DIDACTIC UNIT PLANNING

1. INFORMATIVE DATA

Teacher: Melissa Chasiluisa Area: Natural Sciences Grade: Eighth Paralelo(s): A&B

Number of Unit 3 Subject Natural Sublevel: Superior Trimester: SECOND Partial: -

Science

Weeks: 4 Períod / - START 27/11/2023 FINISH DATE: 19/01/2024

Week: DATE:

2. UNIT PLANNING

NAME OF UNIT:
HUMAN REPRODUCTION AND HEALTH

UNIT 3
O.Sc.4.4. Describe the stages of human reproduction as fundamental aspects to understand fertilization,
implantation, development and birth of an embryo and analyze the importance of pre-natal nutrition
SPECIFIC UNIT OBJECTIVES: and breastfeeding.

CRITERIOS DE EVALUACIÓN:
SKILLS AND PERFORMANCE
CRITERIA TO BE DEVELOPED
Unit 3: nov 27th - jan 19th
UNIT 3
EC.Sc.4.6. Formulate his project based on pertinent decision making rooted on the analysis of
preventive measures, the understanding of the stages of human reproduction, the importance of the
preservation of the species, prenatal care and breastfeeding during the development of human beings,
causes and consequences of sexually transmitted infections and the types of infections (viral, bacterial
and fungal) to which human beings are exposed.
I.Sc.4.6.1.
Understand the risks of premature motherhood/fatherhood according to their life project in relation to
the analysis of the stages of human reproduction and the importance of prenatal care and breastfeeding.
(J.3., J.4., S.1.)
EC.Sc.4.6. Formulate his project based on pertinent decision making rooted on the analysis of
preventive measures, the understanding of the stages of human reproduction, the importance of the
preservation of the species, prenatal care and breastfeeding during the development of human beings,
causes and consequences of sexually transmitted infections and the types of infections (viral, bacterial
and fungal) to which human beings are exposed
I.Sc.4.6.2. Analyze from different sources (current statistics from the country) the causes and
consequences of sexually transmitted infections (viral, bacterial and mycotic), preventive measures,
their influence on reproductive health and value the programs and campaigns of sexual health from the
environment. (J.3., J.4., S.1.)
METHODOLOGICAL STRATEGIES RESOURCES ASSESSMENT INDICATORS EVALUATION
TECHNIQUES AND
INSTRUMENTS
Stages of Reproductive Week 1 -Didactic Unit EC.Sc.4.6. Formulate his Diagnostic
Process STAGES OF HUMAN REPRODUCTION Planning for project based on pertinent Evaluation:
CN.4.2.1. Analyze and 8° EGB decision making rooted on Oral Presentation
explain the stages of Anticipation: (PUD) the analysis of preventive
human reproduction, • Ask students to identify differences and similarities -Annual measures, the Technique:
deduce their importance between different groups of animals using pictures to Micro understanding of the Interview
as a mechanism of activate previous knowledge. Curricular stages of human
perpetuation of the • Make the question of cognitive imbalance from the planning for reproduction, the Instrument:
species. Argue about the Memory section. 8° EGB importance of the Survey
importance of prenatal • Ask them to make the Memory section from the text. (PCA) preservation of the Question bank
nutrition and -SVIWT species, prenatal care and Conversation
breastfeeding as a way of Construction: platform breastfeeding during the
enriching affectivity. • Motivate them to look for inert objects in their -Richmond development of human Formative
Sexual health in surroundings, to register them and to describe the teacher’s beings, causes and Evaluation:
teenagers differences between them and living beings. book consequences of sexually Graphic
CN.4.2.4. To investigate • Invite them to read the chart of organic and inorganic -Richmond transmitted infections and Organizer
sexual health in teenagers substances in the text and ask them to make a daily student’s the types of infections
and propose a meals menu. book (viral, bacterial and Technique:
satisfactory life project in • Propose that they describe the nutrient contents from -Richmond’s fungal) to which human Key words
which students are aware the menu and to infer the importance of a balanced guide book beings are exposed. Observation
about the risks. diet for living beings. -Richmond’s I.Sc.4.6.1.
• Use the Power Point presentation about the properties book with Understand the risks of Instrument:
Habits of a healthy life. of living beings. Answers premature Informative
The STD • Ask them to read the information from the text and -ppt slides motherhood/fatherhood questions
CN.4.2.5. To carry out a explain the properties described. -computer according to their life
documental investigation • Suggest them to work in groups of 4 and to complete -projector project in relation to the
and register the evidence the reading activity from pages 13 and 14. -Cardboard analysis of the stages of
about sexually • Motivate them to summarize their main ideas in a -Wallpaper human reproduction and
transmitted diseases, conceptual map. -Images the importance of prenatal
group them into viral, • Invite them to infer the importance of living beings -Markers care and breastfeeding.
bacterial and mycotic, and their characteristics in the preservation of the -Internet (J.3., J.4., S.1.)
infer their causes and Earth´s balance. connection EC.Sc.4.6. Formulate his
consequences and project based on pertinent
recognize preventive Consolidation: decision making rooted on
measures. the analysis of preventive

Recent statistics from
Ecuador on sexually
transmitted infections
CN.4.5.6. To pose sexual
and reproductive health
problems, to relate them
with sexually transmitted
infections, investigate the
recent statistics from the
country, indeed variables,
communicate the results
and analyze the programs
of sexual and
reproductive health.
• Ask them to work in groups of 4 to complete the measures, the
Evaluating activity. understanding of the
• Motivate them to cooperate in the group activity. stages of human
• Ask them to expose the work with the largest number reproduction, the
of concepts from the lesson. importance of the
• Invite them to complete the photocopiable activity #2 preservation of the
to remember concepts related with characteristics of species, prenatal care and
living beings. breastfeeding during the
• Propose them to complete the activities from the development of human
Practice section of the text. beings, causes and
consequences of sexually
transmitted infections and
Week 2 the types of infections
EMBRYONIC DEVELOPMENT (viral, bacterial and
fungal) to which human
Anticipation: beings are exposed
• Ask students if they have seen a baby’s
ultrasound scan and motivate them to talk about what I.Sc.4.6.2. Analyze from
can be seen. Invite them to watch some baby’s different sources (current
ultrasound images from the Internet. statistics from the
• In groups of 4, ask them to discuss the following country) the causes and
question: Why do you think the gestation period is not consequences of sexually
the same for all babies? transmitted infections
• Raise the question from the Anticipation section (viral, bacterial and
to evaluate knowledge from previous themes. mycotic), preventive
measures, their influence
Construction: on reproductive health
• Ask them to work in pairs. and value the programs
• Invite them to read page 54 from the text and to and campaigns of sexual
answer what the difference between embryo and fetus health from the
is. environment. (J.3., J.4.,
• In the same couples, propose that they make fetus S.1.)
models in their different development stages and to use
a scale to achieve the real mass of a fetus. Support their
work with the information from pages 54 and 55.
Consolidation:
• Ask them to watch the video from
blogsantillana.com/?p=4557 and write 5 main ideas.
• Ask them to complete the activities from the
Consolidation section of the text.
Form working groups to complete the formative
evaluation from page 55

Week 3
BIRTH

Anticipation:
• Ask them to create a set of questions to ask their
families how their birth happened.
• Organize a discussion for them to say what they
found and ask them to compare their experiences.
• Ask them to answer the reflection question of the
Anticipation question from page 56 explaining their
answer.

Construction:
• Ask students to read the information on page 56 from
the text and ask them to explain the birth phases using
a scheme.
• Invite them to answer why newborns will depend on
the attention of an adult for a long time.
• Motivate them to read from the text, the importance
of maternal breastfeeding. Ask them to create a
slogan that promotes this process with newborns.

Consolidation:
• Ask them to watch the images of question 1 from the
Consolidation section and to explain the requested
processes.
• Ask them to answer which the benefits of stimulating
a baby are.
• Propose them to do some cooperative work by
forming groups of 4. Ask them to investigate the
theme, make a survey and process data to write a
report with the obtained results. Invite them to share
their work with their classmates.

Week 4
SEXUAL HEALTH IN TEENAGERS

Anticipation:
• In groups of 3, invite them to describe what
adolescence is by using the brainstorm technique.
• Ask them to read the description of adolescence from
the Anticipation section of page 58 and to compare it
with their description.
• In their notebook, motivate them to write the
physical, social and psychological changes that they
have experienced during this stage of their life.
• Ask some students to answer the reflection question.

Construction:
• Ask them to write a paragraph that summarizes what
they understand by sexuality in teenagers.
• Invite them to read page 58 and ask them to compare
the text with their notes to enrich their learning.
• Invite them to complete the formative activity
proposed on page 59 and give them space to write
their essay.
• Invite them to watch the video at
blogsantillana.com/?p=5767 to motivate them to
create a life project.
• Guide students to create a life project (introduced in
pages 60 to 63) in the form of a diary.

Consolidation:
• Ask them to complete the activities in the
Consolidation section from the text for them to reflect
about what was learned.
• Invite them to do an individual reflection about the
importance of having a life plan and make it true.

Week 5
HABITS OF A HEALTHY LIFE: THE STI

Anticipation:
• Invite students to talk about ITS and what they know
about the theme.
• Ask them to indicate what sexually transmitted
infections they know that have affected a big number
of people and that were deadly.
• Motivate them to make a reflection of the
Anticipation section on page 64 and make a
brainstorm on the whiteboard.

Construction:
• Ask them to work in pairs.
• Ask them to read the forms of transmission of these
diseases: AIDS, Genital Herpes, Human
Papillomavirus and Gonorrhea. Ask them to make
notes on their notebook.
• Ask them to read the chart of AIDS worldwide
statistics. Indicate them to investigate on the Internet
 if there’s updated data of the worldwide incidence of
AIDS.
• Propose them to make a conceptual map of the ITS by
summarizing the most relevant information.
• Invite them to complete the task from page 68.

Consolidation:
• Ask them to answer the questions from the
Consolidation section by using their notes and text.
• Ask them to complete the conceptual map on page 69.
Compare their results with their classmates.
• Ask them to work in groups the Connection with
Math section. In case they can’t make the visit,
propose them to look up for the information on the
web.
• Invite them to form groups of 4 to make the
cooperative work proposed on page 69. Motivate
discussion between them and ask them to propose 2
possible alternatives.

Week 6

CURRENT STATISTICS OF THE COUNTRY

ABOUT SEXUALLY TRANSMITTED INFECTIONS

Anticipation:
• Motivate them to answer the question of the
Anticipation section of the text.
• Ask them to discuss the reflection question: Can sex
be the cause of someone’s death? Motivate them to
give arguments for their reflection.

Construction:
 • Begin work by asking them to investigate what the
World Health Organization (WHO) is and its
function.
• On their notebook, ask them to write with their own
words what they understand by sexual and
reproductive health.
• Ask them to enter the website of Ecuador´s Public
Health Ministry (www.salud.gob.ec) and complete the
activity proposed on page 70 of their book.
• Invite them to make a chart with statistic data that has
attracted their attention. Then ask them to review the
information from the Public Health Ministry of
Ecuador.

Consolidation:
• Ask them to complete the chart found in the
Consolidation section. Compare their answers with
their classmates.
• Invite them to develop the activities proposed on page
73 from the text.

3. ADAPTACIONES CURRICULARES (AC)

LISTADO DE ESTUDIANTES ESPECIFICACIÓN DE LA ADAPTACIÓN A SER APLICADA GRADO DE LA NEE

 4. BIBLIOGRAFÍA

ELABORADO POR: REVISADO POR: APROBADO POR:

Nombre: Melissa Chasiluisa Nombre: Nombre:

Cargo: Cargo: Cargo:

Docente de Natural Science Coordinador del Área o Subnivel Vicerrectorado.

Firma: Firma: Firma:

Fecha: Fecha: Fecha: