LICEO TALLER SAN MIGUEL

CURRICULUM SCIENCE
2023 - 2024

GRADE: 2
Final Benchmark: I can identify characteristics of living things by recognizing physical phenomena and identify myself as a living thing in
an environment I can affect to acknowledge my role in an ecological society and environment in constant change

TERM 1

INSTITUTIONAL BENCHMARK LEARNING EVIDENCE THEMATIC/COMPONENTS

1. I understand that senses allow me to I describe and characterize the
perceive some characteristics of the objects around me using the
objects around me (temperature, taste, appropriate sense. Sounds, tastes, smells, colors, textures, and
sounds, smell, color, textures, and shapes) shapes.
to strengthen my curiosity and sense of I propose hypotheses about the
exploration of the world around me. changes that objects may undergo Compares and describes changes in
based on my observations and temperatures (hotter, similar, less hot) using
research touch on various objects (with different colors)
subjected to heat sources such as the sun.

Describes and characterizes, using sight,

different types of light (color, intensity, and
source).

Uses instruments such as a magnifying glass to

make observations of small objects and
represent them through drawings—physical and
chemical changes in my daily life.

I identify mixtures in my everyday life.

1. I understand that there is a wide variety I predict what could be the possible Classifies everyday materials based on factors
of materials and that they are used for uses of a material (e.g., rubber), perceived with the senses, including solid
different purposes according to their materials such as wood, plastic, glass, metal,
characteristics (length, hardness, flexibility,
water permeability, solubility, ductility,
malleability, color, flavor, texture) to
develop critical and inquiring thinking.
TERM 2
INSTITUTIONAL BENCHMARK
3. I understand that plants and animals
are living beings that have common
characteristics (they feed, breathe,
have a life cycle, and respond to the
environment), and differentiate them
from inert objects to propose
conservation actions.
according to its characteristics and
properties.
I design novel measurement objects
adapted to my surroundings keeping
in mind everyday materials.
LEARNING EVIDENCE
I classify living things (plants and
animals) in my environment
according to their observable
characteristics (size, body cover,
number and type of limbs, shape of
root, stem, leaves, flowers and
fruits) and differentiate them from
inert objects, based on criteria that
have to do with the basic
characteristics of living things.
rock, and liquids such as opaque, colorless,
and transparent, as well as some properties
(flexibility, hardness, water permeability, color,
taste, and texture).
Select which materials you would use to make
an object given a certain need (e.g., an
umbrella to keep water out).
Masses, strength and speed of everyday
objects according to their material.
Uses unconventional instruments (their hands,
sticks, string, cups, jars) to measure and
classify materials according to their size.
Scientific Method: I use images to explain the
process followed in the experiment. I write a
short sentence to express my big conclusion.
THEMATIC/COMPONENTS
Compares characteristics and parts of plants
and animals, using simple instruments such as
a magnifying glass to make observations.
Describes the parts of plants (root, stem,
leaves, flowers, and fruits), as well as those of
animals in their environment, according to
observable characteristics (size, body cover,
number and type of limbs).

4. I understand that my body
undergoes constant changes over
time, and I recognize from its
comparison that it has similar and
different characteristics to those of my
parents and peers to recognize myself
as a living being with a family heritage.
TERM 3
INSTITUTIONAL BENCHMARK
(5) I understand the states of matter
and how changes result from heating
and cooling to explain how these
processes are necessary for life
preservation in climate change and
global warming.
Proposes actions to care for plants
and animals, taking into account
characteristics such as type of food,
life cycles and relationship with the
environment.
I record physical changes that
occurred in my body during growth,
such as weight, height, length of
arms, legs, feet, and hands, and
some characteristics that do not
change, such as eye, skin, and hair
color.
I establish hereditary relationships
from the physical characteristics of
my parents, describing differences
and similarities.
LEARNING EVIDENCE
I describe the state of matter and how
those can change for heating and
cooling actions in my environment.
I inquire about how weather can
change and sometimes harm living
things.
Life cycle of living things and the differences
and similarities between that of animals and
plants, including that of humans.
Visual thinking: Use graphic organizers of
cycles to explain how things change.
Describes his or her body and predicts the
changes that will occur in the future, based on
the comparison exercises that he or she
performs between a child and an adult.
Describes and records physical similarities and
differences she observes between boys and
girls in her grade, recognizing and
acknowledging each other..
Visual thinking: I use a chronological graphic
organizer to analyze the changes, similarities,
and differences through time.
THEMATIC/COMPONENTS
I classify the liquid, solid and gaseous states of
matter and how they can change from one state
to another by the actions of heat and cooling
(freezing, melting, vaporization, and
condensation).
States of matter in my life
Recognize the change of water in the Weather
cycle and its impact on the weather:
thermometer and temperatures.

(6) I understand how weather changes
impact the earth's water, natural
resources, and events to develop a
sense of conservation daily.
GRADE: 3
Final Benchmark: I can identify characteristics of living things by recognizing physical phenomena and identify myself as a living thing in
an environment I can affect to acknowledge my role in an ecological society and environment in constant change
TERM 1
INSTITUTIONAL BENCHMARK
(1) I understand that a mechanical
action (force) can produce different
deformations in an object and that it
resists the forces in different ways,
according to the material it is made
of, to comprehend how some things
in the world work.
I explain how Earth has different
resources and features that make our
planet unique and contribute to human
preservation.
I propose daily actions that promote
the conservation of the natural
resources in my environment and
make them public to scourge others to
join in.
LEARNING EVIDENCE
I compare and explain the shape
changes generated on objects made of
different materials (wood, iron, plastic,
plasticine, plasticine, springs, paper,
among others) when they are exposed
to different actions related to the
application of forces (stretching,
Understands what affects climate change:
Planet, animals, plants, and humans.
Defines Global warming in their own
experience.
Visual thinking: Use graphic organizers of
cause and effect to explain how states of matter
change.
Identifies the importance of Water on earth and
the other natural resources.
Identifies changes on earth's surfaces
(earthquakes, volcanic eruptions, and erosion)
and their impact on life preservation
Conserving Earth's natural resources.
Visual thinking: I use a chronological graphic
organizer to analyze the changes through time.
THEMATIC/COMPONENTS
Effects of forces on materials
● Classify materials according to their
resistance if they can be deformed when
a force is applied to them.
● I understand the difference between pull
and push and its effect on objects.
 compressing, twisting, crushing,
opening, splitting, bending, wrinkling).
I inquire about and predict the type of
action required to produce a given
deformation in a particular material and
communicate them using different
formats (oral, written).
(2) I understand that substances can I classify and explain why some
be found in different states (solid, materials in my environment are solid,
liquid, and gas) to explain liquid, or gases based on their basic
phenomena I observe around me. properties (if they have their own
shape or adopt the shape of the
container that contains them, if they
flow, among others).
I compare the observable physical
characteristics (fluidity, viscosity,
transparency) of a set of liquids (water,
oil, honey).
TERM 2
INSTITUTIONAL BENCHMARK LEARNING EVIDENCE
● I know how balanced and unbalanced
forces affect motion.
● Visual thinking: Use graphic organizers
of cause and effect to explain how
things change.
● Scientific Method: Use images to
explain the process followed in the
experiment. Write a short sentence to
express the big conclusion.
Classification of materials based on their
state of matter
Recognize air as a material from the
evidence of its presence, even if it cannot be
seen, within the framework of different
experiences (fanning, blowing, among
others).
Physical characteristics of Matter
● Experimentation of Fluidity, viscosity,
and Transparency in different liquids.
Visual thinking:
● Use the Venn Diagrams to explain what
things have different and what they have
in common.
● Use change-of-state diagrams to explain
the de phase of change in matter.
THEMATIC/COMPONENTS
(3) I understand the relationship
between the physical characteristics
of plants and animals with the
environments where they live,
taking into account their basic
needs (light, water, air, soil,
nutrients, movement, and
protection) to comprehend its basic
needs to thrive.
(4) I explain the processes of
physical changes that occur in the
life cycle of plants and animals in
my environment at a given time to
be able to comprehend their
interaction with their environment.
I describe, classify and explain the type
of movement, diet, and protection of
plants and animals in my environment.
I inquire about and predict possible
problems that could occur when some of
the basic needs in the development of
plants and animals still need to be met
based on the results obtained in simple
experiments.
I represent, with drawings or other
formats, and explain the changes in the
development of plants and animals over
a period of time, identifying processes
such as germination, flowering, and the
appearance of fruits.
I inquire about the changes in the
development of animals over some time,
identifying processes such as growth
and reproduction.
Adaptation to the environment:
Physical characteristics of animals
● Explain how the physical characteristics
of an animal or plant help it live in a
specific environment.
● Understand the differences between
animals that walk, swim, fly, and crawl
depending on their habitat.
● Understand the differences in the diet of
herbivorous, carnivorous, insectivorous,
and omnivorous animals and their
relationship to their habitat.
● Understand the differences between
animals that have fur, feathers, hair,
scales, etc.
● Identify the animals' adaptations and their
relation with the place where they live.
Animal habitats and relationships
● Identify the animal habitats as a system
where each element has a vital role in life
conservation
● Establish relationships between the
characteristics of living beings and their
environment.
Life cycles plants and animals
● Classify fruits and vegetables as part of
plants. Also, Identify plant parts and their
functions.
● Describe how plants make food.
● Make flowering plant life cycle diagrams.
● Construct animal life cycle diagrams.
● Compare different animal life cycles.

