Department of Science

10° GRADE SCIENCE & TECHNOLOGY ANNUAL PROGRAMME 2024

I. GENERAL DATA:
DRE Lima Metropolitana
UGEL 04 COMAS
Educational Institution LOS OLIVOS COLLEGE
AREA Science and Technology Level/ Cycle EBR- Secondary /Cycle VII
Weekly Hours 4 hr. per week Biology
Grade Tenth Grade Secondary
2 hr. per week Physics
Teacher Carola Tovar Mendoza de Pence (Biology)– Robert Paul Silva (Physics)
Head of Department Carola Tovar Mendoza
Academic Coordinator Milagros Piñas
Headmaster Melissa Tejada

II. GENERAL DESCRIPTION:

Teens interact in a modern world, where society depends on scientific and technological products. It is essential to apply knowledge to understand, appreciate
and take advantage of the world, and to contribute to the sustainability of the ecosystem. Improving the quality of life by making informed decisions, and propose
solutions to situations in various contexts, assuming a critical stance towards science and technology is our main goal. In this context, the area of SCIENCE
AND TECHNOLOGY will develop skills from different originated in the immediate environment.
Our programme will involve the following topics: properties of matter (mixtures, substances and atomic models), the structure of the atom (electronic
configuration, periodic properties), formation of inorganic compounds (oxides, anhydrides, hydroxides, acids, oxoacids, oxysalts). Not only that but, the earth's
crust (internal and external geological processes), the presence of carbon in nature (properties of carbon, carbon chains, hydrocarbons), composition of living
beings (organic biomolecules) and magnetism, electricity and electromagnetism.

III. STANDARDS/COMPETENCES DESCRIPTORS/SKILLS BENCHMARKS/ACHIEVEMENTS

NO 20: Research through scientific methods  Propose situations to investigate.  Research questions and hypotheses based on scientific knowledge and
to build knowledge  Design strategies for inquiry. observations.
 Generate and record data or information.  Plan experiments and argues using scientific principles and objectives.
 Analyse data and information.  Perform measurements and systematic comparisons to show the action
 Assess and communicate the process and of various types of variables.
results of their inquiry.  Analyze trends and relationships in data taking into account the error
and reproducibility. Interprets based on scientific knowledge and
formulate conclusion, make arguments based on results and reliable
information.

1
  Assess reliability of the methods and interpretations of the results of
their inquiry.

NO 21: Explain the physical world based on  Understand and use knowledge about living  Explain, based on scientifically evidence, the qualitative and
knowledge about living things, matter and things, matter and energy, biodiversity, Earth quantifiable relationships between the microscopic structure of a
energy, biodiversity, land and universe. and the universe. material and reactivity with other materials or with fields and waves,
 Assess the implications of the scientific and genetic information, the functions of cells with the functions of systems
technological knowledge. (homeostasis), the origin of the earth, composition, physical, chemical
and biological evolution with fossil records.
 Argue position regarding the social and environmental implications of
socio-scientific situations or changes in worldview caused by the
development of science and technology.
NO. 22: Designs and produces technological  Determine an alternative technological  Design and build technological solutions by justifying the scope of the
prototypes to solve problems of your solution. technological problem, determining the interrelation of the factors
environment.  Design the alternative technological involved, and justifying an alternative solution based on scientific
solution. knowledge.
 Implement & validate the technological  Represent a solution through diagrams or drawings in scale, with views
solution alternative. and perspectives, including parts or stages.
 Evaluate and communicate the operation  Establish characteristics, shape, structure, function and explain
and impacts of the technological solution procedure, the resources to implement it, as well as the selected tools
alternative. and materials.
 Verify the operation of technological solution considering requirements,
detecting errors in the selection of materials, inaccuracies in dimensions
and procedures, making adjustments or redesigning an alternative.
 Explain scientific knowledge and applied procedure, as well as difficulties
of design and implementation. Assess the operation, efficiency, and
propose strategies to improve it.
 Infers impacts of the technological solution and develop strategies to
reduce possible negative effects.

