SCIENTIFIC FIELD OF

ACTION

SCHOOL PROJECT
SCIENCES AND
TECHNOLOGY
 PLANNING
SCHOOL PROJECT
SCHOOL PROJECT:
THE WORLD OF SCIENCE AND
TECHNOLOGY
1. INFORMATIVE DATA

NAME OF THE INSTITUTION:

ZONE: DISTRICT: CIRCUIT:
LEVEL : BASIC EDUCATION EGB YEAR: SCHOOL YEAR:
SUB-LEVEL : MEDIUM-HIGH BASIC
TEACHER: PARALLEL: No. OF PARTICIPANTS:
SCHOOL PROJECT NAME: “THE WORLD OF SCIENCE AND TECHNOLOGY”
TRANSVERSAL AXIS: THE GOOD LIVING.
PROJECT START DATE : PROJECT COMPLETION DATE:
SCHOOL PROJECT MOTTO: SCHOOL PROJECT LOGO:
FUN SCIENCE .

Ask questions, formulate hypotheses, apply theories,

2. GENERAL OBJECTIVE OF THE PROJECT: reflections, analysis and synthesis, demonstrating the ability
( Aspirations to be achieved to understand biological, chemical, physical and geological
in the educational project ) processes that allow you to approach natural scientific
knowledge.

2.1. SPECIFIC OBJECTIVES ✓ Establish relationships between everyday life events and
OF THE PROJECT: their scientific explanation.
( Concrete evidence
of learning outcomes )
✓ Know and understand some phenomena with an attitude

of interest and enjoyment.

✓ Observe and interpret everyday phenomena and events

 through a series of scientific experiences carried out with
commonly used materials.

✓ Analyze and choose the hypothesis that seems to correctly

solve the problem.

✓ Formulate a conclusion to explain the hypothesis .

3. IMPORTANCE.

The human being is part of nature, as are water, wind, rocks, soil, plants and animals; However, it is the only being
that can transform it.
Since its appearance on Earth, it has demonstrated its capacity for dominance and adaptation, knowing how to take
advantage of resources and surpassing the planet's borders, exploring outer space.
The particular traits of man, such as his capacity for language and communication, his upright position and, above all,
his complex brain, have determined his cultural development.
By observing, studying and understanding the environment that surrounded him, human beings discovered the
application of science.
Science has not only contributed to man's intellectual development, it has also generated benefits to his health and
quality of life.
We live in a world that is constantly changing; Throughout history, human beings have tried to understand, interpret
and take advantage of these changes to live better.
"I have always assumed that when educating future scientists, the development of their creative faculties is of
exceptional importance and that is why they must be developed from school and the sooner the better" (P. L. Kapitza,
Nobel Prize in Physics in 1978).
If experiments are designed as predictions derived from a hypothesis, what is their goal? Of course, its objective is
not to produce more data that contributes to generating a general scientific law or theory, as Lord Bacon wanted; Its
objective is to discriminate between different hypotheses. This is a much more important and definitive function than
simply providing more facts within a specific problem; Its objective is to solve the problem, helping to select the
hypothesis that best explains it, that is, the one whose prediction is fulfilled. The club will allow the applicability of
applicable scientific processes with a dynamic, flexible and interactive vision.

4. VALUES AND COMMITMENTS

VALUES COMMITMENTS

✓ Cooperative participation.
✓ Promote self-knowledge from your intimate

perception attached to scientific rigor.

✓ Constancy
✓ Personal challenge. ✓ Promote the development of critical-reflective-

systemic thinking and evolutionary thinking of

✓ I respect
students.

✓ Self-discipline. ✓ Apply observation, data collection, interpretation

of situations or phenomena, establish conditions,

✓ Responsibility. argue and propose solutions.

✓ Self realisation.

✓ Teamwork.

✓ Perseverance.

SCHOOL PROJECT FOR IMPLEMENTATION OF SCIENCE AND TECHNOLOGY.

