ANNUAL SCIENCE AND TECHNOLOGY CURRICULAR PROGRAMMING FOR THE SECOND

YEAR OF SECONDARY 2022

I. INFORMATIVE DATA

I.1 GRE : Arequipa

I.2 UGEL : North Arequipa
I.3 YO. AND. Q. : “Children of Mary Help of Christians”
I.4 PLACE : Av. Arequipa 307 SR Pachacútec
I.5 CYCLE : SAW
I.6 LEVEL OF STUDY : Second year of high school
I.7 DIRECTOR : Lic. Lourdes Torres Fernandez
I.8 TEACHER : Katherin Mendoza Zaa
I.9 SCHOOL YEAR : 2022

II. STUDENT CHARACTERIZATION

The Second Grade Secondary Education student is maturing physically and mentally, already having experience in virtual education, it is
expected that at this stage of his education, he is fully familiar with the virtual platform and the correct use of ICT tools, which They will be
constantly used for their education.

Develops the skills of the area of Science, Technology and Environment based on different significant situations that come from different
contexts, relating each stage to the technological evolution that we are experiencing and taking advantage of the various applications and
platforms found in the online world, which serve to develop and learn various basic concepts of science. In this way, the student will build their
knowledge about the world in relation to the level of development of each of the competencies. In this degree of studies, the student will get
closer and closer to understanding the world from thematic fields such as movement and force, heat and temperature, energy and its
transformations, the cell as the basic unit of everything. living being, the functions of nutrition, relationship, reproduction and sexuality,
environmental pollution, among others.
III. CHARACTERISTICS OF THE CONTEXT

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

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

 Economic aspect (commerce, agriculture, livestock, microenterprises, others)

In the economic aspect, the IEP HIDEMA is surrounded by an industrialized area which can be used in different ways, showing that the
economic system that surrounds us is suitable for the growth of our institution.
Trade linked to wholesale sales and imports, since it is an industrialized area, livestock farming is not integrated in this area, but
microentrepreneurs emerge according to the growth of the town.
 Social aspect (traditional festivals, institutional anniversaries, community organization, massification of technologies, others)

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

 Candlemas Festival
 The anniversary of Cerro Colorado
 The anniversary of Pachacutec
 Day of the Virgin Mary Help of Christians
 The anniversary of the IEP HIDEMA
 The anniversary of Arequipa
 National holidays, etc.
 Environmental aspect
 In the environmental aspect, the green areas of the Pachacutec district are not well directed, the collection of recycled material does not seem
to be in adequate compliance, the contamination of some establishments in the industrialized zone being a key factor,
The presentation of topics such as pollution, recycling, green areas, environmental care is still in the process of being fully effective, for this
purpose the IEP students HIDEMA are having classes that reinforce their sense of the environment.

IV. LEARNING PURPOSES

a) STANDARDS, COMPETENCES AND CAPABILITIES (CYCLE VI)

AREA: SCIENCE AND TECHNOLOGY

COMPETENCES CAPABILITIES LEARNING STANDARDS

Inquire using the  Problematize situations
scientific method to  Design strategies to carry out research
build knowledge  Generate and record information
 Analyze data and information
 Evaluates and communicates the process
and results of your inquiry
Explains the physical  Understand and use knowledge about Explains, based on scientifically supported evidence, the
Inquires using questions and hypotheses that are
experimentally or descriptively verifiable based on
scientific knowledge to explain the causes or describe the
identified phenomenon. Design a data collection plan based
on observations or experiments. Collect data that
contributes to proving or refuting the hypothesis. Analyzes
trends or relationships in the data, interprets them taking
into account error and reproducibility, interprets them based
on scientific knowledge and formulates conclusions.
Evaluate whether your conclusions answer the inquiry
question and communicate them. Evaluates the reliability of
the methods and interpretations of the results of your
inquiry.
world based on living beings, matter and energy, qualitative and quantifiable relationships between: the
knowledge about living biodiversity, earth and the universe. electric field with the structure of the atom, energy with
beings, matter and  Evaluates the implications of scientific work or movement, the functions of the cell with its energy
energy, biodiversity, and technological knowledge and work and matter requirements, the natural or artificial selection
earth and the universe with the origin and evolution of species, the flows of matter
and energy on Earth or meteorological phenomena with the
functioning of the biosphere. It argues its position regarding
the social and environmental implications of socio-
scientific situations or changes in the worldview caused by
the development of science and technology.
Design and build  Determine an alternative technological Explains, based on scientifically supported evidence, the
technological solutions solution qualitative and quantifiable relationships between: the
to solve problems in  Design the alternative technological microscopic structure of a material and its reactivity with
your environment solution other materials or with fields and waves; genetic
 Implement and validate the alternative information, the functions of cells with the functions of
technological solution systems (homeostasis); the origin of the Earth, its
 Evaluates and communicates the composition, its physical, chemical and biological evolution
operation and impacts of your with fossil records. It argues its position regarding the
technological solution alternative. ethical, social and environmental implications of socio-
scientific situations or changes in the worldview caused by
the development of science and technology.

