INTRODUCTION

The contemporary world is increasingly structured around science and technology. Its spectacular progress and the speed of the changes that science and technology impose on societys scaffolding raise a crucial challenge for educational systems. In any deliberative or representative body -from those made up by neighbors in a community to the ones made up by the legislators of a nation-, members have to repeatedly make decisions which require more or less technical evaluations, selection and consultation with experts within a framework of different interests and costs and, frequently, with powerful consequences derived from the implementation of each decision made. Representatives have to explain their decisions to those they represent, who, in turn, have to understand those decisions to either support or reject them. The larger the number of citizens with sound ethical, scientific and technical skills, able to acquire and correctly use information, the stronger the probability that decisions beneficial for society as a whole will be made. This becomes particularly important when, within a democratic system, legal standards with a general scope are modified or produced. Without basic knowledge of science and technology, gained through an education based on abstraction, generalization and transposition of concepts and procedures to different areas, as well as on the development of discerning criteria, full participation in todays world and society becomes very difficult. A democratic and effective participation also makes it necessary for the understanding of the scope and procedures of science in a broad sense to be a real possibility for all citizens and not the privilege of a few. This position is formulated in the Federal Education Law and in Recommendation N 26/92 of the Federal Council on Culture and Education, which stipulate that one of the objectives of the General Basic Education is a humanistic, scientific and technological education which enables individuals to manage the cultural codes and contents of the current world, to operate on the material and social reality in a comprehensive and balanced manner, and to improve their quality of life. Improving the quality of life in a technological society makes it necessary to rethink the selection and integration of knowledge transmitted throughout basic education. Is it possible to separate scientific literacy from the much broader concept of a sound cultural background? The purpose of education is the integral development of each individual and the relation of coexistence with others by means of access to different knowledge and the acquisition of values which give a meaning to life. When selecting contents, rather than deciding what the basic aspects of physics, biology, chemistry or geology are, it is necessary to decide how the gaining of systematic knowledge through those disciplines or others contributes to developing a basic scientific competence which may be called scientific literacy. In broad terms, scientific literacy should include a conception of the structure and dynamics of the natural universe, exploratory and experimental research capacities, and the use of their specific symbolic representations. What identifies those who are scientifically literate is their capacity and disposition to design adequate courses of action when facing a problem or when making a decision. Science can and must be taught in such a way that students can use it in their everyday lives and extend it to a social dimension.

In short, the current social practice, including labor practice, implies an interaction with different products of science, and it increasingly calls for greater scientific knowledge in the basic education of all citizens. But this knowledge also contributes to the development of human beings in a broad sense, since it allows them to forge a discipline of reasoning, critical judgment, and questioning which may be applied to other aspects of our daily lives. Regarding personal development, it is worth pointing at the value of knowledge itself. The process of gaining knowledge produces joy, derived from the ability to think, to reflect, to create and recreate, to face problems and solve them. A joy which may be experienced by all citizens, whether they are children, young people or adults, and not only by those for whom scientific research is their professional practice. In dealing with contents, it is worth remembering that from Aristotle to Leonardo Da Vinci, from Ancient times to the Renaissance, natural sciences were seen from a comprehensive perspective which also includes aspects deriving from the arts, mathematics and aesthetics This unit was fragmented with the development of a strong process of specialization. The problems addressed by natural sciences have changed and continue to change in time; astronomy, chemistry and, more recently, electronics, computer science, biophysics and molecular biology, among others, have been developing as separate disciplines as they have made progress in the construction of their own bodies of concepts. However, as the specialization process took place, it was necessary to supplement it with interdisciplinary work groups designed to address a many-sided reality. Thus, specialists in apparently disconnected areas meeting in work groups contribute their different theories and procedures to solve ordinary problems. This work may, in turn, generate new disciplines. The citizens of the 21st century need to understand the structure of the scientific building, the difference between principles and basic laws and their possible applications, and they also need to perceive the rules of internal coherence that govern the relations among all natural sciences. The contents selected for the chapter on natural sciences derive from the larger fields of physics, chemistry, geology and biology.

ORGANIZATION OF THE NATURAL SCIENCE CBCs FOR THE BGE

This organization has been designed to introduce the CBCs and their teaching does not stipulate any curricular organization. Similarly, the numbers assigned to the different sections (1,2,3,4,...) are arbitrary and they do not stipulate any order for their treatment. Natural Science CBCs for General Basic Education have been divided into six sections. Section 1: Life and its properties. Section 2: The physical world.

Section 3: Section 4: Section 5: Section 6:

Structure and changes of matter. The Earth and its changes. Procedures related to school research on the natural world. General attitudes towards the world and natural sciences.

Pertaining to the division into sections, it is important to remark that: a) The contents of one cycle presuppose the acquisition of those of the previous one, which continue to be worked on, included in other, more complex contents. b) Sections allow for integrations and interconnections through the selection of topics which make up different approaches. c) Sections 5 (procedures) and 6 (attitudes) are to be permanently related to the contents of sections 1 to 4. The description of each section includes: An explanatory summary of the contents to be developed. Objectives expected to be achieved by the end of the BGE. Relations between the section and the other chapters of CBCs FOR THE BGE. Scope of contents by section and by cycle (shown in the tables attached).

DESCRIPTION OF THE NATURAL SCIENCE SECTIONS FOR THE BGE

SECTION 1: LIFE AND ITS PROPERTIES Summary This section of contents is aimed at understanding the essential processes of life on Earth. Although this section is mainly biological, it articulates contents coming from physics and chemistry which are necessary to understand the complex reality of life. The contents of this section are one of the pillars on which the possibility to improve the quality of human life is founded, since they contribute to the knowledge that people build about themselves, to personal and collective health care, to the protection and improvement of the environment they live in and to the understanding of the processes through which life is perpetuated and evolves on Earth. Therefore, they are an essential knowledge for the construction of attitudes and behaviors of respect for and protection of life. Organisms The topic addressed under this subtitle is biodiversity. In 3.5 billion years of evolution of life on Earth, numerous forms of life developed with a surprising variety of morphologies, anatomies and functions. BGE will allow students to approach such diversity, studying structural, functional and behavioral patterns at all organizational levels. We do not intend nor promote a thorough study of each taxonomic group, but rather an approach to the architecture of living systems. Currently, the forms known include the large groups of bacteria, protists (algae and protozoon), plants, fungi and animals. School teaching will favor the understanding of the classification criteria and systems established by man to facilitate the study of such forms of life. In the First Cycle of BGE, students approach the knowledge of biological diversity by means of the study of the basic vital structure and functions of organisms, promoting a first approach to the notion of organism as a functional unit. For that purpose, different significant features are explored and analyzed in plants and animals from the biological viewpoint. Such features make it possible to find similarities and differences (having a spine or not, type of food, producing flowers or not, etc.) and account for diversity, unit and evolution Students are encouraged to approach the vital functions from the viewpoint of living beings requirements to feed, breath, reproduce, etc. It is worth noting that animal feeding is studied, but the production of food in plants is not, since the notion of photosynthesis is too complex for the age of these children. However, through simple experiments, water and light requirements are explored, as well as geotropism and phototropism. In the Second Cycle, basic vital functions are analyzed at the levels of organs and systems of organs. Flower-producing plants are studied in greater depth. The idea of sugar production in plants is introduced, as well as that of the relation between light and chlorophyll. By the end of the cycle, the treatment of this subject is completed with the identification of chloroplasts. All

these concepts prepare students for the study of photosynthesis, which will be carried out in the Third Cycle. In the Second Cycle, vertebrates and invertebrates are also studied, and the native and imported species of the region students live in are identified. Among vertebrates, mammals are studied in greater depth, and among invertebrates, arthropods are studied, specially insects because of the links that may be established with health care, since some of them (Triatoma Infestans, locally known as vinchucas, for instance) carry pathogenic agents. In the Third Cycle, vital structures and functions are studied at the levels of organs and systems of organs of plants, animals, fungi and multicellular algae. In this cycle, gas exchanges in plants (breathing and photosynthesis) and animals are studied, which is connected with section 3 (Structure and changes of matter). Vital structure and functions are also studied at microscopic levels and in unicellular organisms. Thus, students can develop the idea of a cell not only as a unit but also as an organism performing several vital functions through specific structures. The knowledge of biological diversity is expanded by including the study of protists (unicellular algae, mold and protozoa) and prokaryote cells. The study of bacteria is relevant because of its connection with health care. Regarding health care, diseases caused by some of the organisms mentioned above are studied, as well as infectious and non-infectious, bacterial and viral diseases (see also Cells and the physical and chemical bases of life). Behaviors contributing to health care and a healthy life are discussed. The human organism This subtitle groups the contents that contribute essential elements for the knowledge of anatomy and the working of the human body. These contents, dealt with in depth, contribute to individuals knowledge of themselves, to the satisfaction of health-related needs, and to understanding the integral development of sexuality. In addition, the components of anatomy and working of the human body are used to draw similarities and differences with higher species of animals. In the First Cycle, the pedagogical task is aimed at studying the basic vital structures and functions of the human being. External morphological characteristics are compared. Studying features such as the color of the eyes, type of hair, height, etc. makes it possible to work on similarities and differences. This, in turn, is related to the initiation into the knowledge of inherited features. Bodily changes, growth, teething, etc. are studied here. Children in this First Cycle can record these changes and see their variations in time. Reference is also made to the systems of organs which allow the performance of vital functions, to the standards of hygiene and care of such systems. Students work on the different types of food and on hygiene and preservation standards. Guidelines to promote health are also addressed (eating habits, rest, play, etc.). In the Second Cycle, the vital functions at the levels of organs and systems of organs in the human organism start to be studied. The osteo-arthro-muscular system is studied, the

analysis of which may be related to the operation of simple machines, as well as the nervous system, with a focus on its functional aspects (for example, by studying the reaction time to different stimuli). This system is studied in connection with the organs of the senses. In the Third Cycle, the digestive, respiratory, circulatory, excretory, immune, endocrine and reproductive systems start to be studied, with the purpose of developing the idea of an organism that works as a whole. The reproductive system is studied in greater depth, and this work is linked to the treatment of issues having to do with love and sexuality of the human being as a person. The treatment given to the family and other human relations integrates approaches from different interdisciplinary fields. The contents corresponding to The human organism are all associated with an education to promote good health, both at a personal and at a collective level. However, health is not exhausted as a subject here, since it is complex and multi-dimensional. Therefore, other contents presented in this section are used to address this health-oriented education from different and complementary perspectives. Organisms and their interactions with each other and with the environment Contents deriving from ecology are dealt with here. They contribute to an environmental education, since they provide information which allows students to understand the connections existing among living beings and between them and the natural environment. It is worth mentioning that environmental education, like health-oriented education, requires different and complementary approaches. Therefore, the contents under this subtitle do not exhaust the subject of environmental education. Those selected for section 3 (Structure and changes of matter, under subtitle Natural resources and the environment) contribute to it, as well as all the contents of section 4 (The Earth and its changes) and, in general, all the contents which, from the physical and chemical viewpoint, help understand the dynamics of the environment. This approach to the environment from the natural viewpoint is integrated to the approach to the same subject from the social viewpoint, both of which contribute to environmental education. The most complex contents addressed under this subtitle are those which make it possible to understand the dynamics of ecosystems, namely those referring to the flow of energy and to the cycles of matter within those ecosystems. In the First Cycle, terrestrial and aquatic environments are studied, and the study of the organisms found in them is addressed. Their adaptation is analyzed, establishing links with evolutionary characteristics. In connection with environmental education, human activities promoting environmental care and improvement are discussed. In the Second Cycle, continental biomes start to be studied with the purpose of knowing some of the relations between organisms and the characteristics of the environments they live in. An introduction is made to the concept of ecosystem, differentiating physical and biotic factors and analyzing interspecific relations, trophic relations in particular. Food chains and

webs start to be analyzed here, seeing the differences between producers, consumers and decomposers. The existence of individuals, populations and communities is recognized, and physical and biotic factors are distinguished. This study does not yet involve analyzing the flow of energy and the cycles of matter but it is nevertheless an introduction to the concept of ecosystem. In the Third Cycle, populations, communities and ecosystems are studied. Since photosynthesis is treated as a process through which plants produce food, deeper knowledge is gained about trophic levels, flow of energy and cycles of matter in ecosystems. These cycles are addressed in connection with the physical and chemical bases of life. Regarding environmental education, the three cycles of BGE promote the analysis of the role human activities play or may play in the modification of the environment, by destroying, preserving and/or improving it. Life, continuity and change This subtitle includes contents which contribute to the knowledge of the processes through which life changes and perpetuates itself (reproduction, heredity). The theory of evolution is related to the diversity of the different living beings and the chronology of their emergence and/or predominance on Earth. The subsequent evolution of the current species may be explained by means of different theories and scientific studies. The diversity of life is explained with the contribution of the theory of evolution of the most modern genetic currents, relating the specific contributions from natural sciences to other fields of knowledge. In the First Cycle of BGE, the pedagogical task is centered around the observation of inherited characteristics by analyzing similarities between progenitors and their descendants. The continuity of the structures starts to be studied, as well as their differences, which allow children to be introduced into the idea of evolution. Thus, heredity mechanisms are dealt with. In the Second Cycle, the study of the reproductive function in the different organisms seen is initiated. In the Third Cycle, change processes are dealt with, analyzing reproductive and variation processes in a more articulate manner. Regarding reproduction, as already pointed out under The human organism, the human reproductive system is dealt with in depth, as well as the characteristics of puberty and adolescence, physical changes, and primary and secondary sexual characteristics. A new approach is made to genetics, studying meiosis and chromosomes, and introducing Mendels first law. The concepts of gene and genetic information are also addressed. This cycle addresses the mechanisms for the evolution of the species, their explanatory theories and the processes of species extinction, bringing contributions from the different scientific

fields together to understand mans participation, as part of the ecosystem, in the processes of extinction, conservation and preservation of the species. Cells and the physical and chemical bases of life This subtitle covers contents which help understand, on the one hand, the difference between living and non-living things and, on the other, the living world as a unit. For this to be understood, it is necessary to analyze the properties which characterize life and which make it different from other forms of organization of matter, namely, reproduction and metabolism. In the First Cycle, reference is made to the differences between living and non-living things. In the Second Cycle, the study of microscopic levels begins through the observation of eukaryotic cells (recognizing nucleus, membrane and cytoplasm) and of some animal and plant tissues. With this work, students can start using the microscope and making compounds. In this cycle, the qualitative study of some biochemical processes begins, such as fermentation or reproduction of yeasts. Plant- and animal-derived medicine and drugs are analyzed. In the Third Cycle, eukaryotic cells are studied in greater depth, addressing the characteristics of the plasma membrane, the nucleus and the cytoplasm. The study of prokaryote cells also begins in this cycle. Here, the study of viruses and their relation with health gains special importance. The difference between viral and bacterial diseases, as well as their prevention and treatment, becomes particularly important. The physical and chemical events which take place within cells are analyzed (semipermeability of the plasma membrane, osmosis, metabolism, etc.). This cycle also addresses the chemical composition of living beings. Some important organic compounds are studied, such as alcohols, carboxylic acids, amines, carbon hydrates, lipids, and some large relevant molecules, like hemoglobin, ribonucleic acid (RNA), deoxyribonucleic acid (DNA), chlorophyll, etc. Studying toxic substances and poisons like carbon monoxide, cyanide, botulinus toxin, drugs, psychopharmaceuticals, and the effects of tobacco and alcohol contributes to healthoriented education and to environmental education. Expected achievements for section 1 of Natural Sciences by the end of the BGE. Students shall: Know the different forms of life on Earth, their properties and the theories explaining the processes of continuity and change. Know and understand the workings of the vital systems of the human organism, thus expanding their knowledge of themselves from the biological viewpoint and, based on that knowledge, develop attitudes contributing to health care.

Understand the relations between living beings and the environment and, based on that knowledge, develop attitudes of respect for life and of environmental care and preservation.

Connections between section 1 of Natural Sciences and other chapters of CBCs FOR THE BGE NATURAL SCIENCES SECTION 1: LIFE AND ITS PROPERTIES. LANGUAGE SECTION 1: ORAL LANGUAGE. SECTION 2: WRITTEN LANGUAGE. SECTION 3: REFLECTION ON LANGUAGE FACTS. MATHEMATICS SECTION 1: NUMBER. SECTION 2: OPERATIONS. SECTION 3: GRAPHICAL LANGUAGE. SECTION 4: NOTIONS OF GEOMETRY. SECTION 5: MEASUREMENTS. SECTION 6: NOTIONS OF STATISTICS AND PROBABILITY. SOCIAL SCIENCES SECTION 1: SOCIETIES AND GEOGRAPHICAL SPACES. SECTION 2: SOCIETIES IN TIME. CHANGES, CONTINUITY AND CULTURAL DIVERSITY. SECTION 3: HUMAN ACTIVITIES AND SOCIAL ORGANIZATION. TECHNOLOGY SECTION 1: AREAS OF DEMAND AND TECHNOLOGY RESPONSES SECTION 2: MATERIALS, TOOLS, MACHINES, PROCESSES AND INSTRUMENTS. SECTION 4: TECHNOLOGY, NATURAL ENVIRONMENT, HISTORY AND SOCIETY. ART EDUCATION SECTION 1: CODES OF LANGUAGES. SECTION 2: PROCEDURES AND TECHNIQUES OF ARTISTIC LANGUAGES. SECTION 3: SENSORY INFORMATION: PERCEPTION. PHYSICAL EDUCATION SECTION 1: LOCOMOTIVE GAMES. SECTION 2: SPORTS. SECTION 3: GYMNASTICS. SECTION 4: LIFE OUTDOORS AND IN CONTACT WITH NATURE. ETHICAL AND CIVIC EDUCATION SECTION 1: PERSON. SECTION 2: VALUES.

SECTION 3: SOCIAL RULES.

SECTION 2: THE PHYSICAL WORLD Summary The principle that keeps the Earth in orbit is the same one that operates when a leaf falls from a tree. The one that makes it possible to operate a transistor radio is the same one that produces the discharge of lightning and it involves the same forces found among the molecules that make up the human body and any living being. The contents selected in this section aim at showing common dynamic patterns in very different processes and at the construction of basic conceptual schemes articulating the physical worlds scientific structure. For that purpose, they are organized into five subtitles corresponding to the large conceptual topics addressed from the field of physics. The concepts of energy, waves and force fields are central to modern physics thought, since they make it possible to bring together apparently dissimilar phenomena and they appear in the description of all physical processes. For this reason, they are included under different subtitles in this section. Forces and movement Beyond the applications that the laws of movements may have in daily life (operation of bicycles, skates, simple machines, improvement in sports performance, among others), such laws are an example of a method of analysis and description of natural phenomena which constitutes the basis for modern physics. General and universal principles are first formulated in Newtons laws, with the understanding that a single phenomenon operates in the fall of an apple, in the orbits of the Moon and in those of the planets spinning around the Sun, as well as in the acceleration and trajectory of any object subject to forces. This implies bringing in ideas which challenge intuitive thought, whereby we imagine bodies in the absence of applied forces and whose state of movement, according of the principle of inertia, will not be modified. The First Cycle studies movement with a qualitative and phenomenological approach, exploring different types of trajectories (rectilinear, curved, etc.) as well as ways to describe the movement of bodies (speed, time, change of position). In this cycle, also forces are approached from a qualitative and phenomenological viewpoint, exploring their effects on bodies (displacements, changes of form, etc.). In all cases, records are made, which introduce the need to plot graphs. In the Second Cycle, and from a qualitative approach, the notion of speed in different situations, and forces and their effects are analyzed. Gravitational force and the free fall of bodies start to be studied, and the concept of weight of bodies is worked on, in connection with the former. Flotation of bodies, thrust and balance are addressed from an exploratory and basically