IV. CALENDAR: ACADEMIC YEAR 2024

BIMESTERS I II III IV
th th
Starts: March 4 May 20th August 5 October 21st
Ends: May 10th July 19th October 11th December 13th
Weeks 10 weeks 9 weeks 9 weeks 8 weeks.
Hours per week 4-2 hrs. 4-2 hrs 4-2 hrs 4-2 hrs

2
V. ORGANIZATION OF LEARNING GOALS (COMPETENCES, PERFORMANCES PER GRADE, TRANSVERSAL APPROACHES)
CYCLE VII – THIRD YEAR SECONDARY
ORGANISATION AND TIME DISTRIBUTION
STANDARDS CONTENT ELABORATION
I TERM II TERM III TERM IV TERM
COMPETENCE 20:  State questions about the variables that influence a fact, a phenomenon or X X X X
Research through scientific natural or technological object, and select the one to research scientifically.
methods to build knowledge.  State a hypothesis establishing causal relationships between variables. X
 Propose procedures to observe, manipulate the independent variable, and X X
measure the experimental variable. X X
 Select tools, materials and instruments to collect qualitative/quantitative data. X X X X
Anticipate the time, as well as, personal, and workplace safety measures.
X
 Obtain qualitative/quantitative data from manipulation of the independent
X X X X
variable and repeated measurements of the dependent variable.
 Control aspects that modify experimentation. Organize data and makes
X
calculations of mode, median, proportionality, and represents them in graphs. X X X X
 Compare data obtained (qualitative and quantitative) to establish causal X X
relationships, correspondence, equivalence, belonging, similarity, difference or X X X
others; contrasts the results with hypothesis and scientific information to X
confirm or refute hypothesis, and draw conclusions. X X X
 Support whether conclusions respond to the question, and whether the X
procedures, measurements, and adjustments made to demonstrate hypothesis. X X X X X
 Communicate research through virtual or face-to-face media. X
COMPETENCE 21:  Explain the formation and degradation of natural and synthetic substances X X X X
Explain the physical world based on the tetra valence and self-saturation properties of the carbon atom. X
based on knowledge about  Describe the structure and environmental conclusions that make possible the X X X
living things, matter and degradation of these substances. X
energy, biodiversity, land and  States that qualitatively and quantitatively that thermal energy is conserved, X X
universe. transferred or degraded in solids and fluids. X X X X X
 Explain how the cell, through chemical reactions, transforms nutrients and
X X
obtains the energy necessary to perform the vital functions of the human being.
X X X
 Justify the regulation mechanisms in the systems (temperature regulation,
glucose, hormones, liquids and salts) to preserve the homeostasis of the human X X
organism. X
 Explain that the synthesis of proteins, which fulfill various functions in the X X X X
organism, is the product of the transcription and translation of the nucleotide X X
sequence of nucleic acids. X X X X
 Explain that the conservation of the number of haploid chromosomes of each X
species is kept through the production of sex cells (gametogenesis) and relate X X X X X X
this process to heredity, diversity and genetic diseases
 Explain that the evolution of species was influenced by environmental changes X X X X X X
that occurred in the past. X
3
  State that the speciation of living beings can be influenced by geographic X X
isolation or reduced gene flow. X X X
 State ethical position, using scientific evidence, in front of paradigmatic events X X X
and situations where science and technology are questioned due to their impact X X
on society and the environment. X
 Check on situations in which social demands and particular interests in X X
scientific and technological activities impact society and the environment are
X X
put into play.
X X

CRITERION 22:  Describe the technological problem and the causes that generate it. X X
Designs and produces  Explain alternative technological solution based on scientific knowledge or X X X X
technological prototypes to local practice.
solve problems of your  Disclose the requirements that this alternative solution must meet the resources X X X X
environment. available to build it and its direct and indirect benefits. X X X
 Represent alternative solution with drawings structured to scale. X
 Describe parts or stages, the sequence of steps, its characteristics of form and X X X X X
structure, and its function.
X X
 Select instruments, tools, resources and materials considering their
environmental impact and safety.
X X
 Anticipate possible costs and execution time.
X X X X
 Propose ways to test the operation of the technological solution. X
 Execute the sequence of steps of its solution alternative manipulating materials, X X X
tools and instruments considering their degree of precision and safety X X X
standards.
 Verify the operation of each part or stage of the technological solution, detects X X X X X
errors in the procedures or in the selection of materials and makes adjustments X X
or changes according to the established requirements. X X X
 Perform repetitive tests to verify the operation of the technological solution
according to the established requirements and substantiates its improvement X X X
proposal.
 Explain the construction and the changes or adjustments made on the basis of X X X X
scientific knowledge or local practices and determine the environmental and
social impact.

VI. TRANSVERSAL ORGANISATION AND TIME

APPROACH EXAMPLES OF ACTIVITIES DISTRIBUTION
I TERM II TERM III TERM IV TERM
4
HUMAN RIGHTS APPROACH  Teachers promote knowledge of human rights and the Convention X X X X X
on Children’s Rights to empower students in their democratic
exercise. X
 Teachers create spaces for reflection and criticism on the exercise X X
of individual and collective rights, especially in vulnerable groups X X X
and populations. X X X
 Teachers promote opportunities for students to exercise their rights X
in relation to their peers and adults. X X X
 Teachers promote forms of student participation that allow the X
development of citizenship skills, articulating actions with the X X X X
family and community in the search for the common good.
 Teachers encourage and students practice deliberation to reach X X X X
consensus in reflection on public issues, the development of
standards or others.
INCLUSIVE APPROACH OR  Teachers and students show tolerance, openness and respect for X X X X X
ATTENTION TO DIVERSITY everyone, avoiding any form of discrimination based on prejudice
or differences.
 Neither teachers nor students stigmatize anyone. X X X X X
 Families receive continuous information about the efforts, merits,
progress and achievements of their children, understanding their X X X X X
difficulties as part of their development and learning. X
 Teachers program and teach considering differentiated times,
spaces and activities according to the characteristics and demands X X
of the students, which are articulated in significant situations X X
linked to their context and reality. X
 Teachers demonstrate high expectations for all students, including X X X
those who have diverse learning styles and rates or live in difficult
contexts. X X
 Teachers summon families mainly to reinforce the autonomy, self- X
confidence and self-esteem of their children, rather than to X
question or sanction them.
 Students protect and strengthen their autonomy, self-confidence
X X
and self-esteem in all circumstances.

5
INTERCULTURAL APPROACH  Teachers and students welcome everyone with respect, without X X X X X X
belittling or excluding anyone because of their language, their way
of speaking, their way of dressing, their customs or their beliefs. X
 Teachers prevent and deal with all forms of discrimination, X X X X X X
promoting critical reflection on causes and motivations with all X
students. X X X X X X X
 Teachers and principals promote a continuous dialogue between
different cultural perspectives, and between these with scientific X X
knowledge, seeking complementarities in the different planes in X X
which they are stated to deal with common challenges. X X
GENDER EQUALITY  Teachers and students do not make discriminatory distinctions X X X X X
APPROACH between men and women.
 Male and female students have the same responsibilities in the X X
care of the educational spaces they use. X X X X X
 Teachers and managers promote a healthy and respectful X
assessment of the body and integrity of people, especially, X X X X X X X
possible situations of sexual violence are prevented and
adequately addressed (e.g.: improper touching, harassment, etc.
 Students and teachers analyze prejudice between genders. X
Example: women clean better, men are not sensible, women have X X X X
less ability to learn mathematics and science, men have less ability
to develop in the area of Communication, women are weaker, and
men are irresponsible.
ENVIRONMENTAL  Teachers and students develop citizenship actions that X X X X X X X
APPROACH demonstrate awareness of extreme weather events caused by
global warming (droughts and floods, among others) as well as the
development of resilience capacities for adaptation to climate X X X X X X
change.
 Teachers and students propose solutions in relation to the X X X X X X
environmental reality of their community, such as pollution, ozone
layer depletion, environmental health, etc.
 Teachers and students carry out actions to identify the patterns of X X
production and consumption of those products used on a daily X X X
basis at school and in the community. X
 Teachers and students implement the 3Rs (reduce, reuse, and X
recycle), proper segregation of solid waste, eco-efficiency X X X X
measures, health care practices, and for common well-being. X X
 Teachers and students promote actions that contribute to saving
water and caring for the community's watersheds, identifying their
X X X X
relationship with climate change, adopting a new culture of water.

6
  Teachers and students promote the preservation of healthy X X X X X X
environments, in favor of cleaning the educational spaces they X
share, as well as healthy hygiene and eating habits. X
 Teachers plan and develop pedagogical actions in favor of the X
preservation of local flora and fauna, promoting the conservation X X X
of national biological diversity. X X
 Teachers and students promote lifestyles in harmony with the
environment, revaluing local knowledge and ancestral knowledge. X X X X
 Teachers and students promote the recovery and use of green areas
and natural areas, as educational spaces, in order to assess the X X X
benefit they provide.
ORIENTED TO THE COMMON  Students share available assets in educational spaces (material X X X X X
resources, facilities, time, activities, and knowledge) with a sense
WELL-BEING APPROACH of equity and justice. X
 Students show solidarity with classmates in situation in which X
they experience difficulties that exceed possibilities of coping.
 Teachers continuously identify value and highlight spontaneous X
acts of students for the benefit of others, aimed at procuring or X
restoring their well-being in situations that require it.
 Teachers promote opportunities for students to assume various
responsibilities and students take advantage of them, taking into X X
account their own well-being and that of the community. X
SEARCH FOR ACADEMIC  Teachers and students compare, acquire and use useful strategies X X X X X X
to increase the effectiveness of their efforts in achieving the
EXCELLENCE ACHIEVEMENT objectives that are proposed.
 Teachers and students demonstrate flexibility for change and X X X X
adaptation to diverse circumstances, oriented towards personal or X
group improvement objectives.
 Teachers and students use their qualities and resources, to the X X X X X
maximum possible, to successfully meet proposed goals at a
personal and collective level. X
 Teachers and students strive to improve themselves, looking for
objectives that represent progress with respect to their current X X X X
level of possibilities in certain areas of performance.

7
 VII. TRANSVERSAL COMPETENCES
PERFORM IN VIRTUAL ENVIRONMENT GENERATED BY ICT
STANDARDS (CAPABILITIES) PERFORMANCE/ACHIEVEMENT
 Customize virtual environments.  Navigate in recommended virtual environments, adapting basic functionalities according to their
 Manage information from the virtual needs in a relevant and responsible manner.
environment.  Classify information from various sources and environments taking into account the relevance and
 Interact in virtual environments. accuracy of the content, recognizing copyright. Example: Access multiple digital books obtaining
 Create virtual objects in various formats. information from each one of them in a document and citing the source.
 Record data using a spreadsheet that allows order and sequence of relevant information.
 Participate in interactive and communicative activities in a pertinent way when expressing personal
and sociocultural identity (in virtual networks, educational portals and online groups). Example:
Participate in a virtual collaborative project on environmental education and technology and collect
evidence (photos, videos and proposals) using photos and groups.
 Use multimedia and interactive tools when developing skills related to various areas of knowledge.
Example: Solve quantity problems with interactive software using videos, audios and evaluation.
 Prepares school projects of their community and locality using documents and digital presentations.
 Develops logical and sequential procedures to propose solutions to specific statements with graphic
block written code programming languages. Example. Make a flowchart to explain the preparation
of a cake.

VIII. MANAGING LEARNING AUTONOMOUSLY

CAPACITIES ACHIEVEMENT
 Define learning goals. • Determine viable learning goals associated with their knowledge, learning styles, skills, and attitudes to
 Organise strategic actions to achieve their accomplish the task, asking themselves reflective questions.
learning goals. • Organise a set of strategies and procedures based on the time and resources available to achieve learning
 Monitor and adjust performance during the goals according to their possibilities,
learning process • Review the application of strategies, procedures, resources and contributions from their peers to make
adjustments or changes in their actions that allow reaching the expected results.
• Explain the actions carried out and the resources mobilized based on their relevance to the achievement of
the learning goals.