 PROJECT TITLE: “THE WORLD OF SCIENCE AND TECHNOLOGY”
1. INFORMATIONAL DATA:
TEACHER: AREA/SUBJECT RELATED TO THE SCHOOL NUMBER OF PERIODS: START DATE: FINAL DATE:
PROJECT: SIX PARTIALS
LANGUAGE AND LITERATURE / EXACT 36 weeks
SCIENCES / CCNN / EESS / ICT / AESTHETIC
CULTURE.
EDUCATIONAL OBJECTIVES OF THE SCHOOL PROJECT: TRANSVERSAL / INSTITUTIONAL AXIS
INTERCULTURALITY/FORMATION OF DEMOCRATIC
Ask questions, formulate hypotheses, apply theories, CITIZENSHIP/PROTECTION OF THE ENVIRONMENT/HEALTH CARE AND
reflections, analysis and synthesis, demonstrating the ability RECREATIONAL HABITS OF STUDENTS/SEXUAL EDUCATION IN YOUNG
PEOPLE.
to understand biological, chemical, physical and geological
LEARNING AXIS / MACRO SKILLS
processes that allow you to approach natural scientific
LISTEN – SPEAK – READ – WRITE – TEXT
knowledge. Reasoning, demonstration, communication, connections and/or
representation.
SKILL WITH PERFORMANCE CRITERIA TO BE DEVELOPED: ESSENTIAL EVALUATION INDICATOR:
What will the students learn?
- Establishes relationships
- Follow and share instructions for between everyday life
carrying out the experimentation events and their scientific
process. explanation.
- Determine the experimentation Interprets everyday phenomena
process from observation, analysis and results. and events through a series of
- Apply technologies to solve practical research problems of natural scientific experiences carried out with commonly used
scientific knowledge.
materials.
- Analyze and choose the hypothesis that seems to correctly solve the
problem.

- Formulate a conclusion to explain the hypothesis.

 Teachers – Manager –
STRATEGIC ALLIES: Facilitator – Students – PPFF –
Volunteers.

2. PLANNING
METHODOLOGICAL STRATEGIES DIDACTIC RESOURCES ACHIEVEMENT EVALUATION
How are they going to learn? INDICATORS TECHNIQUES /
LEARNING CYCLE (ERCA) How will learning be INSTRUMENTS
evaluated?

Containers TECHNIQUE:
- Presentation of the school project. Practice instructions CONVERSATION
Organic material and commitments from INSTRUMENT:
- Socialization to educational actors. the school science and CHECKLIST
Water
- Determine a whirlwind of ideas about the technology project.
Candles
meaning of science and experiment.
Scotch tape
- Question: What are the steps of
Highlights Identify the TECHNIQUE:
experimentation? characteristics of DESCRIPTION
Alcohol INSTRUMENT:
- What does scientific experimentation allow me? scientific
REGISTRATION
Dyes experimentation
- Observe the environment and write down your regarding phenomena
Substances
concerns about phenomena that happen or of interest.
 questions generated. Bibliographic material

- Determine the importance of inventions Videos It presents TECHNIQUE:

resulting from experimentation. experimentation DEMONSTRATIO
Projector processes and the N
- Establish a scientific process to test or verify INSTRUMENT:
results obtained
your hypotheses. REGISTRATION
Papers according to the
- Pose hypotheses that require an experimental programmed schedule
process. Illustrations of the school
- Select the experiment of interest and that is microproject.
within reach of being executed. Balance
- Application of the experimental process.
- Analysis and verification of data. Magnet
Bibliographic material
- Make conclusions and propose solutions.
- Organize times and spaces for microproject Laboratory implements Prepare a presentation TECHNIQUE:
activities. Gloves at the end of the school PORTFOLIO
Balloons project. INSTRUMENT:
- Exhibition of the finished work of science and REGISTRATION
Vinegar
technology microprojects.
Sorbets
- Monitor the achievements, progress and
Chopsticks
difficulties of the school project. Bibliographic material Evidence the activities
- Evaluation and self-assessment of achieved Records carried out in the
achievements of the school project. Records school project through
- Preparation and publication of the school the final portfolio.
project portfolio (memories, photos, videos).
 - Preparation of the final anecdote of the school
EXECUTIVE TEACHER
___________________ ___________________

9. SCHEDULE .
SCHOOL PROJECT: “THE WORLD OF SCIENCE AND TECHNOLOGY”
Time 2015-2016

Activities 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4
Socialization to teaching staff of
the importance of the application
of the school project in the
educational institution.
Socialization and promotion of
the fields of action of student
school projects.
Formation of school projects.
Student registration.
Preparation and validation of the
Science and Technology school
project.
Socialization to the legal
representatives of the students.
Execution of the school project.
Development of Microprojects
 Monitoring and evaluation of
microprojects. (Progress,
achievements and difficulties).
Preparation of the anecdote of
the school project. (Relevant
experiences: memories, photos
and videos).

9.1. SCHEDULE OF THE DEVELOPMENT OF MICROPROJECTS .

CLUB RUN 2015 – 2016
“THE WORLD OF SCIENCE AND TECHNOLOGY”
MICROPROJECTS
THE LAND DISCOVERING EXPLORING IN LOOKING FOR WE ARE THE WORLD
WHERE I LIVE THE WORLD NATURE ANSWERS EXPLORERS AROUND US
ACTIVITIES 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6
Activation of prior
knowledge.
Presentation of
content.
Construction of
concepts.
Workshop work.

