Department of Science

8° GRADE SCIENCE & TECHNOLOGY ANNUAL PROGRAMME 2024

I. GENERAL DATA:
DRE Lima Metropolitana
UGEL 04 COMAS
Educational Institution LOS OLIVOS COLLEGE
AREA Science and Technology Level/ Cycle EBR- Secondary /Cycle VI
Weekly Hours 4 hrs.Biology 2hrs Physics per week Grade 8th Grade Secondary
Teacher Carola Tovar Meendoza/Paul Silva
Head of Department Carola Tovar Mendoza
Academic Coordinator Milagros Piñas
Headmaster Melissa Tejada

I. GENERAL DESCRIPTION:
The purpose of this course is to encourage students develop scientific and technological skills as well as a critical sense of wonder and curiosity about
scientific and technological endeavours. This course promotes discipline, skepticism and intellectual openness; and skills such as observation, analysis and
reflection. Students must be ready to assume a critical position on science and technology from the evaluation of socio-scientific situations, and know how to
apply scientific knowledge to solve various problems so that they may improve the quality of their own lives and the lives of others. The use of the Scientific
Method is a “MUST”.
The main target of this course is to prepare students address critically science-related societal, economic, ethical, and environmental issues by providing a
foundation in science that creates opportunities for them to pursue progressively higher levels of study. Teachers play the most significant role in helping
students achieve scientific literacy, as students also will be able to explain the physical world, based on scientific knowledge.
Design and produce technological prototypes to solve problems in their environment and build a critical position on science and technology in society is
extremely important, as the student will get closer understanding of the world from thematic fields such as: movement, force, heat, temperature, energy, and its
transformations. Other topics like: the cell as the basic unit of life, nutrition functions, nervous-endocrine coordination, reproduction and sexuality,
environmental pollution and climate change, among others will be developed during the school year, building a strong foundation for their future.

II. STANDARDS/COMPETENCES SKILLS BENCHMARKS/ACHIEVEMENTS

NO 20:  Propose situations to investigate.  Inquire from verifiable experimentally or descriptively questions and hypotheses
Research through scientific methods to build  Design strategies for inquiry. using scientific knowledge to explain causes or describe an identified
phenomenon.
knowledge  Generate and record data or information.
 Design a collecting data plan based on observations and experiments.
 Analyse data and information.
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  Assess and communicate the process and  Collect data to verify or refute the hypothesis
results of their inquiry.  Assess if the conclusions answers the hypothesis and communicates them.
 Assess reliability and interpretations of methods and the results of the
investigation.
NO 21:  Understand and use knowledge about living  Explain, based on evidence and scientific background, the qualitative and
Explain the physical world based on things, matter and energy, biodiversity, quantifiable relationships:
knowledge about living things, matter and Earth and the universe. Between electric field with the structure of the atom.
Energy with work or movement
energy, biodiversity, land and universe.  Assess the implications of the scientific and
Functions of the cell with energy and matter requirements.
technological knowledge. Natural or artificial selection with the origin and evolution of species
Flows of matter and energy on earth
Meteorological phenomena with the functioning of the biosphere.
 State arguments on social and environmental interaction of socio-scientific
situations, and/or changes in the worldview caused by the development of
science and technology.
NO. 22:  Determine an alternative technological  Design and build technological solutions by defining the scope of the
Designs and produces technological solution. technological problem and the causes that generate it and proposing alternative
prototypes to solve problems of your  Design the alternative technological solutions based on scientific knowledge. Represent the solution alternative,
environment. through diagrams or drawings including its parts or stages.
solution.
 Establish characteristics of form, structure, function and explains the procedure,
 Implement & validate the technological the resources to implement them, as well as the selected tools and materials,
solution alternative. verifies the operation of the technological solution, considering the requirements,
 Evaluate and communicate the operation detects errors in the selection of materials, inaccuracies in the dimensions,
and impacts of the technological solution procedures and makes adjustments.
alternative.  Explain the procedure, applied scientific knowledge, as well as the difficulties in
the design and implementation, evaluates the scope of its operation through tests
considering the established requirements and proposes improvements.
 Infer impacts of the technological solution

III. CALENDAR: ACADEMIC YEAR 2024

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

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IV. ORGANIZATION OF LEARNING GOALS (COMPETENCES, PERFORMANCES PER GRADE, TRANSVERSAL APPROACHES)
CYCLE VI – FIRST YEAR SECONDARY
ORGANISATION AND TIME
STANDARDS CONTENT ELABORATION DISTRIBUTION
I TERM II TERM III TERM IV TERM
Competence 20:  Formulate questions about the variables that influence a fact, phenomenon or X X X X
Research through scientific natural or technological object, and selects the one that can be investigated
methods to build knowledge. scientifically.
 State hypotheses establishing causal relationships between variables. X
 Propose procedures to observe, manipulate the independent variable, measure the
experimental variable. X X X
 Select tools, materials and instruments to collect qualitative/quantitative data.
X
Anticipate the time, personal, and workplace safety measures.
 Obtain qualitative/quantitative data from the manipulation of the independent
variable and repeated measurements of the dependent variable. X X
 Control aspects that modify experimentation. Organize the data and makes X
calculations of mode, median, proportionality or others, and represents them in X X
graphs. X
 Compare data obtained (qualitative and quantitative) to establish causal
relationships, correspondence, equivalence, belonging, similarity, difference or
others; contrasts the results with his hypothesis and scientific information to
confirm or refute his hypothesis, and draws conclusions.
 Support whether conclusions respond to the question, and whether the procedures, X X
measurements, and adjustments made contributed to demonstrate hypothesis.
 Communicate research through virtual or face-to-face media.
COMPETENCE 21:  Describe properties of matter, and explain physical and chemical changes from the X X
Explain the physical world interaction with energy transfer.
based on knowledge about  State that visible light is a region of the electromagnetic spectrum composed of
living things, matter and different length waves and frequency. X
energy, biodiversity, land  Explain the modern model of structure of the atom based on the comparison and X X
and universe. evolution of previous models. Assess the role of science and technology in that X
process.
X
 Describe qualitatively and quantitatively the movement of a body from the
application of forces by contact or distance. Example: The student describes the
X X
movement of a cyclist on a horizontal track: "The contact force that initiates the
movement of the bicycle is applied to the pedal. The bicycle travels in a straight X X X
line in a north-south direction. It travels 2 m every second ".
 Explain that the inorganic substances and biomolecules that make up the structure X
of the cell allow it to perform functions of nutrition, relationship and reproduction
for its own survival or that of the organism of which it is a part. Example: The

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 student explains that the proteins of the amoeba's cytoskeleton can assemble and
rearrange rapidly to form pseudopods that stretch their cell membrane to move and X
trap their food, surrounding it and engulfing it.
 Explain that the dynamics and sustainability of an ecosystem depend on the flow of X
matter and energy through food chains or webs.
 Describe natural protected areas as ecosystems where biodiversity and their
interrelationships are conserved, and describe the benefits ecosystems provide to
society.
 Explain how organisms from different kingdoms originate from common ancestors X
through natural selection.
 Explain how conditions considered favorable for life on Earth were generated, from
the evolution of the universe.
 Describe changes in the hydrosphere, lithosphere, and atmosphere 4.5 billion years
ago. Example: Students explain plants caused oxygen to increase in the atmosphere. X
Atmospheric C02 causes the greenhouse effect and increases the temperature. The
greenhouse effect and the water vapor in the atmosphere make the temperature
more regular, that is, less changeable, and, therefore, the weathering of the rocks
took place until turning them into particles, which gave rise to the soil that could
offer support and nutrients for plant development.
X
 Explain how the factors and elements generate the climate change that influence the
development of the diversity of life on earth.
 Explain how scientific and technological development has contributed to change
the ideas about the universe and people's lives at different historical moments. X
 Justify position regarding to situations where science and technology are questioned
due to their impact on society and the environment.
CRITERION 22:  Describe technological problems and causes that generate them. Explain an X
Designs and produces alternative technological solution based on scientific knowledge or local practices. X
technological prototypes to Show requirements that the alternative solution needs and the resources available to
solve problems of your build it. X
environment.  Represent alternative solution, with structured drawings. Describe parts or stages, X X
the sequence of steps, characteristics of form, structure and function.
X
 Select instruments, tools, resources and materials considering the environmental
impact and safety. Anticipate possible costs and execution time.
 Execute the sequence of steps of its alternative solution manipulating materials,
X X X
tools and instruments, considering safety standards.
 Verify operation of each part/stage of the technological solution; detect errors in X X
procedures or in selection of materials and make adjustments or changes according X
to the established requirements.
 Check the operation of the technological solution according to the established X
requirements.
 Explain construction, changes or adjustments made based on scientific knowledge or
local practices, and determine the environmental impact during implementation and X
use.

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

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

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

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

VII. MANAGING LEARNING AUTONOMOUSLY

CAPACITIES ACHIEVEMENT

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

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

Wonder about situations to start

matter and energy, biodiversity,

inquiry , hypothesis or research
problematic situation)

knowledge about living things,

Analyse data and information:

the operation of its alternative

Evaluates and communicates
sessions)

Evaluates the implications of

Design strategies to make an

Generate and record data or

Assess and communicate the

Implement the technological

scientific and technological
process and results of the

Determine an alternative

Design the technological

technological solution:
Earth and the universe

technological solution
Understands and uses

knowledge and work

solution alternative:

solution alternative
information
a research

research
UNIT I: BIOLOGY  The cell  Thinking
THE CELL PARTS AND  Cell parts and routines and
IMPORTANCE functions teamwork
Do all cells look alike?  Cell theory  Contrast and
Living matter is composed  Unicellular comparison
of cells, we are all aware 4 living tings charts
X X X X X X
of the great variety of sessions  Venn diagrams
living beings that exist on  Worksheets
Earth. But despite this
great biodiversity, the
structural units are the
same: “the Cell”.
UNIT I: PHYSICS  Concept of  Contrast and
SCIENTIFIC METHOD scientific comparison
Formulates questions 5 methods  Metacognition
X X X X X
about the fact. Observe sessions  Steps  Worksheets
behavior of the variables.  characteristics
Make hypotheses . and examples
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UNITS OF
MEASUREMENTS
Recognizes a magnitude,
classifies it and assigns the
corresponding unit.
Perform experimental
measurements taking into
account the uncertainty
margin of the
measurement.
UNIT II: BIOLOGY  Tissues and  Thinking
TISSUES Muscular Routine: CSI
Different tissues different Nervous  Worksheets
functions Epithelial  Dissection (Lab)
There are living beings 7 Connective  Presentations
composed of one single sessions X X X X X X  Important organs  Cooperative
cell and others’; formed work.
by many. In this case,  Use of rubrics
cells are grouped forming and checklists
tissues, organs and organ
systems.
UNIT II: PHYSICS  Concept of  Metacognition
VOLUME AND DENSITY volume and  Worksheets
Proposes hypotheses based density
on scientific knowledge in  Concept of
which relationships are energy.
established between the  Types of energy.
variables that will be  Comparison
investigated between
TYPES OF ENERGY: 5 X X X X X mechanical
Differentiate the work done session work and
by a force from the net energy.
work done by a system of
forces.
Explain how mechanical
energy can be manifested
as kinetic energy or
potential energy.

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UNIT III: BIOLOGY  Macromolecules  Thinking
FUNCTIONS OF  Carbohydrates Routine: Think-
NUTRITION I  Lipids Puzzle -Extend
How do nutrients get into 4  Proteins  Complete KWL
each cell? sessions X X X X X X  Nucleic Acids Chart
Water properties and  Worksheets
importance  Home
Macromolecules Part 1 experiment

UNIT III: PHYSICS  Types of Force.  Metacognition

ENERGY AND MOTION  Newton's laws.  Worksheets
Understands and uses  Dynamic.
knowledge about matter
and energy.
Evaluates the implications
of knowledge and 4
scientific task X X X X X
sessions
MOTION AND FORCE
Qualitatively explains the
nature of movement and
the ways in which it
occurs.

UNIT IV: BIOLOGY  Vitamins  Thinking routines

FUNCTIONS OF  Nutrition and teamwork
NUTRITION II  Healthy diet  Worksheets
How to minimise the risks  Digestion  Make a PPT oral
associated with acute  Photosynthesis Presentation
respiratory infections and  Cellular
chronic kidney disease. Respiration
4
Macromolecules Part 2 X X X X X X
sessions
In that context, eating a
balanced diet has become
an important need for
people’s health, and this
can be achieved through
the practice of a healthy
lifestyle.

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UNIT IV: PHYSICS  Concept  Metacognition.
MOMENTUM  Impulse  Worksheets.
The concept of mechanical  Momentum
moment and its
5  Conservation.
conservation will be X X X X X
session
studied.

UNIT V: BIOLOGY  Systems  Oral

ANATOMY  Digestive Presentations
In Peru, pneumonia is the  Excretory  Worksheets
first cause of general  Respiratory  Exhibitions
mortality. It is estimated
10  Cardiovascular  Dissection
that approximately 30 % of  Lymphatic
sessions X X X X X X
the older people suffer
from a chronic kidney
disease (CKD). Based upon
this information, students
can understand scientific
concepts in real situations
UNIT V: PHYSICS  Newton´s  Metacognition
DEFINE MOVEMENT AND second and  Worksheets.
FORCE third law
Quantitatively
explains that when the
total force acting on a
body is zero, this body 5
remains at rest or sessions X X X X X
moves with constant
velocity.
NEWTON’S LAWS
Explain Newton's
third law

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UNIT VI: BIOLOGY  Endocrine  Thinking
Nervous-endocrine System routines and
coordination Functions of the teamwork
How are neural messages nervous system  Infographics
transmitted? What affects are mediated by and oral
their function? How are hormones presentations
neural messages  Nervous  Worksheets
transmitted? What affects System: There
their function? 10 are substances
How is stress produced? sessions X X X X X X that can alter our
How can you prevent system, altering
diabetes? its function
endocrine system is
controlled by the central
nervous system therefore,
knowing its functioning
and guiding our actions
toward a healthy life.

