CLASSROOM PLANNING

ANNUAL PLANIFICATION

SUBJECT Technologic education COURSE 5° YEAR 2015

TEACHER) Liliana Garrido B. N° SESSIONS 38

SEMESTER 1
UNIT/ EVALUATION
MONTH AXIS LEARNING OBJECTIVES SKILLS TO DEVELOP
CONTENT PROCEDURES
Use software to organize and
communicate
- Organize and communicate
research results and exchange ideas
information through
for different purposes, through:
MARCH presentation software.
› presentation programs to display
images,
- Apply technical knowledge to Formative
diagrams and texts, among others
use a word processor. evaluation and
› spreadsheets to prepare double
permanent
tables
- Open, edit, print and save observation of
input and create bar and line graphs,
information with a word individual
among others
processor. performance in the
(LO 5)
use of software and
APRIL
TIC I UNIT Use a word processor to create, edit,
- Work independently and with teamwork.
others, forming work teams.
format, incorporate design elements,
- Summative
and save a document.
- Search and locate information evaluation of the
(LO 6)
on the Internet. product developed
in the software used
Use internet and online
- Store Internet information.
communication to share
information of a different nature with
- Use the Internet safely.
MAY other
people, considering the safety of the
Work independently and with
source
others, forming work teams.
and privacy regulations.
(LO 7)
Create designs of objects or
technological systems to solve
problems or take advantage of
- Create object designs from - Permanent
opportunities:
products observation of
› from various technological fields
existing to solve simple problems individual
and topics from other subjects
or performance during
› representing your ideas through
JUNE freehand drawings, technical drawing
take advantage of opportunities the development of
activities and
DESIGN, or using ICT
- Organize the work prior to teamwork.
› analyzing and modifying products
MAKE AND II UNIT object creation processes.
(LO 1)
TEST - Summative
- Explore the techniques and evaluation of work
Plan the development of
safety measures necessary to guides.
technological objects, incorporating
make an object.
the sequence of actions, materials,
- Theoretical
tools, techniques and security
- Communicate ideas through evaluation of
measures necessary or alternatives to
different forms of freehand acquired
JULY achieve the desired result, discussing
drawing or using ICT. knowledge.
the environmental and social
implications of the resources used.
(LO 2)
III UNIT Create a technological object to solve - Apply phases of the - Permanent
problems, selecting and construction or manufacturing observation of
demonstrating mastery process (preparation, joining and individual
of: finishing of parts). performance and
DESIGN, - techniques and tools for measuring, progress in the
AUGUST MAKE AND marking, cutting, folding, joining, - Apply object shaping techniques development of
gluing, painting, among others systematically in product individual activities
TEST
- materials such as paper, cardboard, manufacturing processes. and teamwork
fibers, plastics, ceramics, waste,
among others. - Use materials and tools safely.
(LO 3) - Summative
- Apply technical knowledge to evaluation of work
SEPTEMBER Test and evaluate the quality of one's test the quality of a product. guides.
own or others' work, individually or in
teams, applying technical, - Work independently and with
environmental and safety criteria and others, forming work teams
discussing their results and ideas for when the challenge or task
improvement. requires it.
(LO 4)

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Create designs of objects or simple

technological systems to solve
problems:
- from various technological fields
OCTOBER and topics from other subjects
- representing your ideas through
freehand drawings, concrete models
or using ICT
- Create object designs from
- exploring and combining existing
products
products - Permanent
existing to solve simple problems
(LO 1) observation of
or
individual
take advantage of opportunities
Plan the development of a performance and
technological object, incorporating progress in the
- Organize the work prior to the
the sequence of actions, materials, development of
creation of objects.
tools, techniques and security individual activities
NOVEMBER DESIGN,
measures necessary to achieve the and teamwork.
MAKE AND - Apply construction or
desired result.
manufacturing processes
TEST IV UNIT (LO 2)
(preparation, joining and
- Summative
finishing of parts).
Develop a technological object to evaluation of
solve problems, selecting and created
- Use materials and tools safely.
demonstrating mastery of: technological object
- techniques and tools for measuring,
- Apply technical knowledge to
marking, cutting, folding, joining,
test the quality of a product.
gluing, painting, among others. - Theoretical
- materials such as papers, cardboard, evaluation of
- Work independently and with
fibers, plastics, acquired
others, forming work teams
ceramics, waste, among others. knowledge.
when the challenge or task
(LO 3)
DECEMBER requires it.
Test and evaluate the quality of one's
own or others' work, individually or in
teams, applying technical criteria,
environmental and safety measures
and discussing their results and ideas
for improvement
(LO 4)
 Demonstrate curiosity about the technological environment, and willingness to inform yourself and
explore its various uses, functioning and materials.
 Demonstrate a willingness to develop your creativity, experimenting, imagining and thinking
divergently.
ATTITUDINAL OBJECTIVES  Demonstrate a willingness to work as a team, collaborate with others, and accept advice and criticism.
 Demonstrate personal initiative and entrepreneurship in the creation and design of innovative
technologies.
 Demonstrate safe and responsible use of the Internet, complying with the rules given by the teacher
and respecting copyright.
 Keeping in mind that the technology subject is a subject focused on practical experiences, the
methodology to be developed will be theoretical-practical in nature. The subject contemplates two
main axes, the first is design, make and test, which is related to the technological creation process and
the second corresponds to the use and knowledge of information and communication technologies
(ICT). Within this framework we will focus on the understanding of the technological processes
TEACHING STRATEGY
developed by humans to satisfy needs and the development of capabilities for the use of ICT in a
practical and responsible way . The suggested activities and resources value diversity in its broad
spectrum, recognizing the different learning rates and age characteristics of each group of students.
Additionally , each activity considers an approach to the training dimension determined by the OAT,
which is integrated and evaluated class by class in order to effectively implement the study program.

ASPECTS TO CONSIDER BEFORE STARTING THE CLASS.

EFFICIENT USE OF TIME

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For the development of the subject, both for Technology and for other subjects in the school
curriculum, it is important that the teacher optimizes the time assigned to each session, in this case 45 minutes, to carry
out the proposed activities and achieve the objectives of learning.
As suggested by the study program1 It is necessary to be clear about some key ideas for effective use of time in the
classroom:

› PREPARE THE PHYSICAL SPACE FOR LEARNING:

The teacher must previously organize the classroom, in order to ensure the necessary physical conditions for the
development of the activities. It is essential to immediately start learning activities. For example: if students need to cut
and glue large cardboard, the floor may be a more appropriate platform than the tables, so it would be advisable for the
teacher to tidy up the room before class begins.

› AVOID OR REDUCE TO THE MINIMUM ACTIVITIES ADDED TO LEARNING:

Social activities such as birthdays or anniversaries, and administrative activities, should be avoided in the subject whose
hourly participation in the study plan is scarce. It is recommended, for example, not to take the Technology class first thing
in the morning.

› REGULATE TRANSITIONS:
It is recommended that the establishment or the head teacher clearly establish rules that specify the expected behavior of
students and teachers every time they move, enter or leave the classroom, including the use of the bathroom, trips to the
library or to assignments. specific, or room changes. These rules must seek to ensure that all transitions use the minimum
amount of time possible.

› ORGANIZE THE DELIVERY AND STORAGE OF MATERIAL:

Students will frequently be required to use materials and tools in this subject. To make the time required to distribute and
store them effective, it is suggested to establish clear protocols that are known to the students and other members of the
school. An example could be determining in advance which students will be responsible for handing out the material at the
beginning of each class.

› MAXIMIZE THE TIME DEDICATED TO LEARNING:

Concentrating most of the session on activities related to achieving the learning objectives should be the general criterion
for the teacher when planning his class. Since student learning is the most relevant, the teacher must protect that time for
the benefit of learning above other considerations.

› USE EXTRACURRICULAR TIME:

Subjects that have limited time in the curriculum must use time outside of school. It is recommended, especially for 5th
and 6th grade, to hold the student responsible for their learning through tasks or work to be done outside of the class
session, as long as they are significant and contribute to the achievement of the Learning Objectives.

EVALUATION CALENDAR

UNIT CONTENTS TO INSTRUMENT TO TYPE OF DATE

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Fourth year basic study program, Mineduc, 2012
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EVALUATE USE EVALUATION

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10

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CHECKLIST:
_________________________________________________________________
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1: Achieved
2: Moderately Achieved
3: To Achieve

N NAME
o.

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CHECKLIST:
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1: Achieved
2: Moderately Achieved
3: To Achieve

N NAME
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CHECKLIST:
_________________________________________________________________

1: Achieved
2: Moderately Achieved
3: To Achieve

N NAME
o.

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2
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7
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CLASS DESIGN NO:

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 CLASSROOM PLANNING

SUBJECT Technologic education COURSE 5 BASIC SEMESTER 1

TEACHER) DATE HOURS 1

Unit/content Presentation of the subject

- Respect and appreciation of the subject for the comprehensive development of the student.
Attitudes
Obj. Of the class

- Know the subject, the general contents to be covered during the year, the rules and routines
of the class, the type of evaluations and aspects necessary for the proper development of the
Skills subject.
- Reflect on the need to regulate and respect behaviors and routines to guarantee the proper
functioning of the class and collaborative work.
The students:
- They listen with respect to the information provided by the teacher.
Achievement - They ask questions and interact, providing opinions regarding norms and routines and the
indicators way in which they will be implemented.
- They demonstrate a positive willingness to respect and implement classroom rules and
routines.

LEARNING ACTIVITIES
Start Development Closing
Welcome to the school year. Presentation Presentation of the structure of the Clarification of general student
of the teacher and students who join the academic year in the subject of concerns.
course. Motivation for commitment and technological education. Schematization
individual and team work to achieve of the units, temporality and themes.
established objectives. Work modality and evaluations. The basic
behavioral norms for the development of
the classes are agreed upon (it is
suggested that the ppt be completed
together with the students to establish
behavioral commitments).
Example: respect classmates, pay
attention to the teacher, follow
instructions, complete tasks, bring
materials, arrive to the room on time,
bring notebook, do not fight, etc.

EVALUATION ACTIVITIES Direct observation

POWER POINT 1.
CONSIDERATIONS: For the development of this unit, the computer laboratory must
EDUCATIONAL RESOURCES be requested, since the learning objectives will be achieved through activities in
which the children will practice using the two programs p.point and Excel.

BLOOM – ANDERSON LEVELS WORKED

REMEMBER GRASP APPLY ANALYZE ASSESS CREATE

x x

2
CLASS DESIGN NO:
8
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SUBJECT Technologic education COURSE 5 BASIC SEMESTER 1

TEACHER) DATE HOURS 1

I UNIT.
Unit/content - Management of the presentation software, recognizing the main icons on the initial screen.
Use software to organize and communicate research results and exchange ideas for different
EITHER. Class
purposes, through:
learning. - presentation programs to display images, diagrams and texts, among others (LO5)
- Demonstrate a willingness to develop their creativity, experimenting, imagining and thinking
Attitudes divergently.
- Handle presentation software by copying, duplicating and deleting slides as each job requires -
Skills Insert and modify images.
Achievement - Identify and use the main buttons in presentation software tools and in a spreadsheet, such as
indicators open, save, copy and paste, undo, among others.

