOLISTIC AND ARTICULATING AXES
BE THE CELL AS A
HEALTHY UNIT THAT
GENERATES LIFE  Presentation of illustrative teaching Value the Preparation
We assume  Continuity and material with contents of the cultural and
critical preservation of life: cultures of the peoples of ABYA identities of disseminati
responsibility for the new being as a YALA, the plundering and the people of on of
life, through the bearer of hereditary alienation of the natural resources ABYA YALA, histographic
description of the characters. of Mother Earth. recognizing reports by
principles of  Participatory dialogue in debate the potential students,
genetics, trophic  Morphophysiology and gender to reach conclusions of ecological highlighting
and atrophic of animal and plant in plenary. floors in the the cultural
successions of cells. sustainable identity of
ecosystems,  Collection of information on development the people
through the  Healthy prevention knowledge and knowledge of the of the of ABYA
analysis of for the newborn, for people of Abya Yala, on community YALA, the
information and early and timely hydrography, orography, human and the courage
experimentation, detection. cosmography, with balance and region, in expressed
to transform the socio-productive self-sustaining and balance by the
anthropocentric transformation of biodiversity, with Mother invasion
conception to a restoring the natural resources of Earth and the and
biocentric vision. HARMONIOUS Mother Earth and the Cosmos . Cosmos . alienation of
RELATIONSHIP WITH the natural
THE SOCIO-COMMUNITY  Critical analysis of the reality of resources
NATURAL natural resources alienated from of Mother
ENVIRONMENT the community and the region. Earth and
THROUGH THE SENSES  Role-playing games that promote the Cosmos
 Functions of the self-critical awareness about the , with a
senses in natural resources of Mother Earth proposal to
harmonious (for example, water) rescue our
relationship with natural
nature.  Socialization of the results resources
obtained by the work teams, using with
 Anatomophysiology various educational materials. cosmograp
hic and
 of the senses with  Presentation of sociodramas with equitable
community health . messages of capitalism that self-
predators nature, to exemplify and sustaining
 Bioindicators of establish the content. care, for the
relationship with our productive
culture.  Dialogue about ancestral food in socio-
the community and the region. Recognition community
 Lived experiences of of
the the developmen
community's grandparents about capacities t of
We strengthen PHYSICAL BALANCE IN knowledge and knowledge in and mutual indigenous
the balance of THE HEALTH OF community health and traditional dialogue of indigenous
living systems, MOTHER EARTH AND medicine . respect for peasant
through the THE COSMOS  Testimonies of people who quit sociocultural peoples and
basic study of  Telluric and cosmic alcohol and tobacco consumption. diversity, diversity to
ecological floors, energy flows in analyzing the live well.
subsoil balance with Mother  Observation on care and hygiene theories,
resources, and Earth and the practices in basic sanitation and principles
flight, community Universe. sustainable water use. and
health, ,  Description and prevention in Risk characters
through the  Principle of Management and that generate
climate
KNOW observation and quantum physics: changes. the new
description of and intermediation.  Food being, in the
culture according to
natural preservation
ecological floors of the region.
resources, for  Natural phenomena  Reading of life, related
about natural and
the full exercise and their physical to the and
genetically modified foods.
of food and laws. energies and
territorial  Presentation of audiovisual
the
sovereignty. materials on food security, sexual
 Conservation and physiological
education and the harm of drugs in
degradation of description of
the community and the region.
cosmic and  Identify the healing characteristics animals and
environmental plants. with
of the different medicinal plants of
balance
energy. the region. levels in
 Reconstruction of  Critical analysis in a work team, ecological
the ecological, floors.
with respect, gender and
extractivist and community support, in prevention Responsibilit
anthropocentric and -environmental care, y
DO vision, in the in the
practicing a food culture that development
 biocentric practice avoids drug consumption, with of
of harmonious with sexual education to develop a sustainable
nature. healthy life. socio-
productive
 Construction of risk maps. practices with
COMMUNITY HEALTH  Development of mental ecological
COMPREHENSIVE . frameworks on food security in the balance, and
 Food culture: region care for the
natural and  Creation of sociodramas with protection of
genetically modified messages preventing the damage life
foods. that drugs cause to community throughout its
 Healthy eating in health . process, with
the development of balance of
students from 10 to trophic and
14 years of age. atrophic
 Drugs and their successions
effects on family in regional
and health. diversity.
 holistic and natural
medicine of our
cultures.
 Responsible  Through a round table, we
sexuality in the dialogue and recognize the
depatriarchalization different ways of life of the original
DECIDE of gender relations indigenous peasant peoples and
in one's own cultural diversity, in the practices Assessment
culture. of interaction with Mother Earth of natural
 community hygiene and the Cosmos . medicine -
as a means of  We observe the growth process of environmenta
preventing endemic a plant. l health care
diseases.  We describe the life cycle of the and food
 Diseases endemic person, family and community. security in
to the community the
and region.  Collection of information on prevention of
 Basic knowledge knowledge and knowledge about life and the
Preparation
and practices of first animal and plant cells, using your community,
through and
aid in the field notebook.
comparison disseminati
community.  Equate in work teams the
and dialogue on of
 morphophysiological differences related to narrated
and similarities of living beings scientific and scripts with
related to hereditary ancestral themes on
characteristics. knowledge the care
and and
 Critical retrospection of life. knowledge. preservatio
 Socio-historical-cultural n of life,
assessment of the diversity of with
knowledge and ancestral community
knowledge related to living beings health , the
in the cosmographic context of harm of
Abya Yala and the world. drugs,
 Critical analysis of sources of sexual
scientific information on the education,
evolution of human beings. food safety.

 Preparation of stories told in

scripts about respect for the
cultural identities of our
plurinational peoples.
 Presentation of models with
mophophysiological contents of
living beings, relating cells of
animal and plant origin.

 By observing a natural space, we

identify the riches of Mother Earth
through the ecological floors of the
Abya Yala and the trophic and
atrophic successions.
 Socialization of observations
made by ecological floors, through
dialogue.

 Presentation of audio-visual
teaching material regarding water
resources, hydrocarbons,
minerals, ecological floors and
 ecology. community
 Centralization of information in educational
your field notebook. fair: with the
presentatio
 Critical and reflective analysis of n of various
the riches of Mother Earth by interactive
ecological floors of the region, in materials
work teams. that value
the life,
 Construction of models for balance and
ecological floors according to their transformati
region. on of
 Production of mind maps. Mother
 Preparation of map silhouettes, Earth and
with recyclable materials. the Cosmos
 Preparation of lists identifying the .
natural resources of the Ex. Models,
community and the region. comics,
recreational
teaching
materials,
 Prevention practices in the care
community
and vulnerability of experiences in
socio-
climate change.
productive
 Simulation of natural disasters, in
projects in
work teams.
the region,
 Conducting a laboratory on audiovisual
mixing and combining and visual
material.
 Synthesis of the historical process
of chemistry, mixture and
combination, scientific method and
transformation of matter,
centralized in the field notebook.
 Knowledge and knowledge report
in a laboratory teaching guide.
 Chemistry in the socio-productive
processes of the community.
 Analysis of the results obtained in
the laboratory in relation to the
scientific process applied in
everyday life, example: agricultural
industrialization.

 Preparation of homemade material

for laboratory practices.
 Construction of models according
to productive vocations according
to ecological floors with chemical
resource potential as the basis of
the socio-community production
matrix of the region.
 FIRST YEAR OF COMMUNITY COMMUNITY FIELD LIFE LAND TERRITORY
SECOND PERIOD NATURAL SCIENCES AREA

Guiding Theme: Identification and analysis of sociocultural, natural and productive processes in ABYA YALA
CURRICULAR
DIME
GOALS CONTENT AND
NSIO METHODOLOGICAL GUIDELINES ASSESSMENT PRODUCTS
HOLISTIC ARTICULATING
NS
AXES
BE SUSTAINABLE
CHEMICAL
TRANSFORMATION
We assume OF MATTER IN  Natural environments, classrooms, We value Construction
with Mother NATURE workshops, libraries, laboratories, ancestral and
Earth and the  Chemical computer equipment in educational cosmographic presentation
Cosmos , elements and telecenters knowledge and of socio-
through the compounds as  Observation of an ecosystem of the diversity in productive
study of the the basis of community or region, identifying the relation to the histographic
esthesiology sustainable pollution that causes ecological and projects, in
of the senses transformation imbalance and affects the health of the socioeconomic community
and in the senses. technology of educational
management, community. Abya Yala. fairs, with
researching  Basic  Collection of information and central
and combinations of complementation of knowledge and themes
observing oxygen with knowledge of ecosystems, imbalance valuing the
living other elements and pollution as a product of ecological relationship
systems and and their disintegration and development of of the
their usefulness in capitalism. senses and
processes, to food.  Functions of the senses, in the -
strengthen  Mix and match. perception of nature with health and environment
balance  Properties of hygiene. al care, the
ecological of chemical vulnerability
our elements and  Reflective analysis on the importance of of
community. their application balance and natural relationship of the ecosystems
in sustainable senses with the natural environment. with
socio- community
community  Preparation of educational proposals on health
production. care of ecosystems and the health of the prevention
senses in relation to Bioindicators. on Mother
Earth. and
 the Cosmos,
 Observation and hygiene in food
THE CHEMICAL handling, distribution and consumption in
PROCESSES OF risk situations.
ECOSYSTEMS IN  Dialogue of the grandmothers and
THE grandfathers of the community on
PRESERVATION OF prevention in community health health
LIFE. and the relationship with risk
 Ecosystem management.
potentials.
 Sustainable
care and  Cosmographic research on ancestral
preservation of knowledge and knowledge used in
natural different risk situations in the community,
resources. feeding of students from 10 to 14 years Recognition of
 Sustainable old and of grandparents. the benefits of
production of  Harms caused by drugs, appreciation nature in the
natural and respect for the body, cultivation and ecological
resources. preservation of medicinal plants. balance of
We apply  Equitable ecosystems,
logical distribution and  Practical and theoretical training on first global warming,
KNOW
reasoning redistribution of aid in risk situations: housing, streets, ecological
and natural Educational Units, roads and work. pollution and
experimentati resources and  Testimonies from family members who the relationship
on, through social goods have or had a loved one addicted to between human
the study of drugs. beings
physical-
chemical
 Performing sociodramas of the roles of
DO laws and TROPHIC AND men and women in the family, work and
principles, ATROPHIC community.
taking care of SUCCESSIONS IN
 Planning and organization of medicinal
the ecological REGIONAL
plant crops in open and closed spaces
balance in DIVERSITY.
(e.g. Hydroponic).
sustainable  Balance levels
transformatio  First aid practices in risk prevention drills.
in trophic and  Creation of visual material with healthy Develop
n and the atrophic
complementa messages of care, hygiene and respect complementary Social-
successions. for sexuality.
ry  Physiological actions productive,
relationship that transform physical-
 of the human description of  Collection and presentation of various the balance of chemical
being and animals and ancestral instruments for practical Mother Earth technologica
biodiversity, plants. application in socio-community life. and the l community
to strengthen  Assessment  Carrying out practices in community Cosmos . fairs with
community and Distribution educational spaces, applying instruments homemade
production of flora and and units of measures, for socio- materials,
processes. fauna by community development processes. taking care
ecological  Cosmographic identification of the of the
floors. imbalance that causes global warming. environment
DECID with
E SUSTAINABLE USE  Collection of information and sustainabilit
OF NATURAL complementation of knowledge and y
RESOURCES. knowledge of indigenous indigenous Strengthen the
 Balance in peoples, farmers and diversity, in the application of
relation to the application of instruments and units of chemistry and
ecological measurement in the development of physics in
floors of our technology in the community and the sustainable
territory before region. socio-
the colony.  Research on instruments, ancestral units productive
 Ecological of measurement and flow of cosmic projects in the
management of energy in harmonic balance with the region, with
natural universe. respect for
resources Mother Earth
before the  Reflection on ancestral knowledge and and the
colony. knowledge developed on the flow of Cosmos .
 Extractive cosmic energy in harmonious balance
management of with Mother Earth and the Cosmos .
natural
resources  Application of physics in -productive
during the vocations and potentialities according to
colony. the ecological floors of the community
 Subsoil: and the region.
Minerals,
hydrocarbons,  Presentation of various materials to
water and identify the chemical properties of
animals. bodies.
 Soil: Earth,  Practices in pairs on learning the valence
flora, fauna, table and the application of chemical
 water and elements in the socio-productive life of
minerals. the community and the region.
 Flight: Air, flora  Carrying out a laboratory practice to
and fauna. recognize metals and non-metals that
react with oxygen.