TERM 3
INSTITUTIONAL BENCHMARK
I can identify myself as a living
being that shares some
characteristics with other living
beings and are associated with
them in an environment in which all
belong to.
I can recognize the influence of
celestial bodies on Earth to
understand their interaction and
how they affect us.
GRADE: 4
Final Benchmark: I can determine characteristics of living things, recognize physical phenomena and the importance of natural resources
in local and worldwide ecosystems to identify the different factors that affect the universal balance and the possible consequences of
improper use of these resources.
TERM 1
LEARNING EVIDENCE
I can explain the importance of natural
resources and how to properly use them.
I can observe and determine the effects of
the improper use of Natural resources in
our everyday life.
I can explain the arrangement of the Earth
in the universe and how this affects us.
I can observe and determine the influence
of certain celestial bodies on our planet to
understand this interaction.
Visual thinking: Use graphic organizers like
flower grids to explain the connection between
animals, plants, and habitats.
THEMATIC/COMPONENTS
Natural Resources and Ecology
● What are natural resources and how their
use impacts the Earth, and what can we
do to reduce the impacts?
● Communicate solutions that will reduce
the impact of humans on the land, water,
air, and/or other living things in the local
environment.
Celestial bodies and planet Earth
● Position of planet Earth in the universe.
● Identify the order of the planets.
● Describe the characteristics of the inner
and outer planets.
● Determine the unique qualities of planet
Earth.
 INSTITUTIONAL BENCHMARK LEARNING EVIDENCE
(1) I understand how light I inquire about the appropriate source of
propagates through different light to fully illuminate a given surface,
materials (opaque, transparent like taking into account that light propagates
air, translucent like paper, and in all directions and travels in a straight
reflective like mirror) to line.
comprehend the basic concepts of
light as energy. I explain the precautions you should be
aware of when exposing your eyes to
direct light rays (laser beams, sunlight)
that can cause damage to your eyes.
(2) I understand how the shadow I explain the data obtained through
is produced and the relationship of observations and measurements, which I
its size to the distances between record in tables and other formats, of
the light source, the intervening what happens to the size of the shadow of
object, and the place where the an object by varying the distance to the
shadow is produced to light source.
comprehend their interaction.
I inquire about how the moon's phases
are related to planet Earth's
characteristics, such as the rotation,
revolution, and phenomena, such as day
or night or the intensity of sunlight.
THEMATIC/COMPONENTS
Light propagation and materials
Compare, through experiments, different
materials according to the amount of light they
let through (opaque, transparent, translucent,
and reflective) and select the type of material
chosen for a particular purpose (e.g., a jar that
does not allow its contents to be seen).
Light rays affect the human eye
Exploration of effects and precautions to avoid
exposure and damage.
Light propagation and shadows
● Predict where the shadow will occur
according to the position of the light
source and the object.
●
● Movement of the light source and the
object to increase or decrease the size of
the shadow produced according to the
needs.
Earth’s rotation, shadows,
and moon phases
● Explain how shadows are connected with
Earth’s rotation and orbit, day and night,
brightness of the Sun, and other stars.
● Identify the phases of the Moon and some
constellations.
TERM 2
INSTITUTIONAL BENCHMARK
(3) I understand the nature
(vibration phenomenon) and
characteristics of sound (pitch,
timbre, intensity) and that sound
propagates in different media
(solids, liquids, gases) to be able
to acknowledge how I perceive the
sounds around me.
(4) Understand the influence of the
temperature variation in the state
of matter changes (considering, for
example, the water and its states)
to apply it to solving everyday
situations in real life.
TERM 3
INSTITUTIONAL BENCHMARK
LEARNING EVIDENCE
I explain how sound attenuates (reduces
in intensity) as it passes through
different media (water, air, solids) and
how distance influences this process.
I inquire and communicate about how
different materials attenuate a sound.
I explain the interpretation of the results
of experiments in which changes in the
state of water are analyzed by predicting
what will happen to the state of a
substance given a temperature
variation.
I inquire about the function of
conventional instruments (balance,
measuring cylinder, thermometer) to
measure the mass, volume, and
temperature of water to design and
interpret experiments on the changes in
the state of water as a function of
temperature variations.
LEARNING EVIDENCE
THEMATIC/COMPONENTS
Sources of sound and propagation
Demonstrate that sound is a vibration by
using sources to produce it: strings (guitar),
drumheads (drum), and air tubes (flute),
identifying each vibrating element.
Describe and compare sounds according to
their pitch (low or high-pitched) and intensity
(loud or soft).
Water states of matter:
Temperature changes
● Explain everyday phenomena in which
the change of state of water due to
temperature variations is evident
(evaporation of water in the transition
from liquid to gas and fogged glass in
the transition from gas to liquid, among
others).
● Experiments analyzing changes in the
state of water changing the temperature.
THEMATIC/COMPONENTS
(5) Explain the influence of abiotic
factors (light, temperature, soil,
and air) on the development of
biotic factors (fauna and flora) of
an ecosystem to be aware of their
importance and understand their
interaction within an ecosystem.
(6) I understand the relationships
of living beings with other
organisms in their environment
(intra- and interspecific) and
explain them as essential for their
survival in a given environment to
understand the interaction within.
I interpret and explain the ecosystem of
my region by describing relationships
between biotic (plants and animals) and
abiotic (light, water, temperature, soil,
and air) factors.
I inquire about the effects on organisms
when an abiotic factor in an ecosystem
is altered.
I explain the relationships of
competition, territoriality,
gregariousness, predation, parasitism,
commensalism, amensalism, and
mutualism as essential for the survival of
organisms in an ecosystem, giving
examples.
I inquire about intra- and interspecific
relationships that allow you to survive as
a human being in an ecosystem.
Biotic and abiotic factors
in an ecosystem
Differentiate the biotic factors (plants and
animals) from the abiotic factors (light, water,
temperature, soil, and air) of an ecosystem in
my region.
Adaptations for survival
● Observe and describe characteristics that
allow some organisms to camouflage
themselves with the environment to
explain how they improve their chances of
survival.
● Predict what will happen to other
organisms in the same ecosystem, given
a variation in their environmental
conditions or inside a population of
organisms.
Type of Interactions between organisms
● Competition, territoriality, gregariousness,
predation, parasitism, commensalism,
amensalism, and mutualism. Examples
and relevance.
● Describe and record the intra- and
interspecific relationships that allow you
to survive as a human being in an
ecosystem.
GRADE: 5
Final Benchmark: I can explain and inquire about my natural environment, the prevailing relationships, and humanity's impact. At the same
time, I can place myself in the universe, understanding the correspondence laws that rule it. I can inquire about and explain the composition
of matter and living things to relate phenomena that make them function as systems to establish their relationship in the universe,
generating awareness about my impact.

TERM 1

INSTITUTIONAL BENCHMARK LEARNING EVIDENCE THEMATIC/COMPONENTS

(1) I understand that the magnitude
and direction in which a force is
applied can cause changes in the
way an object moves (direction and
speed), to be able to propose
solutions in everyday situations
establishing facts through
observation, reflecting, testing, and
experimentation, based on an
ethical approach.
I inquire about results on the effects of the
force of friction on the movement of
objects when comparing surfaces with
different levels of friction.
I can explain the characteristics of the
forces (magnitude and direction) that
must be applied to produce a given effect
(stop, speed up, change direction).
Motion, force, magnitude, and direction
● What is motion and inertia.
● What are forces and the description of the
characteristics of the forces (magnitude
and direction) that must be applied to
produce a given effect (stop, accelerate,
change direction)?
● From small experiences, to indicate when a
force applied to a body does not change its
state of rest, movement, or direction.
● Predictions and explanations of a situation
of objects moving on different surfaces
(smooth, rough) in which the body can
keep moving for longer.
● Report results on the effects of the force of
friction on the motion of objects by
comparing surfaces with different friction
levels.

(2) I understand the effects and I observe and inquire how simple Simple machines
advantages of using simple machines in everyday objects apply a
machines in different tasks that small force to generate a large force, ● What are simple machines and examples:
require the application of force to generating a small movement to create inclined plane, screw, wheel-and-axle,
learn, identify patterns, and make a large movement. pulley, lever, and wedge.
decisions to solve real-life ● Exploration of how changes in a lever's
situations. size (length) or fulcrum position affect the
forces and motions involved.

TERM 2
INSTITUTIONAL BENCHMARK
(3 & 4) I understand that the
phenomenon of day and night is
since the Earth rotates on its axis
and consequently, the sun only
illuminates half of its surface, to be
able to understand that the phases
of the Moon are due to the relative
position of the Sun, the Moon and
the Earth throughout the month.
(5) I understand that there are
different types of mixtures
(homogeneous and
heterogeneous) that, according to
the materials that compose them,
can be separated by different
techniques (filtration, sieving,
decantation, evaporation) to
resolve problems through the and
I identify and explain levers in my body,
made up of my skeletal and muscular
systems.
LEARNING EVIDENCE
I observe and record and explain some
patterns of regularity (day and night
cycle) by drawing up tables,
communicating the results, and making
conclusions.
I inquire about the phase of the Moon
that an observer would see from the
Earth, given a specific relative position
between the Earth, the Sun, and the
Moon.
I can explain and predict the type of
mixture produced from the combination
of materials, considering examples of
everyday materials in different states of
aggregation (water-oil, sand-gravel,
water-stone).
I can inquire about the advantages and
disadvantages of different separations,
● Description of the function that forces fulfill
in a simple machine to generate
movement.
THEMATIC/COMPONENTS
Earth’s rotation
● Explanation of how day and night are
produced using an Earth and the Sun
model.
● Record and make drawings of the
shadows cast by an object that receives
sunlight at different times of the day,
relating them to the Sun's apparent
movement in the sky.
Phases of the moon
● How are the phases produced?
● Make observations of the shape of the
Moon and record them through drawings,
explaining how they vary throughout the
month.
Mixtures and separation techniques
● Atoms and their structure.
● Elements of the Periodic table.
● Differentiation of elements and mixtures.
● Classification of a given mixture as
homogeneous or heterogeneous based
on the number of phases observed.
understanding of the integration of
what surrounds us.
TERM 3
INSTITUTIONAL BENCHMARK
(6) I understand that organisms
fulfill different functions at each
trophic level and that their
relationships can be represented
in food chains and webs to
recognize their interaction
according to their environment.
(7) I understand that there are
different types of ecosystems
(terrestrial and aquatic) and that
their physical characteristics
(temperature, humidity, types of
soil, altitude) allow different living
beings to inhabit them to be able
to recognize how different
elements can be interconnected
and at the same time influenced
by each other, meanwhile working
as a whole.
techniques (filtration, sieving, settling,
evaporation) of homogeneous and
heterogeneous mixtures, considering
examples of concrete mixtures.
LEARNING EVIDENCE
I inquire about trophic levels in food
chains and webs and establish the
function of each one in an ecosystem.
I represent and can explain food chains,
pyramids, or webs to establish
relationships between trophic levels.
I inquire and explain how ecosystems'
physical characteristics (temperature,
humidity, type of soil, altitude) (aquatic
and terrestrial) affect the survival of the
organisms that inhabit them.
I propose representations of the
ecosystems of my region, highlighting
their particularities (endemic species,
ecotourism potential, among others) to
suggest and explain strategies for their
conservation.
● Selection of techniques to separate a
given mixture according to the properties
of its components.
THEMATIC/COMPONENTS
Ecology: Trophic levels and interactions
● Functions of organisms in different trophic
levels.
● What are interactions in an ecosystem?
● What can happen to the different
populations in a food web when any of its
levels are altered?
Ecosystems: Terrestrial and aquatic
● Biotic and abiotic factors in ecosystems.
● Differentiation of types of ecosystems
(terrestrial and aquatic) corresponding to
different geographical locations to
establish their main characteristics.
● Strategies for the conservation of
ecosystems.
Adaptations of organisms
● How are animals adapted to the different
characteristics of ecosystems to
survive?
GRADE: 6
Final Benchmark: I can characterize, analyze, explain, and inquire about the physical, chemical, biological, and environmental
relationships in the universe, and the impact humanity has on it, understanding the laws and phenomena that rule them to be able to
propose solutions in everyday situations establishing facts through observation, reflecting, testing and experimentation, based on an ethical
approach.
TERM 1
INSTITUTIONAL BENCHMARK
(1 & 3 - 4) I understand how light and
sound propagate through different
materials that are opaque, transparent
like air, translucent like paper, and
reflective like mirrors, solids, liquids,
and gases to describe the nature of a
phenomenon.
LEARNING EVIDENCE
I inquire and explain about selecting the
appropriate source to fully illuminate a
specific surface, considering that light
propagates in all directions and travels
in a straight line.
I use scientific knowledge to compare
and describe how sound attenuates
(reduces its intensity) when passing
through different media (water, air,
solids) and how distance influences this
process.
THEMATIC/COMPONENTS
Properties of Light:
Materials for propagation
● What are waves and their properties?
● How can I see the light?
● What happens to light when passing
through different media?
● In an experiment, compare different
materials according to the amount of
light they let through (opaque,
transparent, translucent, and reflective)
and select the type of material I would
choose for a particular purpose (for
example, a jar that does not allow me to
see its content).
Properties of Light:
Exposure and warnings
● Description of the precautions to be
taken upon eye exposure to direct light
rays (laser beams, sunlight) that can
cause damage.
Properties of sound:
Waves and vibration

(4) I understand the influence of
temperature variation on changes in
the state of matter, considering the
case of water as an example s to be
able to propose solutions in everyday
situations establishing facts through
observation, reflecting, testing, and
experimentation based on an ethical
approach.
I use scientific knowledge to Interpret
the results of experiments in which
changes in the state of water are
analyzed by predicting what will happen
to the state of a substance given a
temperature change.
I use scientific knowledge to Interpret
the results of experiments in which
changes in the state of water are
analyzed by predicting what will happen
to the state of a substance given a
temperature change.
● What is a wave of sound?
● Demonstrate that sound is a vibration by
using sources to produce it: strings
(guitar), heads (drum), and tubes of air
(flute), identifying in each one the
vibrating element.
● Describe and compare sounds
according to their pitch (serious or
acute) and their intensity (strong or
weak).
● Explain the characteristics of vibration
and the characteristics of sound (height,
timbre, intensity) and that it propagates
in different media.
● Classify materials according to the
attenuation of sound. How it is affected
the propagation of waves in it.
States of Matter:
Measurement and experiments
● What is the matter?
● Phase transition.
● Melting and boiling points.
● Differences between liquids, solids, and
gases form the molecules' point of view.
● Explain everyday phenomena in which
the change of state of water is revealed
based on temperature variations
(evaporation of water in the transition
from liquid to gas and misted windows in
the transition from gas to a liquid,
among others).
TERM 2
INSTITUTIONAL BENCHMARK
(3) I understand that the systems of
the human body are made up of
organs, tissues, and cells and that
the structure of each type of cell is
related to the function of the tissue
they form to develop healthy eating
and hygiene habits and disseminate
them in my community.
(4) I understand that in human beings
(and in many other animals), nutrition
involves the integrated functioning of
a set of organ systems: digestive,
respiratory, and circulatory, to
develop healthy habits of movement
and active living and disseminate
them in my community.
LEARNING EVIDENCE
I inquire, explain, and represent the
structure (organs, tissues, and cells) and
functions of your body systems.
I use scientific knowledge to associate the
care of my systems with proper nutrition
and hygiene as part of my self-care
habits.
I inquire and explain the
characteristics of the organs of the
digestive system (types of teeth,
characteristics of intestines, and
stomachs) of different organisms with
the types of food they consume.
I use scientific knowledge to compare
and contrast the implications of leading
an active and sedentary life and its
impact on the processes of obtaining
energy in the cells and, therefore, on
my quality of life.
THEMATIC/COMPONENTS
Organs of the body and cells type
● What is a cell and the main
organelles?
● What is a tissue and an organ?
● Relates the functioning of the tissues
of a living being with the types of cells
it possesses.
Healthy eating and hygiene habits
● Relates the proper functioning of the
body's organs with adequate hygiene
and eating habits.
Digestive system:
From food to cell’s nutrition
● Main organs in the digestive system
and functions
● Explain the path that food follows in the
body and the changes it undergoes
during the digestion process from the
moment it is ingested until the nutrients
reach the cells.
Cardiovascular and respiratory system:
Cell’s energy
● Main organs in the cardiovascular and
respiratory system, and functions.
● Explain why when doing physical
exercise both the heart rate and the
respiratory rate increase and link the