b) ORGANIZATION OF THE UNITS

 ORGANIZATION AND DISTRIBUTION OF
TIME
Yo II III
COMPETENCE/ QUARTER QUARTER QUARTER
PERFORMANCES
CAPABILITIES
O O O O O O
OR OR OR
R R R R R R
1 2 7
3 4 5 6 8 9
1. Inquire using the
scientific method to
build knowledge

 Problematize situations
 Ask questions about the variables that influence a fact,
phenomenon or natural or technological object and select the x x x x
one that can be investigated scientifically. Pose hypotheses in
which you establish causal relationships between the
variables. Consider the variables involved in your
 Design strategies to carry investigation.
out research
 It proposes procedures to observe, manipulate the independent
variable, measure the dependent variable and control the x x x x x
intervening variable. Select tools, materials and instruments to
collect qualitative/quantitative data. Plan for time and personal
and workplace safety measures.

 Generates and records and
information
 Obtains qualitative/quantitative data from the manipulation of
the independent variable and repeated measurements of the
dependent variable. Make adjustments to your procedures and x x x x
control the intervening variables. Organizes the data and
makes calculations of measures of central tendency,
proportionality or others, and represents them in graphs.

 Compares the data obtained (qualitative and quantitative) to

 Analyze data and establish relationships of causality, correspondence,
information. equivalence, membership, similarity, difference or others; x x x x x
contrasts the results with your hypothesis and scientific
information to confirm or refute your hypothesis, and draws
conclusions.
 Evaluates and
communicates the process  Support whether your conclusions answer the inquiry
and results of your inquiry question, and whether the procedures, measurements,
calculations and adjustments made contributed to x x x x x
demonstrating your hypothesis. Communicate your inquiry
through virtual or in-person means
2. Explains the physical
world based on
knowledge about
living beings, matter
and energy,
biodiversity, earth
and the universe

 Understand and use  Describes how reflection, refraction and dispersion of waves
knowledge about living occur.
beings, matter and energy,  Describes movement qualitatively and quantitatively x x x x x
biodiversity, earth and the relating distance, time and speed.
universe.  It describes how, through the processes of photosynthesis x x x
and respiration, the energy that the cell uses to produce
organic substances is produced. x x x
 Establishes similarities and differences between the
structures that unicellular and multicellular beings have
developed to perform the nutrition function. Establishes x x x x
similarities and differences between the reproductive
structures that unicellular and multicellular beings have
developed for the perpetuation of the species.
 It establishes similarities and differences between the
 structures that various unicellular and multicellular beings
have developed that allow them to fulfill coordination or x x x
relationship functions for survival.
 It justifies that life in the biosphere depends on the flow of
energy and biogeochemical cycles.
 Justifies how the causes of climate change can be mitigated x x
through the use of clean energy sources in the generation of
electrical energy.
x x x x
 It qualitatively and quantitatively explains the quantum leap
 Evaluates the implications
as a manifestation of the interaction between matter and
of scientific and
technological knowledge energy in the electronic cloud of the atom.
 Explains the periodic properties of chemical elements from x x x
and work
the organization of their electrons.
 Explain that heat can be quantified and transferred from a
body with a higher temperature to another with a lower x x
temperature.
 Explains qualitatively and quantitatively the relationship x x
between energy, work and movement.
 Explains how scientific and technological development has x x x
contributed to changing ideas about the universe and
people's lives at different historical moments. x x x
 It bases its position regarding situations where science and
technology are questioned due to its impact on society and
the environment, and explains how it is an opportunity to x x x x
overcome certain social and environmental problems.

3. Design and build

 Describe the technological problem and the causes that
technological
generate it. Explains your alternative technological solution
solutions to solve
 problems in your
environment
 Determine an alternative
technological solution
 Design the alternative
technological solution
 Implement and validate the
alternative technological
solution
 Evaluates and
communicates the
operation and impacts of
your technological solution
alternative.
based on scientific knowledge or local practices. It discloses
the requirements that this alternative solution must meet, the x x x x
resources available to build it, and its direct and indirect
benefits.
 Execute the sequence of steps of your alternative solution by
manipulating materials, tools and instruments, considering
safety standards. Verifies the operation of each part or stage
of the technological solution, detects errors in procedures or
in the selection of materials, and makes adjustments or x x x x
changes according to established requirements.
 Represent your alternative solution with structured
drawings. It describes its parts or stages, the sequence of
steps, its characteristics of form and structure, and its
function. Select instruments, tools, resources and materials
considering their environmental impact and safety.
Anticipate possible costs and execution time. x x x x
 Checks the operation of your technological solution
according to the established requirements and proposes
improvements. It explains its construction and the changes
or adjustments made based on scientific knowledge or local
practices, and determines the environmental impact during
its implementation and use.
x x x x
 O O O O O O O O O
TRANSVERSAL COMPETENCES TO THE AREAS R R R R R R R R R
1 2 3 4 5 6 7 8 9
IT OPERATES IN VIRTUAL ENVIRONMENTS GENERATED BY ICT
 Personalize virtual environments: consists of adapting the appearance and functionality of virtual x x x
environments according to activities, values, culture and personality.
 Manage information from the virtual environment: it consists of organizing and systematizing x x x
information from the virtual environment in an ethical and pertinent manner, taking into account its
types and levels as well as the relevance to its activities.
 Interact in virtual environments: it consists of organizing and interpreting interactions with others to x x x x
carry out joint activities and build coherent links according to age, values and socio-cultural context.
 Create virtual objects in various formats: it is building digital materials with various purposes. It is the
result of a process of successive improvements and feedback from the school context and in your daily
life. x x x x
MANAGE YOUR LEARNING AUTONOMOUSLY
 Define learning goals: it is realizing and understanding what needs to be learned to solve a given task. It x x x x x
is recognizing the knowledge, skills and resources that are within your reach and whether these will
allow you to achieve the task, so that from this you can set viable goals.
 Organize strategic actions to achieve your learning goals: it implies that you must think and plan how to
organize yourself by looking at the whole and the parts of your organization and determine how far you x x x x
must go to be efficient, as well as establish what to do to establish the mechanisms that allow you to
achieve your learning goals.
 Monitor and adjust your performance during the learning process: it means monitoring your own degree
of progress in relation to the learning goals you have set, showing self-confidence and the ability to self-
regulate. Evaluate whether the selected actions and their planning are the most relevant to achieve your
learning goals. It involves the willingness and initiative to make timely adjustments to your actions in x x x x x
order to achieve intended results.
 ORGANIZATION AND
DISTRIBUTION OF TIME
Yo II III
CROSS-CUTTING APPROACHES OBSERVABLE ATTITUDES QUARTER QUARTER QUARTER

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

QUARTER NUMBER OF START TERM WEEKS DAYS

UNITS
1ST 3 March 2 may 27th 13 61
2DO 3 June 6th September 9 13 61
3RD 3 September 19 December 20th 14 65
9 40 187

VI. VACATION PERIOD

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

VII. NAME OF THE DIDACTIC UNITS

UNITS UNIT TITLE TIME

Yo “STUDY OF CYTOLOGY AND MATTER”
II “THE MORE ENERGY, THE MORE HEAT”
III “GET IN THE WAVE WITH SCIENCE”
IV “ WE KEEP MOVING ….”
 V “THE PRINCIPLE OF ORGANIZATION”
SAW “DEVICES AND SYSTEMS IN OUR BODY”
VII “COORDINATION FOR A BETTER RELATIONSHIP”
VIII "LOCOMOTOR?"
IX “EXPLORING MY VALUABLE BODY”
VIII. ASSESSMENT :

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

IX. MATERIALS AND RESOURCES:

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

 For the teacher:
o “Text on science, technology and environment 2nd grade of secondary school” Bruño edition author Humberto Mayor
Mandujano.
o “Science, technology and environment text for 2nd grade of secondary school” 1st Santillana edition, 2015.
o Do you copy.
 For the student:
o Science, Technology and Environment Book for 2nd grade of Secondary Education. 2013. BRUÑO Publishing Group.
 o Laboratory materials.
o Do you copy.
o Electronic addresses: simulations and videos

Arequipa, MARCH 2022

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

LIC. LOURDES TORRES FERNANDEZ PROF. LUIS ALBERTO MAYTA GUILLEN PROF. KATHERIN MENDOZA ZAA
DEPUTY DIRECTOR COORDINATOR TEACHER