FIRST PARTIAL SECOND THIRD PARTIAL FOURTH FIFTH SIXTH

PARTIAL PARTIAL PARTIAL PARTIAL
 ___________________ ___________________

EXECUTIVE TEACHER

10. BIBLIOGRAPHY:

▪ Ministry of Education of Ecuador. (2010). Curriculum Update and Strengthening of Basic General Education 2nd/3rd/4th.

Year.

▪ Ministry of Education of Ecuador. (2011). Natural Sciences 5th/6th/7th/8th/9th/10th. Year. Text for students.

▪ Ministry of Education of Ecuador. (2011). Natural Sciences 5th/6th/7th/8th/9th/10th. Year. Guide for teachers. Quito.

▪ Ministry of Education of Ecuador. (2013). Guide for good practice for teachers of Basic General Education, 2nd. At 7th

grades. Quito.

▪ www.experimentosfaciles.com/
▪ http://es.scribd.com/doc/6941561/100-experimentos-sencillos-de-fisica-y-quimica

▪ Chemistry in water. Construction of knowledge in the natural sciences. Medellin. 2012.

▪ www.experimentosfaciles.com

▪ https://www.youtube.com/playlist?list=PLAD2913143FEA5B46

▪ wwwhatsnew.com/2013/.../experimentos-cientificos-faciles-videos-youtube

▪ http://www.conevyt.org.mx/cursos/cursos/planeta/contenidos/revista/2_1-car.htm

LEARNING MODEL BASED ON:

1. MULTIPLE INTELLIGENCES
Howard Gardner's Multiple Intelligences
Graphic from: http://www.timerime.com/es/evento/1429774/Inteligencias+Multiples/

RELATIONSHIP MATRIX:
PROJECT-OBJECTIVE-PRODUCT

SCHOOL PROJECT GENERAL OBJECTIVE FINAL PRODUCT

 Ask questions, formulate hypotheses, Demonstration of experiments
THE WORLD OF SCIENCE AND apply theories, reflections, analysis applicable to daily life using elements
TECHNOLOGY . and synthesis, demonstrating the of the ecosystem.
ability to understand biological,
chemical, physical and geological
processes that allow you to approach
natural scientific knowledge.

LINKAGE OF THE SCHOOL PROJECT WITH THE CURRICULUM.

SCHOOL FINAL CC.NN EE.SS EXACT LANGUAGE TECHNOLOG ESTHETIC

PROJECT PRODUCT SCIENCES AND Y CULTURE
LITERATURE ICT
 Analyze the Recognize that Collect and Produce Investigate Design and
information Ecuador is a represent different types scientific and represent
Demonstratio provided by country with its discrete of suitable technological models and
THE WORLD n of meteorologic roots and history data in bar brochures with advances maquettes
OF SCIENCE experiments al stations for that must be and pie real according to the using material
AND weather understood to be charts. performance level of from the
applicable to forecasting, able to face the scopes application. environment,
TECHNOLOGY daily life from the present and the according to respecting its
using obtaining and future. specific textual ecosystem.
elements of interpretation and graphic
the of properties.
ecosystem. experimental
data and
bibliographic
information.

INTERDISCIPLINARY PROJECT
RELATED AREAS OF STUDY
INTEGRATION OF MAIN FEATURES OF THE PROJECT
 MICROPROJECT 01: QUALIFICATION: SCHOOL YEAR
“THE LAND WHERE I LIVE”
LINKAGE OF THE SCHOOL PROJECT WITH THE SKILLS PLAN WITH PERFORMANCE CRITERIA
1. INFORMATIONAL DATA:
TEACHER: AREA/SUBJECT RELATED TO THE SCHOOL NUMBER OF PERIODS: START DATE: FINAL DATE:
PROJECT: PARTIAL N°01
LANGUAGE AND LITERATURE / EXACT 6 weeks
SCIENCES / CCNN / EESS / ICT / AESTHETIC
 CULTURE.
EDUCATIONAL OBJECTIVES OF THE MODULE/BLOCK: TRANSVERSAL / INSTITUTIONAL AXIS
INTERCULTURALITY/FORMATION OF DEMOCRATIC
Apply experimentation to relate to everyday phenomena in your CITIZENSHIP/PROTECTION OF THE ENVIRONMENT/HEALTH CARE AND
environment. RECREATIONAL HABITS OF STUDENTS/SEXUAL EDUCATION IN YOUNG
PEOPLE.
LEARNING AXIS / MACRO SKILLS
LISTEN – SPEAK – READ – WRITE – TEXT
Reasoning, demonstration, communication, connections and/or
representation.
SKILL WITH PERFORMANCE CRITERIA TO BE DEVELOPED: ESSENTIAL EVALUATION INDICATOR:
What will the students learn?
- Share and practice instructions from interaction and social coexistence. - Identify phenomena in the environment that surrounds
- Describe the meaning of science and technology with the identification you and ask questions.
of its characteristics in relation to its usefulness for the development of - Describes the elements of science and technology,
human beings.
recognizing the interrelationships between biotic and
- Observe and interpret the world in which you live through the search
for explanations to propose solutions and improve the quality of life and abiotic factors.
that of other beings.
- Develop the experimental process from direct observations,
interpretation of data, and critical reflective analysis of the students' own
experiences
STRATEGIC ALLIES Teachers – Director – Students – Guests - PPFF