TERM 3
INSTITUTIONAL BENCHMARK
(1 & 2) I understand that a basic
electrical circuit is made up of a
generator or source (battery),
conductors (cables), and one or more
devices (light bulbs, motors, bells),
which must be properly connected (by
both poles) to work and produce
different effects to help me better
understand the tech-oriented world
around me.
(2)I understand that some materials
are good conductors of electric
current and others are not (called
insulators) and that the passage of
current always generates heat. To
understand the relevance of the
properties of materials used in
LEARNING EVIDENCE
I investigate and explain the different
effects that occur in the components of
a circuit, such as light and heat in a
light bulb, movement in a motor, and
sound in a bell.
I use scientific knowledge to analyze
circuits using various materials and
alternatives, explaining their
functionality in everyday life.
I inquire and explain about simple
circuits to establish which materials
are good. I make simple electrical
circuits that work with sources
(batteries), cables, and devices (light
bulbs, motors, bells) and represent
them using the appropriate symbols.s
explanation of the processes of
obtaining energy from the cells.
● Explain the gas exchange that occurs
in the pulmonary alveoli, between blood
and air, and relate it to the processes of
obtaining energy from cells.
Sedentary lifestyle and
consequences
● Technology and its impact on an active
and sedentary life.
THEMATIC/COMPONENTS
Current Electricity: Simple circuits
● What is an electrical circuit?
● How light is produced?
● Make simple electrical circuits that work
with sources (batteries), cables, and
devices (light bulbs, motors, bells) and
represent them using the appropriate
symbols.
● Identify and solve difficulties when I
build a circuit that does not work.
Electrical and thermal conductivity:
● What are conductors and insulators?
● Identify, in a set of materials given,
which are good conductors of current
and which are insulators according to
 electrical and electronic components
in our daily life.
conductors of electric current and their behavior within a basic electrical
which not. circuit.
● Verify, by touch, that the components of
I use scientific knowledge to analyze a circuit (wires, batteries, light bulbs,
why some objects are made of certain motors) can get hot when they're
materials (for example, why wires are running, and this is attributed to the
covered by plastic and formed by passage of electric current.
metal) based on their ability to conduct
electricity.

GRADE: 7
Final Benchmark: I can analyze, explain, and inquire about the relationship between macroscopic and microscopic features of matter and its
physical and chemical properties of it, as well as the conditions of change and balance in living beings, to be able to propose solutions to
real-life situations considering the impact that technology has on the natural resources having an ethical approach, by understanding the
world around me and the interactions on my surroundings.

TERM 1
INSTITUTIONAL BENCHMARK
(1) I understand how bodies can be
electrically charged by associating
this charge with attraction and
repulsion effects to explain how
natural phenomena like electricity
and magnetism work around us.
(2) I understand that temperature
(T) and pressure (P) influence
some physicochemical properties
(solubility, viscosity, density,
boiling, and melting points) of
LEARNING EVIDENCE
I investigate and explain how
procedures of rubbing a glass bar with
silk, a plastic bag with a cloth, and
contact between an electrically charged
glass bar with a Styrofoam ball with
different materials electrically charge a
body.
I use scientific knowledge to analyze
how bodies have equal or opposite
charges from the effects of attraction or
repulsion that are produced.
I use scientific knowledge to explain the
relationship between temperature (T)
and pressure (P) with some properties
(density, solubility, viscosity, boiling and
THEMATIC/COMPONENTS
Electric force: Attraction
and repulsion between electric charges
● What are charges, and how do they work?
● How is electricity generated?
● Magnetic fields are produced?
● Why do different materials have different
charges?
● What happens between objects with
different electric charges?
Properties of matter affected by
Temperature and pressure changes:
 substances and that these can be melting points) of substances using
used in mixture separation examples.
techniques to interpret the results
of experiments in which the
influence of variation is observed. I investigate and explain the difference
between pure substances (elements and
compounds) and mixtures
(homogeneous and heterogeneous) in
examples of everyday use.
● How temperature and pressure affect
properties of matter like solubility. viscosity,
density.
● Boiling and melting points and their
relevance in the change of properties of
matter.
● Interpretation of the results of experiments
in which the influence of the variation of
temperature (T) and pressure (P) on the
changes in the state of a group of
substances is observed, representing them
through graphs and tables.

TERM 2

INSTITUTIONAL BENCHMARK LEARNING EVIDENCE THEMATIC/COMPONENTS

(3) I understand the classification I investigate and explain how to
of materials from groups of separate homogeneous and Elements, compounds, and mixtures:
substances (elements and heterogeneous mixtures using
compounds) and mixtures techniques (evaporation, ● Differentiate between elements, compounds,
(homogeneous and crystallization, distillation) to justify heterogeneous and homogeneous mixtures.
heterogeneous) to explain the their choice based on the ● Identify everyday substances (kitchen salt,
physical interactions of the physicochemical properties of the water, copper, among others) with their
day-to-day substances. substances involved. chemical symbols (NaCl, H2O, Cu).
● Recognize the importance of colloids (as an
example of a heterogeneous mixture) in
I use scientific knowledge to determine industrial processes (Paints, lacquers) and
the importance of the properties of biomedical Food and medicine).
water as a solvent for ecosystems and ● Relevance of the properties of water as a
living organisms, giving examples of solvent for ecosystems and living organisms,
different aqueous solutions. giving examples of different aqueous
solutions.
 (4) I understand some of the basic
functions of the cell (membrane
transport, obtaining energy, and
cell division) from the analysis of
its structure to compare vital cell
processes with the essential
characteristics of life (respirations,
reproduction, nutrition, movement,
growth, among others).
TERM 3
INSTITUTIONAL BENCHMARK
(5) I understand the classification
of organisms into taxonomic
groups according to the type of
cells they have and recognize the
diversity of species that make up
the planet and the kinship
relationships between them to
discuss the origin and importance
of biodiversity and classification.
I investigate and explain the plasma
membrane's role in maintaining the
cell's internal balance and describe the
interaction of water and particles
(osmosis and diffusion) that enter and
leave the cell through models.
Use I use scientific knowledge to
explain what happens at the level of
membrane transport, obtaining energy
and cell division in case of damage to
any of the cell organelles.
LEARNING EVIDENCE
I inquire about organisms (animals or
plants) in my environment and
classify them using graphs, tables,
and other representations following
simple taxonomic keys.
I use scientific knowledge to analyze
taxonomic classification as a characteristics.
mechanism that allows us to
recognize the biodiversity on the
planet and the relationships of kinship
between the organisms.
Cell transportation and cellular respiration:
● The cell and its organization equivalents.
● Cellular Structures and functions..
● Cell membrane structure and osmosis and
diffusion.
● Active and passive transport.
● Explain the process of cellular respiration
and identify the role of mitochondria in this
process.
● Interpret models of cell division processes
(mitosis) as mechanisms that explain tissue
regeneration and growth of organisms.
THEMATIC/COMPONENTS
Classification of microorganisms:
● Main characteristics for the classification of
kingdoms. Mainly between eukaryotes and
prokaryotes.
● Groups of vertebrates and invertebrates,
contrasting microscopic and macroscopic
● Classify organisms into different domains
according to their cell types (prokaryotic,
eukaryotic, animal, plant).
● Example: Establish family relationships
between organisms such as monkeys and
men, fish and birds, corn and hen, man and
pig, tending to hierarchical orders of
classification (domain, kingdom, division,
class, order, family, genus, species).
Organize the information obtained in graphs

I evaluate the potential uses of
natural resources as an alternative
to obtain energy considering the
consequences and risks due to
human impacts to identify and
develop solutions to daily life
situations.
GRADE: 8
Final Benchmark: I summarize and communicate how ecosystems and their chemical components are crucial for the balance of life on Earth to
provide real-life solutions for their conservation. I also Inquire into different levels of energy applied in real-life situations to apply them in new
technology and developments and stimulate critical thinking.
TERM 1
INSTITUTIONAL BENCHMARK
(1) I understand the forms and
transformations of energy in a
mechanical system and how, in
real cases, energy is dissipated in
the medium (heat, sound) to
understand that any movement
involves exchanges between
kinetic and potential energy.
I inquire about different forms of energy
and work to develop a deeper
understanding of how matter and energy
function in the world around us.
I use scientific knowledge to explain the
use of energy by humans and its impact
on the environment.
LEARNING EVIDENCE
I investigate and explain the forms of
mechanical energy (kinetic and
potential) that occur at different
movement points in a mechanical
system (free fall, roller coaster,
pendulum).
I use scientific knowledge to graph
gravitational kinetic and potential
energies as functions of time.
or tables and concludes the analysis from
the results.
Energy And Renewable Sources:
● Types of energy
● Sources
● Energy and movement.
● Potential of the natural resources in the
environment to obtain energy and their
possible uses.
● Renewable and non-renewable resources
and the dangers to which they are exposed
due to the development of human groups.
THEMATIC/COMPONENTS
Transformation of energy:
● Demonstrate the transformation of energy
from one form of energy to another.
● Relate the variables of velocity and position
to describe a moving body's forms of
mechanical energy (kinetic and gravitational
potential).
● Graph data about forms of energy applied in
daily life activities.
 (2) I explain how substances are
formed from the interaction of
elements and that these are
grouped in a periodic system to
describe the classification of
substances and surrounding
matter based on their properties to
be able to explain the classification
of substances and matter around
me, based on their properties.
TERM 2
INSTITUTIONAL BENCHMARK
(3) I understand that there are flows
of matter and energy in food chains
and webs, and I relate them to
nutrition, photosynthesis, and
cellular respiration processes to
understand the importance of
balance in the planet's ecosystems.
(4) I understand the relationship
between the carbon, nitrogen, and
water cycles to explain their
In the periodic table, I investigate and
explain the variation of some
properties (density, boiling, and melting
temperature) of simple substances
(metals, non-metals, metalloids, and
noble gases).
I use scientific knowledge to analyze
how models and representations
(Bohr, Lewis) allow me to recognize
the structure of the atom and its
relationship with its location in the
Periodic Table.
LEARNING EVIDENCE
I investigate and explain the processes
of photosynthesis and cellular
respiration, considering their reagents
and products and their function in
organisms.
I use scientific knowledge to explain how
energy flows through ecosystems (food
chain, food web, trophic levels).
I investigate and explain the
biogeochemical cycles of the soil
(Carbon, Nitrogen) and water based on
cases of the effects of human
Classification of substances and properties of
matter:
● Locate the elements in the Periodic Table
concerning the atomic numbers (Z) and
mass numbers (A).
● Organization and structure of chemical
elements.
● Properties and structure of matter.
THEMATIC/COMPONENTS
Cellular Energy: Photosynthesis and
cellular respiration
● Explain the types of nutrition (autotrophic
and heterotrophic) in food chains and webs
within ecosystems.
● Evaluate photosynthesis as a process of
building organic matter from the use of solar
energy and its combination with carbon
dioxide from the air and water, and predict
what effects on the composition of the
Earth's atmosphere its decrease at a global
level (for example, from the massive clearing
of forests).
Nutrient cycles and ecosystem
functioning:
 importance in maintaining
ecosystems.
TERM 3 (T)
INSTITUTIONAL BENCHMARK
(2 - 7) I understand that temperature
(T) and pressure (P) influence some
physicochemical properties (solubility,
viscosity, density, boiling, and melting
points) of substances and that these
can be used in mixture separation
techniques to interpret the results of
experiments in which the influence of
variation is observed.
(1 & 2 - 6) I understand that a basic
electrical circuit is made up of a
generator or source (battery),
conductors (cables), and one or
more devices (light bulbs, motors,
intervention (erosion, contamination,
deforestation) and their environmental
consequences.
I use scientific knowledge to propose
possible actions to mitigate or remedy
human intervention's effects on the
school's soil and water biogeochemical
cycles and nearby contexts.
LEARNING EVIDENCE
I use scientific knowledge to interpret
the results of experiments in which the
influence of the variation of
temperature (T) and pressure (P) on
the changes in the state of a group of
substances is observed, representing
them through graphs and boards.
I investigate and explain how to
separate homogeneous and
heterogeneous mixtures using
techniques (evaporation,
crystallization, distillation) to justify
their choice based on the
physicochemical properties of the
substances involved.
I use scientific knowledge to analyze
the different effects that occur in the
components of a circuit, such as light
and heat in a light bulb, movement in a
motor, and sound in a bell.
● Establish relationships between the Carbon
and Nitrogen cycles with the maintenance of
soils in an ecosystem.
● Recognize the main functions of
microorganisms to identify cases in which
they are related to biogeochemical cycles
and their usefulness in daily life.
THEMATIC/COMPONENTS
Changes in the States of matter and separation
techniques
● Explain the relationship between temperature
(T) and pressure (P) with some properties
(density, solubility, viscosity, boiling, and melting
points) of substances using examples.
● Separating homogeneous and heterogeneous
mixtures using techniques (evaporation,
crystallization, distillation).
Electrical circuits, insulator,
and conductor materials
● Make simple electrical circuits that work with
sources (batteries), cables, and devices (light
 bells), which must be properly
connected (by both poles) to
function and produce different
effects to understand that some
materials are good conductors of
electric current and others are not
(called insulators) and that the
passage of current always
generates heat.
GRADO 9
FÍSICA
COMPETENCIA FINAL: Explico, indago y uso conceptos y principios físicos relacionados a la mecánica clásica y sus áreas de conocimiento en
cinemática, dinámica y termodinámica para comprender los fenómenos a mi alrededor que implican interacción de energía, movimiento, fuerza y
temperatura fortalecimiento mi pensamiento científico, crítico y creativo para construir conocimiento desde la indagación y comprensión y solución
de problemas físicos.
TRIMESTRE 1
COMPETENCIA
Desarrollo habilidades científicas y
razonamiento comprendiendo los
principios fundamentales de la física y
su aplicación y representación en
I investigate and explain simple circuits
to establish which materials are good
conductors of electric current and
which are not.
EVIDENCIA DE APRENDIZAJE
Uso conceptos y principios básicos de la
física para describir conceptos como la
cinemática en la resolución de
problemas prácticos y en la
interpretación de fenómenos naturales y
tecnológicos.
bulbs, motors, and bells) and represent them
using the appropriate symbols.
● Identify and solve difficulties when I build a circuit
that does not work.
● Represent circuits using various materials and
alternatives, explaining their functionality in
everyday life.
● In a set of given materials, identify which are good
conductors of current and which are insulators
according to their behavior within a basic electrical
circuit.
● Verify, by touch, that the components of a circuit
(cables, batteries, light bulbs, motors) get hot
when they are working, and attribute this to the
passage of electric current.
● Explain why some objects are made of certain
materials (for example, why wires are covered by
plastic and formed by metal) based on their ability
to conduct electricity.
ÁMBITOS TEMÁTICOS
Mecánica Clásica I
Introducción a la física: Métodos y Medidas en
física
Conceptos básicos:Definición, historia y
disciplinas asociadas.
situaciones cotidianas y tecnológicas
que involucren movimiento
TRIMESTRE 2
COMPETENCIA
Desarrollo habilidades científicas y
razonamiento comprendiendo los
principios fundamentales de la física
y su aplicación y representación en
situaciones cotidianas y tecnológicas
que involucren movimiento y las
causas que ocasionan este (energía)
Explico fenómenos relacionados a la
cinemática entre objetos que
interactúan; usando diversas fuentes
como ecuaciones, gráficas, tablas,
modelos y resultados de experimentos y
análisis de datos aplicando la
terminología y representaciones
adecuadas.
Indago sobre cómo la cinemática
interactúa en los objetos para fomentar
mi pensamiento crítico, la curiosidad y el
espíritu investigativo.
EVIDENCIA DE APRENDIZAJE
Uso conceptos y principios básicos de la
física para describir conceptos como la
estática y la dinámica en la resolución de
problemas prácticos y en la interpretación
de fenómenos naturales y tecnológicos.
Explico fenómenos relacionados a la
estática y dinámica entre objetos que
interactúan; usando diversas fuentes
como ecuaciones, gráficas, tablas,
modelos y resultados de experimentos y
análisis de datos aplicando la terminología
y representaciones adecuadas.
Método científico: pasos, términos y ejemplos,
diseño experimental, informe de laboratorio
partes, propósitos y diseño.
Sistema métrico: unidades, conversión, análisis
dimensional, medidas y figuras significantes,
métodos de medición
Unidades de medida, sistemas de coordenadas y
notación científica.
Cinemática: Energía y Movimiento
Cinemática: Desplazamiento, velocidad y
aceleración.
Distancia y desplazamiento
Movimiento en una dimensión.
Movimiento rectilíneo uniforme y uniformemente
acelerado y sus ecuaciones.
Habilidades a profundizar: Lectura, diseño e
interpretación de gráficas, tablas y ecuaciones.
ÁMBITOS TEMÁTICOS
Mecánica Clásica II
Dinámica: Movimiento, fuerzas y máquinas
simples
Dinámica: Definición, movimiento y fuerza.
Fuerza: Definición, tipos, balance y no balance.
Leyes de Newton: Primera ley o ley de la
inercia.
Segunda ley o ley fundamental de la dinámica.
Fuerza y movimiento.
Masa, peso y gravedad
Tercera ley o principio de acción y reacción.
Fricción: definición y tipos

TRIMESTRE 3
COMPETENCIA
(1) Comprendo el funcionamiento de
máquinas térmicas (motores de
combustión, refrigeración) por medio de
las leyes de la termodinámica (primera
y segunda ley) para comprender cómo
se logra un equilibrio térmico en un
sistema.
(Tercer trimestre química)
Indago sobre cómo la estática y dinámica
interactúan en los objetos para desarrollar
mi pensamiento crítico, la curiosidad, el
modelo matemático y el espíritu
investigativo.
EVIDENCIA DE APRENDIZAJE
Uso conceptos y principios básicos de la
termodinámica para describir conceptos
como calor, temperatura y sus respectivas
unidades en la resolución de problemas
prácticos y en la interpretación de
fenómenos naturales y tecnológicos.
Explico fenómenos relacionados a la
termodinámica y su primera y segunda ley;
usando diversas fuentes como ecuaciones,
gráficas, tablas, modelos y resultados de
experimentos y análisis de datos aplicando
la terminología y representaciones
adecuadas.
Indago sobre cómo la termodinámica
interactúa en los objetos para fomentar mi
pensamiento crítico, la curiosidad y el
espíritu investigativo
Máquinas simples
Definición, tipos y ejemplos
Poleas: Tipos, construcción y aplicación
Fuerza centrífuga: definición ejemplos y
problemas
Torque: Definición, ecuación y ejemplos
Habilidades a profundizar: Lectura, diseño e
interpretación de gráficas, tablas y ecuaciones.
ÁMBITOS TEMÁTICOS
Termodinámica 1
Unidades de medida: Temperatura (Celsius,
Fahrenheit y absoluta - Kevin y rankye). Calor
(Jules, calorías)
Conductividad térmica: efectos de incrementar
o disminuir la temperatura en un objeto,
características de los materiales.
Primera ley de la termodinámica: Energía
interna de un sistema, el calor y el trabajo, con
relación a la conservación de la energía.
Segunda ley de la termodinámica: Eficiencia
mecánica de una máquina a partir de las
relaciones entre el calor y trabajo Entropía.
Explico, haciendo uso de las leyes
termodinámicas, el funcionamiento térmico de
 diferentes máquinas (motor de combustión,
refrigerador).

CHEMISTRY
Final Benchmark: I explain, investigate and use chemical concepts and principles related to atoms, molecules, elements, types of chemical bonds,
properties, and states of matter and ideal gases to understand the phenomena around matter and the way it interacts and is affected by different
energies and environments, in order to strengthen my scientific, critical and creative thinking about everything that can be seen, touched, or smelled
that is made up of some combination of chemicals.

TERM 1

INSTITUTIONAL BENCHMARK LEARNING EVIDENCE THEMATICS

I develop scientific thinking and skills in
understanding the fundamental
principles of Chemistry and their
application, representation, and daily life
situations usage to understand how this
area of knowledge contributes to life
conservation.
I use concepts and basic principles of
chemistry to describe how atoms,
molecules, and elements can be applied
to solve situations that require an
interpretation of natural phenomena and
technology.
I inquiry and explain phenomena related
to basic concepts of chemistry, atoms,
and molecules to evaluate how this area
of knowledge is present around us in
home, commercial, and industrial
processes.
BASICS OF CHEMISTRY
● Definition; history and branches (Classification)
● Metric systems Units
● Unit conversion and dimensional analysis
● Significant figures and scientific notation
● Chemistry Lab Equipment
● Chromatography: Definition, types use.
ATOMS & MOLECULES
● The atom
● Atomic number and mass number
● Early Atomic Theory: Dalton. Thomson,
Rutherford, Neils Bohr, Bohor Someferd and
quantic theory.
● Avogadro's Number: Using the mole to count
atoms.
● ElectronConfiguration in Atomic Energy
Levels
● Quantic Numbers
● What is a Molecule? Structure and Models
● Matter: Physical and chemical Properties.
TERM 2
INSTITUTIONAL BENCHMARK
(2 - 8) & (2) I explain how substances are
formed from the interaction of the elements
and that they are grouped in a periodic
system TO understand that in a chemical
reaction, the atoms of the reactant
molecules recombine to generate new
products and that these products are
formed from intramolecular forces (ionic
and covalent bonds).
LEARNING EVIDENCE
I use concepts and basic principles of
chemistry to describe the types of
elements and chemical bonds that can be
applied to solve situations that require an
interpretation of natural phenomena and
technology.
I inquire and explain phenomena related
to basic concepts of chemistry, elements,
and types of chemical bonds to evaluate
how this area of knowledge is present
around us in home, commercial, and
industrial processes.
THEMATIC/COMPONENTS
TYPES OF ELEMENTS
● The periodic table: Properties of groups and
periods
● Metals on the periodic table: Definition and
reactivity (electronegativity, atomic radius.
● Transition Metals and Main-group Elements:
Properties and differences
● Alkaline Earth Metals: Definition, properties
and characteristics.
● P-Block Elements on the Periodic Tables:
Properties and overview
● Alkali Metals Elements Properties,
characteristics and reactions
● Noble Gases: Definition, List, and properties
● Valence Electrons and Energy: Levels of
atoms of elements
● Atomic and Ionic Radii: Trens among groups
and Periodic properties: Ionizing energy,
Electronegativity, and the diagonal
relationship.
TYPES OF CHEMICAL BONDS
● Types: Ionic, covalent, coordinate.
● Interactions: Polar Covalent, Hydrogen and
Forces of Vanderwalls
● The Octet Rule and Lewis Structures of
Atoms.
● What Are Ionic Compounds? Definition,
examples, and reactions.
● I locate the elements in the Periodic Table
concerning the atomic (Z) and mass (A)
numbers.
● I use models and representations (Bohr,
Lewis) that allow me to recognize the
structure of the atom and its relationship to
its location in the Periodic Table.

TERM 3
INSTITUTIONAL BENCHMARK
(3) I understand that the behavior of an ideal
gas is determined by the relationships
between Temperature (T), Pressure (P),
Volume (V), and Amount of substance (n) to
explain the behavior (diffusion,
compression, expansion, fluidity) of gases
from the kinetic molecular theory to interpret
the results of experiments in which I analyze
the behavior of an ideal gas.
(Física tercer trimester)
LEARNING EVIDENCE
I investigate and explain experiences
to separate homogeneous and
heterogeneous mixtures
techniques (evaporation,
crystallization, distillation), to justify
the choice of the same from the
physicochemical properties of the
substances involved.
● I explain, based on diagrams, given a
chemical reaction, how the atoms of each
molecule recombine to generate new
molecules.
● I represent the types of bonds (ionic and
covalent) to explain the formation of a given
compound, based on criteria such as
electronegativity and relationships between
valence electrons.
● I justify whether a change in a material is
physical or chemical from observable
characteristics that indicate, in the case of
chemical changes, the formation of new
substances (color change, gas release,
among others).
THEMATIC/COMPONENTS
PROPERTIES AND STATES OF MATTER
● What is Heat?, What is Temperature?
using ● States of matter: Solid, liquid. gas and
plasma
● The Kinetic Molecular Theory: Properties of
solids and liquids
● Phase Diagram: Critical point, triple point,
and Phase Equilibrium Boundaries.
● Phase Change
● What are evaporation, condensation,
sublimation, and solidification?
● The Kinetic Molecular Theory: Properties of
gases.
GAS LAW AND PROPERTIES
● Pressure: Definition, units, and conversion.
● Temperature Units and Conversion
● Graham's¨Law: Diffusion and Effusion
 I use basic chemistry concepts and
principles to explain the operation of a
hot air balloon, gas pipettes, and
inflating/exploding a pump), from
mathematical relationships between
variables such as pressure, temperature,
amount of gas, and volume, identifying
how the gas laws (Boyle-Mariotte,
Charles, Gay-Lussac, Combined Law,
equation of state) allow these
relationships to be established.
● Ideals Gas Law and the gas constant: Boyle,
Charles, Gay-Lussac, combined Law.
● Using the gas law: calculate the pressure,
volume, temperature, or quantity of gas.
● Interpret the results of experiments in which
the influence of the variation of temperature
(T) and pressure (P) on the changes of the
state of a group of substances is observed,
representing them through the use of graphs
and tables.
● Explain the relationship between
temperature (T) and pressure (P) with some
properties (density, solubility, viscosity,
boiling, and melting points) of substances
from examples.

BIOLOGY
Final Benchmark: I can evaluate the human body according to its general functions, structures, effects on daily life and the interactions between
them, understanding how these systems are part of a balance in the universe and between the living things and in myself, taking into account, the
well being between my body, the ecosystem, and the environment realizing my behavior and commitment to myself on physical and mental health,
working with different circumstances including homeostatic processes and how these are affected by different internal and external factors, to my
relate myself as part of a community in a sustainable and medically and biologically stable way that show me that I am part of a whole from the
natural, social, emotional and cultural aspects.

TERM 1

INSTITUTIONAL BENCHMARK LEARNING EVIDENCE THEMATIC/COMPONENTS

(4) I analyze relationships between organ
systems (excretory, immune, nervous,
endocrine, skeletal, and muscular) with
the processes of regulation of functions in
living beings to promote and monitor
habits that strengthen my physical and
mental health, sharing my experiences
with other classmates.
I relate the biological role of hormones and
neurons in regulating and coordinating the
functioning of body systems and maintaining
homeostasis, giving examples for functions such
as sexual reproduction, food digestion, blood
pressure regulation, and the "fight or flight"
response.
I explain, through examples, the effects of
unhealthy habits on the proper functioning of the
● I relate the homeostatic phenomena of
organisms to the functioning of organs
and systems.
● I interpret models of balance between
some of the systems (excretory,
immune, nervous, endocrine, bone,
and muscle).
● I relate the homeostatic phenomena of
organisms with the functioning of
organs and systems.
 excretory, nervous, immune, endocrine, skeletal, ● I interpret models of equilibrium
and muscular systems. existing between some of the systems
(excretory, immune, nervous,
endocrine, skeletal, and muscular).

ORGAN SYSTEMS:

● Endocrine system generalities and

their influence on my metabolism and
behavior.
● Locomotive system general parts and
interactions regarding movement and
energy spending.
● Excretory system, urinary system, and
the influence of intake of water in
humans.
● The immune system generalities, what
is a disease and what is a health
condition.
● Sanitary conditions to be healthy, the
role of the microbiome.
● The digestive system, is the process of
food until the body gets an energy
supply.
● How food makes me happy and
healthy.
● Nervous System and the stimuli of the
inner and outside world. General
structures, mental health for kids.
Perception, sensitivity, and process of
the world information.

TERM 2

INSTITUTIONAL BENCHMARK LEARNING EVIDENCE THEMATIC/COMPONENTS

 (5) I analyze the reproduction (asexual,
sexual) of different groups of living beings
and its importance for the preservation of
life on the planet to create preventive
campaigns of pathologies related to the
reproductive system, early pregnancy,
and contraceptive methods to share them
with the community.
I investigate and explain the systems of sexual
and asexual reproduction in animals and
recognize their effects on the variability and
preservation of species.
I inquire and explain the importance of the
application of preventive measures for
pathologies related to the reproductive system.
● Differentiate the types of reproduction
in plants and propose its application
according to the conditions of the
environment where it is performed.
● Identify physical and psychological
risks and consequences of
adolescent pregnancy.
● Differentiate the types of reproduction
in plants and propose its application
according to the conditions of the
environment where it is performed.
● Identify risks and physical and
psychological consequences of
teenage pregnancy.

Human reproduction:

● Birth control
● STIs
● Reproductive anatomy.
● Fetal development
● Birth and growth
● Embryology.
● Sexual and asexual reproduction in
plants and animals.

TERM 3

INSTITUTIONAL BENCHMARK LEARNING EVIDENCE THEMATIC/COMPONENTS

I evaluate the interaction between systems of
living beings and the importance of
homeostatic equilibrium to design my own
and collective strategies for the physical and
emotional well-being of living beings that
inhabit the planet.
I use basic concepts and principles of biology to Body System Interactions and Influence in
design conscious development plans (welfare, the Environment.
food, consumption, etc.) that involve sustainable
development and a balanced interaction ● Sports and the body systems
between humans and their environment. ● Food and the body systems
● Mind and the body systems.
● stress, cortisol, and diseases.
 I inquire about the impact that different lifestyles ● Tendencies in well-being, health, and
have on the planet's biological system. long living.
● sustainability and wellness.
● consumerism of health.

GRADE: 10
FÍSICA
COMPETENCIA FINAL: Explico, indago y uso conceptos y principios físicos relacoinados a la mecanica clásica y sus áreas de conocimiento en
vectores, cinemática y dinámica para comprender los fenómenos a mi alrededor que implican interacción de energía, movimiento, dirección y
fuerza fortaleciendo mi pensamiento cientifico, crítico y creativo para construir conocimiento desde la indagación y comprensión y solución de
problemas físicos.

TRIMESTRE 1

COMPETENCIA EVIDENCIA DE APRENDIZAJE ÁMBITOS TEMÁTICOS

Desarrollo habilidades científicas y
razonamiento comprendiendo los
principios fundamentales de la física y su
aplicación y representación en
situaciones cotidianas y tecnológicas que
involucren movimiento
Uso conceptos y principios básicos de la
física para describir conceptos como los
vectores y la cinemática en la resolución
de problemas prácticos y en la
interpretación de fenómenos naturales y
tecnológicos.
Explico fenómenos relacionados a los
vectores y la cinemática entre objetos que
interactúan; usando diversas fuentes como
ecuaciones, gráficas, tablas, modelos y
resultados de experimentos y análisis de
datos aplicando la terminología y
representaciones adecuadas.
Mecánica Clásica III
Introducción a la física: Métodos y
Medidas en física
Conceptos básicos:Definición, historia y
disciplinas asociadas.
Método científico: pasos, términos y
ejemplos, diseño experimental, informe de
laboratorio partes, propósitos y diseño.
Sistema métrico: unidades, conversión,
análisis dimensional, medidas y figuras
significantes, métodos de medición
Unidades de medida, sistemas de
coordenadas y notación científica.

Indago sobre cómo los vectores y la Vectores: Movimiento y Dirección

cinemática interactúan en los objetos para
desarrollar mi pensamiento crítico, la Definición y tipos
curiosidad y el espíritu investigativo. Gráfica de vectores en el plano
Suma y resta

TRIMESTRE 2
COMPETENCIA
Comprendo que el movimiento de un
cuerpo, en un marco de referencia
inercial dado, se puede describir con
gráficos y predecir por medio de
expresiones matemáticas para explicar
condiciones de cambio y conservación
de sistemas.
EVIDENCIA DE APRENDIZAJE
Uso conceptos y principios básicos de la
física para describir conceptos como el
movimiento de un cuerpo en dos
dimensiones en la resolución de
problemas prácticos y en la interpretación
de fenómenos naturales y tecnológicos.
Explico fenómenos relacionados a el
movimiento de un cuerpo en dos
dimensiones entre objetos que
interactúan; usando diversas fuentes
como ecuaciones, gráficas, tablas,
modelos y resultados de experimentos y
análisis de datos aplicando la
terminología y representaciones
adecuadas.
Cinemática: Energía y Movimiento
Repaso:
Cinemática: Desplazamiento, velocidad y
aceleración.
Distancia y desplazamiento
Movimiento en una dimensión.
Movimiento rectilíneo uniforme y
uniformemente acelerado y sus ecuaciones.
Conceptualización:
Caida libre
Tiempo y posición
Aceleración y gravedad: Definición y fórmula
Habilidades a profundizar: Lectura, diseño
e interpretación de gráficas, tablas y
ecuaciones.
ÁMBITOS TEMÁTICOS
Mecánica Clásica IV
Movimiento en dos dimensiones
Movimiento en dos dimensiones: Parabólico y
Circular uniforme.
Gráficos que relacionan el desplazamiento, la
velocidad y la aceleración en función del
tiempo.
Movimiento de un cuerpo a partir de las
expresiones matemáticas: Distancia
recorrida, velocidad y aceleración en función
del tiempo.
Proyectiles

TRIMESTRE 3
COMPETENCIA
Comprendo que el movimiento de un
cuerpo, en un marco de referencia
inercial dado, se puede describir con
gráficos y predecir por medio de
expresiones matemáticas para explicar
condiciones de cambio y conservación
de sistemas.
Indago sobre cómo ocurre el movimiento
de un cuerpo en dos dimensiones para
fortalecer mi pensamiento crítico, la
curiosidad y el espíritu investigativo.
EVIDENCIA DE APRENDIZAJE
Uso conceptos y principios básicos de la
física para describir conceptos como la
energía y fuerza que intervienen en la
resolución de problemas prácticos y en
la interpretación de fenómenos naturales
y tecnológicos.
Explico fenómenos relacionados a la
energía y fuerza de un cuerpo; usando
diversas fuentes como ecuaciones,
gráficas, tablas, modelos y resultados de
experimentos y análisis de datos
aplicando la terminología y
representaciones adecuadas.
Indago sobre cómo ocurre la energía y
la fuerza en un sistema utilizando
herramientas tecnológicas y
experimentales para recolectar y
recolectar datos para fortalecer mi
pensamiento crítico, la curiosidad y el
espíritu investigativo.
Descripción del movimiento de un cuerpo
representado en gráficos cuando se cambia de
marco de referencia.
Habilidades a profundizar: Lectura, diseño e
interpretación de gráficas, tablas y ecuaciones.
ÁMBITOS TEMÁTICOS
Mecánica Clásica V
Dinámica: Movimiento y fuerzas
Repaso:
Dinámica: Definición, movimiento y fuerza.
Fuerza: Definición, tipos, balance y no balance.
Leyes de Newton: Primera ley o ley de la
inercia.
Segunda ley o ley fundamental de la dinámica.
Fuerza y movimiento.
Masa, peso y gravedad
Tercera ley o principio de acción y reacción.
Fricción: definición y tipos
Conceptualización:
Energía y trabajo.
Tipos de energía.
Conservación de la energía.
Trabajo y potencia.
Habilidades a profundizar: Lectura, diseño e
interpretación de gráficas, tablas y ecuaciones.
CHEMISTRY
Final Benchmark: I explain, investigate and use chemical concepts and principles related to types of chemical reaction, acids and bases, oxidation
reduction, and chemical solutions to understand the phenomena around matter and the way it interacts and is affected by different energies and
environments, in order to strengthen my scientific, critical and creative thinking about everything that can be seen, touched, or smelled that is made
up of some combination of chemicals..
TERM 1
INSTITUTIONAL BENCHMARK
I develop scientific thinking and skills in
understanding the fundamental
principles of Chemistry and their
application, representation, in types of
chemical reactions and daily life
situations usage to understand how this
area of knowledge contributes to life
conservation.
LEARNING EVIDENCE THEMATIC/COMPONENTS
I use concepts and basic principles of BASICS OF CHEMISTRY
chemistry like type of chemical reaction to ● Definition; history and branches
describe types of chemical reaction to solve (Classification)
situations that require an interpretation of ● Metric systems Units
natural phenomena and technology. ● Unit conversion and dimensional
analysis
● Significant figures and scientific
I inquire and explain phenomena related to
notation
basic concepts and types of chemical reactions
● Chemistry Lab Equipment
to evaluate how this area of knowledge is
● Chromatography: Definition, types
present around us in home, commercial, and
use.
industrial processes.
TYPES OF CHEMICAL REACTION
● What is a chemical reaction?
Definition and effects
● Rate of chemical reaction:
Modifying factors
● Rate of Chemical reactions: Effect
of temperature
● Chemical reaction Catalyst: Rates
and overview
● Enthotermic and Exothermic
Reactions
● Assigning Oxidaction numbers to
elements in a chemical formula.
● Balanceo por tanteo de ecuaciones.
TERM 2

INSTITUTIONAL BENCHMARK LEARNING EVIDENCE THEMATIC/COMPONENTS(

(2) I understand that acidity and basicity
are chemical properties of some
substances to explain the function of acids
and bases in processes proper to living
beings (respiration and digestion in the
stomach) and industrial processes (use of
fertilizers in agriculture) and cleaning
(soap).
I use concepts and basic principles of chemistry ACIDS AND BASES
like acids and bases as well as oxidation
reduction to solve situations that require an ● Acids and Bases: Weak acids,
interpretation of natural phenomena and weak bases, and Buffers
technology. ● Theories (Arrhenius, Brönsted –
Lowry y Lewis)
I inquiry and explain phenomena related to basic ● Chemical behavior of acids and
concepts of acids and bases as well as bases to interpret the acidic or
oxidation-reduction to evaluate how this area of basic properties of some
knowledge is present around us in home, compounds.
commercial, and industrial processes.
OXIDATION REDUCTION

● The acidity and basicity of given

compounds, qualitatively
(colorimetry) and quantitatively
(pH - pOH scale).
● PH: Definition, examples,
aplications and ecuación.
● # de oxidación
● Valence change balancing method
and the electron-ion method

TERM 3

INSTITUTIONAL BENCHMARK LEARNING EVIDENCE THEMATIC/COMPONENTS

(3) I analyze quantitative relationships
between solutes and solvents, as well as
factors affecting the formation of solutions
to argue about chemical processes as a
dynamic system.
I use scientific knowledge to identify the CHEMICAL SOLUTIONS
components of a solution and quantitatively
represent the degree of concentration using some ● Polar Molecule: Definition and
mathematical expressions: % by volume, % by examples
mass, molarity (M), and molality (m). ● Solutions, electrolytes, and
nonelectrolytes
 I investigate and explain from the intermolecular ● Solubility and solubility curve
forces (hydrogen bridges, Van der Waals forces) ● Dissolved gas: Process and
the physical properties (solubility, density, boiling examples
and melting point, and surface tension) of liquid ● Dissolving liquids: Process and
substances. examples
● Calculating Molality and Molality
concentration
● Calculating dilution of solutions
● Colligative properties and
Raoult´s Law
● Using Colligative properties to
determine Molar Mass
● Facts about water Molecules:
Structure and properties
● Dissociation constant and
autoionization of water
● Using chemical reactions to
identify substances.
● Solutions: unsaturated,
saturated, and supersaturated
types in which temperature,
pressure, amount of solute, and
solvent variables are modified.
Predictions about it.
● Factors that affect the formation
of solutions
● Units Physic of concentration of
solutions: % in mass, %
mass-volumen, %volumen,
density.
● Chemistry Units of concentration
of solutions: %Molaridad,
normalidad, y fracción molar.

BIOLOGY 10
Final Benchmark: I can hypothesize about the different ecological relationships, population dynamics, and energy flow between communities,
inquiring that all Mendelian genetics and evolutionary principles throughout history mediate the natural survival of a species and how these species
are also subject to human activity and sustainable relationships between natural resources and the development of societies in order to be able to
connect ourselves as human beings in the natural world that surrounds us evaluating what are the effects of the actions carried out seeking human
development and how these impacts can be solved in terms of sustainability.
TERM 1
INSTITUTIONAL BENCHMARK
I can inquire about inheritance patterns
using Mendelian Genetics, and
epigenetics contrasting the transmission,
change, and expression of genetic
material manifested by phenotypes and
genotypes in humans to empower healthy
habits in life understanding how my
ancestors and myself make up my health
state which can be transmitted to the next
generations.
TERM 2
LEARNING EVIDENCE THEMATIC/COMPONENTS
I am able to explain genetic patterns and the MENDEL, GENETICS, AND MEIOSIS
characteristics between humans and other
species by observing how variability and ● Chromosomes
adaptations are the basis of species' success ● Meiosis
using Mendelian genetics. ● Chromosomes and phenotype
● Meiosis and genetic variation
I am able to inquiry and summarize the role of ● Mendel and heredity
DNA in the storage and transmission of cellular ● Traits probability (Punnet
information, as well as the role of sexual squares)
reproduction, inheritance of traits, and variability ● Genes and alleles
in humans, understanding how the epigenetic ● Complex patterns of inheritance
mechanism can be inherited and changed along ● Inheritance of gender
with the acquisition of healthy and unhealthy ● Sex-linked, codominance,
habits affecting the human genome. incomplete dominance variations
in mendelian theme.
● Make predictions by applying
different mechanisms
(probabilities or punnet) to the
proportions of characteristics
inherited by some organisms.
● Explain how information is
transmitted from parents to
offspring, identifying the causes
of variability among organisms of
the same family.
 INSTITUTIONAL BENCHMARK LEARNING EVIDENCE THEMATIC/COMPONENTS
(5) I explain how genetic information I interpret from models the structure of DNA and BIOCHEMISTRY
contained in -DNA- is expressed, relating its how it is expressed in organisms, representing the
expression to the phenotypes of organisms steps of the translation process (i.e., protein ● Chromosomes composition
and recognize its capacity for modification synthesis). ● Identifying DNA as the genetic
over time (by mutations and other changes), material
as a determining factor in the generation of I explain the main mechanisms of change in DNA ● Structure of DNA
diversity of the planet and in the evolution of (mutation and others) identifying variations in ● DNA replication
species to empower healthy habits in life protein structure that lead to changes in the ● Protein synthesis.
understanding how my ancestors and phenotype of organisms and diversity in ● Relate protein production in the
myself make up my health state which can populations. organism to some phenotypic
be transmitted to the next generation. characteristics to explain the
relationship between genotype
and phenotype.

TERM 3

INSTITUTIONAL BENCHMARK LEARNING EVIDENCE THEMATIC/COMPONENTS

I can sequentially inquire about the
principles of evolution and natural selection,
the importance of including humans that
play an important role in the manipulation,
change, and preservation of organisms
during time; using the geological eras, the
origin of life on earth, and its cycles, to
reflect myself as a part of nature (organism)
in order to design strategies for solving
problems related to the coming
Anthropocene taking responsibility about
my actions and be aware of what kind of
planet I want to live on and transform for
future generations
I am able to argue how fossil and biochemical PRINCIPLES OF EVOLUTION
evidence support the theory of evolution, relating it
to natural selection changes in organisms, and ● The history of evolutionary
genetic patterns of species variability as a basis of thought.
species success. ● Evidence of evolution.
● Darwin's Natural selection and
I am able to research the history of life on Earth to population.
propose the Anthropocene age, predict the ● Genetic Variation within
dynamics of the future natural world, and together populations6. Other mechanisms
with technology how the ecosystems and species of evolution.
transformations can be harmful or not for the ● Hardy-Weinberg equilibrium.
future of the human species.s. ● Speciation and patterns of
evolution.

THE HISTORY OF LIFE

● The geological time scale.

● Fossil record.
 ● Strata record.
● Radioactive isotopes.
● Origin of life.
● Early single-celled organisms.
● Radiation of multicellular life.
● Human evolution.
● The Anthropocene and the impact
of humans on the new age.
● Explain the evidence that supports
the common ancestor theory and
the theory of natural selection
(evidence of geographical
distribution of species, fossil
remains, homologies, and
comparison between DNA
sequences).
● Identify the processes of
transformation of living beings that
occurred in each of the geological
eras.

GRADE 11TH
FÍSICA
COMPETENCIA FINAL: : Explico, indago y uso conceptos y principios físicos relacoinados a la mecanica clásica y sus áreas de conocimiento en
fuerza, potencia, energía, momentum , vibración, ondas, sonido, luz y optica para comprender los fenómenos a mi alrededor que implican
interacción de energía, movimiento, dirección y fuerza fortaleciendo mi pensamiento cientifico, crítico y creativo para construir conocimiento desde
la indagación y comprensión y solución de problemas físicos.

TRIMESTRE 1

COMPETENCIA EVIDENCIA DE APRENDIZAJE ÁMBITOS TEMÁTICOS

(1 & 2) Evaluo como el reposo
y el movimiento de un cuerpo
son resultantes de fuerzas
aplicadas sobre un sistema y
que se pueden anular entre
Uso conceptos y principios básicos de
la física para describir conceptos como
fuerza, potencia, energía y momentum
en la resolución de problemas prácticos
y en la interpretación de fenómenos
Mecánica Clásica VI
Introducción a la física: Métodos y Medidas en física
Conceptos básicos:Definición, historia y disciplinas
asociadas.
ellas produciendo cambios de
velocidad y trayectoria para
evaluar como la conservación
de la cantidad de movimiento
es un principio que permite
cuantificar y explicar
diferentes fenómenos
mecánicos: choques entre
cuerpos, movimiento pendular,
caída libre, deformación de un
sistema masa-resorte.
naturales y tecnológicos.
Explico fenómenos relacionados a
fuerza, potencia, energía y momentum
entre objetos que interactúan; usando
diversas fuentes como ecuaciones,
gráficas, tablas, modelos y resultados
de experimentos y análisis de datos
aplicando la terminología y
representaciones adecuadas.
Indago sobre como fuerza, potencia,
energía y momentum interactúan en
los objetos para fortalecer mi
pensamiento crítico, la curiosidad y el
espíritu investigativo.
Método científico: pasos, términos y ejemplos, diseño
experimental, informe de laboratorio partes, propósitos y
diseño.
Sistema métrico: unidades, conversión, análisis
dimensional, medidas y figuras significantes, métodos de
medición
Unidades de medida, sistemas de coordenadas y
notación científica.
Fuerza, potencia, energía y momentum
Energía
Trabajo: Definición y características.
Teorema Trabajo-Energía.
Energía Mecánica: Cinética y Potencial.
Conservación de la Energía Mecánica.
Potencia: Definición, unidades.
Línea de Momentum: definición , ecuación y ejemplo.
Momento e Impulso: Definición, teorema y ejemplos.
Conservación del Momentum: Definición, ecuación y
ejemplos.
Dinámica: Expresiones matemáticas, cambios de
velocidad (aceleración) de un cuerpo, relación fuerza y
masa (segunda ley de Newton).
Interacción de cuerpos: directa y a distancia, la fuerza de
acción y de reacción sus valores y direcciones (tercera
ley de Newton).
Diagrama de cuerpo libre, sistema de ecuaciones,
diagramas de fuerza.
principio de conservación de la cantidad de movimiento:
predicciones cualitativas y cuantitativas sobre el
movimiento y masa de un cuerpo.
Sistemas no conservativos (fricción, choques no
elásticos, deformación, vibraciones) las transformaciones

TRIMESTRE 2
COMPETENCIA
Evaluo como el reposo y el
movimiento de un cuerpo son
resultantes de fuerzas
aplicadas sobre un sistema
produciendo cambios de
velocidad y trayectoria
oscilatorios para evaluar como
la conservación de la cantidad
de movimiento es un principio
que permite cuantificar y
explicar diferentes fenómenos
mecánicos.
TRIMESTRE 3
EVIDENCIA DE APRENDIZAJE
Uso conceptos y principios de la física
para describir el movimiento armónico
simple, vibración, ondas y sonido de un
cuerpo en dos dimensiones en la
resolución de problemas prácticos y en
la interpretación de fenómenos
naturales y tecnológicos.
Explico fenómenos relacionados a el
movimiento armónico simple, vibración,
ondas y sonido de un cuerpo cuerpo en
dos dimensiones usando diversas
fuentes como ecuaciones, fórmulas,
gráficas, tablas, modelos y resultados
de experimentos y análisis de datos
aplicando la terminología y
representaciones adecuadas.
Indago sobre cómo ocurre el
movimiento armónico simple, vibración,
ondas y sonido de un cuerpo para
demostrar mi pensamiento crítico, la
curiosidad y el espíritu investigativo.
de energía que se producen en concordancia con la
conservación de la
energía.
Habilidades a profundizar: Lectura, diseño e
interpretación de gráficas, tablas y ecuaciones.
ÁMBITOS TEMÁTICOS
Mecánica Clásica VII
Movimiento Armónico Simple
Definición, características y ecuación: Movimiento vertical,
frecuencia y masa
Oscilaciones: Gráficos trigonométricos
Energía cinética y potencial
Sistemas masa resorte y sistemas pendulares
La ley de Hooke
Vibración, Ondas y Sonido
Vibración y ondas: Energía y movimiento
Parámetros de Onda: Longitud, amplitud, periodo,
frecuencia y velocidad.
Ondas transversales y longitudinales: Definición y ejemplos
Sonido: Definición y características
Velocidad del sonido: intensidad, tono y volumen.
Resonancia: Definición y transmisión de ondas sonoras
Efecto Doppler: Definición, formula, ejemplos y aplicación.
(Natural y artificial)
Habilidades a profundizar: Lectura, diseño e
interpretación de gráficas, tablas y ecuaciones.
 COMPETENCIA EVIDENCIA DE APRENDIZAJE ÁMBITOS TEMÁTICOS

Evaluo como el reposo y el Uso conceptos y principios básicos de Luz y Óptica

movimiento de un cuerpo son
resultantes de fuerzas
aplicadas sobre un sistema
produciendo cambios de
velocidad y trayectoria
oscilatorios para evaluar como
la conservación de la cantidad
de movimiento es un principio
que permite cuantificar y
explicar diferentes fenómenos
mecánicos.
la física para describir conceptos como
luz y óptica que intervienen en la Naturaleza ondulatoria de la luz: origen, espectro,
resolución de problemas prácticos y en frecuencia, longitud y color .
la interpretación de fenómenos
naturales y tecnológicos. Reflexión y refracción: Ángulo de incidencia, ángulo de
reflexión y curva superficial.
Explico fenómenos relacionados a luz y
óptica usando diversas fuentes como Reflexión difusa: Definición, ejemplos y superficie
ecuaciones, gráficas, tablas, modelos y
resultados de experimentos y análisis Refracción y dispersión: Definición, ley de Snells e índice
de datos aplicando la terminología y de refracción.
representaciones adecuadas.
Transparencia y opacidad de materiales en ondas
Indago sobre cómo se produce y electromagnéticas
comporta la luz utilizando herramientas
tecnológicas y experimentales para Interferencia constructiva y destructiva
recolectar y datos para demostrar mi
pensamiento crítico, la curiosidad y el Difracción y efecto de Tyndall.
espíritu investigativo.
Habilidades a profundizar: Lectura, diseño e
interpretación de gráficas, tablas y ecuaciones.

QUIMICA
Final Benchmark: I explain, investigate and use chemical concepts and principles related to atoms, molecules, elements, types of chemical
bonds, properties and states of mater and ideal gases to understand the phenomena around matter and the way it interacts and is affected
by different energies and environments, in order to strengthen my scientific, critical and creative thinking about everything that can be seen,
touched, or smelled that is made up of some combination of chemicals.

TRIMESTRE 1
COMPETENCIA EVIDENCIA DE APRENDIZAJE ÁMBITOS TEMÁTICOS
(2) Comprendo que la acidez y la
basicidad son propiedades químicas de
algunas sustancias para relacionarlas con químico de los ácidos y las bases para interpretar
su importancia biológica y su uso cotidiano las propiedades ácidas o básicas de algunos
e industrial.
TERM 2
COMPETENCIA
(3) Analizo las relaciones cuantitativas
entre solutos y solventes, así como los
factores que afectan la formación de
soluciones PARA
Comparo algunas teorías (Arrhenius, Brönsted – BASICS OF CHEMISTRY
Lowry y Lewis) que explican el comportamiento ● Definition; history and branches
(Classification)
● Metric systems Units
compuestos. ● Unit conversion and dimensional
analysis
Determino la acidez y la basicidad de compuestos ● Significant figures and scientific
dados, de manera cualitativa (colorimetría) y notation
cuantitativa (escala de pH - pOH). ● Chemistry Lab Equipment
● Chromatography: Definition, types use.
Explico la función de los ácidos y las bases en
procesos propios de los seres vivos (respiración y
digestión en el estómago) y de procesos
industriales (uso fertilizantes en la agricultura) y
limpieza (jabón).
EVIDENCIA DE DESEMPEÑO UNIDADES
TEMÁTICAS/COMPONENTES
Explico qué factores afectan la formación de Hago predicciones sobre qué ocurrirá con
soluciones a partir de resultados obtenidos en una solución si se modifica una variable
procedimientos de preparación de soluciones de como la temperatura, la presión o las
distinto tipo (insaturadas, saturadas y cantidades de soluto y solvente.
sobresaturadas) en los que modifica variables
(temperatura, presión, cantidad de soluto y
disolvente)
Identifico los componentes de una solución y
represento cuantitativamente el grado de
concentración utilizando algunas expresiones
matemáticas: % en volumen, % en masa,
molaridad (M), molalidad (m).
Explico a partir de las fuerzas intermoleculares
(Puentes de Hidrogeno, fuerzas de Van der
Waals) las propiedades físicas (solubilidad, la
 densidad, el punto de ebullición y fusión y la
tensión superficial) de sustancias liquidas.

TERM 3

COMPETENCIA EVIDENCIA DE DESEMPEÑO UNIDADES

(3) Comprendo que los diferentes mecanismos
de reacción química (oxido-reducción,
descomposición, neutralización y
precipitación) posibilitan la formación de
compuestos inorgánicos PARA
TEMÁTICAS/COMPONENTES
Establezco la relación entre la distribución de Explico a partir de relaciones
los electrones en el átomo y el cuantitativas y reacciones químicas
comportamiento químico de los elementos, (oxido-reducción, descomposición,
explicando cómo esta distribución determina la neutralización y precipitación) la
formación de compuestos, dados en ejemplos formación de nuevos compuestos,
de elementos de la Tabla Periódica. dando ejemplos de cada tipo de
reacción.
Balanceo ecuaciones químicas dadas por el
docente, teniendo en cuenta la ley de
conservación de la masa y la conservación de
la carga, al determinar cuantitativamente las
relaciones molares entre reactivos y productos
de una reacción (a partir de sus coeficientes).

Utilizo formulas y ecuaciones químicas para

representar las reacciones entre compuestos
inorgánicos (óxidos, ácidos, hidróxidos, sales)
y posteriormente nombrarlos con base en la
nomenclatura propuesta por la Unión
Internacional de Química Pura y Aplicada
(IUPAC).

BIOLOGY 11
Final Benchmark: I can evaluate phenomena related to biological diversity of animals and plants, ecosystems and biomes dynamics, ecological
interactions, and the good use of natural resources to apply critical thinking conducted to solving problems in my daily life by encouraging and
applying conservation.
TERM 1
INSTITUTIONAL BENCHMARK LEARNING EVIDENCE THEMATIC/COMPONENTS
I can analyze and construct taxonomic I am able to explain animal adaptations, TAXONOMY
organizations of vertebrates and behaviors, the ability to survive, their main
invertebrates, the relation between each characteristics, and their position in a tree of life, ● The Linnaean system of
other with the help of taxonomic trees, understanding that characteristics and complexity classification.
determine the diversity and the dynamics are part of a hierarchy of living things. ● The tree of life and the building of
between species, and understand in what evolutionary trees.
way evolution has allowed living beings to I am able to investigate through lines of evolution ● Classification is based on.
have different adaptations that guarantee that show how species have evolved; and based ● Evolutionary relationships.
survival to determine critically my position, on the main characteristics of each phylogenetic ● Domains and kingdoms
roll and, function as an animal-human inside group, hypothesize the similarities and differences
the Animal kingdom and the three domains between the anatomy and physiology of animals VERTEBRATES AND INVERTEBRATES
of life. compared with the evolution of humans. ZOOLOGY

● Animal characteristics.
● Animal diversity.
● Groups of invertebrates (Sponges,
Cnidarians, Flatworms, Mollusks,
Annelids, Roundworms,
Echinoderms, Arthropod)Group of
Vertebrates (Fish, Amphibians,
Reptiles, Birds, Mammals)
● Adaptive value of Social,
evolutiveinstinct and learning
behavior.

TERM 2

INSTITUTIONAL BENCHMARK LEARNING EVIDENCE THEMATIC/COMPONENTS

I can demonstrate the different
characteristics of biomes with their
communities' interactions between them
and analyze data about the human impact
to have a global vision of the ecosystem's
status to build proposals and strategies with
I am able to Identify the values calculated for the ECOLOGY
ecological footprint and how those factors
evaluated can be better used to reduce impact in ● Life inside the earth system
different biomes by judging the effectiveness of ● Ecological footprint
some improvement plans for the conservation. ● Air quality.
● Climate
environmental solutions to reduce the
ecological footprint from my own actions.
TERM 3
INSTITUTIONAL BENCHMARK
(4) Comprendo que la biotecnología
conlleva el uso y manipulación de la
información genética a través de
distintas técnicas (fertilización
asistida, clonación reproductiva y
terapéutica, modificación genética,
terapias génicas, OMGs), y que tiene
implicaciones sociales, bioéticas y
ambientales to develop a critical
point of view towards the decisions of
access to genetic enhancement in
ourselves and in nature around us
(4) I understand how biotechnology
involves the use and manipulation of
genetic information through different
techniques (assisted fertilization,
reproductive and therapeutic cloning,
genetic modification, gene therapies,
GMOs), and its social, bioethical and
environmental implications to develop
a critical point of view towards the
decisions of access to genetic
I am able to investigate the preliminary information ● Biomes
to design the draft of the senior project according ● Air quality.
to the basic elements to begin to outline the final
project JUNIOR PROJECT FIRST DRAFT
● Topic
● Type of research
● Objectives
● Question, hypotheses
● Methodological process.
LEARNING EVIDENCE THEMATIC/COMPONENTS
Describo distintas técnicas biotecnológicas BIOTECHNOLOGY
(fertilización asistida, clonación reproductiva
y terapéutica, modificación genética, ● Natural DNA recombination.
terapias génicas), explicando cómo ● Artificial DNA recombination
funcionan y qué características generan en technology.
los organismos desarrollados. ● Reflections of the use of
biotechnology in Society, positive
I describe different biotechnological and negative implications.
techniques (assisted fertilization, ● To evaluate how society attempt
reproductive and therapeutic cloning, genetic to deal with our ever-changing
modification, gene therapies, GMOs), world.
explaining how they work and what ● Explain what the Human
characteristics they generate in developed Genome Project is about and
organisms. what has been its impact on
research and medical practice.
Explico los usos de la biotecnología y sus ● Propose questions that make it
efectos en diferentes contextos (salud, possible to inquire more about
agricultura, producción energética y the positions on the Human
ambiente). Genome, to answer them I make
a bibliographic review, identifying
I explain the uses of biotechnology and its arguments and explanations,
effects in different contexts (health,
 enhancement in ourselves and in
nature around us.
agriculture, energy production, and
environment).
Argumento, basado en evidencias, los
impactos bioéticos, legales, sociales y
ambientales generados por el uso de
transgénicos, clonación y terapias génicas.
● Compare the different points of
view and participate in a debate
on genetic manipulation,
● Prepare a report of the analysis
of the information obtained.

I argue, based on evidence, the bioethical,

legal, social and environmental impacts
generated by the use of transgenics, cloning
and gene therapies.

GRADE:12
FÍSICA
COMPETENCIA FINAL: Analizo, explico y calculo el comportamiento ondas de luz y sonido, interpretando las variables y fenómenos
físicos ondulatorios asociados a la mecánica, la óptica, el electromagnetismo, la gravitación y la mecánica cuántica, desarrollando
habilidades científicas que fortalezcan competencias para la resolución de problemas reales en la vida cotidiana, relacionados con
sistemas acústicos, lumínicos o circuitos eléctricos.

TRIMESTRE 1

COMPETENCIA EVIDENCIAS DE DESEMPEÑO AMBITOS TEMÁTICOS/COMPONENTES

Comprendo la propagación del sonido Indago acerca del sonido como Módulo: Ondas (mecánicas y electromagnéticas)
como fenómenos ondulatorios ondas movimiento ondulatorio para aplicar
mecánicas para deducir y establecer el análisis de variables a ● Clasificación por propagación y por dirección
variables de un sistema situaciones reales de mi contexto. ● Leyes y principios del movimiento
ondulatorio
Explico a través de modelos ● Casos práticos
matemáticos los fenómenos de la ● Cualidades del sonido y de la luz a partir del
propagación del sonido. fenómeno ondulatorio
● Las ondas de luz y sonido según el medio
de propagación (mecánicas y
electromagnéticas) y la dirección de la
oscilación (longitudinales y transversales).
Comprendo la propagación de la luz
como fenómeno ondulatorio de ondas
electromagnéticas para deducir y
establecer variables de un sistema
TIMESTRE 2
COMPETENCIA
(3) Comprende las relaciones entre
corriente y voltaje PARA establecer
una analogía entre el sistema nervioso
humano, los sentidos y la reacción a
nivel muscular.
(3) Comprendo las relaciones entre
corriente y voltaje en circuitos
resistivos sencillos en serie, en
paralelo y mixtos PARA deducir y
establecer el desarrollo de los circuitos
eléctricos y su impacto en la
contaminación ambiental y el
desarrollo de energía renovables.
Indago acerca de la luz como
fenómeno ondulatorio para aplicar
el análisis de variables a principio de Huygens) para predecir el
situaciones reales de mi contexto.
Explico a través de modelos
matemáticos los fenómenos de la
propagación de la luz.
EVIDENCIAS DE DESEMPEÑO
Indago acerca de la corriente y
voltaje para hacer una analogía con
el cuerpo humano.
Explico y deduzco a través de la
experimentación y los modelos
matemáticos el comportamiento de la
corriente y el voltaje en circuitos de
la vida diaria.
Indago acerca de circuitos resistivos
en serie, en paralelo y mixtos para
establecer el impacto de estos en el
medio ambiente.
Explico y deduzco a través de la
experimentación y los modelos
matemáticos el comportamiento de
los circuitos y el impacto de estos en
el medio ambiente.
● Aplica las leyes y principios del movimiento
ondulatorio (ley de reflexión, de refracción y
comportamiento de una onda y los hace
visibles en casos prácticos, al incluir cambio
de medio de propagación.
AMBITOS TEMÁTICOS/COMPONENTES
CIRCUITOS
● Determina las corrientes y los voltajes en
elementos resistivos de un circuito eléctrico
utilizando la ley de Ohm.
● Identifica configuraciones en serie, en
paralelo y mixtas en diferentes circuitos
representados en esquemas.
● Identifica características de circuitos en serie
y paralelo a partir de la construcción de
circuitos con resistencias.
● Predice los cambios de iluminación en
bombillos resistivos en un circuito al alterarlo
(eliminar o agregar componentes en
diferentes lugares).
TRIMESTRE 3

COMPETENCIA EVIDENCIAS DE DESEMPEÑO AMBITOS TEMÁTICOS/COMPONENTES

(2) Comprendo que la interacción de las Indago acerca de las cargas
cargas en reposo genera fuerzas eléctricas y el magnetismo para
eléctricas para explicar el aplicar el análisis de variables a
funcionamiento de diversas situaciones reales de mi contexto.
herramientas y equipos eléctricos que
hay a mi alrededor y que operan con Explico y deduzco a través de la
estos principios. experimentación y los modelos
matemáticos el comportamiento de
las cargas eléctricas y los
electroimanes.
(2) Comprendo que la interacción de las Indago acerca de las fuerzas
cargas que están en movimiento genera eléctricas y magnéticas para aplicar
fuerzas magnéticas para explicar el el análisis de variables a situaciones
funcionamiento de diversas reales de mi contexto.
herramientas y equipos eléctricos que
hay a mi alrededor y que operan con
Explico y deduzco a través de la
estos principios.
experimentación y los modelos
matemáticos el comportamiento de
fuerzas eleçtricas y magnéticas que
funcionan en los electroimanes.
Magnetismo:
● Carga eléctrica (positiva o negativa) que
adquiere un material cuando se somete a
procedimientos de fricción o contacto.
● Fuerzas eléctricas y magnéticas que pueden
ser de atracción y repulsión,
● Fuerzas gravitacionales que generan
efectos de atracción.
● Construcción y explicación del
funcionamiento de un electroimán.
● Formación de imágenes en espejos y lentes
● Espectro electromagnético
● Electricidad y magnetismo
● Ley de Ohm
● Resistencia y código de colores
● Circuitos serie y paralelo
● Leyes de Kirchhoff
● Ley de Coulomb

QUIMICA
Final Benchmark: I explain, investigate and use chemical concepts and principles related to atoms, molecules, elements, types of chemical bonds,
properties and states of mater and ideal gases to understand the phenomena around matter and the way it interacts and is affected by different
energies and environments, in order to strengthen my scientific, critical and creative thinking about everything that can be seen, touched, or
smelled that is made up of some combination of chemicals.

TERM 1

COMPETENCIA EVIDENCIA DE DESEMPEÑO UNIDADES TEMÁTICAS/COMPONENTES

 (3) Analizo las relaciones Explico qué factores afectan la formación de Hago predicciones sobre qué ocurrirá
cuantitativas entre solutos y soluciones a partir de resultados obtenidos en con una solución si se modifica una
solventes, así como los factores que procedimientos de preparación de soluciones variable como la temperatura, la presión
afectan la formación de soluciones de distinto tipo (insaturadas, saturadas y o las cantidades de soluto y solvente.
PARA sobresaturadas) en los que modifica variables
(temperatura, presión, cantidad de soluto y
disolvente)

Identifico los componentes de una solución y

represento cuantitativamente el grado de
concentración utilizando algunas expresiones
matemáticas: % en volumen, % en masa,
molaridad (M), molalidad (m).

Explico a partir de las fuerzas

intermoleculares (Puentes de Hidrogeno,
fuerzas de Van der Waals) las propiedades
físicas (solubilidad, la densidad, el punto de
ebullición y fusión y la tensión superficial) de
sustancias liquidas.

TRIMESTRE 2

COMPETENCIA EVIDENCIA DE DESEMPEÑO UNIDADES TEMÁTICAS/COMPONENTES

(3) Comprendo que los diferentes Establezco la relación entre la distribución Explico a partir de relaciones cuantitativas
mecanismos de reacción química de los electrones en el átomo y el y reacciones químicas (oxido-reducción,
(oxido-reducción, descomposición, comportamiento químico de los elementos, descomposición, neutralización y
neutralización y precipitación) explicando cómo esta distribución precipitación) la formación de nuevos
posibilitan la formación de compuestos determina la formación de compuestos, compuestos, dando ejemplos de cada tipo
inorgánicos PARA dados en ejemplos de elementos de la de reacción.
Tabla Periódica.

Balanceo ecuaciones químicas dadas por

el docente, teniendo en cuenta la ley de
conservación de la masa y la conservación
de la carga, al determinar
cuantitativamente las relaciones molares
 entre reactivos y productos de una
reacción (a partir de sus coeficientes).

Utilizo formulas y ecuaciones químicas

para representar las reacciones entre
compuestos inorgánicos (óxidos, ácidos,
hidróxidos, sales) y posteriormente
nombrarlos con base en la nomenclatura
propuesta por la Unión Internacional de
Química Pura y Aplicada (IUPAC).

TRIMESTRE 3

COMPETENCIA EVIDENCIAS DE DESEMPEÑO AMBITOS TEMÁTICOS/COMPONENTES

(4) Comprendo que los diferentes
mecanismos de reacción química
(oxido-reducción, homólisis, heterólisis y
pericíclicas) posibilitan la formación de
distintos tipos de compuestos orgánicos.
Represento las reacciones químicas
entre compuestos orgánicos utilizando
fórmulas y ecuaciones químicas y la
nomenclatura propuesta por la Unión
Internacional de Química Pura y
Aplicada (IUPAC).

Clasifico compuestos orgánicos y

moléculas de interés biológico
(alcoholes, fenoles, cetonas, aldehídos,
carbohidratos, lípidos, proteínas) a partir
de la aplicación de pruebas químicas.

Explico el comportamiento exotérmico o

endotérmico en una reacción química
debido a la naturaleza de los reactivos,
la variación de la temperatura, la
presencia de catalizadores y los
mecanismos propios de un grupo
orgánico específico.
BIOLOGY
Final Benchmark: I can contrast and debate about biological models, inquiring about evolution and genetics, human self-care, and environmental
sustainability to promote critical thinking and an ethical point of view of the technological and biological advances which transcend my natural world
and my daily life.
TERM 1
INSTITUTIONAL BENCHMARK
(5) I analyze current environmental
issues, such as global warming,
pollution, logging and mining, from a
systemic vision (economic, social,
environmental, and cultural) in order
to extrapolate to my life and my
context the habits and needs for
living in a more sustainable way with
the planet.
LEARNING EVIDENCE THEMATIC/COMPONENTS
Argue based on evidence about the effects ● Explico el fenómeno del
that some human activities (pollution, mining, calentamiento global, identificando
livestock, agriculture, road and city sus causas y proponiendo acciones
construction, forest clearing) have on the locales y globales para controlarlo.
country's biodiversity. ● Identifico las implicaciones que
tiene para Colombia, en los ámbitos
social, ambiental y cultural el hecho
Designs and proposes research, in which
de ser “un país mega diverso”.
individual and collective actions are
● I explain the phenomenon of global
proposed to promote the recognition of the
warming, identifying its causes and
species in their environment to prevent their
proposing local and global actions
felling (plants), capture and mistreatment
to control it.
(animals) for consumption or illegal
● I identify the implications for
trafficking.
Colombia, in the social,
environmental, and cultural
spheres, of being "a mega-diverse
country".
ENVIRONMENTAL EDUCATION
Context: Impact of consumerism,
tourism,
and human wellbeing.
● Environmental impact evaluation.
● Sustainability.
● Environmental health.
● Types of pollution.
● Agricultural and energetic.

TERM 2 (T)
INSTITUTIONAL BENCHMARK
(4) I understand that biotechnology
involves the use and manipulation of
genetic information through different
techniques (assisted fertilization,
reproductive and therapeutic cloning,
genetic modification, gene
therapies), and that it has social,
bioethical and environmental
implications to develop a critical point
of view towards the decisions of
access to genetic enhancement in
ourselves and in nature around us.
● Alternative technologies.
LEARNING EVIDENCE THEMATIC/COMPONENTS
I describe different biotechnological BIOTECHNOLOGY
techniques (assisted fertilization,
reproductive and therapeutic cloning, ● Natural DNA recombination
genetic modification, gene therapies), ● Artificial DNA recombination
explaining how they work and what technology
characteristics they generate in ● Reflections of the use of
developed organisms. biotechnology in Society, positive
and negative implications.
I explain the uses of biotechnology and its ● To evaluate how society’s attempt
effects in different contexts (health, to deal with our ever-changing
agriculture, energy production, and world
environment). ● Explico de qué se trata el
proyecto Genoma Humano y cuál
I argue, based on evidence, the ha sido su impacto para la
bioethical, legal, social, and investigación y práctica médica.
environmental impacts generated by the ● Planteo preguntas que posibiliten
use of transgenics, cloning, and gene indagar más acerca de las
therapies. posturas sobre Genoma Humano,
para responderlas hago una
revisión bibliográfica,
identificando argumentos y
explicaciones,
● Comparo los diversos puntos de
vista y participo en un debate
sobre manipulación genética,
● Realizo un reporte del análisis de
la información obtenida.
● Explain what the Human Genome
Project is about and what has its
impact on research and medical
practice.
● Propose questions that make it
possible to inquire more about the

TERM 3
INSTITUTIONAL BENCHMARK
I can summarize the social, biological,
and cultural factors that concern
sexual behaviors in adolescents by
explaining the needs and the mental
and physical care to have a healthy
sex life, live in a responsible way to
regard others in their own sexuality
and promote health and harmony with
the community and their peers.
positions on the Human Genome,
to answer them I make a
bibliographic review, identifying
arguments and explanations,
● Compare the different points of
view and participate in a debate
on genetic manipulation,
● Produce a report of the analysis
of the information obtained.
LEARNING EVIDENCE THEMATIC/COMPONENTS
I can explain to others to avoid or reduce in SOCIETY, FAMILY, AND SEXUAL
sexual risk behaviors, to prevent or reduce EDUCATION.
sexually transmitted infections (STIs) and
early pregnancy by giving and receiving ● Sexual risk behaviors. Be
consent and advice in all situations and sexually abstinent.
avoiding pressuring others ● Summarize how the most
common STIs and HIV are
I can inquire and recognize how to treat all transmitted.
people with dignity and respect concerning ● Analyze the emotional, social,
their gender identity and sexual orientation, physical, and financial effects of
establishing and maintaining healthy becoming a parent.
relationships. ● Explain why an individual’s
responsible for verifying that all
sexual contact is consensual.
● Evaluate effective strategies for
dealing with difficult relationships
with family members, peers, and
dating or sexual partners
summarizing why it is wrong to
tease or bully others based on
their gender and sexuality (e.g.,
gender identity or expression,
sexual orientation, sexual
abstinence, and activity).
● Analyze the emotional, social,
physical, and financial effects of
becoming a parent.
● Explain the importance of using a
condom for STI/HIV prevention
and using a more effective
contraceptive method (i.e., IUD or
implant, shot, patch, ring, birth
control pills) for pregnancy
prevention.
● Analyze the importance of using
condoms with all sexual partners.