UNIT VI: PHYSICS  Concept of  Metacognition.

GRAVITATIONAL potential energy.  Worksheets
POTENTIAL ENERGY  Conservation of
Explains the types of potential energy.
potential energy with 4  Thermal scales.
emphasis on gravitational sessions X X X X X
potential energy.
HEAT AND TEMPERATURE
Explain heat energy and
the different thermal scales

UNIT VII: BIOLOGY  Reproduction  Metacognition.

Reproduction  Types Sexual  Worksheets
Why does the body and asexual in
undergo changes along life 8
X X X X X X living things
sessions
and especially in  Cell cycle
adolescence?  Importance of
DNA

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UNIT VII: PHYSICS  Conduction  Metacognition.
HEAT TRANSFER 4  Convection  Worksheets
MECHANISMS: sessions X X X X X  Radiation
The different types of heat
transfer will be explained
UNIT VIII: BIOLOGY  Growing and  Infographics or a
Why does the body development PPT about how
undergo changes along life  Puberty to be prepared
and especially in for natural
adolescence? 6 disasters
Students will develop skills sessions X X X X X X  Rubrics
and attitudes that
contribute the assessment
and acceptance of the
changes that are occurring
in their bodies.
UNIT VIII: PHYSICS  Concept of  Metacognition.
LIGHT AND SOUND mechanical  Worksheets
WAVES waves.
Explain the forms of  Concept of
propagation of mechanical electromagnetic
waves and electromagnetic waves.
4
waves.
sessions X X X X X 
Support your position,
using scientific evidence,
regarding the advancement
of science and technology
on light.

UNIT IX: BIOLOGY The Atom  Create a 3D-

The Atom and the Foundation virtual model of
periodic table/Chemical Timeline tectonic plates
Bonds
How are chemical 8
X X X X X X
compounds present in our sessions
lives? How are they
affecting climate change?

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 UNIT IX: PHYSICS  Concept of
RENEWABLE AND NON- different
RENEWABLE ENERGY renewable
energy.
4
X X X X X  Solar
Sessioms
 Wind
 Hydro
 Geothermal
Biomass
LEGEND:
BIOLOGY PHYSICS

VII. LINKS WITH OTHER AREAS

Unit I. Connects to the area of mathematics, through the analysis of different variables of the problem and mathematical models that are used to generate new
knowledge and patterns.
Unit II. Use mathematical reasoning to predict, with scientific criteria, consequences of phenomena and develop models to predict natural phenomena.
Unit III. Related to Language B when the student applies reading strategies to understand scientific texts and usesvaried expressive sources (verbal and non-
verbal) in his/her argumentation.
Unit IV. Language B, by using language to understand situations, explain meanings, interact between pairs, compare ideas, assess information read or heard,
debate and argue positions contrary, among other purposes.
Unit VI. Related to Maths, Communication, Language B, Civics
Unit VII. Related to Maths, Communication, Language B, Civics, Physical Education.
Unit VIII. Being the introduction to Chemistry, it relates to Maths, Language B
Unit IX. Linked to Civics when referring to taking care of the environment.

VIII. IMPORTANT ANNUAL PRODUCT:

 Experiments following Scientific Method
 Achievement Day

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 IX. TYPES OF ASSESSMENT PLANNED FOR THE UNIT AND SESSIONS
A. DIAGNOSTIC EVALUATION
● Taken at the beginning of the school year to identify those students who require strengthening or levelling. (Differentiated Instruction)
B. FORMATIVE ASSESSMENT
● Permanent observation through graphic organisers and questions about the procedures to allow the teacher take decisions about the teaching processes.
● Self-evaluation and peer observations to enhance social skills such as teamwork, active participation, among others allow student to self-regulate their learning processes.
● It should incorporate evaluation strategies consistent with the characteristics and individual and collective needs of the group.
C. SUMMATIVE ASSESSMENT
● Analysis of performance through the rubric, the portfolio, and the checklist. Debate, Essays, etc.

X. MATERIALS AND RESOURCES

For the teacher:
Life Science Book pdf
Biology for you, Gareth Williams. Oxford University Press
Middle School Chemistry Experiments Teacher's Book
For the Student:
Biology for you, Gareth Williams. Oxford University Press
Physics for you Keith Johnson
Folder /Worksheets/Online material through Classroom
https://www.nasa.gov/
https://www.nationalgeographic.com/
https://www.education.com/science-fair/middle-school/

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

February 20th 2024

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