LEARNING ACTIVITIES
Start Development Closing
Note ppt slide 2 with presentation The teacher reveals or reaffirms, as The teacher asks what could they
software icon (P. point) students are appropriate, the name of the software to discover about the program? The
invited to indicate if they know that icon which the icon corresponds and from this students comment on their
(address the concept of icon). The teacher and with the help of the students (who experience in the socialization
investigates through questions the know it) they construct a definition so that process. Understanding that the use
students' knowledge in relation to the it is understood by everyone, then, as far of different tools allows them to
function of the program, how they as possible, collaboratively, it is It create presentations that can later be
obtained that knowledge, if they have generally describes the utilities of the projected to share information more
used it and for what. software (record in the ppt), it is clearly.
suggested to use technical vocabulary and
Concepts that the teacher must handle: explain it in its context. The teacher emphasizes that from the
Folder, tab, link, mouse, keyboard, CPU, following classes each student must
software, bar, icon, etc. Students are invited to open Power Point. go to the computer laboratory where
Instructions are given to open the the teacher will be waiting for them to
program and to get to know it by carry out the activities.
investigating its functions. For this, the
presentation is reviewed (this may take He congratulates them for their
more than one class depending on the behavior and says goodbye, sending
students' handling of the program). them orderly to the classroom (it is
During the review, they are given time to suggested to lead the students to the
explore the software by performing some room so as not to interrupt the classes
tasks to generate confidence and develop of the other courses)
a degree of skill. in the use of the
application.

Example: in the home tab you can place a

title according to the topic you want to
present... write your name there... you
can also add lines, create a new slide, etc.
Constantly monitor by walking around the laboratory. During monitoring, record
EVALUATION ACTIVITIES observations that seem relevant to you and that allow you to address observed
concerns and/or promote outstanding attitudes among students.

POWER POINT 2
EDUCATIONAL RESOURCES Computer laboratory (ideally 1 computer for 1 or 2 students) -data show

BLOOM – ANDERSON LEVELS WORKED

REMEMBER GRASP APPLY ANALYZE ASSESS CREATE

3
CLASS DESIGN NO:

9
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SUBJECT Technologic education COURSE 5 BASIC SEMESTER 1

TEACHER) DATE HOURS 1

I UNIT.
Unit/content - Use of spreadsheet software, recognizing the main tools.
- Use software to organize and communicate research results and exchange ideas for different
EITHER. Class
purposes, through:
learning. - spreadsheets to create double-entry tables and create bar and line graphs, among others (LO5)
- Demonstrate a willingness to develop your creativity, experimenting, imagining and thinking
Attitudes divergently - Demonstrate a willingness to work as a team, collaborate with others and accept
advice and criticism.
Skills - Manage spreadsheets using its basic tools.
- Identify and use the main buttons in presentation software tools and in a spreadsheet, such as
Achievement open, save, copy and paste, undo, among others.
indicators - Recognize and select rows, columns and cells in a spreadsheet.
- Enter, sort and edit data in a spreadsheet.

LEARNING ACTIVITIES
Start Development Closing
The teacher greets the students, reminds Students become familiar with To finish, students reflect on questions
the rules of the computer laboratory and spreadsheets. They inquire about the such as: How did they manage to
the norms of behavior. Wait for the boys different tools it offers, including opening, organize the data? What uses can we
and girls to be quiet and orderly to begin. saving, editing and entering data into give to a spreadsheet? Among other.
spreadsheets. In order to demonstrate to
The learning objective is explained, a classmate what they know, they select a The teacher asks to turn off the
emphasizing that they will know tools of row, a column and a cell, clearly computers, points out some
the Excel program, they will be assigned differentiating them. observations regarding the work done.
some tasks that they must develop in Congratulate the boys and girls for
order to use the program's tools. The teacher points out that they can also their work. Finally send the students
create graphs from this program. He orderly to the classroom.
*it is suggested to keep the projection invites the students to observe how: after
open with the program and the creating a double-entry table, select the
instructions written in it so as not to information, go to insert it, and choose a
constantly remind them of the actions to graph. It points out some actions that can
be carried out, in addition to being able to be carried out and invites them to
visualize the actions that the teacher practice.
performs, constantly remember that they
must be attentive, listen and follow the Finally, the teacher provides a simple list
instructions and that they should not of data (such as the prices of different
Don't be afraid to ask if something is not fruits in the store or supermarket) and
clear so we can assist you immediately. they experiment in the software tools how
to order them from lowest to highest
price automatically, and then in
alphabetical order according to each fruit.
Constantly monitor by walking around the laboratory. During monitoring, record
observations that seem relevant to you and that allow you to address observed
EVALUATION ACTIVITIES concerns and/or promote outstanding attitudes among students.

Computer lab- data show

EDUCATIONAL RESOURCES

BLOOM – ANDERSON LEVELS WORKED

REMEMBER GRASP APPLY ANALYZE ASSESS CREATE

CLASS DESIGN NO: 4

SUBJECT Technologic education COURSE 5 BASIC SEMESTER 1

TEACHER) DATE HOURS 1

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I UNIT.
Unit/content -Management of spreadsheet software, recognizing the main tools.
- Use software to organize and communicate research results and exchange ideas for different
EITHER. Class purposes, through:
learning. - presentation programs to display images, diagrams and texts, among others
- spreadsheets to create double-entry tables and create bar and line graphs, among others (LO5)
-› Demonstrate a willingness to develop your creativity, experimenting, imagining and thinking
Attitudes divergently - Demonstrate a willingness to work as a team, collaborate with others and accept
advice and criticism.
Skills - Manage spreadsheets using its basic tools.
- Recognize and select rows, columns and cells in a spreadsheet.
Achievement
- Enter, sort and edit data in a spreadsheet.
indicators - Prepare and label graphs from data in spreadsheets.

LEARNING ACTIVITIES
Start Development Closing
The teacher greets the students, waits for the boys and The teacher provides instructions for the activities To finish, students reflect on questions such
girls to be silent and orderly to begin. to be carried out: Organize information about the as: How did they manage to organize the
population of the communes in your region in data? What uses can we give to a
The learning objective is explained, emphasizing that they tables or graphs, according to given variables. spreadsheet? Among other.
will know tools of the Excel program, they will be assigned
some tasks that they must develop in order to use the To do this: the students enter the data into a The teacher asks to turn off the computers,
program's tools. For this, the teacher has preloaded data in spreadsheet - They order the data from smallest to points out some observations regarding the
a Word file, with data on the population of the communes largest using software tools - They create a double- work done. Congratulate the boys and girls
in his region according to different variables (for example: entry table, which shows a variable in the columns for their work. Finally send the students
volume, density, proportion of men and women, birth rate, (such as population size) and in the rows, the orderly to the classroom.
mortality, migration, population of indigenous origin, communes of the region - Create a bar graph with
among others) and indicates that they should work from it. a population variable - Include a title for the graph
- Modify the type of graph so that the information
*It is suggested to keep the projection open with the is communicated clearly - Edit the scale and label
program and the instructions written in it so as not to the axes of the graph, labeling according to the
constantly remind them of the actions to be carried out, in corresponding variable.
addition to being able to visualize the actions carried out
by the teacher, in addition to constantly motivating them The teacher explains what a double-entry table is
to be attentive, listen and follow the instructions and not and what it can be used for. From the students'
to Don't be afraid to ask if something is not clear so we can questions, exemplify the processes that are
assist you immediately. projected, use clear vocabulary, however apply
technicalities so that students become familiar
*Articulation of history and geography (OA13) with technical vocabulary.
Constantly monitor by walking around the laboratory. During monitoring, record observations that
seem relevant to you and that allow you to address observed concerns and/or promote
EVALUATION ACTIVITIES
outstanding attitudes among students.

Computer lab - data show. Preloaded file with population information. EVALUATION GUIDELINE 1
EDUCATIONAL RESOURCES PRINTED ON THE BACK.

BLOOM – ANDERSON LEVELS WORKED

REMEMBER GRASP APPLY ANALYZE ASSESS CREATE

x x x x

CLASS DESIGN NO:

5

SUBJECT Technologic education COURSE 5 BASIC SEMESTER 1

TEACHER) DATE HOURS 1

I UNIT.
Unit/content - Management of the presentation software, recognizing the main icons on the initial screen.

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- Use software to organize and communicate research results and exchange ideas for different
EITHER. Class purposes, through:
learning. - presentation programs to display images, diagrams and texts, among others
- spreadsheets to create double-entry tables and create bar and line graphs, among others (LO5)
- Demonstrate a willingness to develop your creativity, experimenting, imagining and thinking
Attitudes divergently - Demonstrate a willingness to work as a team, collaborate with others and accept
advice and criticism.
- Handle presentation software by copying, duplicating and deleting slides as required by each job -
Skills Insert and modify images - Establish adequate contrast between texts and backgrounds.
- Identify and use the main buttons in presentation software tools and in a spreadsheet, such as
open, save, copy and paste, undo, among others.
Achievement - Alternate presentation view modes: worksheet, slide form, full screen.
indicators - Insert and adapt graphics in presentations.
- Apply animations and effects to texts and images in presentations.
- They organize a presentation according to a defined purpose.

LEARNING ACTIVITIES
Start Development Closing
The teacher greets the The students know the work instructions and the time available, The students comment on
students. He hopes that the the teacher keeps the programs planned in order to collaborate what they thought of the
children are quiet and orderly on the students' questions efficiently and optimizing instruction work and express the main
to begin. time. difficulties they
encountered. The teacher
Invite the boys and girls to Based on information about the population of their region and addresses concerns and
remember the activity from the on the graphs and tables prepared in the previous activity, clarifies possible doubts
previous class and that they students build a presentation, including actions such as: Insert that arise during the
will use the data they have texts - Insert tables and change their appearance (border width, process. He congratulates
already worked on to develop color) - Insert graphs with titles and legend - Change the the work and says
today's activity. appearance of texts - Align paragraphs - Insert animations and goodbye.
effects
Explain that today they will
apply the spreadsheet and The teacher indicates the general aspects of the presentation
Power Point tools in an such as: that the presentation must open and close contexts or
integrated way, to create a graphics that are attractive and simple, so that they generate
presentation with the interest and simultaneously emphasize the most important
information they already know. points of the work. The use of animations should emphasize
what you want to communicate, beyond just beautifying the
*Articulation of history and work.
geography (OA13)
Allocate the times available to develop the activity. Notify 5
minutes before the end of the time to allow time to save the
presentations.
Appreciation scale model file unit 1 session 5 is presented. To arrive at the grade, you can use
the same guideline, since each evaluation criterion is assigned a value, which can be taken into
a score and converted into a grade (a table of grades corresponding to the score is presented).
EVALUATION ACTIVITIES Monitor student performance position by position. The evaluation is based on the evaluation
indicators that correspond to each OA and OAT, if considered these can be modified according
to the criteria of the classroom teacher.

