SCIENCE

Sciences

TEACHER: Daniela Margarita Echeverri D. 

INSTITUTIONAL EMAIL: daniela.echeverri.d@liceopinoverde.edu.co

HOURLY INTENSITY BY CYCLE (HIC): 6 hours per cycle.

GRADE: 6° Track A

 PERIOD: First and Second

Syllabus https://docs.google.com/document/d/13SSoasX37_8CFMa2HWjt5O50hHwGhvIL/edit


INTRODUCTION


The natural sciences rely on logical reasoning and the methodological apparatus of the formal sciences to understand the phenomena that make up the world. In the natural sciences course, the students will be provided with the resources, techniques and knowledge that will allow them to understand and enter the world of science, thus strengthening their learning process. Additionally, the course will be taught in the English language, to improve the student's skills in the second language and to open the borders to a global context.


GENERAL OBJECTIVES

  • Making use of the first period’s contents, the objectives for the students are to:
  • Understand and value science and its implications
  • Consider science as a human activity that has benefits and limitations
  • Form an analytical, inquiring, and flexible mindset to ask questions, solve problems, elaborate explanations, and judge arguments.
  • Develop skills to design and conduct investigations, evaluate evidence, and reach conclusions.
  • Become aware of the need to collaborate and communicate effectively.
  • Apply their knowledge and language skills in a variety of real-life situations.
  • Develop sensitivity towards living and inert elements of the environment.
  • Reflect on learning experiences and make informed decisions.


COMPETENCES / ABILITIES TO DEVELOP

  • The development of the subject will guide students to understand natural sciences as a global tool to understand life and all the phenomena that occur within it; and the development of skills such as observation, questioning, analysis, and argumentation, which constitute transversal skills for the student's formation process.
  • Science courses help students develop key skills in approaches to learning that will allow them to enjoy projects and achieve good results. In this group of subjects, students have considerable opportunities to practice the skills of approaches to learning, those of organizing and representing information in a logical way. Collaborative skills are also an essential aspect of scientific activity.


METHODOLOGY

  • Student guided inquiry.
  • Master class.
  • Workshops.
  • Laboratory practices.
  • Unit guided projects.
  • Expositions.
  • Discussions.
  • Consolidation of own ideas from audiovisual material.

CONTENT AND CONCEPTS


First Semester 
Cell
Structure and characteristics of eukaryote and prokaryote cells
Structure and characteristics of animal and vegetal cells
Tissues formation
Types tissues
Organs
Organs as constituents of systems and their functions
Human Body Systems
Human Nutrition
Digestive System
Circulatory System
Respiratory System
Human Body System Illness. 

Second Semester 

States of matter

Kinetic-Molecular theory, changes of states

Elements, compounds and mixes

Physicochemestry properties (solubility, viscosity, density, boiling and fusion points)

Mixes and practices of mixes separation


EVALUATION PROCESS

Formative evaluation


  • Expositions where the students explain the goal and the results of a scientific research to their classmates, stating if they consider that the research was carried out properly.
    Visible Thinking techniques are going to be used as much as possible to encourage the students in their learning process.
    Development of readings from the students of scientific research, followed by an exposition of the analysis made.
    Group gatherings between students, where they confront a certain topic, with a goal of formulating a conclusion about a scientific research based on the result of it.





  • Laboratory or simulation experiments will consolidate the importance of what students learn, and how that knowledge can be applied.

Summative evaluation

  • Exams, expositions, and oral presentations will show the student’s ability to analyze information.
    Essay or text elaboration will evaluate the capacity of the student to describe inquiries with a scientific context.
    Debates will test how the students can express the concepts elaborated by them, supported by scientific information.
    Paper revisions will prove how the student manages the information given.



Evaluation Criteria

Percentages

Knowledge and understanding

25%

Inquiry and design

25%

Processing and evaluation

25%

Reflection on the impact of science

25%


RESOURCES
Resources

Technological

iPad or laptop.

Bibliographic

PAI guidebook.

Physical

Notebook and papers to write/draw on.



Behavioral recommendations for the proper development of the class

  • The classes will be carried out under an atmosphere of respect, where the school’s rulebook guidelines will prevail.
    The use of electronic devices will be allowed and supervised by the teacher.
    Punctuality is primordial; all students must be willing to
    receive the class in the best possible way