qualitative work, as well as simple machines (levers, balances, etc.). In the Third Cycle, oscillations in pendulums and springs are experimentally studied. This makes it possible to introduce the notion of undulatory movement, which is to be related with that of exchange, conversion and transmission of energy. An introduction is also made into the concepts of acceleration and inertia, as well as into the notion of kinetic and potential energy; the possibility of turning kinetic energy into potential energy and vice versa is analyzed. In the last cycle of BGE, the notion of force fields appears. Gravitational force is studied in greater depth from the concept of gravitational field; the notion of gravity center and that of the vectorial nature of force fields are introduced. Studying Archimedes principle makes it possible to go back to the concept of flotation, and a connection may be made with the notions of volume, density and specific weight. The concept of pressure is approached and an analysis of pressure in liquids and gases is undertaken. An introduction is made into the mechanics of fluids (hydrostatic and hydrodynamic) and its applications, which range from irrigation systems (basic systems for agricultural purposes), river transportation, presses and hydraulic elevators, to other, more complex ones which have an equal theoretical and practical importance (atmospheric phenomena). The concept of friction makes it possible to integrate the idealized description of forces and movements with everyday experiences (in sports, in driving vehicles) and introduce the new, more general ideas of dissipative systems. Electricity and magnetism Could we conceive of the current world without electric power, without almost instantaneous communications throughout the planet? The basic principles of electromagnetism, developed in the last 150 years, have changed the daily reality of people, their capacities and, at a fundamental level, their conception of the world. Through physics, it is possible to identify electricity and magnetism (already known by the ancient Greeks) as aspects of a more general phenomenon, the electromagnetic field, and thus arrive at the theory of relativity and at the more basic theories of the structure of matter and the Universe. The laws and principles of electromagnetic phenomena make it possible to understand the atomic and molecular structure of matter, the mechanism of change of state, and the nature of chemical bindings. In biology, these are essential concepts to describe physiological processes such as transmission of nervous impulses, excitation and muscular contraction. In the First Cycle, conductive and isolating materials start to be studied, as well as magnetic properties. An introduction is made of notions referring to the risks involved in using electric devices, to the corresponding precautions (use of isolating materials) and to the ways to take care of them (not exceeding their operation limits, previous reading of manuals). Other risks are also mentioned: high voltage, fallen cables.

In the Second Cycle, electric power and electric circuits are studied, as well as the lines of force of a magnet and attraction and repulsion forces. Conventions are introduced. The knowledge about magnetism is made broader by including terrestrial magnetism and compasses. In the Third Cycle, electrostatics is dealt with from a phenomenological viewpoint and the concept of charge and electric fields are introduced. Magnetism is also studied in greater depth by addressing the notion of magnetic field. Studying electromagnetic induction shows the relation between electric and magnetic phenomena, bringing them together. Also analyzed is the way electromagnets work. The transformation of mechanic into electromagnetic energy by induction, as well as the generation of heat or movement by the passage of electric power make it possible to show energy as a unifying concept which reappears under different forms. Oscillations and waves. Light and sound Under this subtitle, light and sound are part of a broader category, that of undulatory phenomena. Sound is used to study in a simple manner the most important properties of undulatory phenomena in general, gradually introducing the undulatory theory of light. In the First Cycle, natural and artificial sources of light are explored. The Sun is studied as a source of light. Propagation of light and absorption or emission of light by different bodies are explored by studying transparent and opaque substances. Sound starts to be studied from a qualitative viewpoint, as the vibration of a material medium. Musical instruments (drums, tambourines, flutes, stringed instruments) make it possible to introduce children into the concepts relative to production, transmission and absorption of sound. In the Second Cycle, reflection of light on mirrors starts to be studied and the characteristics of the specular image are analyzed; light-reflecting and light-diffusing surfaces are explored and the topic of light breakup into the spectrum is introduced from a qualitative approach, by working with prisms and establishing connections with the rainbow. Sound is studied in greater depth, exploring its propagation in different media and the impossibility for it to propagate in vacuum. Height, intensity, frequency and wavelength are studied. In the Third Cycle, refraction of light in different media (water, air and glass) is studied and the operation of different types of lenses and optical devices (magnifiers, microscopes, telescopes, periscopes, photographic cameras, etc.) is explored. The notion of light as an electromagnetic wave with finite propagation speed is introduced. Concurrently, at an informational level, its generation through energy emission by atoms of different elements is discussed, which makes it possible to bring in some of the corpuscular aspects of light, as well as the bases of modern atomic theory and quantic behavior.

In this cycle, the study of luminous energy is linked to the process of photosynthesis (see section 1, "Life and its properties "). Thermal phenomena and changes of state The concepts of heat and temperature are familiar from everyday experience; however, providing a synthetic definition which comprises them becomes a complex task. But this has an explanation: within the formal scheme of physics, the understanding of such concepts dates back to little more than a hundred years, when they were finally seen as highly complex phenomena deriving from the collective behavior of many particles. In the First Cycle, conduction of heat in different materials is studied, as well as the changes that take place when heating them up or cooling them down. Thus, liquid, solid and gaseous states are explored, as well as the processes of fusion, evaporation and solidification. In the Second Cycle, experiments are made to explore the flow of heat from hot to cold regions. Phenomena like dilation of bodies are studied, and the knowledge about changes of state is expanded by incorporating condensation, sublimation and boiling. In the Third Cycle, the differences between the concepts of heat and temperature are established; the notion of heat balance is approached. The study of temperature scales begins here. Their definition, using fusion and boiling points as reference, is related to the concepts about state variables and phase transitions which will lead, at a more advanced level, to notions about the emergence of order and organization in complex systems, and to notions of entropy and irreversibility. Planet Earth and the Universe The presence and behavior of stars in space has aroused human curiosity for thousands of years. The discipline organizing their study, astronomy, provides fundamental concepts, like the understanding that the same gravitational forces which keep us on Earth dominate the way the Universe is structured. The Universe, in turn, is made up by the same elements, responds to the fundamental laws of physics, to cosmic scales of time and distances, and to the notion of temporal evolution of heavenly bodies. In the First Cycle, the Earth is looked at as part of the solar system. The Sun (a star) and planets are identified. The notion of satellites is worked on by studying the relation between the Earth and the Moon. In the Second Cycle, dynamic aspects are studied, such as the Earths rotation and translation and, in connection with these movements, the apparent movement of stars, the moons phases, tides and the different types of eclipses are seen. In the Third Cycle, stars and galaxies are studied, making special reference to the Milky Way. The qualitative notion of the mechanism of power generation in stars and of star evolution is introduced at an informational level. Expected achievements for section 2 of Natural Sciences by the end of the BGE.

Students shall: daily lives. of aggregation. Understand how the system of planets is made up and how it works and have a view of the current cosmological theories. Understand the basic principles of physics which operate in the first simple machines and their relations with technology. Estimate and measure speeds. Relate the basic principles of electricity and magnetism to the operation, handling and care of electric instruments. Relate the notion of waves and their propagation to vision and hearing and optical and acoustic instruments. Understand the notion of heat balance and that of temperature as an indicator of such state of balance. Understand that changes of state show matter in different forms Apply their knowledge about forces in simple situations of their

Connections between section 2 of Natural Sciences and other chapters of CBCs FOR THE BGE NATURAL SCIENCES SECTION 2: THE PHYSICAL WORLD. LANGUAGE SECTION 1: ORAL LANGUAGE. SECTION 2: WRITTEN LANGUAGE. SECTION 3: REFLECTION ON LANGUAGE FACTS. MATHEMATICS SECTION 1: NUMBER. SECTION 2: OPERATIONS. SECTION 3: GRAPHICAL LANGUAGE. SECTION 4: NOTIONS OF GEOMETRY. SECTION 5: MEASUREMENTS. SECTION 6: NOTIONS OF STATISTICS AND PROBABILITY. SOCIAL SCIENCES SECTION 2: SOCIETIES IN TIME. CHANGES, CONTINUITY AND CULTURAL DIVERSITY. SECTION 3: HUMAN ACTIVITIES AND SOCIAL ORGANIZATION. TECHNOLOGY SECTION 1: AREAS OF DEMAND AND TECHNOLOGY RESPONSES

SECTION 2: MATERIALS, TOOLS, MACHINES, PROCESSES AND INSTRUMENTS. SECTION 3: INFORMATION AND COMMUNICATIONS TECHNOLOGY SECTION 4: TECHNOLOGY, NATURAL ENVIRONMENT, HISTORY AND SOCIETY. ART EDUCATION SECTION 1: CODES OF LANGUAGES. SECTION 2: PROCEDURES AND TECHNIQUES OF ARTISTIC LANGUAGES. SECTION 3: SENSORY INFORMATION: PERCEPTION. PHYSICAL EDUCATION SECTION 1: LOCOMOTIVE GAMES. SECTION 2: SPORTS. SECTION 3: GYMNASTICS. SECTION 4: LIFE OUTDOORS AND IN CONTACT WITH NATURE. SECTION 5: SWIMMING. ETHICAL AND CIVIC EDUCATION SECTION 1: PERSON. SECTION 2: VALUES. SECTION 3: SOCIAL RULES. SECTION 3: STRUCTURE AND CHANGES OF MATTER Summary All natural sciences are based on the same basic laws of physics, which determine the interactions between the particles that make up the matter of the whole Universe, from cosmic dust to living beings. As particles of matter are found in more complex systems, specific laws appear which are related to these new levels of complexity and, thus, different branches develop within natural sciences. The study of aggregates of atoms and molecules in both organic and inorganic compounds, their aggregation states and their possible transformations makes up chemistry at a global level, with continuous extensions to materials science and, in another direction, to biological chemistry, oriented towards the chemical processes of living beings. The contents selected for this section derive from the fields of physics and chemistry and their purpose is to present a view of the structures and changes of matter. Structure of matter In the First Cycle, the characteristics of solids, liquids and gases are studied, making special reference to water and air. By means of experiments, the notion of heterogeneous systems is introduced and simple separation methods are explored, such as filtering, screening, etc. Other properties, like flexibility, hardness, roughness, malleability, heat and electricity conduction, response to fire, etc. are also studied. Material systems involving water (solutions, suspensions, emulsions) are explored, as well as the formation of aqueous solutions of materials from everyday life (salt, sugar, etc.).

Also studied is the property of liquids to dissolve solids or other liquids. In the Second Cycle, greater knowledge is gained about solids, liquids and gases, analyzing the composition and properties of water, air and soil. This allows students to establish links with current environmental issues, such as the greenhouse effect, the thinning out of the ozone layer, the salinization of soil, etc. Solutions, scattering and suspension are studied in greater depth. Separation methods are explored. The dissolving capacity of water is analyzed, as well as the effect of temperature on solubility. This study is related to the concepts of concentration and saturation. Aqueous solutions found in nature are identified, such as thaw, drinking water, soft and hard water, etc. The concepts of acidity and alkalinity are studied, and connections are made between them and soil salinization processes. Suspension processes that take place in gases, such as smoke, fog, atmospheric contamination, etc. are analyzed. By the end of the Second Cycle, an introduction is made into the atomic structure of matter by working on the notion of atom, in a first approach to the atomic model, identifying electrons and nucleus. The notions of molecules, elements and compounds are first approached here. In the Third Cycle, from the physical viewpoint, deeper knowledge is gained about the atomic structure of matter including the notion of elemental particle. Spectroscopy and the corpuscular nature of light are approached here. Included here, as an all-embracing and transverse subject, are notions about the structure of the atomic nucleus; natural and artificial radioactivity, its uses, advantages and disadvantages of its medical and industrial applications and the danger of using it for bellicose purposes. Energy levels and the origin of chemical energy are approached here. Common tendencies of elements are analyzed from the chemical viewpoint (periodic table), crystal structures are studied and greater knowledge is gained about organic and inorganic materials. The specific case of carbon leads into organic chemistry and into ideas about common organic compounds. These concepts are dealt with in section 1 Life and its properties, where oxidation of food and metabolic reaction in living beings are studied. Properties of solutions (boiling and fusion temperature, alkalinity and acidity, pH) are addressed in greater depth, and solution ions are studied in the case of water electrolysis, which is related to elemental charges and to electric power generation from chemical processes, with its application to battery manufacturing and industrial processes. Finally, the transformation of the energy of chemical bonds into thermal energy is studied and related to its applications in industrial processes. Chemical reactions and transformations In the First Cycle, chemical reactions occurring in the preparation of food and other daily activities are observed and compared and the notions of reversible and irreversible changes are analyzed. Connections are made with risks and precautions to be taken when using everyday materials such as fuel or cleaning products.

In the Second Cycle, other examples of transformations and reactions are added, such as corrosion, cement setting, paints and inks, as well as concepts like combustion and oxidation. Reference also starts to be made to environmental pollution, approaching the study of erosion and its effects on constructions and natural formations, and to combustion and oxidation processes. In the Third Cycle, it is important to establish conceptual connections between: the quantified nature of elemental electric charge; the production of electric current by chemical reactions; the atomic structure of matter.

The formal laws of chemistry are introduced, as well as conservation of mass and its relation with the atomic model, and the pattern of regularities that leads to the classification of elements in the periodic table. As systems are studied in greater depth, symbolic language will be needed, and it will be gradually introduced. Energy transfer and balance occurring in chemical reactions are also analyzed here. Natural resources and environment Planet Earth is the source of the raw material needed to make the products human beings use, which imposes a natural restriction. In addition, making and synthesizing new materials always has a cost in terms of energy and the environment, as pointed out under subtitle Thermal phenomena and changes of state of section 2, The physical world. In the First Cycle, materials are classified into natural and artificial, comparing their properties. In the Second Cycle, students work on general ideas about different natural resources and connections are made between them and prehistoric ages and the different materials. Oil, metals and other massively used materials are studied. The physical and chemical factors contaminating water, air and soil are dealt with. In the Third Cycle, the subject is completed with ideas about petrochemistry, synthetic polymers, alloys and metallurgy in general. Pharmaceutical products and special materials are also dealt with, and the physical and chemical factors contaminating the air, water and soil are addressed in greater depth. It is important to work on the notion of biodegradable material and relate it to the contents of section 1, Life and its properties. All these contents are to be substantively related to those of social sciences and technology because of the impact these activities have on humanitys living conditions. Expected achievements for section 3 of Natural Sciences by the end of the BGE. Students shall: Recognize and analyze chemical transformations and their

universal presence in natures processes, from the atmosphere and Earths crust to manufactured products and living beings; they shall also have an idea of the nature and microscopic structure of matter. Relate, even if at a descriptive level, atomic energy levels to electromagnetic energy production (light) and understand the storage of energy in chemical bindings resulting from the interaction between atoms. Have a view of the complexity and interdisciplinary nature of many real problems; they shall develop attitudes and become familiar with the procedures -like searching for information, consultation with experts- which are necessary for responsible decision making in connection with such complex issues of the current world.

Connections between section 3 of Natural Sciences and other chapters of CBCs FOR THE BGE NATURAL SCIENCES SECTION 3: STRUCTURE AND CHANGES OF MATTER. LANGUAGE SECTION 1: ORAL LANGUAGE. SECTION 2: WRITTEN LANGUAGE. MATHEMATICS SECTION 1: NUMBER. SECTION 2: OPERATIONS. SECTION 3: GRAPHICAL LANGUAGE. SECTION 4: NOTIONS OF GEOMETRY. SECTION 5: MEASUREMENTS. SECTION 6: NOTIONS OF STATISTICS AND PROBABILITY. SOCIAL SCIENCES SECTION 1: SOCIETIES AND GEOGRAPHICAL SPACES. TECHNOLOGY SECTION 1: AREAS OF DEMAND AND TECHNOLOGY RESPONSES SECTION 2: MATERIALS, TOOLS, MACHINES, PROCESSES AND INSTRUMENTS. SECTION 3: INFORMATION AND COMMUNICATIONS TECHNOLOGY. SECTION 4: TECHNOLOGY, NATURAL ENVIRONMENT, HISTORY AND SOCIETY. ART EDUCATION SECTION 1: CODES OF LANGUAGES. SECTION 2: PROCEDURES AND TECHNIQUES OF ARTISTIC LANGUAGES. PHYSICAL EDUCATION SECTION 4: LIFE OUTDOORS AND IN CONTACT WITH NATURE. ETHICAL AND CIVIC EDUCATION SECTION 1: PERSON.

SECTION 2: VALUES. SECTION 3: SOCIAL RULES.

SECTION 4: THE EARTH AND ITS CHANGES Summary This section includes contents aimed at contributing to the knowledge of the characteristics of the planet where human beings live -the Earth- as well as an understanding of the processes involved in its constant transformation and evolution. The development of these contents is handled with a historical perspective, presenting the environmental and natural resources characteristics and modifications as transitory and partial results of natural processes with which people should interact in a rational manner. The adjective transitory is due to the fact that transformations, though slow, are constant. And the adjective partial is a consequence of the fact that concepts analyzed are only part of several simultaneous effects, sometimes not very obvious, of more complex processes. The Subsystems of Planet Earth Contents related to large terrestrial subsystems (geosphere, hydrosphere, atmosphere, biosphere) are grouped under this subtitle. In the First Cycle all four subsystems are recognized, as well as the general characteristics of each. Dynamic aspects of each subsystem and of their interactions are presented from an evolutionary perspective with growing detail along the Second and Third Cycles. In the Second Cycle, contents related to the biosphere complement those in section 1, Life and Its Properties, focusing on showing current processes and similar historical records. In the Third Cycle, aspects about atmosphere and geosphere dynamics are further developed, introducing the multiple effects observed in different regions throughout the surface of the Earth and in the first Kilometers of subsoil (internal geodynamics). These effects are introduced through the analysis of interactions among subsystems and, particularly, the formation of minerals and igneous rock, and their deformations. The Earths Surface and its Transformations Under this subtitle, contents including characteristics of the Earths surface and the processes involved in its transformation are grouped. The distribution of emerged (continents) and submarine (oceanic) land, the origin of such distribution, its evolution and its current dynamic situation are studied. In the First Cycle, geological formations (mountains, plains, rivers, etc.), and characteristics of regions and making up the landscape are recognized. Also the issue of natural resources and risks is introduced. In the Second Cycle, the exogenous shaping of the earthly landscape resulting from the interaction of morphogenetical processes starts to be analyzed.

The study of external morphogenetical processes those developed in the geosphere, atmosphere, hydrosphere interface and which modify the surface of the Earth through the action of external agents (water, wind, ice)- contributes to a better knowledge of the environment and of the origin of exogenous natural resources. This also helps students to understand time and the geological processes needed for inhabitants of certain regions to have access to resources which are formed several Kilometers deep. Also associated to exogenous dynamics, there are accumulations of minerals and chemical compounds which are non renewable resources, such as clay, plaster, oil, laterites (iron oxides), and others. Internal morphogenetical processes (endogenous formations) are approached in the Second Cycle, starting from the study of external manifestations of magmatism (volcanoes, lava, ashes, gases) and of tectonic formations (earthquakes, cracks and faults caused by earthquakes, building and slope collapses caused by seismic vibrations). In the Third Cycle, the study of marine and continental environments is deepened. The analysis of sedimentary processes is approached, and that of natural resources is further developed. Natural resources and risks are introduced as partial results from internal and external processes of different duration which are constantly evolving and which condition life quality in general and of human beings in particular. The concept of resource renewability is introduced in relation to the velocity of regeneration necessary for them to be reused once a part of them has been modified both due to the extraction of materials and the addition of pollutants. Natural risks are studied as mainly geological processes which manifest themselves suddenly on the earthly surface and in which internal and external processes generally interact. The study of natural resources is complemented with contents selected in section 3 Structure and Changes of Matter. History of the Earth Here conceptual contents contributing to the understanding of the Earths evolution dynamics are grouped through a temporal and spatial succession of interacting internal and external processes. These processes have played a role since the origins of the Earth and continue to do so. Their effects manifest themselves as rocks are formed and deformed, landscapes are built and destroyed, the distribution of continents and oceans changes, dead organisms are buried. In the Third Cycle, major landmarks in the evolution of the planet are studied. These landmarks are characterized by geological and biological events occurring at different scales planetary, regional, local. The divisions making up the geological time scale are analyzed, with each division being characterized by the dominating environment (paleography, paleoflora, paleofauna). Also the geological processes which modified those paleo-environments are studied. Expected achievements for section 4 of Natural Sciences by the end of the BGE. Students shall: Identify major subsystems (geosphere, atmosphere, hydrosphere and biosphere) characterizing the planet Earth system, explain their origin and evolution, as well as the processes through which they continue to transform.

Recognize that subsystems interact and, as a result, multiple environments and natural resources available in the earthly surface develop and evolve. Develop a school research method enabling them to have a critical attitude regarding the life quality, development and/or degradation of natural resources and the environment by man.

Connections between section 4 of Natural Sciences and other chapters of CBCs FOR THE BGE NATURAL SCIENCES SECTION 4: THE EARTH AND ITS CHANGES LANGUAGE SECTION 1: ORAL LANGUAGE SECTION 2: WRITTEN LANGUAGE MATHEMATICS SECTION 1: NUMBER. SECTION 2: OPERATIONS. SECTION 3: GRAPHICAL LANGUAGE. SECTION 4: NOTIONS OF GEOMETRY. SECTION 5: MEASUREMENTS. SECTION 6: NOTIONS OF STATISTICS AND PROBABILITY. SOCIAL SCIENCES SECTION 1: SOCIETIES AND GEOGRAPHICAL SPACES. SECTION 2: SOCIETIES IN TIME. CHANGES, CONTINUITY AND CULTURAL DIVERSITY. SECTION 3: HUMAN ACTIVITIES AND SOCIAL ORGANIZATION. TECNOLOGY SECTION 1: AREAS OF DEMAND AND TECHNOLOGY RESPONSES SECTION 2: MATERIALS, TOOLS, MACHINES, PROCESSES AND INSTRUMENTS. SECTION 4: TECHNOLOGY, NATURAL ENVIRONMENT, HISTORY AND SOCIETY. ART EDUCATION SECTION 1: CODES OF LANGUAGES. SECTION 2: PROCEDURES AND TECHNIQUES OF ARTISTIC LANGUAGES. SECTION 4: ARTISTIC PRODUCTION. REGIONAL, NATIONAL AND UNIVERSAL REFERENCES. PHYSICAL EDUCATION SECTION 4: LIFE OUTDOORS AND IN CONTACT WITH NATURE. ETHICAL AND CIVIC EDUCATION SECTION 1: PERSON. SECTION 2: VALUES. SECTION 3: SOCIAL RULES.

SECTION 5: PROCEDURES RELATED TO SCHOOL RESEARCH ON THE NATURAL WORLD Summary This section includes a set of procedures which draw students closer to the natural sciences way of doing things. These procedures, though based on scientific procedures, are part of a school science which intends to be consistent with the scientific method but does not fully identify with it. The idea is not to educate mini-scientists, but rather to make available to children some procedures which may enable them to build knowledge in an increasingly rigorous and creative way. Procedural contents are not disconnected from conceptual contents. However, only for clarity purposes, they are handled in a separate section. The following categories of procedural contents have been developed: Asking questions and providing provisory explanations Selecting, collecting and organizing information Interpreting information Designing school research projects Communication

This list of procedures does not imply any conceptions on how scientific research should be completed. Neither does it define steps to be followed in a univocal manner. Only general and basic procedures involved in solving scientific problems are given. Asking Questions and Providing Provisory Explanations This procedure is based on the constant exploration character of sciences, which implies that learning how to ask questions or state problems is almost more important than learning how to answer or solve them. Asking questions assumes being able to: a) b) Delimit the field on which natural sciences ask questions. Asking questions in such a way that they can be subject to verification. For this purpose, questions should enable testing through actions.

Forecasts and hypothesis are nothing but provisory and reasonable explanations about phenomena under study and observations made. Forecasts and hypothesis, to the extent that they are provisional explanations, serve as a guide for search and research processes, are closely related to the problems to be researched, and should be verifiable. By formulating hypothesis it is possible to: a) b) Explain observations or relationships. Make predictions based on principles or concepts.

When hypothesis are tested, it is possible to verify whether one is wrong, which is also important.

By forecasting solutions to problems, or by forecasting explanations, children start to hypothesize, which, in these terms, can be done from the First Cycle onwards. Throughout the BGE it is important that children have a chance to find provisory explanations for the phenomena they study, that they can test those explanations and, thus, understand the role played by hypothesis in the knowledge production process. Selecting, Collecting and Organizing Information Selecting, collecting and organizing information are key procedures in the process of building scientific knowledge. Observation is one of the procedures used in the information collection process. It involves using the senses and it is an intellectual activity, because observable phenomena become such within the observers interpretation framework. A gradual development of this procedure will enable students to distinguish what is relevant from what is irrelevant within the framework of the issue to be researched. Information can also be obtained based on the information at stake in the completion of experimental designs. These are dealt with below in the item referring to school research design. Observation may be of a qualitative or quantitative nature. Quantification of observable data implies completing measurements. The measurement process relating the magnitude to be measured, the observer and the instrument used- is not exact, because it involves looking for procedures enabling calculating errors in measurements, in order to understand that the result of any individual measurement is a range rather than a single value. These procedures involve knowledge of certain mathematics and statistics concepts. The process of information retrieval can be completed on the basis of multiple sources, such as bibliography, videos, software, etc. Information is retrieved at different moments within the research process. It is important that from the First Cycle onwards students interact with reference material and read information -although initially such material may include little written text and more images. It is also important that students realize that reading experiments completed by others is a necessary procedure for building knowledge. Confrontations between multiple sources are also promoted through the information retrieval process. The procedures of collecting and organizing information facilitate analysis and interpretation processes. They are also useful communication resources. Several procedures may be used for recording and organizing information, such as: a) b) c) Tabulations (single entry charts, double entry charts, triple entry charts) Mathematical graphs (bar diagrams, directly and inversely proportional linear representations) Graphs (diagrams, drawings, sketches)

During the BGE, students will incorporate multiple information collection, record and organization procedures. Many of these procedures will be closely linked with the knowledge acquired in the field of mathematics. Interpreting Information Interpreting information is a task which spreads across the whole knowledge production process. When data are observed or distinguished from one another, they are being interpreted, because observation is an intellectual activity involving the shaping of meanings. When conclusions are drawn, information is also being interpreted. An interpretation always assumes establishing relationships among diverse aspects of the information obtained and building something out of it. Consequently, the interpretation must be supported by the data being processed and refer to the concrete experiments being conducted. In the process of interpreting, students are expected to be able to: a) b) c) Distinguish conclusions resulting from available evidence from those which are mere inferences not tied to the said evidence. Avoid the trend to generalize conclusions obtained in a given situation. Verify partial conclusions against models or wider explanatory theories.

The search for models both their design and analysis- is a key procedural content in producing scientific knowledge and is also a major procedural content in BGE to interpret the information being used. Designing School Research Projects This procedural content refers to planning research projects, both of exploratory and experimental nature. It assumes the possibility of forecasting the development of a research strategy within the context of the issue or situation to be solved. Designs of exploratory nature are experimental in a wide sense, because they involve measuring and recording multiple variables. They focus on looking for similarities and differences, and use the statistical analysis of data, although they do not include isolating dependent and independent variables. In this sense, exploratory designs are one of the ways making it possible to build knowledge while interacting with experiments in a wide sense. In conducting experimental designs, in a strict sense, and unlike exploratory ones, dependent and independent variables are, in fact, isolated, and other variables involved in the phenomenon under study are controlled. Natural sciences use both exploratory and experimental designs which make it possible to test the knowledge being developed. In order to plan these designs, the following is necessary: To state the problem to be researched in operational terms. Not all questions are problems. A question becomes a problem when its formulation implies the

way in which it can be tested. To indicate the variables to be studied. In the case of experimental designs, also the independent variable should be identified, i.e. that which must vary during the course of the research. Also the variable or variables which should remain constant must be identified and controlled, and the dependent variable should be identified, i.e. that which will be measured or compared when the independent variable is modified.

Communication The communication procedure is a part of the way in which scientific knowledge is produced. This is not limited to communicating results, but is present throughout the whole knowledge development process. The process of producing scientific knowledge is a collective process requiring contribution by scientific groups. Communication enables the exchange among such groups and makes it possible to build objective knowledge, because it enables opinions and approaches to different subjects to be articulated. The communication process takes place through the use of several resources: a) b) c) d) Written communication (panels, boards, reports, articles, etc.) Oral communication Group work Analysis of historical experiments, graphic records, oral presentations, written reports, use of graphs, tables and other non conventional media. All these resources are also procedural contents which are involved in a wider procedural content, which is the communication process.

It is worth noting that communication involves handling and understanding the specific vocabulary of the natural sciences, which enables exchanging and building meanings. Expected achievements for section 5 of Natural Sciences by the end of the BGE. Students shall: through research. Ask questions about the natural world which can be tested

Identify different types of research project designs and relate their relevance to approach different types of problems. Design and conduct exploratory and experimental research projects autonomously to solve simple problems. Prepare and analyze the relevance of different models to interpret theories. Use measurement instruments and techniques enabling them to organize, analyze and communicate information.

Summing up, students will acquire a method to produce knowledge which will include some of the rigorousness and creativity present in how problems are approached in the scientific field. SECTION 6: GENERAL ATTITUDES RELATED TO THE NATURAL SCIENCES Summary This section describes a set of attitude contents aimed at developing the students critical thinking and willingness to eagerly seek new answers and ask new questions. Attitude contents making up this section are not separated from conceptual and procedural ones already mentioned in previous sections. They are described in a separate section only for the purposes of this presentation. The selected attitudes have been organized into four groups referring to building competencies related to personal and social/community related development, scientific/technological knowledge, and expression and communication. Personal Development Sensibility and respect for human life since the moment of conception and for living beings in general, concern for health and improving the environment. Trust in his/her own capacity to formulate and solve problems related to the natural world. Persistence in dealing with the problems of the natural world. Interest in knowing, the pleasure of finding, curiosity. Respect for evidence and honesty in presenting results. Critical, responsible and constructive attitude towards school research projects in which he/she is involved. Respect for the ideas of others and knowledge produced by others. Valuing the exchange of ideas as a source to build knowledge. Willingness to agree on, accept and respect rules of school research projects. Social/Community Related Development Valuing the existence of a research space in the country which may contribute to the development of scientific knowledge. Valuing cooperative and humane work in building knowledge. Sensibility to life, health care and improving the environment. Rejecting the presence of sex, ethnic, social, religious or other discriminatory stereotypes in the scientific field. Scientific/Technological Knowledge Development Open thinking and diverging thinking. Curiosity, openness and doubt as the basis for scientific knowledge. Interest in the use of logic and creative reasoning to formulate and solve problems related to the natural world. Critical analysis of results and strategies employed. Interest in finding answers to problems involving a challenge. Valuing natural sciences for their contribution to the understanding and transformation of the

world. Valuing the possibilities and limitations of scientific knowledge. Respect for work standards in school research projects. Communication and Expression Development Valuing the use of an accurate vocabulary enabling communication Valuing and respecting conventions enabling communication Valuing the possibilities provided by mathematical language to model natural phenomena Appreciating quality, clarity and relevance conditions in presenting products. Reflective and critical position towards media messages referring to the spreading of scientific knowledge PROPOSED SCOPE FOR THE TECHNOLOGY CBCs PER SECTION AND PER BGE CYCLE FIRST CYCLE SECTION 1: LIFE AND ITS PROPERTIES Organisms CONCEPTUAL CONTENTS Basic vital functions and structure Introduction to vegetal diversity Water and light requirements in plant growth and development. Geotropism and phototropism. Introduction to animal diversity Animal nutrition Behavior: mating, looking after the offspring, procuring food, marking territories, aggression, social behavior, etc. Organisms PROCEDURAL CONTENTS Systematic observation and record of plant growth and response to light and water Systematic observation and record of animal behavior Classification of plants and animals according to common features Design, construction and maintenance of terrarium and aquarium Handling simple instruments to observe animals and plants (clamps, magnifying glasses, etc.) Communicating results through simple reports

The Human Organism CONCEPTUAL CONTENTS Basic vital functions and structure differences. The Human Organism PROCEDURAL CONTENTS features. teething, etc.) Collecting, recording and interpreting information on body Observing and comparing body changes (height, weight, Collecting and recording data in simple charts. External morphological features of both sexes. Similarities and Location of major organs and organ systems. Their functions. Body changes during childhood (weight, height, teething) Personal hygiene standards. Nutrition. Rest and play.

Organisms, Interactions between Them and with the Environment CONCEPTUAL CONTENTS oceans and coastal areas. Living beings in aquatic environments; life in rivers, lakes, Living beings in the terrestrial environment. Human activities and improving the environment.

Organisms, Interactions between Them and with the Environment PROCEDURAL CONTENTS Planning and developing field work. Building aquatic and terrestrial environment models (aquarium, terrarium, etc.) Building models of terrestrial and aquatic organisms. Communicating results by using posters or model boards representing the environments studied. Life, Continuity and Change CONCEPTUAL CONTENTS which resemble each other. Similarities and differences between plants. Fruits, seeds, etc. Similarities and differences between parents and children.

Animals and their offspring. Oviparous, viviparous and ovi/viviparous animals. Life, Continuity and Change PROCEDURAL CONTENTS Classification of fruit and seeds according to observable morphological characteristics Observation, analysis and comparison of plant and animal growth. Cells and the Physical and Chemical Base of Life CONCEPTUAL CONTENTS Differences between living and non-living things.

Cells and the Physical and Chemical Base of Life PROCEDURAL CONTENTS Observation and comparison of living and non-living beings

SECTION 2: THE PHYSICAL WORLD Forces and Movement CONCEPTUAL CONTENTS Movement Trajectories (straight line, circular, curve, etc.) Ways of describing body movement (velocity, distance covered, time employed, change of position) Forces Forces and Movement PROCEDURAL CONTENTS phenomena Observing, recording and comparing different translation Drawing path circuits Estimating and measuring distances, times Preparing simple reports to communicate results Graphically representing different trajectories A forces effects on bodies (translation, change in shape, size)

Electricity and Magnetism CONCEPTUAL CONTENTS Electricity and Magnetism PROCEDURAL CONTENTS materials Oscillations and Waves Light and Sound CONCEPTUAL CONTENTS Light Formation of shadows Natural and artificial sources The sun, source of light Light rays: straight-line propagation of light Difference between transparent and opaque Sound Oscillations and Waves Light and Sound PROCEDURAL CONTENTS opaque means. Designing and constructing musical instruments Classifying sounds Producing shadows Exploring lights, shadows, diffusing means, transparent and Graphical representation of trajectories of light Sound as vibration of a material mean Musical instruments Exploring magnet characteristics and pole behavior Observing and recording behavior of conductive and insulating Conductive materials and electricity insulators. Precautions. Safety in daily uses of electricity. Magnetic, magnetized, magnetizable materials

substances.

Thermal Phenomena and Changes of State CONCEPTUAL CONTENTS

 solidification

Conduction of heat; heat conductive materials Solid, liquid and gas state Changes of state in common substances: fusion, evaporation,

Thermal Phenomena and Changes of State PROCEDURAL CONTENTS different substances Planet Earth and the Universe CONCEPTUAL CONTENTS Planet Earth and the Universe PROCEDURAL CONTENTS Observing the sky and recording its characteristics Retrieving videographical information Communicating information through boards and models The Earth in the solar system Starts, planets and satellites The sun, the Earth and the moon Classification of materials: conducting and insulating materials Observation, record and description of changes of state in

SECTION 3: STRUCTURE AND CHANGES OF MATTER Structure of Matter CONCEPTUAL CONTENTS Solids, liquids and gases. Characteristics. Air and water. Heterogeneous systems. Simple separation methods (screening, filtering, grating) Properties of materials: shape, color, hardness, flexibility, rugosity or roughness, heat or electricity conductivity, response to fire, malleability Systems involving water: solutions, suspensions, emulsions. Separation methods. Water and oil. Water and alcohol. Water and ink. Water and salt. Water and sugar. Water and clay. Structure of Matter PROCEDURAL CONTENTS Design and use of simple separation methods (grating, filtering,

screening, evaporating) Production and analysis of multi-component systems used daily: pickle, mayonnaise, dyes, paint. Communication of results through simple reports or other techniques Transformations and Chemical Reactions CONCEPTUAL CONTENTS risks and precautions. Reversible and irreversible changes Materials used daily: fuels, cleaners, gasoline, pipe unsectioners;

Transformations and Chemical Reactions PROCEDURAL CONTENTS solvents, etc. experiment requirements Observing, recording and comparing simple effects of dyes, Communicating results through simple reports or other means. Selecting laboratory materials according to the individual

Natural Resources and Environment CONCEPTUAL CONTENTS Natural and artificial materials. Comparing properties

Natural Resources and Environment PROCEDURAL CONTENTS need to use them Observing, recording and comparing material properties. Selecting materials according to properties and according to the

SECTION 4: THE EARTH AND ITS CHANGES The Subsystems of Planet Earth CONCEPTUAL CONTENTS Terrestrial subsystems: geosphere, atmosphere, hydrosphere, biosphere. Distribution in (horizontal and vertical) space and general characteristics of each subsystem. Atmospheric weather: temperature, rain, moisture, clouds, wind

The Subsystems of Planet Earth PROCEDURAL CONTENTS dunes. Recording and organizing particles from soils, rivers, beaches, Classification through particle screening Classification of particles by brightness and color Measuring, recording and organizing meteorological data Comparing meteorological data of different seasons

The Earths Surface and its Transformations PROCEDURAL CONTENTS Reading and analyzing newspaper articles about environmental risk factors Observing and describing geoforms Building models representing geoforms using materials from them Exploring different natural resources and artificial materials used by man in food and in several industries History of the Earth History of the Earth SECTION 5: PROCEDURES RELATED TO SCHOOL RESEARCH ON THE NATURAL WORLD GENERAL PURPOSE: INTRODUCTION TO EXPLORATORY RESEARCH STRATEGIES Questions and Provisory Explanations Form results Identifying questions leading to exploration projects Making forecasts which account for issues to be researched Establishing relationships between forecasts and experiment

Selecting, Collecting and Organizing Information rules, watches) teacher Identifying the purposes guiding different observations Use of simple observation guides given by teachers Use of measurement units Use of simple measurement instruments (magnifying glasses, Retrieving information in simple texts and videos given by the Use of simple information record and organization techniques

(simple charts, double-entry charts, sketches, drawings) Interpreting Information Recognizing differences between similar objects or facts Recognizing similarities between different objects or facts Forecasting behaviors on the basis of explorations conducted

Designing School Research Projects Designing, with the help of the teacher, simple exploration projects, indicating purposes, activities to be developed and necessary material resources Communication SECOND CYCLE SECTION 1: LIFE AND ITS PROPERTIES Organisms CONCEPTUAL CONTENTS Basic vital functions and structure Major characteristics of the most important plant classes. Plants with flowers. Major local species. Sugar production in plants. Water and light. Plant pigments. Chlorophyll. Chloroplasts. Major characteristics of vertebrate and invertebrate animals. Vertebrates: major local species. Specific characteristics of mammals. Invertebrates: characteristics of arthropods. Insects. Vectors of infectious agents. Triatoma Infestans and Chagas disease, mosquitoes and malaria. Organisms PROCEDURAL CONTENTS Planning and developing exploration projects aimed at identifying the presence of starch, chlorophyll and other substances in plants. Systematic observation and record of animal behavior. Planning and developing experiments related to animal behavior, introducing variable control. Communicating results through simple reports. Listening to the ideas of others and responding to them Using writing or language as means to express or relate ideas

The Human Organism CONCEPTUAL CONTENTS Structure and functions of organs and organ systems function vision The Human Organism PROCEDURAL CONTENTS bar diagrams. Preparing and analyzing models of organ systems Exploring and experimenting with the senses Recording and organizing information in double-entry charts and The bone-arthro-muscular system, support and locomotive Central and peripheral nervous system Senses and sensorial perception. Taste, smell, hearing, touch and Disease care and prevention standards for each system studied

Organisms, Interactions between Them and with the Environment CONCEPTUAL CONTENTS Continental biomes, jungles, mild weather forests, taiga, thickets, savanna, tundra, deserts. Introduction to the concept of ecosystem, physical and biotic factors. Relationship between species. Trophic relationships. Producers, primary and secondary consumers, decomposers. Alimentary chains and schemes. Organization levels, individual, population and community. Natural Changes and Changes Provoked by Man Common activities damaging water, air and soil. Activities through which man can improve the environment.

Organisms, Interactions between Them and with the Environment PROCEDURAL CONTENTS Observing, recording and comparing interactions between organisms Retrieving bibliography, videos or information from other audiovisual media Communicating results through reports or other means using graphs, tables, conceptual diagrams.

Life, Continuity and Change CONCEPTUAL CONTENTS Reproduction function Life, Continuity and Change PROCEDURAL CONTENTS Dissection of fruit, seeds and flowers. Retrieving information about plant and animal reproduction, growth and development in bibliography, videos, etc. Field visits to observe and record animal reproductive behavior. Cells and the Physical Base of Life CONCEPTUAL CONTENTS Eukaryotic cells Reproduction in plants selected for this cycle. Reproduction in animals selected for this cycle.

Nucleus, cytoplasm and plasmatic membrane. Differences between plant and animal cells. Plan and animal tissue. Cell level vital functions. Fermentation. Reproduction of yeast. Medicines and Drugs of Vegetal and Animal Origin Cells and the Physical Base of Life PROCEDURAL CONTENTS Preparing compounds to be observed using a microscope. Observing, recording and describing similarities and differences in plant and animal cells. Observing, controlled recording and analysis of variables involved in the yeast reproduction process. SECTION 2: THE PHYSICAL WORLD Forces and Movement CONCEPTUAL CONTENTS Movement Notion of velocity

Force Forces and Movement PROCEDURAL CONTENTS Forecasting, observing and interpreting free fall of different objects. Measuring velocities and mass. Observing, recording and interpreting characteristics of movements on slanted planes. Preparing and interpreting information organization graphs Electricity and Magnetism CONCEPTUAL CONTENTS magnets. Electricity and Magnetism PROCEDURAL CONTENTS negative charges) electrical circuits work. Oscillation and Waves Light and Sound CONCEPTUAL CONTENTS Light Reflection of light through mirrors. Characteristics of a specular image. Light reflective and diffusing surfaces. Designing experiments to test static electricity by rubbing. Designing, building and exploring the functioning of compasses. Analyzing reference systems and conventions (positive and Designing, building and analyzing how simple, serial and parallel Electrical power. Electrical circuits. A magnets force lines. Attractive and repulsive forces in Terrestrial magnetism. Related compasses. Gravitational force. Free fall of bodies. Body weight. Stable, unstable, meta-stable equilibrium. Simple machines Body flotation, thrust.

Spectrum. Spectral decomposition of light. Rainbows. Sound

frequencies. Oscillations and Waves Light and Sound

Propagation of sound in the air, in liquids and solids. Impossibility of propagating sound in a vacuum. Vibration Intensity-amplitude relationship. Pitch-frequency relationship. The human ear. Sensibility. Risks. Care. Sound contamination of the environment.

PROCEDURAL CONTENTS Exploring the propagation of sound through different media. Analyzing how a stethoscope works and how it is used. Exploring the reflection of light rays in mirrors. Designing, building and analyzing how periscopes work. Exploring the decomposition of light through prisms.

Thermal Phenomena and Changes of State CONCEPTUAL CONTENTS Heat flow in warm to cold regions. Dilatation of bodies. Changes of color due to temperature. Changes of state (fusion, solidification, evaporation, condensation, sublimation and boiling) How thermometers work. Thermal Phenomena and Changes of State PROCEDURAL CONTENTS experiences. Observing and recording the flow of heat. Observing, recording and interpreting Measuring temperatures of changes of state. body dilatation

Planet Earth and the Universe CONCEPTUAL CONTENTS Earth. Seasons. Time zones. Inclination of the terrestrial axis. Rotation and translation of the The moons phases. Tides. Eclipse. Apparent movements of the stars. Galaxies and stars.

Planet Earth and the Universe PROCEDURAL CONTENTS and night sky. Observing, recording and interpreting characteristics of the day Building and analyzing models of the planetary system.

SECTION 3: STRUCTURE AND CHANGES OF MATTER Structure of Matter CONCEPTUAL CONTENTS Properties and composition of water, air and soil The atomic structure of matter Atomic model. Elements. Notion of compound. Simple atom-based composition models. Notion of molecule. Solutions, spreads and suspensions. Separation methods. The dissolving capacity of water. Effects of temperature on solubility. Concentration, saturation.

Water solutions in nature. Thawing, rivers, seas, drinking water, hard and soft waters. Uses and properties. Structure of Matter PROCEDURAL CONTENTS Developing indicators from common substances (beet juice, red cabbage). Use of indicators to measure acidity and alkalinity. Observation and control of variables in the process of crystallization of salts in solution Communicating results through simple reports or other techniques Transformations and Chemical Reactions Acidity, alkalinity, soil salinization. Change in water properties caused by added solutes. Suspensions in gases. Smoke, fog, atmospheric contamination.

CONCEPTUAL CONTENTS plaster and clay. formations. rust. Common chemical reactions. Slaking lime, setting cement, Erosion. Atmospheric effects on constructions and natural Combustion and oxidation. Corrosion of metals. Formation of Contamination of lakes, rivers and seas.

Transformations and Chemical Reactions PROCEDURAL CONTENTS measurement of contents. experiment needs. Design, execution and interpretation of combustion experiments. Use of test tubes, pipettes and other types of containers enabling Use of reactives enabling identification of presence of gases. Use of burners, clamps, etc. Selection of laboratory material according to individual

Natural Resources and Environment CONCEPTUAL CONTENTS coal, oil. metals. Pre-historic ages and materials. Fire, stone, bronze, iron, powder, Oil as fuel and raw material to obtain other materials. Fully artificial materials. Metals. Mechanical, electrical and magnetic properties. Use of Mass use materials. Cement, paper, glass. Factors contaminating water, air and soil.

Natural Resources and Environment PROCEDURAL CONTENTS waste treatment plants. process Analysis of simple manufacturing processes. Visit and description through models and reports, water and Manufacturing compounds and analysis of compound production

SECTION 4: THE EARTH AND ITS CHANGES Subsystems of Plant Earth

CONCEPTUAL CONTENTS Terrestrial subsystems. Movements of each phase. Geosphere. Structure (crust, stratum and nucleus). Rocks and minerals. Atmosphere. Properties, composition and structure. The origin of wind. Hydrosphere. Planetary distribution of water in its different phases. Surface and underground waters. Biosphere. Soil and humus. Subsystems of Planet Earth PROCEDURAL CONTENTS Design and execution of experiments to record the effect of temperature and gravity on water, air and solid particle movement. Formulation of hypothesis to explain movement of phases in each subsystem, watching videos and providing new explanations. Reading and interpreting cartographic information about the distribution of geosphere, hydrosphere and biosphere aspects. Recognizing, drawing and differentiating different types of rocks in building linings, construction sites and natural fields. The Earths Surface and its Transformations CONCEPTUAL CONTENTS Social impact of risks. Natural factors (volcanism, earthquakes, floods, avalanches, salinization). Artificial factors. Loss of resources through extraction, transformation and contamination. Natural risks and resources. Resource contamination. Water, air and soil. Natural and artificial contamination factors. Exogenous shaping. Climate and agents, water and wind, transportation mechanisms. Characteristics of geo-forms and resulting reservoirs in different environments: deserts, rivers, lakes, seas, plains, mountains. Exogenous minerals and rocks. Sedimentary and clastic rocks. Texture (particles, size, roundness, selection), composition. Origin. Endogenous shaping. Formation of mountains and cordilleras. Volcanic geo-forms and their products. Water. Location of reserves. Hydrologic balance. Soil. Parental material, horizons. Classes. The Earths Surface and its Transformations PROCEDURAL CONTENTS Collection, organization and interpretation of press information

(current and from records) about contamination phenomena, volcanic and seismic phenomena, and floods. Cartographic location of contamination phenomena, volcanic and seismic phenomena and floods. Building static and dynamic models representing soils and underground water movement. Recognition, graphic representation and classification of sediments and clastic rocks by grain size (conglomerate, sandstone, shales). Identification of origin of sediments and clastic rocks by texture and composition. Design of field and/or laboratory work to establish relationships between texture and agent mobilizing it. History of the Earth CONCEPTUAL CONTENTS day value. mummification. History of the Earth The evolution of landscape, its causes and consequences. Principle of original horizontal, strata superposition and present Concept of fossil occurrence as environment and age indicator. Fossilization processes. Quick burial, carbonization, lythification,

PROCEDURAL CONTENTS Interpreting videos, satellite images and air photos to recognize temporal successions of geo-forms (river migration, dunes, volcano, glaciers, etc.) Designing laboratory experiments and field trips to test geological principles and fossilization processes. Formulating hypothesis, collecting information on processes which provoked the current exposure of rocks in the surface. SECTION 5: PROCEDURES RELATED TO SCHOOL RESEARCH ON THE NATURAL WORLD GENERAL PURPOSE: INTRODUCING EXPERIMENTAL RESEARCH STRATEGIES Asking questions and providing provisory explanations projects. Asking and re-stating questions for verification purposes. Identifying provisory explanations guiding school research Analyzing the role of hypothesis within research projects.

Selecting, collecting and organizing information Looking for possible guidelines in observations.

 Preparing observation guides with help from the teacher. Using the International Unit System. Using instruments such as scales, dynamometers, thermometers, test pipes, magnifying glasses, binoculars. Identifying sources of mistakes or uncertainty in measurements. Selecting information texts with help from the teacher. Selecting information from videos. Using educational software. Using bar diagrams and triple-entry charts. Interpreting Communication Integrating different aspects of information (coming from direct observations or secondary sources) and inferring something from them. Using information guidelines or relationships, measurements or observations to make predictions. Identifying trends or relationships in the information. Designing School Research Projects Planning simple exploratory research projects autonomously. Designing simple experiments with help from the teacher, in which variables to be researched are isolated Identifying experimental designs given by the teacher referring to the problem, hypothesis and variables to be researched Communication THIRD CYCLE SECTION 1: LIFE AND ITS PROPERTIES Organisms CONCEPTUAL CONTENTS Structure and basic vital functions Plants. Gas exchange in plants. Plant photosynthesis and respiration. Food and nutrients. Nitrogen fixation. Animals. Nutrition, circulation, respiration and excretion. Fungi, protists, Monera. Main characteristics. Diseases caused by the organisms studied. Biotechnological importance of several species. Confronting ideas in small discussion groups. Using different communication resources. Preparing research reports with help from the teacher. Analyzing the research reports prepared.

Organisms PROCEDURAL CONTENTS Planning and developing experimental designs on gas exchange in plants (respiration and photosynthesis) and in other organisms studied in this cycle. Analyzing historical experiments on gas exchange in plants. Reading pseudo-scientific literature. Handling the microscope. Preparing compounds to be observed using the microscope. Preparing and using microorganism cultures. Communicating results through simple reports. The Human Organism CONCEPTUAL CONTENTS Structure and functions of organs and organ systems Digestive, circulatory, respiratory, excretory, immunologic, endocrine and reproductive systems Interrelations between different systems in the human organism. Diseases affecting the different systems. AIDS and the immune system The Human Organism PROCEDURAL CONTENTS Formulating problems, design and development of exploration and experiment projects referring to how the systems studied work Preparing and analyzing models of the systems. Retrieving and analyzing literature, video and photographic information, etc. Communicating the information through written or other types of reports. Organisms, Interactions between Them and with the Environment CONCEPTUAL CONTENTS Characteristics of populations. Population dynamics. Communities and their relationships. Competition for resources. Ecological niche. Concept of ecosystem. Energy flow and the cycle of matter in trophic chains. Water, carbon and nitrogen cycles. Biodegradable materials. Artificial ecosystems. Culture systems. Urban ecosystem. The biosphere as a global ecosystem. Physical, chemical and biological contamination. Human activities and environmental impact.

Use of natural resources.

Organisms, Interactions between Them and with the Environment PROCEDURAL CONTENTS obtained data. software. Life, Continuity and Change CONCEPTUAL CONTENTS Human reproduction Conception, pregnancy and delivery. General characteristics of puberty and adolescence. Physical changes. Primary and secondary sexual traits. Genetics Meiosis. Chromosome-based determination of sex. Recessiveness and dominance. Notions of Mendels first law. Genotype and phenotype. Genetic information. Gene. Genetic code. Molecular cloning. Transgenic generation of plants and animals. Evolution Introduction to evolution theory. Lamarck and Darwin. Random variation versus inheritance of acquired traits. Mutations. Natural selection. Analogies and homologies. Human evolution. Life, Continuity and Change PROCEDURAL CONTENTS Retrieving and analyzing information from photographic and audiovisual material. Retrieving information contributed by researchers through interviews and/or questionnaires. Planning and completing observations and experiments on the reproduction of algae, moss and bacteria. Reading and analyzing historical experiments. Cells and the Physical and Chemical Base of Life Observing, recording and analyzing study variables in field work. Preparing and interpreting population graphs based on directly Retrieving information from pseudo-scientific articles, videos,

CONCEPTUAL CONTENTS Eukaryotic cells Mitosis. Plasmatic membrane. Semi-permeability. Osmosis process. The nucleus. Nucleolus. Chromosomes. DNA duplication. Cytoplasm. Structure and functions. Prokaryote cells Notion on the origin of life. Bacteria. Viruses Types of bacteriophage viruses, animal viruses and plant viruses. Viruses and health care. AIDS and other diseases caused by viruses. Cell-level functions Metabolism. Energy stored in organic components. Function of enzymes. Notion of cell respiration. Mitochondria and energy generation. Photosynthesis. Chemical composition of living beings Carbon compounds. Some major organic compounds. Alcohol, carboxylic acids, amines, carbon hydrates, fats and proteins. Some complex molecules. Hemoglobin, chlorophyll, antibodies, enzymes. Toxic substances and poisons. Carbon monoxide, cyanide, botulinal toxin, other toxins. Action ways. Drugs, psycho-pharmaceuticals, tobacco, alcoholism and health care. Cells and the Physical and Chemical Base of Life PROCEDURAL CONTENTS Preparing cultures and analyzing material obtained by sowing. Planning, developing and analyzing simple experiments to test the existence of enzymatic activity. Designing and conducting permeability experiments. SECTION 2: THE PHYSICAL WORLD Forces and Movement CONCEPTUAL CONTENTS

Movement Instantaneous velocity. Acceleration Introduction to the concept of inertia. Oscillations. Harmonic movement. Pendulum and springs. Notions of kinetic energy and potential. Transformation of kinetic energy into potential and vice versa. Conservation of energy. Forces Notion of force field. Gravitational field. Vector character of force fields. Gravity center. Archimedes' Principle. Pressure in liquids and gases. Notions of hydrostatics and hydrodynamics. Applications. Irrigation pumps. Forces and Movement PROCEDURAL CONTENTS pendulous movement. Electricity and Magnetism CONCEPTUAL CONTENTS energy through induction. Electricity and Magnetism PROCEDURAL CONTENTS Designing, building and analyzing how simple devices work (door bells, speakers). Designing and conducting explorations of effects of variable magnetic fields on electrical circuits (induction laws). Observing and analyzing how power transformers, generators and engines work. Radio and Television. Introduction to electrostatics. Concept of electrical charge and electrical fields. Attractive and repulsive electrical forces. Notion of magnetic field. Magnetic induction. Electromagnetic induction. Electromagnets. Transformation of mechanical energy into electromagnetic Exploring the gravity center of different objects. Observing, recording and controlling variables involved in Reading and analyzing historical experiments.

Oscillations and Waves Light and Sound CONCEPTUAL CONTENTS Light Refraction Types of lenses. Optical instruments (magnifying glasses, microscopes, telescopes) The speed of light. Constructive and destructive interference. Diffraction. Absorption and emission of light through different elements. Relationship with atom theory. Laser rays. Sound propagation mean. energy. Oscillations and Waves Light and Sound PROCEDURAL CONTENTS different environments. graphical models. reflection. Optic fibers. experiments in sound. Designing and conducting experiments on the acoustics of Producing resonance and representing the phenomenon using Building and using simple optical instruments. Retrieving information from pseudo-scientific material on total Comparing diffraction and interference in light with analogue Using diffraction nets. Velocity of sound propagation and its relationship with Reflection, diffraction and interference of sound waves. Transformation of mechanical energy into electromagnetic

Thermal Phenomena and Changes of State CONCEPTUAL CONTENTS Thermal balance Temperature scales Equivalence between heat and work.

Thermal Phenomena and Changes of State

PROCEDURAL CONTENTS through radiation. Planet Earth and the Universe CONCEPTUAL CONTENTS star evolution. means in space. Planet Earth and the Universe PROCEDURAL CONTENTS Observing the sky with a telescope. Representing observations. Analyzing historical models of the planetary system. Retrieving information from pseudo-scientific material. Analyzing astronomic distance scales. Galaxies. The Milky Way. Qualitative notion of the stars energy generation mechanism and The universe. Cosmological models. The human being in space. Artificial satellites. Locomotive Interpreting temperature scales and translating them both ways. Designing and developing experiments to measure heat loss

SECTION 3: STRUCTURE AND CHANGES OF MATTER Structure of Matter CONCEPTUAL CONTENTS Atomic structure of matter Atomic model. Electrons and nucleus. Ideas on spectroscopy. Introduction to the corpuscular nature of light. Atomic nucleus. Natural and artificial radioactivity. Nuclear fission and fusion. Advantages and disadvantages of radioactivity. Levels of energy and origin of chemical energy. Ions and molecules. Relationship with chemical links. Common trends in elements. Periodical table. Solids. Glasses and crystalline structures. Typical examples. sodium chloride, calcium carbonate, silica. Inorganic and organic materials. Carbon chemistry. Properties of solutions. Boiling and fusion temperature. Osmosis. Acid and alkaline solutions. Concept of pH. Ions in solution. Water electrolysis. Transformation of the energy of chemical links into thermal

energy. Applications. Batteries. Industrial processes. Structure of Matter PROCEDURAL CONTENTS growth experiments. elements in a flame. techniques. Measuring the soils acidity. Observing, recording and analyzing the electrolysis process. Designing, building and analyzing batteries. Determining and controlling variables in glass dissolution and Observing, recording and analyzing colors emitted by different Communicating results through simple reports or other

Transformations and Chemical Reactions CONCEPTUAL CONTENTS Mass conservation in chemical transformations. Chemistrys laws. Relationship with atomic model. Stoichiometry. Mass conservation for each element. Application to simple chemical equations. Combustion, formation of metal oxides, etc. Energy transfers and balance in chemical reactions. Transformations and Chemical Reactions PROCECURAL CONTENTS exothermic reactions. reactions. Observing, recording and interpreting endothermic and

Measuring mass using scales. Identifying and analyzing the energy transfer process in chemical Representation of simple chemical equations. Preparing and analyzing models.

Natural Resources and Environment CONCEPTUAL CONTENTS Petrochemistry. Synthetic polymers and other. Metallurgy. Metal extraction procedures. