PDC - 1st Natural Sciences Secondary LH

CLASSROOM CURRICULUM DEVELOPMENT PLAN – PDC
Productive Community Secondary Education

1st year of Secondary – Natural Sciences
Unit 1 – First Bimester
1. REFERENCE DATA:
Municipality: ____________________________________________________________________________________________________________
Educational district: ______________________________________________________________________________________
Core: ________________________________________________________________________________________________
Educational unit: ________________________________________________________________________________________
Director: _____________________________________________________Management: ___________________________________
Field: ______________________________________________________________Level: _____________________________
Area: _________________________________________________________________ Year of Schooling: _________________
OBJECTIVE OF THE SOCIOPRODUCTIVE PROJECT: ( Add the objective of the project that your Educational Unit is working on )
GUIDING THEME: Decolonization and sociocultural, economic and technological consolidation of our people and nations.
BI-MONTHLY HOLISTIC OBJECTIVE:
We assume critical responsibility for life, through the description of the principles of genetics, trophic and atrophic successions of ecosystems, through the
analysis of information and experimentation, to transform the anthropocentric conception to a biocentric vision.
CONTENTS AND ARTICULATING AXES:
Unit 1: - Manifestation of inherited characters
The cell: the beginning of life - Mendel's Laws
- The cell - Chromosome alterations
- How did life develop? - Healthy prevention in early detection of the new being
- Cell types - Levels of biological organization
- The cell as a unit carrying hereditary characteristics
METHODOLOGICAL GUIDELINES MATERIAL RESOURCES EVALUATION CRITERIA
Practice: - Guide text La Hoguera Do
- Inquiry about what they think in relation to the period of evolution of species and the 1st year of Secondary - Use of optical instruments to
first living organisms on Earth and other planets. Natural Sciences. identify the cell as a healthy,
- Observation and study of the composition of a basic microscope. life-generating unit.
- Description of the genotype and phenotype of a partner. - Cardboards - Differentiation of the structure
- Formulation of doubts and curiosities generated from the talk of the genetics specialist and physiology of animal and
and/or related topics. - Flipcharts plant cells, based on the
- Carrying out a campaign on the preservation of life, Bolivian laws on abortion and the principles of genetics.
way in which adolescents can direct their lives without rushing the formation of a - Markers - Description of the origin of life
family. from the formation of the cell.
- Characterization of transgenic products and organic products Know
- Verification of the progress made so far, thanks to the mastery table prepared by - Pencils - Identification of the structural
them, according to the existing cell types. and functional importance of
- Board the cell as the basic unit of
Theory: life.
- Clarification of the differences between organelles that serve for growth, cell - Cardboard
- Conceptualization of the cell
replacement and the functioning of the body's organs
- Packing tape as a unit that carries
- Research and reinforcement in the study of the cell as a unit of conception for life,
from the point of view of each culture hereditary characteristics.
- Differentiation of eukaryotic cells from prokaryotic cells, according to the nucleus - Plasticines, clay - Understanding healthy
- Analysis of alternative foods to transgenic foods, benefits and consequences prevention in the early
- Research and/or presentation of topics drawn at the beginning of the unit. - Notebooks detection of the new being.
- Identification of levels of
Assessment: - Scotch tape
biological organization.
- Assessment of the importance of the cell for the origin of life and deepening of its Be
functions. - Awareness about the
importance of life for the
Production:
perpetuation of the species
- Organization and development of a specialized talk with a guest about the prevention
and the harmonious
and early detection of a new being.
coexistence of society
- Creation of a story about a doctor who explains some cellular problem in the human
organism.
- Construction of a homemade microscope. Decide
- Carrying out several plant crossings for analysis. - Acceptance and recognition of
- Construction of a model that exposes the differences between levels of organization the need to take care of our
of animals and plants bodies and those of others for
the preservation of life.
PRODUCT:
- Special talk with a guest who explains about the prevention and early detection of the arrival of a new being who will be socialized in the same family,
school and community.
BIBLIOGRAPHY:
- La Hoguera: Natural Sciences 1st of Secondary School, pages 10 to 37; Bolivia, 2019
- Plurinational State of Bolivia, Ministry of Education. Vocational Community Primary Education Level Study Program (official document). Vice Ministry of
Regular Education, La Paz, 2014.
- Plurinational State of Bolivia, Ministry of Education. Curriculum Planning Notebook – Regular Education. PROFOCOM. La Paz, 2013.
Unit 2 – First Bimester
1. REFERENCE DATA:
Municipality: ____________________________________________________________________________________________________________
Core: ________________________________________________________________________________________________
Field:____________________________________________________________________Level: _____________________________
Unit 2: - The peripheral nervous system
Living well and in community: relationship organs - Nervous system care
- Relationship functions - The sense organs
- The nervious system
- The central nervous system
- Conversation and questioning about the organs that the people in the photographs 1st year of Secondary - Explanation and recognition of the
use to do what they do. Natural Sciences. execution process of relationship
- Conversation about hobbies and their relationship with the organs of the human functions.
body. - Cardboards
- Exemplification of the physiological process of relationship functions. - Differentiation of the specific
- Experimentation on what happens if we do not have tactile sensitivity and how this functions, as well as the elements
- Flipcharts
phenomenon could occur. that make up the central nervous
- Identification of the main organs of each system through basic drawings on the - Markers system and the peripheral nervous
blackboard. system.
- Proposal of preventive measures against diseases that affect the relationship organs. - Pencils - Application and development of
- Writing an essay or a play that refers to the healthy conservation of the relationship mental health habits to care for
organs. - Board our nervous system.
- Writing a report on the evolution of relationship organs in human beings.
- Carrying out a survey to determine which artistic, sports and scientific activities are - Magnifying glass
most common Know
Theory: - Identification of relationship
- Cardboard
- Investigation of possible nervous and chemical combinations due to the same event. functions.
- Identification of the organs that
- Explanation of tactile sensitivity to provoked or natural phenomena of daily life. - Packing tape intervene in the processes of
- Comparison of nervous systems relationship functions.
- Research, in different printed media, about some diseases that affect the relationship - Notebooks - Characterization of the nervous
organs. systems and differentiation
- Differentiation of the human nervous system in relation to the animal nervous system. between them.
Be
Assessment:
- Reflection on the functions of relationship and clarification of doubts. - Appreciation of our body's abilities
to react and move, responding to
Production: the stimuli of our environment.
- Preparation of a scale model of the entire nervous system.
- Writing possible solutions before the arrival of fever. Decide
- Dramatization of a report on the symptoms of the condition meningitis.
- Preparation of an experiment that demonstrates the way in which the brain protects - Assessment of the health care of
itself. the organs that intervene in our
- Dramatization about the care of the relationship organs. relationship functions.
PRODUCT:
- Educational fair where they share the design of posters that inform about urgent actions against the symptoms of meningitis, which will be socialized in the
same family, school and community.
BIBLIOGRAPHY:

Unit 3 – Second Bimester
1. REFERENCE DATA:
Municipality: ____________________________________________________________________________________________________________
Core: ________________________________________________________________________________________________
Field: ______________________________________________________________Level: _____________________________
We assume critical responsibility for life, through the description of the principles of genetics, trophic and atrophic successions of ecosystems, through the analysis of
information and experimentation, to transform the anthropocentric conception to a biocentric vision.
Unit 3: - Advantages and disadvantages of some forms of energy
Physical balance in the health of Mother Earth and the Cosmos - Transformation and conservation of energy
- Physics as a science of nature - Natural phenomena and their physical laws
- Matter and energy
- Identification of the main natural phenomena around the world. 1st year of Secondary - Identification of the causes of global warming
- Carrying out an experiment that helps reflect on the use of energy. Natural Sciences. in the world and the way in which this affects
- Preparation of a list of machines that are used daily at home. our community.
- Carrying out the experiment on the energy of the Sun and its scientific - Cardboards - Identification and differentiation of energy
evaluation. types.
- Flipcharts
- Graphic representation of some living being that emits a type of energy. - Construction of a homemade turbine to
- Writing the content of a film or work that is related to the energy of our body, - Markers understand the operation of cooling power
such as The Matrix, Superman, etc. plants.
- Question about what the greenhouse effect consists of. - Pencils Know
- Creation of a compost bin to reflect on the type of energy used. - Understanding the role of Physics as a
- Analysis of an environmental problem in the region, such as floods. - Board science of nature.
- Conceptualization of matter and energy.
Theory: - Cardboard
- Identification of energy types.
- Explanation of the use of kinetic energy through the example of the flight of an
- Packing tape - Recognition of natural phenomena and their
airplane.
physical laws.
- Metaphorical description of aspects that happen in everyday life and are related
- Notebooks - Characterization of the way in which energy is
to energy.
generated, transformed, conserved, applied
- Measurement of the temperature of boiling water and explanation of the reason
and degraded.
for the measured magnitude
- Reading and researching the worldview and
cosmogony of energy.
Assessment:
- Reflection on the possibility of an energy crisis and its effects on our Be
community. - Awareness of balance and socio-
environmental care, which depend on the sum
Production: of individual efforts through actions that
- Making a homemade battery. promote its conservation.
- Construction of a homemade turbine. - Assessment of the role of Physics as a natural
- Presentation of a report on the care of natural energy. science that offers theories on the behavior of
- Preparation of a compost bin and, from this, creation of a crop. energy and matter.
Decide
- Promotion of the use of different types of
energy, in a rational and equitable manner.
PRODUCT:
- Wall newspapers with magazine or newspaper clippings elaborating different types of messages about the care of natural energy, explained by themselves to their
colleagues and their community.
BIBLIOGRAPHY:
- Plurinational State of Bolivia, Ministry of Education. Vocational Community Primary Education Level Study Program (official document). Vice Ministry of Regular
Education, La Paz, 2014.

Unit 4 – Second Bimester
1. REFERENCE DATA:
Municipality: ____________________________________________________________________________________________________________
Core: ________________________________________________________________________________________________
Field:____________________________________________________________________Level: _____________________________
CONTENTS AND ARTICULATING AXES: - Drugs and their effects on health
Unit 4: - Scope of natural medicine
Comprehensive community health - Responsible sexuality
- Importance of hygiene - Prevention of endemic diseases in the community and region
- Food culture: natural and genetically modified foods - First aid in the community
- Healthy nutrition
- Conversation about the different ways to “play dirty” in life: how many ways 1st year of Secondary - Identification of the healing characteristics of
are there? Natural Sciences. the different medicinal plants of the region.
- Writing a list of daily activities that students must carry out at specific times - Identification and description of a food
for their hygiene and that of their environment. - Cardboards culture that avoids drug consumption, with
- Preparation and dissemination of narrated scripts with themes about the sexual education, to develop a healthy
- Flipcharts
care and preservation of life, based on a nutritious diet. community life.
- Organization of a debate based on articles 255 and 409 of the current - Markers - Application and analysis of a reading on
Political Constitution of the State, whose theme is the execution of a gender equality.
production policy on transgenic foods. - Pencils Know
- Analysis and debate on the marketing of legal drugs, such as alcohol and - Identification of the importance of hygiene in
cigarettes, despite the fact that they harm health. - Board the different aspects of our lives.
- Holding a botanical fair: exchange of medicinal plants between groups. - Identification and differentiation between
Theory: - Magnifying glass
genetically modified and organic foods.
- Research, in the opinion of Bolivian farmers, on the production of
- Cardboard - Characterization of the importance of
genetically modified foods.
- Explanation of the negative effects of drugs on the human body healthy eating, according to age.
- Conceptualization of “endemic disease” have them give examples from the - Packing tape - Differentiation between legal drugs and
context. illegal drugs.
- Research on what are the endemic diseases of the community. - Plasticines, clay - Understanding responsible sexual education
to develop a healthy community life.
Assessment: - Conceptualization of traditional medicine.
- Reflection on the various disease situations caused by the effects of
Be
smoking.
- Awareness about the negative effects that
- Reflection on what is considered “sexist” and “feminist” in our community. drugs produce on our body.
- Reflection on the marketing of illegal drugs, such as marijuana - Assessment of the importance of healthy
eating, according to the caloric needs of our
Production:
age.
- Dramatization about a recycler of discarded products.
Decide
- Preparation of a report that validates the existence of a day that - Analysis and rejection of illicit drug use and
commemorates community hygiene.
acceptance of our sexuality.
- Production of milk, vanilla or other ice creams.
- Assimilation of care and hygiene practices in
- Preparation of salting red meat to obtain jerky.
basic sanitation and the sustainable use of
- Production of jam preserves. water as forms of healthy coexistence in our
- Preparation of a nutritious menu according to the student's caloric needs. community.
- Presentation of a report on the importance of natural medicine in our
community.
PRODUCT:
- Educational fair or “botanical fair” where they share posters that promote cleanliness to prevent endemic diseases, which will be socialized in the same family,
school and community.
BIBLIOGRAPHY:

Unit 5 – Third Bimester
1. REFERENCE DATA:
Municipality: ____________________________________________________________________________________________________________
Core: ________________________________________________________________________________________________
Field: ______________________________________________________________Level: _____________________________
Unit 5: - The Biodiversity
The chemical processes of ecosystems in the preservation of life - Services provided by biodiversity
- Ecosystem - Equitable distribution and redistribution of natural resources and social
- Food chain goods
- Ecosystem potentials - Protected areas
- Care, preservation and sustainable use of natural resources - Some of the protected areas in Bolivia
- Indication and argumentation of situations where damage to different 1st year of Secondary - Identification of the reasons for global
ecosystems of our planet is noticeable. Natural Sciences. warming and ecological pollution.
- Application of a voluntary reading on news about preserving the health of - Application of complementary actions that
Mother Earth. - Cardboards help in the balance of Mother Earth and
- Creation of a drawing that exposes the levels of the food chain, locating the the Cosmos.
- Flipcharts
place that corresponds to man as a species. Know
- Exemplification of each term defined above. - Markers - Conceptualization of ecosystems and the
- Carrying out socio-productive technological community fairs, with homemade food chain.
materials, on socio-environmental health care with sustainability. - Pencils - Identification of various materials that
- Exhibition of the list of areas protected by the Bolivian State. demonstrate the chemical properties of
- Board bodies.
- Carrying out a tourist fair that exposes the best characteristics of the
protected areas of Bolivia. - Identification of the potential of
- Magnifying glass
- Evaluation of what was studied in the unit, adding the questions suggested in ecosystems.
the guide. - Understanding of the care, preservation
- Cardboard
and sustainable use of natural resources.
Theory:
- Packing tape - Characterization of the equitable
- Definition of carnivore, detrivore, saprophyte, putrefactive distribution of natural resources and social
- Explanation and establishment of a comparative table between each - Plasticines, clay goods
ecosystem of Bolivia
Be
- Explanation about the ecosystems of Bolivia. - Assessment of the importance of the acts
Assessment: arising from the development of the
articulating axes in relation to the chemical
- Conversation about the ecological damage suffered by the environment.
processes of ecosystems.
Production: - Identification of the benefits of nature in the
- Graphic representation of a food chain. ecological balance of ecosystems.
- Writing an essay that describes the main characteristics of the community Decide
ecosystem. - Preservation and care of environmental
- Presentation of a report on the healthy preservation of the ecosystem. health, avoiding the use of harmful
environmental agents and maintaining a
responsible attitude in carrying out
activities that are related to its ecosystem.
PRODUCT:
- Tourist fair where the best characteristics of the protected areas of Bolivia are exhibited.
BIBLIOGRAPHY:

Unit 6 – Third Bimester
1. REFERENCE DATA:
Municipality: ____________________________________________________________________________________________________________
Core: ________________________________________________________________________________________________
Field: ______________________________________________________________Level: _____________________________
Unit 6: - Substances and their properties
Sustainable chemical transformation of matter in nature - Physical and chemical changes of substances
- Chemistry - The mixes
- Importance of Chemistry - The solutions (or solutions)
- Chemical elements and compounds - Separation of the components of a mixture
- The atom - Basic combinations of oxygen with other elements
- Characteristics of chemical elements - The usefulness of oxygen in our environment
- Application of chemical elements in the community
- Organization of debates on how you can be a hero of the community to 1st year of Secondary - Application of Chemistry in vocations and
which you belong. Natural Sciences. socio-productive potential according to the
- Experimentation on combustion reactions. ecological floors of the community and the
- Creating a drawing of an atom model. - Cardboards region.
- Organization of debate on the use of chemical weapons in war - Research on the properties, language, naming
confrontations. - Flipcharts
and combination of chemical elements for the
- Memorization of the elements of the chemical elements table.
- Illustration of the difference between an element and a compound, - Markers application of the oxides and compounds most
providing examples. used in self-sustainable production and
- Preparation of a comparative table between the types of separation of - Pencils industrialization.
the components of a mixture. Know
- Preparation of a list of the 5 most used products on a daily basis and - Board - Identification of the usefulness of Chemistry in
chemical explanation of the manufacture of these products. our daily life.
- Magnifying glass
- Identification of the elements of Chemistry.
Theory:
- Cardboard - Characterization of chemical elements.
- Explanation of combustion reactions - Application of chemical elements in the
- Identification of the parts of an atomic model. - Packing tape community.
- Research about what radioactivity is and how it is used
- Conceptualization of substances and their
- Research in different media about the damage caused by the atomic - Notebooks
bombs in Hiroshima and Nagasaki. properties.
- Investigation of which chemical substances are the ones that most - Differentiation of physical and chemical
-
contaminate the environment and your health. changes of substances.
- Conceptualization of mixtures.
Assessment: - Conceptualization of the basic combinations of
- Awareness and critical attitude about the damage caused by the atomic oxygen with other elements.
bombs in Hiroshima and Nagasaki. Be
- Reflection on the knowledge and knowledge of
Production: the application of chemical components in local
- Preparation of an experiment that explains a chemical reaction. community and intercultural management.
- Making a homemade separatory funnel.
- Preparation of a “redox reaction” experiment to clean silver Decide
- Interest in the questions that arise in the
classroom in relation to Chemistry.
- Inquiry and search for solutions to situations of
doubt and uncertainty regarding the sustainable
chemical transformation of matter in nature.
PRODUCT:
- Pictures and paintings that show the material of nature and its preservation typical of the region, presented to the community.
BIBLIOGRAPHY:

Unit 7 – Fourth Bimester
1. REFERENCE DATA:
Municipality: ____________________________________________________________________________________________________________
Core: ________________________________________________________________________________________________
Field: ______________________________________________________________Level: _____________________________
Unit 7: - Regions and ecological floors
Sustainable use of natural resources - What is a species?
- Ecological management of natural resources before the Colony - Loss of biodiversity
- Ecology and Environment
Practice: - Guide text La Hoguera 1st Do
- Analysis of reading, in particular, and of eroded, formerly fertile ecosystems, year of Secondary Natural - Classification of different natural
in general. Sciences. resources considering the characteristics
- Preparation of cardboard posters, whose themes revolve around the
of each one.
sustainable use of natural resources. - Cardboards
- Exhibition of posters to raise awareness about caring for the environment. - Analysis of the natural resources of the
- Question regarding the method of garbage collection in the neighborhood. - Flipcharts community and the region based on the
- Observation of images and comments of “unseen” works in our community. - Markers sustainable management of industries.
- Classification, according to sector, of national industries. - Identification of problems that affect
- Organization of debate on the inconsistency of disapproving piracy and - Pencils biodiversity.
condoning its existence in public places. Know
- Making a drawing of a map of Bolivia on the board and identifying the - Board
- Conceptualization of ecology and
regions and ecological floors on it. - Magnifying glass
- Preparation of a domain table where the problems and effects of the loss of environment.
biodiversity are established. - Cardboard - Identification of renewable natural
resources and non-renewable natural
Theory: - Packing tape
resources.
- Introduction with stories about the discovery of America. - Plasticines, clay - Characterization of national industries.
- Differentiation between ecology and environment. - Conceptualization of regions and
- Investigation of the premise “Bolivia is a country rich in raw materials.” - Notebooks
ecological floors.
- Investigation of existing national industries.
- Inquiry into whether there are cases in which it is necessary to cut down - Reading application of the effects of
trees climate change in Bolivia.
- Explanation and questions about natural phenomena that can never occur in - Identification of species types.
Bolivia. - Characterization of biodiversity loss.
Be
Assessment:
- Reflection on the use of time and the sustainability of a community
- Reflection on the importance of
- Reflection on the topic of piracy. biodiversity in the industrial economy.
- Analysis and constructive criticism of the
Production: need to be self-sufficient with the raw
- Application of interviews with older people to identify instruments that are materials that our country produces
used too much today and did not exist in previous generations.
Decide
- Presentation of a list of recommendations for the care of the species.
- Analysis of a simulation against natural disasters in the region. - Analysis and search for solutions to care
- Presentation of brochures with information on endangered and critically for biodiversity in our region and country.
endangered species. - Application of complementary actions that
- Organization of a conference based on the triptychs prepared as support contribute to the sustainability of the
material. natural resources of our region and
- Preparation of a census that classifies animals as wild and domestic, and country.
plants as wild, medicinal and for industrial use.
PRODUCT:
- Production of a photo album of the biodiversity of Bolivia, take notes and present a report upon completion.
BIBLIOGRAPHY:

Unit 8 – Fourth Bimester
1. REFERENCE DATA:
Municipality: ____________________________________________________________________________________________________________
Core: ________________________________________________________________________________________________
Field: ______________________________________________________________Level: _____________________________
CONTENTS AND ARTICULATING AXES: - Climate change
Unit 8: - Basic sanitation and water use
Community socio-environmental health prevention - Global warming and its consequences
- Risk management - Imbalance and ecological pollution in ecosystems
- Health prevention and socio-environmental care - Food in risk situations
Practice: - Guide text La Hoguera 1st Do
- Evaluation of the motivational page sign, according to aesthetics, year of Secondary Natural - Preparation of a homemade water filter for
design and impact. Sciences. community consumption.
- Preparation of a report that identifies and solves the type of - Identification of the different types of
contamination found. - Cardboards environmental pollution.
- Organization of a talk by a specialist in Ecology who talks about - Analysis of the estimates caused by climate
- Flipcharts
climate change, pollution in Bolivia's ecosystems and global change in our country
warming. Know
- Markers
- Organization of a debate regarding what type of renewable energy - Understanding risk management.
sources can be used in our city or country. - Pencils - Identification of health prevention and socio-
- Conversation and deepening of the topic that addresses severe environmental care.
climate impacts. - Board - Reading application about International Earth
- Exhibition of the three best signs in strategic places in the school Day.
- Magnifying glass
- Organization of debates on the risks that exist when exposed to the - Conceptualization and identification of climate
sun, due to the effects of climate change. change.
- Cardboard
- Quantification of the consequences of climate
Theory:
- Packing tape change in Bolivia.
- Investigation into some type of contamination in our community
- Explanation of the definition of “risk management”. - Identification of basic sanitation and water use.
- - Identification of global warming and its
- Question: Will drinking water run out? Are we prepared for that
moment? What can we do to encourage the use of renewable energy consequences.
sources? - Characterization of imbalance and ecological
pollution in ecosystems.
Assessment: - Research on food preservation for risk
- Assessment of the knowledge and knowledge of the indigenous situations.
peoples of Bolivia.
Be
- Assessment of the risk management that is
Production:
being carried out or could be carried out in our
- Carrying out a drill based on an earthquake and a fire. community.
- Presentation of a report on the factors that cause environmental - Appreciation of the water purification process
pollution in rural and urban areas of Bolivia. as a basic element for living well.
- Preparation of models that expose the causes and climatic effects.
- Compilation of stories about the ancestral beliefs of our community Decide
regarding the care of our Mother Earth. - Awareness about the need to develop long-term
- Making a homemade water filter. nutrition policies in the community.
- Awareness and solidarity commitment in risk
situations that threaten our community.
PRODUCT:
- Design of a gazette that includes news about ancestral beliefs of our community related to the care of our Mother Earth.
BIBLIOGRAPHY:

PDC - 1st Natural Sciences Secondary LH

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CLASSROOM CURRICULUM DEVELOPMENT PLAN – PDC

Productive Community Secondary Education

CLASSROOM CURRICULUM DEVELOPMENT PLAN – PDC

CLASSROOM CURRICULUM DEVELOPMENT PLAN – PDC

CLASSROOM CURRICULUM DEVELOPMENT PLAN – PDC

CLASSROOM CURRICULUM DEVELOPMENT PLAN – PDC

CLASSROOM CURRICULUM DEVELOPMENT PLAN – PDC

CLASSROOM CURRICULUM DEVELOPMENT PLAN – PDC

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