2. PLANNING
METHODOLOGICAL STRATEGIES DIDACTIC ACHIEVEMENT EVALUATION
How are they going to learn? RESOURCES INDICATORS TECHNIQUES /
LEARNING CYCLE (ERCA) How will learning be INSTRUMENTS
evaluated?
Containers
Generates commitments TECHNIQUE:
 EXPERIENCE. What do you know about the subject? Liquids/water and responsibilities as a CONVERSATION
- Make commitments as members of the school science member of the Science INSTRUMENT:
Sheets and Technology school CHECKLIST
and technology project. project.
- Brainstorm the meaning of science and technology on a Candle
poster or piece of paper.
T
H - Question: What do I understand by science and Ice Cube
O A technology?
Wire
U N - What does science provide us for the benefit of
G T humanity?
Rope
H I - Why do people use science and technology to solve Describes the elements of TECHNIQUE:
T C problems? Matchbox science and technology, DESCRIPTION
REFLECTION. If you think about it! recognizing the INSTRUMENT:
I Sorbets interrelationships between REGISTRATION
D - Watch videos and pictures of different manifestations of
P biotic and abiotic factors.
E science and technology. Brochures
A
V Bibliographic
E
T - Determine the importance of Science and Technology in
I material
L the life of human beings and what surrounds them.
O
O - Dialogue about the biological, chemical, physical and
Records
N
P Records
M geological processes that allow them to approach natural
E scientific knowledge.
N - Relate to the world around us through ideas and
T Values the role of science
explanations connected between biotic and abiotic and technology through
critical-reflective TECHNIQUE:
elements.
awareness in relation to DIALOGUE
its role in the environment INSTRUMENT:
C CONCEPTUALIZATION. What should you learn? in which it lives. REGISTRATION
O - Discriminate basic concepts such as: observing,
 collecting data, interpreting situations or phenomena,
N biotic and abiotic interrelationships.
S
- Take an observation tour to understand your natural
T
R environment and its changes.
U - Relate natural elements to basic concepts.
C - Analyze the characteristics between living beings and the
T
physical environment of the locality.
I
O - Interpret selected scientific readings and reports about the
N Earth.

Apply strategies
C APPLICATION. What have you learned?
consistent with scientific
O - Conduct questions, formulate hypotheses, apply theories, procedures to the TECHNIQUE:
N reflections, analysis and synthesis for experimental problems posed. DEMONSTRATIO
S N
development.
O INSTRUMENT:
L
- Experimentation: Atmospheric pressure. RUBRIC
I - Experimentation: Oxygen meter.
D - Experimentation: Crossing the ice.
A
- Experimentation: The wind approaches.
T
I Record the results of the experimentation for the portfolio
O or anecdote.
N

3. CURRICULAR ADAPTATIONS
 SPECIFICATION OF THE EDUCATIONAL NEED ATTENDED SPECIFICATION OF THE APPLIED ADAPTATION

In accordance with articles 228 and 229 of the LOEI Regulations.

NOT ASSOCIATED WITH DISABILITY - Determine the importance of Science and Technology in the
1. SPECIFIC LEARNING DIFFICULTIES:
(DYSLEXIA-DYSCALCULIA-DYSGRAPHY-DYSORTHOGRAPHY-
life of human beings and what surrounds them.
DYSFAIA-ATTENTION DEFICIT AND HYPERACTIVITY DISORDERS- - Analyze the characteristics between living beings and the
BEHAVIORAL DISORDERS).
2. VULNERABILITY SITUATIONS: physical environment of the locality
(CATASTROPHIC ILLNESSES-HUMAN MOBILITY-MINOR - Apply theories, reflections, analysis and synthesis for
OFFENDERS-VICTIMS OF VIOLENCE-ADDICTIONS).
3. SUPERIOR EQUIPMENT: experimental development .
(HIGH INTELLECTUAL CAPACITIES).

ASSOCIATED WITH DISABILITY

1. INTELLECTUAL-PHYSICAL-MOTOR, HEARING, VISUAL OR MENTAL
DISABILITY.
2. MULTI-DISABILITY.
3. GENERALIZED DEVELOPMENTAL DISORDERS (AUTISM, ASPERGER
SYNDROME, RETT SYNDROME).

ELABORATED REVIEWED APPROVED

TEACHER: Name: Name:

Signature: Signature: Signature:

Date: Date: Date:

SCIENTIFIC CONTENT .
The earth
The Earth is the third planet from the Sun and fifth in size. It rotates in an elliptical orbit around the Sun, at about 150
million km, in approximately one year. At the same time it rotates on its own axis every day. It is the only planet known
to have life, although some of the other planets have atmospheres and contain water.

The Earth is not a perfect sphere, since the equator thickens by 21 km, the north pole is dilated by 10 m and the south
pole is sunk by about 31 meters.

The Earth has an oxygen-rich atmosphere, moderate temperatures, abundant water, and a varied chemical composition.
The planet is made up of rocks and metals, solid on the outside, but molten on the inside.

Since ancient times, maps have been made to represent the Earth. With the advent of photography, computers and
astronautics, the Earth's surface has been studied in detail, although there is still much to discover.

Earth Movements : The Earth is in continuous movement. It moves, with the rest of the planets and bodies of the Solar
System.
Precession and nutation : The equinoxes are not fixed because the plane of the equator rotates in relation to the plane
of the ecliptic; It completes one revolution every 25,868 years.
The Earth, a blue planet : Astronauts always describe the Earth as "The Blue Planet", due to its color, and the photos
captured from space.
The layers of the Earth : If we make a cut through the center of the Earth, we will find that, under the crust, there are
various layers.
The mantle and core : The Earth's crust is a thin layer compared to the rest of the planet. It is made up of more or less
rigid plates.
Magnetism and electricity on Earth : The Earth behaves like a huge magnet.
Maps of the Earth : Human beings have always had the need to move from one place to another. Sometimes, in search
of food, territories, etc.
ATMOSPHERIC PRESSURE FROM BOTTOM TO UP.

EXPERIMENTATION.
Air is a mixture of gases that forms the gaseous layer that surrounds the Earth, called the atmosphere, and the force that
the air exerts on the Earth's surface is called atmospheric pressure and occurs in all directions. Its unit of measurement is
the pascal ( pa) and is equivalent to the force exerted by one newton on one square meter of surface.
Atmospheric pressure is exerted on all bodies and beings in nature and the first scientist to investigate this topic was
Torricelli who inverted a tube full of mercury over a bucket that also contained it and the mercury in the tube dropped
until it stopped at 760 cm above sea level. height, since this was influenced by atmospheric pressure. Torricelli is the
inventor of the Barometer, which is the instrument that measures atmospheric pressure.
This time we are going to carry out an experiment to demonstrate atmospheric pressure from the bottom up.

What do we need?
● a glass glass

● Water

● Half sheet of paper

How are we going to do it?

1. Fill the glass with water to the brim
2. With the right hand we hold the glass full of water and with the other hand we place the sheet of paper and press a
little.
3. We turn the glass so that it is in an inverted position and observe that the water in the glass does not fall.

Explanation
Atmospheric pressure acts on all bodies in different directions. In this case, the water does not fall from the glass,
because the pressure of the air outside the glass is much greater than that inside the glass and a push force is observed. of
the air upwards, which prevents water from falling.
OXYGEN METER.
CROSSING THE ICE
WIND. ABOUT.
Precisions for Workshop Work. (Methodological recommendations)

Actions:
1. It is necessary to wear a lab coat; It protects your clothing and skin from contact with reagents.

2. A pair of gloves for when it is necessary to play an instrument that has been exposed to a flame.

3. Take all necessary precautions when touching a substance in the laboratory.

4. Do not directly inhale the vapors given off by a chemical substance. When it is necessary to do so, we proceed as

follows: hold the container with one hand and with the other we move the vapors, so that we bring them closer

to us. That way they don't reach us directly.

5. Never put your hands on your face, eyes, mouth, etc. while working in the laboratory; This prevents possible

damage if traces of some substances remain on your hands.

6. Do not mix unknown substances, since many times, harmless substances produce violent reactions.

7. Do not use the dropper of one substance in another, since they may be damaged and lose effectiveness.
8. Laboratory equipment is expensive and delicate to use. It is necessary that we learn to use them properly,

following step by step the instructions given by your teacher. At the end of any experiment, all instruments must

be clean and in the place designated for them.

9. When developing any laboratory experiment, it is necessary that you be attentive and silent so that you can

carry out your work like a true scientist. The teacher's instructions and the guidelines that appear in the manual

are fundamental to achieving success in your work.

10. Never try any substance, unless it is with the teacher's consent.

11. To dilute acids, add the water first and then carefully add the acid.

12. Use glassware carefully to avoid cut injuries.

13. Read the labels or labels on the bottles carefully before using their contents.

14. Do not heat flammable substances with a direct flame, do so in a bain-marie.

15. Always use the minimum amount of substance.

16. Consult the teacher in case of doubts.

17.When using flammable liquids, you should not make a fire nearby.
 PARTIAL EVALUATION FORM FOR PARTICIPATION IN THE SCHOOL PROJECT
STUDENT NAME :………………………………………………………………………

DATE: ………………………….. MICROPROJECT No. 01.

Level of achievement of the Club's Achieve the

purposes: personalized evaluation. minimum
objectives of
the School
PARTICIPATION IN Club.
THE SCHOOL
PROJECT TO b c d AN
D
VE SA BIT I UN
RY TIS SA M SA
FY P TIS YEA
SA
IN
TIS
R FA NO
TI FYI H
SF G NG O CT
AC V OR
TO A Y
RY B
L
E
SOCIAL INTEGRATION

COMPLY WITH THE RULES

RESPECT OTHERS

COLLABORATE WITH
COMPANIONS

RELATES APPROPRIATELY
WITH OTHER COLLEAGUES.
ATTITUDES

HE HAS THE MATERIAL AND

TAKES CARE OF IT.
IT IS ORDERED

HE WORKS AT HIS WORK

COMPLETE ASSIGNED
TASKS ON TIME

MAKE PERSONAL
CONTRIBUTIONS

FOCUSES ON SPECIFIC
FACTS

___________________ ___________________

EXECUTIVE TEACHER
 MICROPROJECT 02: QUALIFICATION: SCHOOL YEAR
"DISCOVERING THE WORLD"
LINKAGE OF THE SCHOOL PROJECT WITH THE SKILLS PLAN WITH PERFORMANCE CRITERIA
1. INFORMATIONAL DATA:
TEACHER: AREA/SUBJECT RELATED TO THE SCHOOL NUMBER OF PERIODS: START DATE: FINAL DATE:
PROJECT: PARTIAL N°02
LANGUAGE AND LITERATURE / EXACT 6 weeks
SCIENCES / CCNN / EESS / ICT / AESTHETIC
CULTURE.
EDUCATIONAL OBJECTIVES OF THE MODULE/BLOCK: TRANSVERSAL / INSTITUTIONAL AXIS
INTERCULTURALITY/FORMATION OF DEMOCRATIC
Discover answers and solutions to experimental problems through the CITIZENSHIP/PROTECTION OF THE ENVIRONMENT/HEALTH CARE AND
application of scientific procedures. RECREATIONAL HABITS OF STUDENTS/SEXUAL EDUCATION IN YOUNG
PEOPLE.
LEARNING AXIS / MACRO SKILLS
LISTEN – SPEAK – READ – WRITE – TEXT
Reasoning, demonstration, communication, connections and/or
representation.
SKILL WITH PERFORMANCE CRITERIA TO BE DEVELOPED: ESSENTIAL EVALUATION INDICATOR:
What will the students learn?
- Practice the instructions from the relationship of coexistence and social - Identify phenomena in the environment that surrounds
interaction. you and ask questions.
- Identify the particularities of natural phenomena with direct - Develop strategies consistent with scientific procedures
observation, inquiry and collection of bibliographic and experimental
for the problems posed.
data.
- Observe and interpret the world in which you live through the search
for explanations to propose solutions and improve the quality of life and
that of other beings.
-Apply the experimental process from direct observations, interpretation
of data, and critical reflective analysis of the students' own experiences.
 STRATEGIC ALLIES Teachers – Director – Students – Guests - PPFF

2. PLANNING
METHODOLOGICAL STRATEGIES DIDACTIC ACHIEVEMENT EVALUATION
How are they going to learn? RESOURCES INDICATORS TECHNIQUES /
LEARNING CYCLE (ERCA) How will learning be INSTRUMENTS
evaluated?
Containers
EXPERIENCE. What do you know about the subject? Generates commitments TECHNIQUE:
T - Strengthen commitments as members of the school Liquids/water and responsibilities as a CONVERSATION
member of the Science INSTRUMENT:
H science and technology project. Sheets and Technology school CHECKLIST
O project.
- Brainstorm the meaning of discovery and
U A Clay, sand
G N experimentation on a piece of paper.
H T - Question: When does an experiment become a universal Flashlight
T I law?
Scissors
C
- How important is the formulation of hypotheses in an
D experimentation process?
I Cardboards
E REFLECTION. If you think about it!
P
V - Watch videos and pictures of the characteristics of our Eraser Analyze bibliographic TECHNIQUE:
A
E sources and extract the DESCRIPTION
T planet.
L Bottles main ideas that help the INSTRUMENT:
I interpretation of REGISTRATION
O - Determine the importance of soil for the life of living
O experimental phenomena.
P beings. Brochures
N
M Bibliographic
E - Discuss the physical, chemical, biological and geological
N factors that determine soil formation. material
T - Identify the composition of the soil, the structure and the
Records
 relief of the locality in which you live. Records
- Determine the characteristics of agricultural soil and the
phenomena that influence production.
Values the role of science
and technology through
CONCEPTUALIZATION. What should you learn?
C - Discriminate basic concepts such as: permeability, critical-reflective TECHNIQUE:
awareness in relation to
O DIALOGUE
oceanic layers, friction. its role in the environment
N INSTRUMENT:
in which it lives.
S - Carry out an observation tour to determine the REGISTRATION
T components of the soil in the locality.
R
- Relate the soil in your environment to planet Earth.
U
C - Determine the causes and effects of soil deterioration and
T contamination.
I - Interpret selected readings and scientific reports on soil
O
protection and conservation.
N

C APPLICATION. What have you learned?

O - Conduct questions, formulate hypotheses, apply theories,
N reflections, analysis and synthesis for experimental
S
Develop strategies
development. consistent with scientific
O
- Experimentation: Soil permeability. procedures for the
L problems posed. TECHNIQUE:
I - Experimentation: The oceanic plate. DEMONSTRATIO
D - Experimentation: The decomposition of light. N
INSTRUMENT:
A
- Experimentation: The rain gauge. RUBRIC
T
I Record the results of the experimentation for the portfolio
 O or anecdote.
N

3. CURRICULAR ADAPTATIONS
SPECIFICATION OF THE EDUCATIONAL NEED ATTENDED SPECIFICATION OF THE APPLIED ADAPTATION

In accordance with articles 228 and 229 of the LOEI Regulations.

NOT ASSOCIATED WITH DISABILITY - Discriminate basic concepts such as: permeability, oceanic
4. SPECIFIC LEARNING DIFFICULTIES:
(DYSLEXIA-DYSCALCULIA-DYSGRAPHY-DYSORTHOGRAPHY-
layers, friction.
DYSFAIA-ATTENTION DEFICIT AND HYPERACTIVITY DISORDERS- - Determine the causes and effects of soil deterioration and
BEHAVIORAL DISORDERS).
5. VULNERABILITY SITUATIONS: contamination.
(CATASTROPHIC ILLNESSES-HUMAN MOBILITY-MINOR - Apply theories, reflections, analysis and synthesis for
OFFENDERS-VICTIMS OF VIOLENCE-ADDICTIONS).
6. SUPERIOR EQUIPMENT: experimental development .
(HIGH INTELLECTUAL CAPACITIES).

ASSOCIATED WITH DISABILITY

4. INTELLECTUAL-PHYSICAL-MOTOR, HEARING, VISUAL OR MENTAL
DISABILITY.
5. MULTI-DISABILITY.
6. GENERALIZED DEVELOPMENTAL DISORDERS (AUTISM, ASPERGER
SYNDROME, RETT SYNDROME).

ELABORATED REVIEWED APPROVED

TEACHER: Name: Name:

Signature: Signature: Signature:

Date: Date: Date:

SCIENTIFIC CONTENT .

Soil
The superficial part of the Earth's crust, made up of minerals and organic particles produced by the combined action of
wind, water and organic disintegration processes, is known as soil.

Soils are not always the same, they change from one place to another for
climatic and environmental reasons, in the same way soils change their structure,
these variations are slow and gradual except those caused by natural disasters.

On planet Earth, soil is essential as a renewable natural resource, agricultural

activity largely depends on it.

Soil is made up of several components: rocks , sand, clay, humus or decomposing organic matter,
minerals and other elements in different proportions.