8
 IX. ORGANISATION OF THE UNITS
COMPETENCES
COMPETENCE 20: COMPETENCE COMPETENCE 22:
Research through scientific 21: Designs and produces
methods to build knowledge Explain the technological prototypes
physical world to solve problems of your
based on environment.
knowledge about
living things,
matter and
TIME energy,
biodiversity, land
UNIT NAME & NUMBER FRAME and universe.
(significant or (weeks TOPICS PRODUCT

Wonder about situations to start a research

Evaluates and communicates the operation

Evaluates the implications of scientific and
Generate and record data or information

Assess and communicate the process and

problematic situation) or

Understands and uses knowledge about

Determine an alternative technological

of its alternative technological solution

Design strategies to make an inquiry ,

Implement the technological solution

sessions)

biodiversity, Earth and the universe

technological knowledge and work

Design the technological solution

living things, matter and energy,
Analyse data and information:
hypothesis or research

results of the research

alternative:

alternative
solution:
UNIT I: BIOLOGY • Water for life. • Previous learning
WATER • Electrolytes in the • Worksheets
Why Is Water So Essential diet.
for Life? • The danger of
4sessions
Water is necessary in all carbohydrates.
(2 weeks) X X X X X X
facets of life and should be • The composition of
protected. the hair.
• The cholesterol
dilemma.
• DNA extraction.

9
UNIT I: PHYSICS  Dimensions  Worksheets
 System of units and  Metacognition
DIMENSIONAL ANALYSIS measurements
MAGNITUDES  Concept of
Vector analysis. 5 Magnitude.
X X X X X
Distinguish between speed sessions  Vector
and velocity  Operation vectors
Distinguish between
distance and displacement.

UNIT II: BIOLOGY • Prototype of a • Thinking Routine

THE CELL homemade microscope. CSI
Energy to Impulse Life 2 • Cell observation • Worksheets
Living organisms are made sessions X X X X X X
techniques. • Develop models on
of cells • Cell comparison. atomic models.
(1 week) • Blood and organ • Visual organizers
donation. (timeline, conceptual
• Stem cell therapy. map, mental).
UNIT II: PHYSICS • Concept of velocity • Thinking Routine
MOTION 5 • Different between • Worksheets
Calculate, and describe the sessions X X X X X velocity and speed.
motion of an object in terms • Types of energy
of position, time and
velocity including
acceleration.
UNIT III: BIOLOGY • Photosynthetic activity. • Worksheets
NUTRITION • Nutrition strategies. • Make a list of five
Macromolecules • Absorption and things that are
transport of nutrients. periodic and explain
How nutrients help 2
• Excretion in living which repeating
Vitamins. sessions X X X X X X property causes each
beings.
(1 week) one to be periodic.
• Energy from food.
• Bad habits and health.

10
UNIT III: PHYSICS  Gravity  Metacognition
FORCE, MASS,  Motion  Worksheets
 Vertical position
ACCELERATION
 Concept of Newton's
Use vector diagrams to laws
represent the forces acting 5 X X X X X
on an object sessions
Vertical Free Fall
Movement
Newton’s laws

UNIT IV: BIOLOGY • Perception of stimuli • Thinking routines and

RELATION AND in plants. teamwork
COORDINATION • Urticating hairs. • Infographics and oral
presentations
Nervous System vs. 8 • Sensory receptors.
Endocrine System sessions X X X X X X • Involuntary
(4 weeks) movements.
• Adrenaline.
• Anaphylaxis

UNIT IV: PHYSICS  Concept of Balance  Thinking

TRANSLATION BALANCE. 4  Concept of mechanical routines
work  Worksheets
Mechanical work. sessions X X X X X
Mechanical power. • Concept of Mechanical •
power.

UNIT V: BIOLOGY • Cellular reproduction. • Thinking routines

REPRODUCTION. 14 • The advantages of pollen • Worksheets
Malfunction in the process sessions grain. • Infographics and
of reproduction X X X X X X • Vegetative reproduction. oral presentations
(7 weeks)
Physiology • Pest control prototype. • Video or PPT
• The offspring
UNIT V: PHYSICS  Types of energy  Thinking
ENERGY,  Concept of routines
conservation.  Worksheets
Transformation and
 Mechanical waves •
conservation. 5
 Electromagnetic waves.
Types of waves. sessions X X X X X
Wave phenomena:
Reflection, refraction and
diffraction.

11
UNIT VI: BIOLOGY • The menstrual cycle. • Worksheets
HUMAN REPRODUCTION. • Prevention of pregnancy • Homemade
• The science of experiments
12 conception. • Videos
sessions X X X X X X • Amniotic fluid and fetus. • Infographics and oral
(6 weeks) • Adolescents and young presentations
adults.
• Older adults.
•
UNIT VI: PHYSICS • Qualitative law • Metacognition
ELECTRICITY: COULOMB • Quantity law • Worksheets
LAWS • Concept of current and
Electrodynamics: current 4 resistance
and electrical resistance, session X X X X X
electrical circuits.

UNIT VII: BIOLOGY • Mendel and the • Thinking routines

GENETICS AND chromosome theory. Worksheets
BIOGENETICS? • Color blindness. • Infographics and oral
Genetically engineered food 12 • Mutations and cancer. presentations
pros and cons sessions • Biotechnology. • Video or PPT
X X X X X X
(6 weeks) • Gene therapy.
• Human Genome Project.

UNIT VII: PHYSICS • Concept of magnetic. • Metacognition

FORCE AND MAGNETIC 4 • Oersted principle • Worksheets
FIELD.
sessions X X X X X • Magnet • Laboratory
Electromagnetic • Tesla principle
• Electromagnetic
induction.
UNIT VIII: BIOLOGY • Biodiversity and • Create a 3D- virtual
HUMAN EVOLUTION evolution model of tectonic
How species evolved • Aaptations. plates
Evolution Creationism 6 • Morphology and
sessions speciation.
X X X X X X
(3 weeks) • Fossils.
• Mass extinctions.
• Primate evolution.

12
 UNIT VIII: PHYSICS  Concept of fluid. • Thinking routines
HYDROSTATICS  Pressure • Worksheets
4
 Atmospheric pressure
Fluid static sessions X X X X X Concept of Pascal and
Pascal principle. Archimedes´ principle
Archimedes’ principle
UNIT IX • We consume limited • Thinking routines
ECOLOGY resources. • Worksheets
Ecological Balance and 8 • The environmental • Infographics and oral
Ecosystems sessions X X X X X X impact. presentations
(4 weeks) • Climate change. • Video or PPT
• Sustainable school
prototype.
LEGEND:
CHEMISTRY PHYSICS
& BIOLOGY

VI. IMPORTANT ANNUAL PRODUCT:

 Experiments following Scientific Method
 Achievement Day

VII. LINKS WITH OTHER AREAS

Unit I: link with the area of Language B by producing texts, reports to publish findings and conclusions. It also is linked to the curricular area of Civics.

Unit II. This allows the teacher articulate with the curriculum in the area of Math (proportions, percentages) and also TICS

Unit IV. Civics and Language B in relation to the intercultural aspect and on the care of our bodies.

Unit V. Language B & Civics considering the analysis and reflection of an actual controversial topic.

Unit VI. Civics & TICS

Unit VII: Civics and Language B (oral and written work).

Unit VIII. Healthy decision develops prevention and how to deal with prevalent diseases in our country is linked to the Civics, Mathematics and TICS.

13
 VIII. TYPES OF ASSESSMENT PLANNED FOR THE UNIT AND SESSIONS
A. DIAGNOSTIC EVALUATION
● Taken at the beginning of the school year.
● According to the results, the teacher will readjust their planning for those students who require strengthening or levelling. (Differentiated Instruction)
B. FORMATIVE ASSESSMENT
● Permanent observation through graphic organisers and questions about the procedures to allow the teacher take decisions about the teaching processes.
● Self-evaluation and peer observations to enhance social skills such as teamwork, active participation, among others allow student to self-regulate their learning processes.
C. SUMMATIVE ASSESSMENT
● Techniques used: Analysis of performance through the rubric, the portfolio, and the checklist. Debate, Essays, etc.

IX. MATERIALS AND RESOURCES

For the teacher:
Life Science Book pdf
Biology for you, Gareth Williams. Oxford University Press
Physics for you, Oxford University Press
Physics Glencoe Ed.pdf
Lab essentials
For the Student:
Folder /Worksheets/Online material through Classroom

X. ATTITUDE
● Students must show responsibility, co-operation, perseverance, self-motivation, organisation and sound time management during their academic work.
● Students must show sound organisation, responsibility, effectiveness, efficiency and commitment for quality work during collaborative work.
● Students must demonstrate appreciation and respect for the social, cultural and religious differences.
● Students must show awareness of the impacts and implications of human actions on human health and the environment.
● Students must show respect, tolerance and understanding for the differences of their peers.

February 20th 2024

14