EDUCATIONAL Computer laboratory - data show, EVALUATION GUIDELINE 2 (PRINTED COPY BACK)
RESOURCES Preloaded file with population information.

BLOOM – ANDERSON LEVELS WORKED

6
CLASS DESIGN NO:

SUBJECT Technologic education COURSE 5 BASIC SEMESTER 1

TEACHER) DATE HOURS 1

I UNIT.
Unit/content - Basic operations when operating with a word processor (insert, select, delete, edit, move and replace).
- Inserting and wrapping text in a document

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EITHER. Class learning. Use a word processor to create, edit, format, incorporate design elements, and save a document. (LO6)

Attitudes - Demonstrate a willingness to develop their creativity, experimenting, imagining and thinking divergently.

- Properly use the basic functions of a word processor (create, open, save and close).
Skills
- Use the word processor to change the appearance of a document, save and print meaningful information.
- Create documents, applying different formatting options (text appearance, font style, bullets, borders, headers, number of
Achievement indicators pages).
- Create, insert and edit texts in a word processor.

LEARNING ACTIVITIES
Start Development Closing
The teacher greets the students, waits for the The teacher invites them to open the word processor and, The students comment on what they thought of
boys and girls to be silent and orderly to based on their exploration, the students recognize and the work and express the main difficulties they
begin. experiment with the work environment presented by a encountered. The teacher addresses concerns
word processor (menus, bars, work area). and clarifies possible doubts that arise during
The learning objective is explained, the process. He congratulates the work and says
emphasizing that today they will work using Then the teacher shows them a folder, where the text is goodbye.
Word. Investigate students' prior knowledge preloaded. Indicates the actions to enter it and from there
regarding the functions and tools of the word open the file.
processor. Introduce the day's activity by
pointing out that they will read a story and The teacher explains that, when we have a saved
will have to summarize it, recording it in the document, we must go to the “File” in the menu bar to
same file, but without losing the previous work on it or read it. The students write on the same file a
information. Therefore, they must pay summary of the main actions of the story and the physical
attention to the instructions to do a good job. and psychological characteristics of the characters.

*Point out that this activity will have a grade At the end, the teacher explains that the “Save” option
associated with it, therefore socialize the replaces the previous work, so it is necessary to be careful,
evaluation criteria. since we could be hopelessly deleting a previous version of
a document that we want to keep. They save the document
*Articulation, language and communication with a different name within the same file.
(OA4)
During monitoring, complete the appreciation scale, record observations that seem relevant to you and that
allow you to address observed concerns and/or promote outstanding attitudes among students. To grade
EVALUATION ACTIVITIES students' work, convert their assessments into scores and compare them with the corresponding grading scale.
*Consider it very important to socialize what criteria you will observe during the evaluation.

Computer lab - data show. Folder with preloaded file (language book text)
EDUCATIONAL RESOURCES

BLOOM – ANDERSON LEVELS WORKED

REMEMBER GRASP APPLY ANALYZE ASSESS CREATE

x x x x x x

CLASS DESIGN NO: 7

SUBJECT Technologic education COURSE 5 BASIC SEMESTER 1

TEACHER) DATE HOURS 1

I UNIT.
Unit/content - Basic operations when operating with a word processor (insert, select, delete, edit, move and
replace) - Insertion and adjustment of text in a document
EITHER. Class Use a word processor to create, edit, format, incorporate design elements, and save a document.
(LO6)
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learning.
- Demonstrate a willingness to develop your creativity, experimenting, imagining and thinking
Attitudes divergently.
- Properly use the basic functions of a word processor (create, open, save and close).
Skills - Use the word processor to change the appearance of a document, save and print meaningful
information.
- Create documents, applying different formatting options (text appearance, font style, bullets,
Achievement
borders, headers, number of pages).
indicators - Create, insert and edit texts in a word processor.

LEARNING ACTIVITIES
Start Development Closing
The teacher greets the students, waits for Without help from the teacher and using a They voluntarily share their written
the boys and girls to be silent and orderly word processor, students write about the documents. The teacher points out his
to begin. fate of an object after its useful life, and to observations.
what extent it could affect people and the
The learning objective is explained, environment.
emphasizing that they will have to write a
free-form text on a given topic. That must They autonomously experiment with the
incorporate certain elements that the various functions of the processor to
teacher will require. format and insert images into the text.

*To make efficient use of time, it is The teacher establishes some elements to
suggested to keep a screening open with consider that must be present in the text.
the program to resolve possible doubts As well as: title, underlining, image, words
and explain the instructions so as not to highlighted through different colors or use
constantly remember them. of bold, justify text, among others.

*Articulation, language and

communication (OA4)
Constantly monitor by walking around the laboratory. During monitoring, record
observations that seem relevant to you and that allow you to address observed
EVALUATION ACTIVITIES concerns and/or promote outstanding attitudes among students.

Computer lab - data show.

EDUCATIONAL RESOURCES

BLOOM – ANDERSON LEVELS WORKED

REMEMBER GRASP APPLY ANALYZE ASSESS CREATE

x x x x x x

8
CLASS DESIGN NO:

SUBJECT Technologic education COURSE 5 BASIC SEMESTER 1

TEACHER) DATE HOURS 1

I UNIT.
Unit/content - Basic operations when operating with a word processor (insert, select, delete, edit, move and
replace) - Insertion and adjustment of text in a document.
EITHER. Class Use a word processor to create, edit, format, incorporate design elements, and save a document.
14
 CLASSROOM PLANNING

learning. (LO6)
- Demonstrate a willingness to develop your creativity, experimenting, imagining and thinking
Attitudes divergently.
- Properly use the basic functions of a word processor (create, open, save and close).
Skills - Use the word processor to change the appearance of a document, save and print meaningful
information.
- Create documents, applying different formatting options (text appearance, font style, bullets,
Achievement
borders, headers, number of pages).
indicators - Create, insert and edit texts in a word processor.

LEARNING ACTIVITIES
Start Development Closing
The teacher greets the students, waits for The teacher asks them to show what they The students and the teacher share
the boys and girls to be silent and orderly have learned about using the word their opinions about the activity
to begin. processor. To do this, students in a digital carried out.
document must perform the following
The learning objective is explained, actions: Write a text associated with a
emphasizing that they will have to write a sport or a musical group of their interest
free-form text on a given topic. That must and insert an image - then they must
incorporate certain elements that the move the image to the right of the written
teacher will require. text - adjust the size of the image
according to the length of the document
*To make efficient use of time, it is and finally Insert "Page numbers".
suggested to keep a screening open with
the program to resolve possible doubts In Menu Bar Format and Font, the Font
and explain the instructions so as not to box will appear where you must select the
constantly remember them. characteristics for the text formatting.
They use a single font and finally save the
changes made to the computer.

Constantly monitor by walking around the laboratory. During monitoring, record

observations that seem relevant to you and that allow you to address observed
EVALUATION ACTIVITIES concerns and/or promote outstanding attitudes among students.

Computer lab - data show.

EDUCATIONAL RESOURCES

BLOOM – ANDERSON LEVELS WORKED

REMEMBER GRASP APPLY ANALYZE ASSESS CREATE

x x x x x x

CLASS DESIGN NO: 9

SUBJECT Technologic education COURSE 5 BASIC SEMESTER 1

TEACHER) DATE HOURS 1

I UNIT.
Unit/content -- Use of the Internet and online communication tools - Information search strategies on the web.
EITHER. Class Use the Internet and online communication to share information of a different nature with other
people, considering the security of the source and privacy regulations.
15
 CLASSROOM PLANNING

learning.
- Demonstrate a willingness to develop their creativity, experimenting, imagining and thinking
Attitudes divergently.
- Locate required information in various ways
Skills - Evaluate the type of results obtained in the Internet search and assign priorities to those that are
determined to be the most appropriate.
- They use online search engines to locate specific information.
Achievement
- They use strategies to search effectively on the Internet (keywords, by topic, language).
indicators - Add and view bookmarks on different web pages.

LEARNING ACTIVITIES
Start Development Closing
The teacher greets the students, waits for the They practice various strategies for an effective By way of closing, the teacher explains
boys and girls to be silent and orderly to begin. Internet search according to a topic of interest that information must be sought with a
and that is appropriate; for example: Make a critical attitude towards the different
Through guided questions, the teacher list of keywords and synonyms - Use quotes existing media, given that certain pages
investigates the students' knowledge of the before and after the phrase or set of words; developed specifically to mislead surfers
Internet, through questions such as: What is The teacher explains that this way the search and can be dangerous.
the Internet? What do we use the internet for? engine will understand that it wants
Who uses the internet? What do you use it information about those words and in the
for? exact sequence in which they are written -
Make a synthesis of the information obtained
The teacher emphasizes that they will enter a on the Internet.
page that the teacher authorizes them, so it is
mandatory to make responsible use of the Students reorganize the information and
Internet, asking the students to point out determine which is most relevant to meeting
aspects to consider so as not to expose the requirements of the task. Then they enter
themselves to risk situations. Students express the keywords of their search in a search engine
situations, being able to resort to the phrases in Spanish and then in English. They compare
worked on in the previous class. the number of results and the quality of the
information displayed. The teacher highlights
that language is important for the results of a
given search, and that in some search engines
there is the option to signal the search engine
to display only written documents; for
example: in Spanish.

Finally, the students guided by the teacher use

bookmarks to remember the most interesting
and relevant pages.

Constantly monitor by walking around the laboratory. During monitoring, record

observations that seem relevant to you and that allow you to address observed concerns
EVALUATION ACTIVITIES
and/or promote outstanding attitudes among students.

Computer lab - data show.

EDUCATIONAL RESOURCES

BLOOM – ANDERSON LEVELS WORKED

REMEMBER GRASP APPLY ANALYZE ASSESS CREATE

10
CLASS DESIGN NO:

SUBJECT Technologic education COURSE 5 BASIC SEMESTER 1

TEACHER) DATE HOURS 1

I UNIT.
- Information search strategies on the web.
Unit/content - Critical selection of information sources.
- Cite the sources from which you obtained all the elements used in your presentation.

16
 CLASSROOM PLANNING

EITHER. Class Use the Internet and online communication to share information of a different nature with other
learning. people, considering the security of the source and privacy regulations.
- Demonstrate a willingness to develop their creativity, experimenting, imagining and thinking
Attitudes divergently.
- Properly use the basic functions of a word processor (create, open, save and close).
- Locate required information in various ways
Skills - Evaluate the type of results obtained in the Internet search and assign priorities to those that are
determined to be the most appropriate.
- They use online search engines to locate specific information.
Achievement - They use strategies to search effectively on the Internet (keywords, by topic, language).
indicators - Download text files, images, videos from web pages to a specific place on the computer (pendrive,
hard drive).

LEARNING ACTIVITIES
Start Development Closing
The teacher greets the students, waits for
the boys and girls to be silent and orderly
to begin. The students, helped by the teacher,
define a topic to research on the Internet
Socialize the learning objective, indicating in relation to the characteristics of oceans
that today they will investigate the and lakes; for example: variation in
Finally, the teacher makes a list on the
characteristics of oceans and lakes temperature or luminosity.
whiteboard (traditional or digital) of
(articulation to natural sciences OA13),
the most visited websites and the
therefore ask to open a search engine. Before beginning, students record the
number of files collected by the
goal to achieve and the keywords that
students.
*it is recommended that the teacher could help them in their search. After
previously visit the possible pages that will searching, they select three diagrams,
At the end of the time, the teacher
emerge from the search and those that he images or short texts that allow them to
requests that they close the program
recommends, in order to become familiar summarize or synthesize a concept about
and turn off the equipment correctly.
with the information that the students will oceans or lakes.
Congratulate the students for the
obtain during the activity and prepare for
work they have done and send them
possible questions that arise from the They take the texts or images and insert
to the classroom.
natural curiosity of the students. children. them into a Word file, incorporate the
If necessary, the teacher must explain URL from which they obtained the
some key concepts to guide the activities, information, then save the file in a folder.
such as technicalities such as website,
domain, link, search engine, etc. *
Articulation natural sciences (OA13)
Constantly monitor by walking around the laboratory. During monitoring, record
observations that seem relevant to you and that allow you to address observed
EVALUATION ACTIVITIES concerns and/or promote outstanding attitudes among students.

Computer lab - data show.

EDUCATIONAL RESOURCES

BLOOM – ANDERSON LEVELS WORKED

REMEMBER GRASP APPLY ANALYZE ASSESS CREATE

x x x x x

CLASS DESIGN NO: 11

SUBJECT Technologic education COURSE 5 BASIC SEMESTER 1

TEACHER) DATE HOURS 1

I UNIT.
Unit/content - Use of the internet and online communication tools.
- Aspects that provide security in the use of the Internet.

17
 CLASSROOM PLANNING

EITHER. Class Use the Internet and online communication to share information of a different nature with other
learning. people, considering the security of the source and privacy regulations.
- Demonstrate a willingness to develop your creativity, experimenting, imagining and thinking
Attitudes divergently.
Skills - Recognize and use aspects that provide security in the use of the Internet.
- They complete online forms, entering information according to the site's use and privacy policies
Achievement
(such as blogs, educational websites, contest websites).
indicators - They create and publish messages in online media (blogs, wikis, social networks).

LEARNING ACTIVITIES
Start Development Closing
The teacher greets the students, waits for The teacher tells them that today there Finally, the teacher invites the
the boys and girls to be silent and orderly are various communication tools to share students to share their opinions about
to begin. information, many more even than those the class, then asks them to close the
they use, therefore the challenge will be program and turn off the equipment
The teacher points out the learning to investigate this. Provide instructions correctly. Congratulate the students
objective and asks them through what and times. for the work they have done and send
online means they communicate, for Students investigate and describe their them to the classroom.
example Messenger, Facebook, chat, usefulness and point out the function of
Twitter, among others. each of the following online
communication tools that are used to
communicate information:
- Blogs - Discussion forum - News groups -
Document sharing services

Finally, with the help of the teacher, they

open an account in an email service so
that they can share information through
other online channels.

Constantly monitor by walking around the laboratory. During monitoring, record

observations that seem relevant to you and that allow you to address observed
EVALUATION ACTIVITIES concerns and/or promote outstanding attitudes among students.

Computer lab - data show.

EDUCATIONAL RESOURCES

BLOOM – ANDERSON LEVELS WORKED

REMEMBER GRASP APPLY ANALYZE ASSESS CREATE

x x x x

12
CLASS DESIGN NO:

SUBJECT Technologic education COURSE 5 BASIC SEMESTER 1

TEACHER) DATE HOURS 1

HOME II UNIT.
Unit/content - Creation and transformation of technological objects or systems.
Create designs of objects or technological systems to solve problems or take advantage of
EITHER. Class
opportunities: from various technological fields and topics from other subjects - representing their
learning. ideas through freehand drawings, technical drawing or using ICT (OA1)

18
 CLASSROOM PLANNING

- Demonstrate a willingness to develop their creativity, experimenting, imagining and thinking

Attitudes divergently.
- Critically analyze solutions to a problem or existing opportunities in relation to functional aspects
Skills such as shape, texture and color, among others.
- They identify improvements in technological objects that could solve problems or take advantage
Achievement
of existing opportunities in their environment.
indicators - They select solution proposals that allow work to be done more efficiently.

LEARNING ACTIVITIES
Start Development Closing
The teacher greets the students and waits With the help of the teacher and The teacher can guide this selection
for them to take out their notebooks, to organized in groups, the students define a with questions such as: Which design
be silent and organized to begin. problem of the establishment or the is more complete and neater? Which
school community that they could solve of all the designs is the most
The teacher introduces the unit by with a technological object (for example: innovative and creative? Because?
pointing out that during it the students garbage cans that break easily, areas of Which one most effectively solves the
will analyze technological objects in their the establishment that flood or have no problem you identified? Which group
environment based on them and, based roof, stairs slippery, messy books in the presented best and most clearly?
on the needs detected, they will design library or classroom, leaky bathroom Finally, the teacher challenges them to
and plan transformations in terms of their faucets, among others). Reflection can be carry out the selected project.
function, application and design. guided with questions such as: What could
we improve in our classroom? What
Then they socialize the learning objective things do we not like in school that we
and explain the activity to be carried out, could change with a technological
emphasizing the processes they must project? What materials would we need?
carry out in order to solve a problem in We've got them? Are they difficult to find?
their immediate environment (referring to
the school). Then, each group designs a technological
solution for the selected problem,
*articulation history and geography OA18 freehand or using ICT, and includes the
materials they would need.

Once the allotted time has ended, each

group presents its proposal and the best
project is decided together.

Constantly monitor, walking around the room, observing the development of the
activity. During monitoring, record observations that seem relevant to you and that
EVALUATION ACTIVITIES allow you to address observed concerns and/or promote outstanding attitudes
among students.

Marker.
EDUCATIONAL RESOURCES

BLOOM – ANDERSON LEVELS WORKED

REMEMBER GRASP APPLY ANALYZE ASSESS CREATE

CLASS DESIGN
13 NO:

SUBJECT Technologic education COURSE 5 BASIC SEMESTER 1

TEACHER) DATE HOURS 1

II UNIT.
Unit/content - Characteristics of an object in terms of its function, application or design.
EITHER. Class Create designs of objects or technological systems to solve problems or take advantage of
learning. opportunities: from various technological fields and topics from other subjects. (OA1)
- Demonstrate curiosity about the technological environment and willingness to inform yourself and
Attitudes explore its various uses, operation and materials.
19
 CLASSROOM PLANNING

Skills - Create designs of objects or technological systems.

Achievement
- They identify characteristics of technological objects based on their function, application or design.
indicators

LEARNING ACTIVITIES
Start Development Closing
The teacher greets the students and waits Students name various objects or Students are able to recognize the
for them to take out their notebooks, to technological systems that they use daily functions of objects by associating it
be silent and organized to begin. and indicate the needs that each of them with the following question: What is it
covers in their lives. For example: a for? Or what was it created for? The
Students remember the previous class and toothbrush, a cell phone, an iron, a pair of teacher congratulates the work done
reflect on the ideas developed for the shoes, among others. and ends the class.
problem detected. The teacher guides the
students to understand that each object Based on each object named and
has been created to satisfy a need, recorded on the board (not exceeding 10),
therefore it has a main function. In today's the students draw in their notebook and
class they will work identifying those reflect on questions such as: Who is the
elements, functions, needs for which object aimed at? What need does it try to
some objects were created. satisfy? What is the main function for
which it was designed? How does it work?
The teacher invites students to mention
everyday objects. Once the time assigned for the activity
(drawing and answering questions) is
over, they voluntarily share their opinions.

Constantly monitor, walking around the room, observing the development of the
activity. During monitoring, record observations that seem relevant to you and that
EVALUATION ACTIVITIES allow you to address observed concerns and/or promote outstanding attitudes
among students.

Marker.
EDUCATIONAL RESOURCES

BLOOM – ANDERSON LEVELS WORKED

REMEMBER GRASP APPLY ANALYZE ASSESS CREATE

x x x x

CLASS DESIGN 14
NO:

SUBJECT Technologic education COURSE 5 BASIC SEMESTER 1

TEACHER) DATE HOURS 1

II UNIT.
Unit/content - Technological systems in terms of their appearance, shape and dimensions.
- Technological object from a technical and functional point of view.
(LO1) Create designs of objects or technological systems to solve problems or take advantage of
EITHER. Class
opportunities: representing their ideas through freehand drawings, technical drawing or using ICT
learning. - analyzing and modifying products
- Demonstrate a willingness to develop your creativity, experimenting, imagining and thinking
Attitudes divergently.
Skills - Create designs of objects or technological systems.

Achievement - They design improvements for existing products freehand or using ICT.
20
 CLASSROOM PLANNING

- They propose changes to existing objects through sketches.

- Make changes to objects or technological systems, for example, creating additional accessories or
indicators adjusting their function or number of parts.
They draw design ideas using sketches, sketches, main views or TIC.

LEARNING ACTIVITIES
Start Development Closing
The teacher greets the students and waits Students propose changes to the design of The teacher investigates the main
for them to take out their notebooks, to a classroom chair. The teacher reminds difficulties that the students
be silent and organized to begin. them to consider: Regarding their encountered in the design process.
functionality: What will the students do Together with the students, they
They remember the previous class while using those chairs? What is more reflect on it. The teacher shares his
remembering the concept of function, the important: that they are comfortable or appreciations, generating a dialogue
teacher expresses that objects comply resistant? Can they be cleaned easily? with the students. Finally, he thanks
with certain principles which are called Regarding the aesthetic aspect: How him for the work done and ends his
technological principles, among them are should it look? What colors would it have? class.
anointing, aesthetics, ergonomics, etc. Would there be many or few?
Briefly describing each of them.
They then make a sketch to communicate
Explain the activity to be carried out, the general ideas of the new chair in
pointing out that they will make terms of shape, size and color. They draw
innovations to an object by modifying its it in three views: profile view, plan view -
design, whether functional or aesthetic. elevation view.

Finally, they draw an exploded drawing,

which must show the number of parts and
numbered pieces that make up the object.

Constantly monitor, walking around the room, observing the development of the
activity. During monitoring, record observations that seem relevant to you and that
EVALUATION ACTIVITIES allow you to address observed concerns and/or promote outstanding attitudes
among students.

Marker.
EDUCATIONAL RESOURCES

BLOOM – ANDERSON LEVELS WORKED

REMEMBER GRASP APPLY ANALYZE ASSESS CREATE

x x x x x

CLASS DESIGN NO: 15

SUBJECT Technologic education COURSE 5 BASIC SEMESTER 1

TEACHER) DATE HOURS 1

II UNIT.
Unit/content - Technological systems in terms of their appearance, shape and dimensions.
Plani ficate the elaboration of technological objects, incorporating the sequence of actions,
EITHER. Class
materials, tools, techniques and security measures necessary or alternatives to achieve the desired
learning. result, discussing the environmental and social implications of the resources used. (LO2)
- Demonstrate curiosity about the technological environment and willingness to inform yourself and
Attitudes explore its various uses, operation and materials.
- Critically analyze functional aspects of technological objects such as shape, texture and color,
Skills among others.

21
 CLASSROOM PLANNING

Achievement
- They answer questions about the composition of technological objects.
indicators

LEARNING ACTIVITIES
Start Development Closing
Students carry out guided reading of the
guide (try to have several students go out Through examples and teacher-led
The teacher greets the students and and read). From reading, students questions, students differentiate
explains the activity to be carried out, establish differences between property between property and characteristic.
which consists of developing a guide on and characteristic. The teacher clarifies
the properties of materials. He points out doubts that arise during reading. Then he
that they will read the guide and then invites them to develop the activities
analyze some objects based on function, individually.
their characteristics, and the properties of
their materials. At the end of the allotted time, the
students share their answers, dialoguing
*Try to assign students to collaborate with based on the answers of others.
you in delivering the material to make
efficient use of time. *Assign the times for the development of
the activity, considering time for joint
review.
During monitoring, record observations that seem relevant to you and that allow
you to address observed concerns and/or promote outstanding attitudes among
students. To grade, review the students' work and convert their answers into a
EVALUATION ACTIVITIES score by completing the rating scale, then convert the score to a grade. *Consider it
very important to socialize what criteria you will observe during the evaluation.

Work guide n°1 session 15. PRINTED COPY BACK

EDUCATIONAL RESOURCES

BLOOM – ANDERSON LEVELS WORKED

REMEMBER GRASP APPLY ANALYZE ASSESS CREATE

x x x x

CLASS DESIGN NO: 16

SUBJECT Technologic education COURSE 5 BASIC SEMESTER 1

TEACHER) DATE HOURS 1

II UNIT.
- Characteristics of an object in terms of its function, application or design - Creation of
Unit/content technological objects - Technological systems in terms of its appearance, shape and dimensions -
Technological object from a technical and functional point of view.
Plan the development of technological objects, incorporating the sequence of actions, materials,
EITHER. Class
tools, techniques and security measures necessary or alternatives to achieve the desired result,
learning. discussing the environmental and social implications of the resources used. (LO2)
Attitudes - Demonstrate a willingness to develop their creativity, experimenting, imagining and thinking
22
 CLASSROOM PLANNING

divergently.
- Communicate innovation proposals to a technological object or system to the course.
Skills - Create designs of objects or technological systems.
- Sequence and detail the actions necessary to create a technological object.
- They select the necessary materials and tools according to each of the pieces or parts of the object
Achievement
that they want to make.
indicators - They select the techniques necessary to make an object.
- They answer questions about planning processes for technological objects.

LEARNING ACTIVITIES
Start Development Closing
The teacher explains that, to
The teacher challenges them to plan the
successfully complete this task, they
The teacher greets the students and making of a toy for blind children. They
must plan carefully; for example:
receive a guide that guides the work to be
explains the activity to be carried out, establishing assignments or those in
done.
which consists of developing a project charge of certain tasks and
where they will make a toy. It indicates determining the materials and tools to
From the development of the work from
be used. Finally, he tells them that in
that they will be given a work guideline the design of a project, the students
the next class they must finish the
that they must complete with what is determine needs, design of an object,
work and then they will share with
being requested. During this process it is materials that could be used, and the
their classmates.
made clear to them that they must most relevant aspects to consider.
consider the duration of the project, costs, The teacher removes the work to
Finally, they determine the necessary
materials, tools. return it the next class.
tools, budgets and times for their
execution, and propose a sequence of
actions.
During the monitoring, complete the appreciation scale present in the work guide,
record observations that seem relevant and that allow you to address observed
concerns and/or promote outstanding attitudes among students. To grade students'
EVALUATION ACTIVITIES work, convert their assessments into scores and compare them with the
corresponding grading scale. *Consider it very important to socialize what criteria
you will observe during the evaluation.

Work guide n°2 session 16-17. PRINTED COPY BACK.

EDUCATIONAL RESOURCES

BLOOM – ANDERSON LEVELS WORKED

REMEMBER GRASP APPLY ANALYZE ASSESS CREATE

x x x x x x

CLASS DESIGN NO: 17

SUBJECT Technologic education COURSE 5 BASIC SEMESTER 1

TEACHER) DATE HOURS 1

II UNIT.
- Characteristics of an object in terms of its function, application or design - Creation of
Unit/content technological objects - Technological systems in terms of its appearance, shape and dimensions -
Technological object from a technical and functional point of view.

23
 CLASSROOM PLANNING

Plan the development of technological objects, incorporating the sequence of actions, materials,
EITHER. Class
tools, techniques and security measures necessary or alternatives to achieve the desired result,
learning. discussing the environmental and social implications of the resources used. (LO2)
- Demonstrate a willingness to develop your creativity, experimenting, imagining and thinking
Attitudes divergently.
- Communicate innovation proposals to a technological object or system to the course.
Skills - Create designs of objects or technological systems.
- Sequence and detail the actions necessary to create a technological object.
- They select the necessary materials and tools according to each of the pieces or parts of the object
Achievement
that they want to make.
indicators - They select the techniques necessary to make an object.
- They answer questions about planning processes for technological objects.

LEARNING ACTIVITIES
Start Development Closing
After comparing and discussing the
Students complete their work in the time proposals of several students, the
The teacher greets the students and
assigned by the teacher. Then they discuss teacher determines that each project
promptly calls them to work, delivers the
their projects verbally with their must be closely related to the initial
work guides and remembers the activity
classmates, receiving opinions regarding need, and that each step it
started in the previous class.
each proposal. They justify their design contemplates is important for the
and/or reflect on the arguments of the success of the proposed goal.
other teams. Congratulate the effort made and end
the class.
During the monitoring, complete the appreciation scale present in the work guide,
record observations that seem relevant and that allow you to address observed
concerns and/or promote outstanding attitudes among students. To grade students'
EVALUATION ACTIVITIES work, convert their assessments into scores and compare them with the
corresponding grading scale. *Consider it very important to socialize what criteria
you will observe during the evaluation.

EDUCATIONAL RESOURCES Work guide n°2 session 16-17

BLOOM – ANDERSON LEVELS WORKED

REMEMBER GRASP APPLY ANALYZE ASSESS CREATE

x x x x x x

24
 CLASSROOM PLANNING

SECOND SEMESTER

CLASS DESIGN NO: 20

SUBJECT Technologic education COURSE 5th grade SEMESTER 2

TEACHER) DATE HOURS 1

III UNIT.
Unit/content - Advantages and disadvantages of a product compared to other similar ones.
EITHER. Class - Develop a technological product to solve problems and take advantage of opportunities, selecting
learning. and demonstrating mastery in the use of: techniques and tools; and use of materials.
- Demonstrate personal initiative and entrepreneurship in the creation and design of innovative
Attitudes technologies.
- Analyze and describe the concepts of security, efficiency, ease of use and maintenance of a
Skills technological object.

25
 CLASSROOM PLANNING

Achievement
- They dialogue and point out ideas about technological objects and their uses.
indicators

LEARNING ACTIVITIES
Start Development Closing
The teacher greets the students and waits Students receive their work guide and The students reflect on what aspects
for them to take out their notebooks, to analyze a situation in which the best should be considered to be prepared
be silent and organized to begin. option must be selected using a in emergency situations, what they
technological object that allows them to should consider to have the use of the
The students remember the topics solve it. Invite students to share their flashlight available, and finally ask how
covered in the previous unit, explain to reflections out loud. For this, the teacher the creation of technological objects
them that everything learned will be very will be a mediator in the dialogue. allows us to satisfy needs.
important in this new unit, since they will They then identify important milestones Congratulate the work done.
work on making some objects such as a before the creation of the lantern,
flashlight, which in this case will be commenting on the benefits of each
assembled with an electric circuit. To innovation in the time of portable light:
introduce the class, students name some torch, candle, fuel lamp and lantern. Ask
natural phenomena or situations that can them to analyze the drawbacks of each of
cause emergencies and make a list of these objects. They reflect on the
them. For example, overflowing question: Why did the invention of the
rivers ,volcano eruption, fires, gas leaks, flashlight represent a revolutionary
storms, earthquakes, etc. Then they innovation? Allow the dialogues to be
analyze different solutions to the possible expanded and the most relevant
problems they may cause. conclusions or contributions recorded on
the board. Finally, students recognize
different variants of flashlights that allow
them to describe different uses for the
same object.
Constantly walk around the classroom, recording observations that seem relevant
EVALUATION ACTIVITIES to you and that allow you to address observed concerns and/or promote
outstanding attitudes among students.

WORK GUIDE 3 – PRINTED COPY BACK.

EDUCATIONAL RESOURCES Flashlight to display.

BLOOM – ANDERSON LEVELS WORKED

REMEMBER GRASP APPLY ANALYZE ASSESS CREATE

x x x x x

CLASS DESIGN NO: 21

SUBJECT Technologic education COURSE 5th grade SEMESTER 2

TEACHER) DATE HOURS 1

III UNIT.
Unit/content - Stages of the production process.
- Selection of materials and tools to make a product.
- Develop a technological product to solve problems and take advantage of opportunities, selecting and demonstrating
EITHER. Class learning.
mastery in the use of: techniques and tools; and use of materials.

Attitudes - Demonstrate personal initiative and entrepreneurship in the creation and design of innovative technologies.

- Establish relationships between the properties of the materials and the finishes that have been used to manufacture the
Skills
object.

26
 CLASSROOM PLANNING

- They design a technological object, considering the appropriate materials and tools
Achievement indicators
-They design innovative technological objects with given materials.

LEARNING ACTIVITIES
Start Development Closing
The teacher greets Have students talk about what parts they recognize in a flashlight and how they imagine it works. Then they receive Finally, some
the students and their work guide based on the proposed activities, identify their component parts, which they organize in a breakdown students draw
waits for them to table. Later, based on different sketches, they design the model of their flashlight considering the component parts. In their ideas on
take out their this sense, it is the teacher who motivates the students by awakening their interest in creating, telling them about the board
notebooks, to be how with intelligence and creativity they can create solutions and adaptations of objects so that they better fulfill one indicating
silent and organized function or another, depending on the problem that they want to solve. Give them an example of the different types what function
to begin. of interiors present in the text and their specific uses: illuminating a lock, a tent, paths, a work below the ground. ra, they will give
etc. Each of these solutions was created when people perceived that the initial solution did not fully adapt to a to their
The students know particular problem. flashlight, they
the objective of the Finally, they determine what actions will be carried out at each stage of creating an object. comment on
class. The teacher the main
asks the question: in difficulties in
what way can a this activity,
flashlight turn on its and the work
light? Why or how done is
does this happen? congratulated.
They watch video
about simple
electrical circuits and
make comments
contributing with
their experiences in
this regard.

*It is suggested that

students observe and
manipulate a
flashlight similar to
the one used in the
animation:
disassemble the
flashlight and show
them the different
components, ask
them to name the
components and
indicate their
function.

EVALUATION Constantly walk around the classroom, recording observations that seem pertinent to you and that allow you to address observed
ACTIVITIES concerns and/or promote outstanding attitudes among students. It is suggested that this activity be graded.

EDUCATIONAL VIDEO 1
RESOURCES WORK GUIDE 4 – PRINTED COPY BACK.

BLOOM – ANDERSON LEVELS WORKED

CR
REME ASSE
GRASP APPLY ANALYZE EA
MBER SS
TE
x x x x x x

CLASS DESIGN NO: 22

SUBJECT Technologic education COURSE 5th grade SEMESTER 2

TEACHER) DATE HOURS 1

III UNIT.
Unit/content - Stages of the production process.
- Selection of materials and tools to make a product.
- Develop a technological product to solve problems and take advantage of opportunities, selecting and demonstrating
EITHER. Class learning.
mastery in the use of: techniques and tools; and use of materials.
› Demonstrate a willingness to work as a team, collaborate with others and accept advice and criticism.
Attitudes
› Demonstrate personal initiative and entrepreneurship in the creation and design of innovative technologies.

27
 CLASSROOM PLANNING

Skills - Investigate procedures necessary to produce a certain product.

- They design a technological object, considering the appropriate materials and tools
Achievement indicators
- They design innovative technological objects with given materials.

LEARNING ACTIVITIES
Start Development Closing
The teacher greets Students receive their work guide with which they investigate different types of flashlights. Ask them to read the Finally, they
the students and instructions carefully to complete a table with the main characteristics and uses of flashlights and to analyze situations share their
waits for them to that they must solve. Give them the time necessary to work, review it and correct it with each other. main
take out their findings.
notebooks, to be Praise them
silent and for their
organized to begin. work and
The students remind them
remember the to bring
previous class, materials for
name the parts of the next
a flashlight and class to
how they work, make their
and remember own
types of flashlights. flashlight.
The teacher
delivers the class
objective, gives the
work guide and
they move to the
computer lab to
work in pairs.

EVALUATION Constantly walk around the classroom, recording observations that seem pertinent to you and that allow you to address observed
ACTIVITIES concerns and/or promote outstanding attitudes among students. It is suggested that this activity be graded.

EDUCATION
AL Computer laboratory with internet access and WORK GUIDE 5 – PRINTED COPY BACK.
RESOURCES

BLOOM – ANDERSON LEVELS WORKED

REM CR
ASS
EMB GRASP APPLY ANALYZE EA
ESS
ER TE
x x x x x

CLASS DESIGN NO: 23

SUBJECT Technologic education COURSE 5th grade SEMESTER 2

TEACHER) DATE HOURS 1

III UNIT.
Unit/content - Stages of the production process.
- Evaluation of the quality of technological objects regarding safety, efficiency, ease of use and maintenance.
- Develop a technological product to solve problems and take advantage of opportunities, selecting and demonstrating
mastery in the use of: techniques and tools; and use of materials.
EITHER. Class learning.
- Test and evaluate the quality of one's own or others' work, individually or in teams, applying operating, technical,
environmental, aesthetic and safety criteria, and discussing their results and ideas for improvement.

28
 CLASSROOM PLANNING

Attitudes - Demonstrate personal initiative and entrepreneurship in the creation and design of innovative technologies.

- Prepare products, using various techniques.

- Evaluate the quality of various objects in terms of their efficiency, safety, ease of use and maintenance.
Skills
- Establish relationships between the properties of the materials and the finishes that have been used to manufacture the
object.
- They make a technological object, using the appropriate materials and tools.
- They use appropriate materials, techniques and tools to create a specific technological object.
- They create innovative technological products with given materials.
Achievement indicators
- They test objects of their own creation or those of others to determine if they meet their purpose.
- They evaluate and perform tests, using performance criteria.
- They dialogue and point out ideas to improve technological objects, individually and collaboratively.

LEARNING ACTIVITIES
Start Development Closing
The teacher greets the students and waits for them to take out their notebooks, to be silent The teacher diagrams a simple circuit on the To finish, the
and organized to begin. blackboard with the help of the students, students
The students know the objective of the class. Before starting the construction activity, invite names the materials that make it up, review their
students to indicate which elements they recognize in the parts of a lantern. They suggest describes its specific function, for example object and
noting the names they give, and then contrasting their answers with the parts that will be the battery (energy generator), the wire evaluate that
made. (conductor of electricity), the, etc. it works as it
Remember with the students the knowledge should. They
they have been incorporating around this discuss and
topic. It is important that you let them point out
recognize the elements of the circuit, before ideas to
starting the work. improve
Students build their lantern following the technological
steps determined for each stage. objects,
individually
and
collaborativel
y. Then
consider the
self-
assessment
guideline for
evaluating
personal
work.
Congratulate
the work
done and rate
it.
Constantly walk around the classroom, recording observations
that seem relevant to you and that allow you to address
EVALUATION ACTIVITIES
observed concerns and/or promote outstanding attitudes
among students. It is suggested to rate this activity.
Cardboard, wire, batteries, light bulb, switch, insulating strip,
elements to decorate, other adhesives such as silicone or cold
EDUCATIONAL RESOURCES
glue. Transparent mica (depending on the model to be built).
WORK GUIDE 6- PRINTED COPY BACK

BLOOM – ANDERSON LEVELS WORKED

ASSES CRE
REMEMBER GRASP APPLY ANALYZE
S ATE

x x x x x x

CLASS DESIGN NO: 24

SUBJECT Technologic education COURSE 5th grade SEMESTER 2

TEACHER) DATE HOURS 1

III UNIT.
Unit/content - Stages of the production process.
- Selection of materials and tools to make a product.

29
 CLASSROOM PLANNING

- Test and evaluate the quality of one's own or others' work, individually or in teams, applying
EITHER. Class
operating, technical, environmental, aesthetic and safety criteria, and discussing their results and
learning. ideas for improvement.
- Demonstrate personal initiative and entrepreneurship in the creation and design of innovative
Attitudes technologies.
- Investigate procedures necessary to produce a certain product.
- Investigate the behavior of an object in relation to its functionality, safety and durability.
Skills - Establish relationships between the properties of the materials and the finishes that have been
used to manufacture the object.
- They analyze technological products according to given criteria (morphological, aesthetic,
Achievement
functional, technical, economic, safety).
indicators - Evaluate the materials of technological objects.

LEARNING ACTIVITIES
Start Development Closing
The teacher greets the Students observe everyday objects, establishing their Finally, they systematize the
students and waits for them to materials, the shape and structure of an everyday object; For responses to draw up a
take out their notebooks, to be example: a pencil, a pencil case, a ruler, a spoon or a fork, conclusion of the activity that
silent and organized to begin. among others. For this, they use criteria of structure (simple includes the results of their
The students know the or compound), shape (linear, flat, volumetric), size and color exploration as evidence to
objective of the class. They or texture. Complete the following table. support the argument.
comment on the activity Congratulate the work done
previously carried out. They are Object Materials Shape Structure
then invited to name objects in 1
the environment and briefly 2
describe their materials. They
are told that the activity will be Then, they establish the changes or damage suffered by an
carried out in the computer object due to its daily use and exposure to the environment.
laboratory, so they are They investigate and record in their notebook the wear and
reminded of the rules for its tear to which it is exposed, as a result of heat, humidity, dust,
use. friction, blows, among others. . Finally, they evaluate, by
exploring the Internet, whether the objects analyzed were
made with materials appropriate for their use, answering
questions such as: Is the material that makes up the object
resistant enough? Is it flexible enough? How could it be
improved? Could the structure or shape be improved to make
an object stronger? If the material or design is changed,
would the object be more expensive or cheaper?
Constantly walk around the classroom, recording observations that seem relevant to
EVALUATION ACTIVITIES you and that allow you to address observed concerns and/or promote outstanding
attitudes among students.

EDUCATIONAL RESOURCES Computer laboratory with internet access.

BLOOM – ANDERSON LEVELS WORKED

REMEMBER GRASP APPLY ANALYZE ASSESS CREATE

x x x x x
CLASS DESIGN NO: 25

SUBJECT Technologic education COURSE 5th grade SEMESTER 2

TEACHER) DATE HOURS 1

III UNIT.
- Evaluation of the quality of technological objects regarding safety, efficiency, ease of use and
Unit/content maintenance.
- Properties and behavior of materials used to manufacture an object.
EITHER. Class - Test and evaluate the quality of one's own or others' work, individually or in teams, applying
operating, technical, environmental, aesthetic and safety criteria, and discussing their results and
30
 CLASSROOM PLANNING

learning. ideas for improvement.

- Demonstrate personal initiative and entrepreneurship in the creation and design of innovative
Attitudes technologies.
- Analyze and describe the concepts of security, efficiency, ease of use and maintenance of a
technological object.
- Evaluate the quality of various objects in terms of their efficiency, safety, ease of use and
Skills maintenance.
- Investigate the behavior of an object in relation to its functionality, safety and durability.
- Establish relationships between the properties of the materials and the finishes that have been
used to manufacture the object.
- They analyze technological products according to given criteria (morphological, aesthetic,
Achievement
functional, technical, economic, security).
indicators - Evaluate the materials of technological objects.

LEARNING ACTIVITIES
Start Development Closing
The teacher greets the The teacher explains that objects can be analyzed from Finally, the students comment on
students and waits for them to different criteria such as anatomical and morphological, their conclusions in relation to
take out their notebooks, be he explains each criterion and records it on the the objects proposed for analysis,
quiet and organized to begin. blackboard: anatomical What is it like? Morphological information that is systematized
The students know the What shape does it have? Functional, how does it work? by the teacher or a student on
objective of the class, the Technician, how is it done? What materials have been the blackboard. Congratulate the
teacher asks them to observe used? Economical, how much does it cost? Sociological, work done.
an object (chair) and comment what need does it cover? historical and aesthetic.
by raising their hand about Exemplifying with the observation of an everyday object.
what they see. The students OBJECT
share their opinion, to which CRITERION 1 2 3 4 5
the teacher points out that the Morphologic
observation and description Anatomical
they are making corresponds to Functionality
a description that refers to Technical
different criteria and knowing Economic
them, multiple analyzes can be Sociological
carried out on the things Historical
already created. Aesthetic

The students transcribe the table in their notebook and

select 5 objects from the classroom and complete the
requested information.
Constantly walk around the classroom, recording observations that seem relevant
EVALUATION ACTIVITIES to you and that allow you to address observed concerns and/or promote
outstanding attitudes among students.

EDUCATIONAL RESOURCES Student notebooks and everyday objects to be observed.

BLOOM – ANDERSON LEVELS WORKED

REMEMBER GRASP APPLY ANALYZE ASSESS CREATE

CLASS DESIGN NO: 26

SUBJECT Technologic education COURSE 5th grade SEMESTER 2

TEACHER) DATE HOURS 1

III UNIT.
- Evaluation of the quality of technological objects regarding safety, efficiency, ease of use and
Unit/content maintenance.
- Properties and behavior of materials used to manufacture an object.
EITHER. Class - Test and evaluate the quality of one's own or others' work, individually or in teams, applying
31
 CLASSROOM PLANNING

operating, technical, environmental, aesthetic and safety criteria, and discussing their results and
learning. ideas for improvement.
- Demonstrate personal initiative and entrepreneurship in the creation and design of innovative
Attitudes technologies.
- Analyze and describe the concepts of security, efficiency, ease of use and maintenance of a
technological object.
- Evaluate the quality of various objects in terms of their efficiency, safety, ease of use and
Skills maintenance.
- Investigate the behavior of an object in relation to its functionality, safety and durability.
- Establish relationships between the properties of the materials and the finishes that have been
used to manufacture the object.
- They analyze technological products according to given criteria (morphological, aesthetic,
Achievement
functional, technical, economic, security).
indicators - Evaluate the materials of technological objects.

LEARNING ACTIVITIES
Start Development Closing
The teacher greets the students and waits The teacher explains the importance of Finally, they comment on their
for them to take out their notebooks, to glue in numerous technological objects of conclusions to the rest of their
be silent and organized to begin. daily use. Then the students investigate classmates. The teacher systematizes
The students know the objective of the the union of materials in objects in the the information on the blackboard.
class, then the teacher suggests that they environment, differentiating those that Congratulate the work done.
observe an everyday object, for example a include different kinds of glues and those
cardboard box, and identify what it is that do not.
joined to. When they propose glue as an They research about different types of
element to join pieces, indicate that they glues and their ways of use; for example:
will analyze it based on its functionality, cold glue, plastic welding, adhesives based
ways of use and the care that people must on polychloroprene, silicone. They
take when using it. recognize risk prevention measures in the
use of glues, such as avoiding direct
contact, having adult supervision and
adequate ventilation. They evaluate the
quality of the bonding on the investigated
objects, using aesthetic and functional
criteria.
Constantly walk around the classroom, recording observations that seem relevant
EVALUATION ACTIVITIES to you and that allow you to address observed concerns and/or promote
outstanding attitudes among students.

EDUCATIONAL RESOURCES Computer laboratory with internet access.

BLOOM – ANDERSON LEVELS WORKED

REMEMBER GRASP APPLY ANALYZE ASSESS CREATE

x x x x x

CLASS DESIGN NO:

27

SUBJECT Technologic education COURSE 5th grade SEMESTER 2

TEACHER) DATE HOURS 1

III UNIT.
- Evaluation of the quality of technological objects regarding safety, efficiency, ease of use and
Unit/content maintenance.
- Properties and behavior of materials used to manufacture an object.
- Advantages and disadvantages of a product compared to other similar ones.
EITHER. Class - Test and evaluate the quality of one's own or others' work, individually or in teams, applying
operating, technical, environmental, aesthetic and safety criteria, and discussing their results and
32
 CLASSROOM PLANNING

learning. ideas for improvement.

- Demonstrate personal initiative and entrepreneurship in the creation and design of innovative
Attitudes technologies.
- Research about different technological objects.
- Analyze and describe the concepts of security, efficiency, ease of use and maintenance of a
technological object.
Skills - Evaluate the quality of various objects in terms of their efficiency, safety, ease of use and
maintenance.
- Investigate the behavior of an object in relation to its functionality, safety and durability.
- They obtain information about technological products to evaluate them.
Achievement - They analyze technological products according to given criteria (morphological, aesthetic,
indicators functional, technical, economic, security).
- Evaluate the materials of technological objects.

LEARNING ACTIVITIES
Start Development Closing
The teacher greets the students and waits Students research on the Internet To finish, the students share their
for them to take out their notebooks, to obtaining information about the evolution conclusions aloud, commenting on
be silent and organized to begin. of the oven over time. The teacher their answers. During this action the
The students know the objective of the highlights that human beings have been teacher systematizes the information
class, to activate their knowledge they incorporating modern techniques that on the blackboard. Compliment the
remember the activities carried out in the facilitate the development of food students' work.
previous class, naming the analysis criteria preparation tasks.
to which the technological objects can be Then in their notebook they make a
subjected. timeline in which they locate the main
milestones in the improvement of the
ovens, they make drawings to represent
them.
Once the first activity is finished, they
compare between the clay oven and the
microwave in terms of how they are used,
the materials, the effort required, the fuel
and the time used in each one; They then
present their conclusions to the course.
Finally, they recognize the advantages and
disadvantages of current ovens compared
to older ones.
Constantly walk around the classroom, recording observations that seem relevant
EVALUATION ACTIVITIES to you and that allow you to address observed concerns and/or promote
outstanding attitudes among students.

EDUCATIONAL RESOURCES Computer laboratory with internet access

BLOOM – ANDERSON LEVELS WORKED

REMEMBER GRASP APPLY ANALYZE ASSESS CREATE

x x x x x

CLASS DESIGN NO: 28

SUBJECT Technologic education COURSE 5th grade SEMESTER 2

TEACHER) DATE HOURS 1

33
 CLASSROOM PLANNING

IV UNIT.
Unit/content - Views of an object.
- Create designs of technological objects or systems to solve problems or take advantage of
EITHER. Class
opportunities: from various technological fields and topics from other subjects; analyzing and
learning. modifying fiandoproducts.
- Demonstrate curiosity about the technological environment, and willingness to inform yourself
and explore its various uses, functioning and materials.
Attitudes - Demonstrate a willingness to develop your creativity, experimenting, imagining and thinking
divergently.
- Represent ideas through sketches, sketches, diagrams or through the use of software associated
Skills with graphic representation.
Achievement -They know information related to the object they need to implement, such as the need to be
indicators covered, advantages and disadvantages offered by the current design.

LEARNING ACTIVITIES
Start Development Closing
The teacher greets the students and The teacher talks about the game and comments that this is a To finish and find
waits for them to take out their right of children, number 7, which establishes that "Every child out the motivation
notebooks, to be silent and has the right to receive free and compulsory education at least in of the students with
organized to begin. the first stages of his life. In addition, he has the right to enjoy
the project,
Present this fourth unit, games and entertainment that are oriented towards his comment on the
remembering what was done in the education." As a whole, the students talk about it. Discuss the parts of the
three previous units. Remember that games you can play at school, and which ones you think are rollercoaster and so
you carried out the complete missing to have more fun at recess. that they start
process of creating a technological Then, repeat the games they named, and mention the different thinking about the
object and that now in this unit you ones, for example: paddles, balls, bicycles, skates, swings, bars, elements that they
will be able to carry out the boards, clubs, football, etc. Then, ask them to refer to how they will have to consider
complete process around a single were built, what materials and tools they used, the advantages in the subsequent
object, which in this case will be the and disadvantages of those materials, which ones they like best, preparation process.
making of a game. and which games they will be easy to make. It is suggested to
The teacher comments that their favorite game is the roller show pictures with
coaster and that he challenges them to make one so he can play roller coasters.
with it and a ball. Invite them to think
about how they will
do theirs.
Constantly walk around the classroom, recording observations that seem relevant to you
EVALUATION ACTIVITIES and that allow you to address observed concerns and/or promote outstanding attitudes
among students.

EDUCATIONAL RESOURCES Sheet with images. ANNEX 1 – PRINTED COPY BACK.

BLOOM – ANDERSON LEVELS WORKED

REMEMBER GRASP APPLY ANALYZE ASSESS CREATE

x x x x

CLASS DESIGN NO: 29

SUBJECT Technologic education COURSE 5th grade SEMESTER 2

TEACHER) DATE HOURS 1

IV UNIT.
Unit/content - Views of an object.
- Planning of the product manufacturing process.
EITHER. Class - Create designs of objects or technological systems to solve problems or take advantage of
34
 CLASSROOM PLANNING

opportunities: from various technological fields and topics from other subjects; analyzing and
learning. modifying ficandoproducts
- Demonstrate curiosity about the technological environment, and willingness to inform yourself
and explore its various uses, functioning and materials.
- Demonstrate willingness to develop your creativity, experimenting, imagining and thinking
Attitudes divergently.
- Demonstrate a willingness to work as a team, collaborate with others and accept advice and
criticism.
- Represent ideas through sketches, sketches, diagrams or through the use of software associated
with graphic representation.
Skills - Teamwork to determine those responsible for each of the stages necessary to develop a
technological object.
- Sequence and detail the actions necessary to create a technological object.
- They select the necessary materials and tools according to each of the pieces or parts of the object
Achievement that they want to make.
indicators - They select the techniques necessary to make an object.
- They establish the actions, materials, tools, techniques and security measures necessary to achieve
the desired result.

LEARNING ACTIVITIES
Start Development Closing
The teacher greets the students and waits The students receive the work guide with Finally, the teacher asks what
for them to take out their notebooks, to it, they remember the rights of the child difficulties they can visualize for the
be silent and organized to begin. reviewed in the previous class, together construction of their object, guiding
Students remember the challenge from they reflect on the question of what each answer to guide a better
the previous class and ask if they have benefit the game can have for a person, determination of materials and tools.
thought about how to approach it, listen and they comment out loud on their Finally, he reminds them that they
to students' ideas, through questions answers. must bring their materials to work on
guide the activity, for example, how many Then they learn about the characteristics in the next class.
curves will it have? What materials could of roller coasters and the energies
it be made of? Among other. involved in the process. The teacher
clarifies each of them (pay attention to
the questions and solve them by giving
examples).
They begin to design their work in small
groups of no more than four members,
drawing their mountain in various views.
Then they determine advantages and
disadvantages of the material that has
been required for its construction
(cardboard) and finally determine the
actions that must be carried out at each
construction stage.
Constantly walk around the classroom, recording observations that seem relevant
EVALUATION ACTIVITIES to you and that allow you to address observed concerns and/or promote
outstanding attitudes among students.