 Collection of information and

RISK complementation of knowledge and
MANAGEMENT , knowledge of indigenous indigenous
CLIMATE CHANGE peoples, farmers and diversity, in the
AND application of technological socio-
VULNERABILITY OF productive chemical processes of the
ECOSYSTEMS IN community and the region.
THE PREVENTION  Research on the properties, language,
OF SOCIO- naming and combination of chemical
ENVIRONMENTAL elements for the application of oxides in
HEALTH self-sustainable production and
COMMUNITY. industrialization.
 Health
prevention and  Reflexive analysis on the knowledge and
-environmental knowledge of the application of chemical
socio- components in local community and
environmental intercultural management.
care.
 Basic sanitation  Application of chemistry in -productive
and water use. vocations and potentialities according to
 Global warming the ecological floors of the community
and its and the region.
consequences.
 Imbalance and
ecological
pollution in
ecosystems.
 Food in risk
situations.
 SECOND YEAR OF COMMUNITY COMMUNITY FIELD LIFE LAND TERRITORY
FIRST PERIOD NATURAL SCIENCES AREA
Guiding Theme: Recognition of territorial and sociocultural productive vocations and potentialities.
DIME CURRICULAR CONTENT
GOALS
NSIO AND ARTICULATING METHODOLOGICAL GUIDELINES ASSESSMENT PRODUCTS
HOLISTIC
NS AXES
CARE AND FUNCTIONING Preparation
OF ORGANS, DEVICES IN  Workshops with practices to We understand the and
THE HUMAN SYSTEM IN relate the physiology, pathology, importance of the socialization
We recognize RELATION TO NATURE. prevention and hygiene of the physiology and of
the  COMPLEXITY AND muscular and skeletal system. anatomical audiovisual
complexity CARE OF SYSTEMS,  Workshops on handling and functioning of the materials,
and DEVICES AND preparing healthy and balanced organs, devices posters,
functioning of ORGANS: foods that allow the healthy that make up the prints, comic
human  Muscular system- development of human beings. structure of the strips with
BE organs, pathologies human organism. reflective
valuing the  Bone system –  Laboratory experimentation to messages
harmonious pathologies determine the anatomy, on health
relationship  nutrition system physiology, pathologies and care and
with nature,  Digestion – hygiene of the systems, which hygiene in
through Respiration – allow a balanced and the
health Circulation harmonious development of the functioning
practices in  Excretion - body in interrelation with Mother of human
laboratories secretion Earth. organs and
and  Food and nutritional their
KNOW community health in the  Dynamics of reflection on relationship
workshops, to community sexual, reproductive and with the
develop a  REPRODUCTION responsible health in community community
healthy life in SYSTEM educational fairs. and nature.
the  reproductive organs
community. and glands  Laboratory experimentation with Identification of the
 Responsible sexual homemade materials to different
health in the determine the phenomena that pathologies that
community affect the balance of living occur in the
 Relationship of the systems. systems, with
systems of the  The scientific method in the health care and in a
harmonious
 human organism investigative and creative relationship with
with the elements capacity for its application in nature.
of nature. laboratory practices.
 Sexual education,
practices according
to culture.  Dialogue of ancestral and
 Balance of systems bibliographic knowledge and
We analyze with Mother Earth knowledge about the
the influence and the Cosmos . phenomena of Mother Earth and
of natural  Light in nature as a the Cosmos .
phenomena in source of cosmic
relation to energy for the  Description of the natural
living development of living physical-chemical phenomena
systems, systems. that affect the -environmental
through  Reflection and health of the community.
experimentati refraction of light
on and - and its application  Reflection on the balance of the
environmental in socio-community living systems of Mother Earth
care, technology. and the Cosmos .
promoting the  Speed of light and
rights of telecommunications  Develop good practices with the
Mother Earth, networks use of sustainable technologies
to contribute  Types of Lenses in the region, preserving Developmen
to the and their community health . t of
sustainable application in technologies
development technology with
of the  Sustainable use of homemade
community. energy as a source materials,
of light in the with -
community environment
 Sound and noise in al care,
community health . balance,
 Effects caused by  Observation in a free community with health
noise on acoustics. space of traffic and motor in Mother
 Vibratory and wave vehicles that cause noise, Earth and
movement and the damaging acoustic hygiene. the Cosmos
perception capacity
of living systems.  Analysis of the factors involved
  Propagation and
speed of sound in
the natural
environment and Develop good
technology. health with a
 -environmental nutritional food
health of acoustics culture, with the
in the community. consumption of
natural foods that
DO allows valuing
practices and
attitudes, with
adequate
in the phenomena that affect responsible sexual
environmental health in the education in the
community and the region. community.
Construction and
 The knowledge and knowledge preparation of
related to natural phenomena homemade
that interact with Mother Earth materials to
DECID and the Cosmos . determine physical
E and chemical
 Preparation of homemade phenomena that
materials to demonstrate the affect nature and its
damage and/or effect that noise relationship with
causes on environmental and humans.
 SECOND YEAR OF SECONDARY EDUCATION
FIELD LIFE EARTH TERRITORY SECOND PERIOD AREA NATURAL SCIENCES
Guiding Theme: Guidance and vocational training according to the territorial productive potential
DIMEN
GOALS CURRICULAR CONTENT AND METHODOLOGICAL
SIONS ASSESSMENT PRODUCTS
HOLISTIC ARTICULATING AXES GUIDELINES

Prevention
Sustainable use of liquids, Identification and campaign in
solids and gases for the analysis of risk
preservation of life on Mother environmental simulation,
Earth and the Cosmos  Laboratory practices in problems that fires,
We analyze the observation of allow preventing earthquakes,
BE the effects of Solutions: diluted, natural phenomena health problems hurricane
human concentrated, saturated and related to the and environmental winds,
action on supersaturated in everyday environmental health of imbalances. landslides,
Mother life. the community. floods and
Earth,  Soluble and insoluble others, with
critically substances and the factors  Workshop in community community
assuming that affect the community. spaces to compare and participation.
KNOW responsibiliti Polluting effects of solutions identify the polluting
es for its and substances (liquids, effects of the region on
consequenc solids and gases) on Mother Mother Earth and the
es, through Earth. Cosmos . Laboratory
research demonstration to
and ALTERATION OF PHYSICAL-  Health strategies for carry out chemical
experimentat CHEMICAL PHENOMENA AND ITS socio-environmental reactions that
ion of EFFECTS ON MOTHER EARTH AND care. occur in nature and
physical and THE COSMOS the polluting
chemical  The greenhouse effect and its  Critical reflection in a effects towards
phenomena, consequences: drought, frost, round table on the Mother Earth and
to contribute acid rain, land erosion and alteration and physical- the Cosmos.
to the - others. chemical effects in
environment  Prevention in risk nature.
al health of management : landslides,
the
 community. floods, floods, seismic  Risk prevention drill in
movements, hurricane winds, situations of Assessment of the
fires and others. earthquakes, fires, use and
 Socioenvironmental health hurricane winds, application of
care. landslides, floods and natural and
others. traditional
NATURAL MEDICINE AS A BASIS medicine taking
FOR THE PRESERVATION OF LIFE.  Practices of the into account its
DO
We assume  Phytotherapy: Plants and their appropriate use of plants healing properties
attitudes of healing applications. in the preparation of as an alternative
preservation  Combinations and doses in infusions that help product in
of life, the preparation of natural preserve health in the medicine to
recognizing medicine. family and the promote good
the  Trophotherapy: Healthy and community. community health
importance natural foods for healthy
of organic community development.  Group workshops for the
DECIDE foods,  Foods that are harmful to preparation, handling Adoption of a
natural health, genetically modified and consumption of critical reflective
medicine and artificial. healthy foods that help stance on socio-
and its  Hydrotherapy: Use of cold, with nutritional health. community
healing hot and warm water. problems caused Educational
properties, by the exaggerated fair, valuing
 Mud therapy: Regenerator of
through its consumption of natural
pathologies of the human
practice and  Analysis and drugs and alcohol medicine,
body.
application, classification of natural that fracture living and the
 Logotherapy as spiritual
to and transgenic foods. well. preservation
medicine and its balanced
strengthen of life with
relationship with Mother Earth
community  intercultural dialogue drug-free
and the cosmos.
health related to health and health and
health. malpractice that causes good
DRUGS AND COMMUNITY HEALTH
personal, family and nutrition.
 Irreversible effects of
alcoholism, smoking, drug community imbalance.
addiction on health.
 The consequences of drugs  Educational community
on interpersonal, family and sociodramas for the
community . responsible prevention of
health care related to the
damage caused by
drugs, tobacco and
alcohol.