The set of alterations that the rocks undergo, until they become the soil, is called weathering;
process that consists of the deterioration and transformation that occurs in the rock when it
fragments due to the action of physical, chemical, biological and geological factors.

Physical factors: large rocks, subjected to the action of ice, rain, winds, temperature variations and many other factors,
break, forming increasingly smaller rocks.

SOIL PERMEABILITY.

MATERIALS
- Transparent plastic bottles.
- Gauze.
- Elastic bands.
- Test tubes of 250 and 100 ml.
- Clay, sand and pieces of limestone rock.

Procedure

We proceed to build the following device:

1. We take three identical transparent plastic bottles and cut out the bottom to leave the mouths as funnels. We label
them A, B and C.
2. We cover the smallest opening with a piece of gauze secured with a rubber band and place it on a 200 ml plastic test
tube.
3. We fill funnel A with river sand, B with seamless clay, and C with pieces of limestone that simulate fissured terrain.
4. We add 100 ml of water to all containers.
5. After a few minutes, the volume of water collected in each of the test tubes is measured and the volume of water
retained by each of the types of terrain is calculated. It is easy to observe which terrain allows water infiltration and the
characteristics that allow this infiltration: porosity, fractures, etc.

OCEANIC PLATE.
MATERIALS
- Cardboard boxes
- Glue
- Scissors
- Flour
- Hollow cardboard tube
- Scotch tape
- Cardboard
- Sand.

Procedure
With these materials we proceed to assemble a model, as seen in the drawing. The rollers on which the cardboard is
glued must be able to rotate to allow the advance movement of the cardboard (oceanic plate) towards the fixed part of
the model (continental plate). Wheat flour is placed on the cardboard, which, with the movement of the cardboard, will
move until it hits the fixed part, on top of which it will pile up, simulating the formation of a mountain range.

Explanation:
The lithosphere is divided into large fragments called "lithospheric plates", which move horizontally due to mantle
convection currents. We simulate how when an oceanic plate collides with a continental plate, the oceanic plate, due to
its greater density, moves below the continental plate (Benioff plane) triggering the formation of mountain ranges, as is
the case of the formation of the Andes in South America.

THE RAINBOW. DECOMPOSITION OF LIGHT.

HOW MUCH DID IT RAIN? CONSTRUCTION OF THE RAIN GAUGE.
Precisions for Workshop Work. (Methodological recommendations)

Actions:

● Rehearse the experiment at home by the teacher, to see its result, before presenting it in the programming and in
the classroom.
● It is always recommended to have the support of an assistant teacher at the time of the activity.

● Do not do those that include the use of corrosive acids , bleach, dyes, turpentine, sulfuric acid, ammonia, and
other hazardous materials.
● Avoid combining substances without knowing their effect.

● Avoid metal-tipped, sharp or rusty materials .

● Do not do experiments to assemble electrical devices . If this is the case, it is recommended that it does not
exceed 24 volts, that all electrical implements go inside an insulated box and that there is strict adult supervision.
Furthermore, the limited possibility of children's participation in their preparation makes them impractical.
● Always clean the surface and materials used, before and after the activity.

● Wash your hands once the experiments are finished.

● The containers used should not be reused for any other purpose, especially if it has to do with feeding or hygiene
of children. Make sure they are stored in a place away from the kitchen, or preferably discard them.
● Have knowledge of safety and first aid rules.
 PARTIAL EVALUATION FORM FOR PARTICIPATION IN THE SCHOOL PROJECT
STUDENT NAME :………………………………………………………………………

DATE: ………………………….. MICROPROJECT No. 02.

Level of achievement of the Club's Achieve the

purposes: personalized evaluation. minimum
objectives of
the School
Club.
PARTICIPATION IN TO b c d AN
THE SCHOOL
PROJECT
D
VE SA BIT I UN
RY TIS SA M SA
FY P TIS YEA
SA
IN
TIS
R FA NO
TI FYI H
SF G NG O CT
AC V OR
TO A Y
RY B
L
E
SOCIAL INTEGRATION

COMPLY WITH THE RULES

RESPECT OTHERS

COLLABORATE WITH
COMPANIONS

RELATES APPROPRIATELY
WITH OTHER COLLEAGUES.
ATTITUDES

HE HAS THE MATERIAL AND

TAKES CARE OF IT.
IT IS ORDERED

HE WORKS AT HIS WORK

COMPLETE ASSIGNED
TASKS ON TIME

MAKE PERSONAL
CONTRIBUTIONS

FOCUSES ON SPECIFIC
FACTS

___________________ ___________________

EXECUTIVE TEACHER