EDUCATIONAL RESOURCES WORK GUIDE 7 – PRINTED COPY BACK.

BLOOM – ANDERSON LEVELS WORKED

REMEMBER GRASP APPLY ANALYZE ASSESS CREATE

x x x x x x
CLASS DESIGN NO: 30

SUBJECT Technologic education COURSE 5th grade SEMESTER 2

TEACHER) DATE HOURS 1

35
 CLASSROOM PLANNING

IV UNIT.
Unit/content - Product construction.
- Measuring, marking, tracing, joining, cutting tools.
EITHER. Class - Develop a technological product to solve problems and take advantage of opportunities, selecting
learning. and demonstrating mastery in the use of: techniques and tools; materials.
- Demonstrate a willingness to develop your creativity, experimenting, imagining and thinking
divergently.
Attitudes - Demonstrate a willingness to work as a team, collaborate with others and accept advice and
criticism.
- Teamwork to determine those responsible for each of the stages necessary to develop a
Skills technological object.
- They recognize the procedures necessary to produce a certain product.
- They use the appropriate techniques and tools to transform materials.
Achievement
- They use the appropriate materials to make a specific technological object.
indicators - They make a product, correctly applying techniques, such as measuring, marking, cutting, joining,
gluing, painting, among others.

LEARNING ACTIVITIES
Start Development Closing
The teacher greets the students and waits The students organize themselves into Once the time is up, students
for them to take out their materials, be their respective groups, organize the comment on the main difficulties
quiet and orderly to begin. tables to start working. encountered in the process,
The teacher remembers the objective of They use the available time in a establishing ideas to overcome them
the activity and motivates the students to responsible and orderly manner to in the next class. They are reminded
do a good job. Assign the times for the achieve the objective, in which they that the next class bring the
development of the work, considering this measure, cut, assemble, join, assemble, decorative elements to give a good
as the first case for making the roller etc. finish to their work. Congratulate the
coaster (there will be two classes to make It is suggested that they propose that as work done.
it and one to demonstrate its use and they progress with the creation they can
evaluate the object) evaluate whether the ball does what they
thought so that they can improve their
work.
Constantly walk around the classroom, recording observations that seem relevant
EVALUATION ACTIVITIES to you and that allow you to address observed concerns and/or promote
outstanding attitudes among students. It is suggested to rate this activity.

Cardboard, tubes, glue, Scoch, scissors, ruler among others.

EDUCATIONAL RESOURCES WORK GUIDE 8 – PRINTED COPY BACK.

BLOOM – ANDERSON LEVELS WORKED

REMEMBER GRASP APPLY ANALYZE ASSESS CREATE

x x x x x x

CLASS DESIGN NO: 31

SUBJECT Technologic education COURSE 5th grade SEMESTER 2

TEACHER) DATE HOURS 1
36
 CLASSROOM PLANNING

IV UNIT.
Unit/content - Product construction.
- Measuring, marking, tracing, joining, cutting tools.
EITHER. Class - Develop a technological product to solve problems and take advantage of opportunities, selecting
learning. and demonstrating mastery in the use of: techniques and tools; materials.
- Demonstrate a willingness to develop your creativity, experimenting, imagining and thinking
divergently.
Attitudes - Demonstrate a willingness to work as a team, collaborate with others and accept advice and
criticism.
- Teamwork to determine those responsible for each of the stages necessary to develop a
Skills technological object.
- They recognize the procedures necessary to produce a certain product.
- They use the appropriate techniques and tools to transform materials.
Achievement
- They use the appropriate materials to make a specific technological object.
indicators - They make a product, correctly applying techniques, such as measuring, marking, cutting, joining,
gluing, painting, among others.

LEARNING ACTIVITIES
Start Development Closing
The teacher greets the students and waits The students organize themselves into Once the time is up, students
for them to take out their materials, be their respective groups, organize the comment on the main difficulties
quiet and orderly to begin. tables to start working. encountered in the process,
The teacher remembers the objective of They use the available time in a establishing ideas to overcome them
the activity and motivates the students to responsible and orderly manner to in the next class. They are reminded
finish their work. Remind them that this achieve the objective, in which they that in the next class they must
class must finish their work and give it a measure, cut, assemble, join, assemble, present their work and comment on
good finish by decorating and testing it so etc. Finally, they finish their work, the preparation process to the class.
that during the next class demonstration ensuring the aesthetic part for the Congratulate the work done.
everything goes smoothly. presentation of the next class.
Constantly walk around the classroom, recording observations that seem relevant
EVALUATION ACTIVITIES to you and that allow you to address observed concerns and/or promote
outstanding attitudes among students. It is suggested to rate this activity.

EDUCATIONAL RESOURCES Cardboard, tubes, glue, Scoch, scissors, ruler among others, elements to decorate.

BLOOM – ANDERSON LEVELS WORKED

REMEMBER GRASP APPLY ANALYZE ASSESS CREATE

x x x x x x

CLASS DESIGN NO: 32

SUBJECT Technologic education COURSE 5th grade SEMESTER 2

TEACHER) DATE HOURS 1

37
 CLASSROOM PLANNING

IV UNIT.
Unit/content - Technological principles (operation, technical, environmental and safety).
- Test and evaluate the quality of one's own or others' work, individually or in teams, applying
EITHER. Class
operating, technical, environmental, aesthetic and safety criteria, and discussing their results and
learning. ideas for improvement.
- Demonstrate a willingness to work as a team, collaborate with others and accept advice and
Attitudes criticism.
- Evaluate the quality of technological objects regarding safety, efficiency, ease of use and
Skills maintenance.
- They explain the result of the construction or production process of a product.
- They analyze their own technological products according to given criteria (anatomical, aesthetic,
functional, technical, economic, safety).
Achievement
- They test objects of their own creation or those of others to determine if they meet their purpose.
indicators - They evaluate and perform tests, using technical and performance criteria.
- Evaluate the materials of technological objects.
- They raise the aspects that can be improved in a technological object.

LEARNING ACTIVITIES
Start Development Closing
The teacher greets the students and waits Each group presents their roller coaster in Once the presentation is finished,
for them to sit in order to begin. a creative way. The rest of the course each group self-evaluates their
The teacher remembers the objective of participates by asking questions which are performance in the entire process of
the activity and motivates the students to resolved by the speakers. Finally, they making the roller coaster.
make a good presentation in which they evaluate the use of their work using the Congratulate the work done.
can demonstrate the efficient use of the work guide. After each presentation, the
roller coaster and explain its work and teacher delivers his/her appreciations.
finishing process. Allocate no more than 8
minutes for each presentation group.
Observe each presentation carefully, recording observations that seem relevant to
EVALUATION ACTIVITIES you and that allow you to address observed concerns and/or promote outstanding
attitudes among students.

CHECKLIST CREATED BY THE TEACHER TO EVALUATE WORK

EDUCATIONAL RESOURCES WORK GUIDE 8

BLOOM – ANDERSON LEVELS WORKED

REMEMBER GRASP APPLY ANALYZE ASSESS CREATE

x x x x x x

CLASS DESIGN NO: 33

38
 CLASSROOM PLANNING

SUBJECT Technologic education COURSE 5th grade SEMESTER 2

TEACHER) DATE HOURS 1

IV UNIT.
Unit/content - Technological solutions.
EITHER. Class - Use the Internet to access and extract information, following the teacher's instructions and
learning. considering the security of the source.
- Demonstrate curiosity about the technological environment, and willingness to inform yourself
and explore its various uses, operation and materials.
Attitudes - Demonstrate safe and responsible use of the Internet, complying with the rules given by the
teacher and respecting copyright.
Skills - Work independently and with others, forming work teams when the challenge or task requires it.
- They describe needs that the object satisfies.
Achievement
- They compare similar technological objects.
indicators - Graphically represent sketches according to technical requirements.

LEARNING ACTIVITIES
Start Development Closing
The teacher greets the students and waits To do this, the students select a Finally, the students comment on the
for them to take out their notebooks, to technological object (trying not to repeat main difficulties in approaching this
be silent and organized to begin. it between each group), use the Internet work. The teacher reminds them that
resource to search for information about in the next class they will present their
The students know the objective of the the origin of the design of the chosen work to their classmates to share the
class and go to the computer laboratory to object. information they learned.
investigate a technological object in order Students record information, make
to know the needs they satisfy, the history allusive drawings.
of its design, make sketches alluding to Finally, they organize themselves to
the object investigated and then present it transfer the information to a flipchart. In it
to their classmates with a flipchart in a they write the information and paste the
short dissertation. drawings made.
Go around the classroom recording observations that seem relevant to you and that
EVALUATION ACTIVITIES allow you to address observed concerns and/or promote outstanding attitudes
among students. It is suggested to rate this activity.

EDUCATIONAL RESOURCES Computer laboratory, craft paper, markers, colored pencils and white sheets.

BLOOM – ANDERSON LEVELS WORKED

REMEMBER GRASP APPLY ANALYZE ASSESS CREATE

x x x x x x

39
 CLASSROOM PLANNING

CLASS DESIGN NO: 34

SUBJECT Technologic education COURSE 5th grade SEMESTER 2

TEACHER) DATE HOURS 1

IV UNIT.
Unit/content - Technological solutions.
EITHER. Class - Use the Internet to access and extract information, following the teacher's instructions and
learning. considering the security of the source.
- Demonstrate curiosity about the technological environment, and willingness to inform yourself
and explore its various uses, operation and materials.
Attitudes - Demonstrate safe and responsible use of the Internet, complying with the rules given by the
teacher and respecting copyright.
Skills - Work independently and with others, forming work teams when the challenge or task requires it.
- They describe needs that the object satisfies.
Achievement
- They compare similar technological objects.
indicators - Graphically represent sketches according to technical requirements.

LEARNING ACTIVITIES
Start Development Closing
The teacher greets the students and waits Each group presents their objects, sharing Finally, the students indicate which
for them to take out their notebooks, to information about the selected objects caught their attention more
be silent and organized to begin. technological object, the students ask than those presented by their
some questions about their classmates' classmates, arguing their answers. The
The students remember the objective of work. teacher congratulates the work done.
the class. The teacher tells them that they
will have 5 minutes to organize the
presentations.

Go around the classroom recording observations that seem relevant to you and that
EVALUATION ACTIVITIES allow you to address observed concerns and/or promote outstanding attitudes
among students. It is suggested to rate this activity.

EDUCATIONAL RESOURCES Flipchart for presentation.

BLOOM – ANDERSON LEVELS WORKED

REMEMBER GRASP APPLY ANALYZE ASSESS CREATE

x x x x x

40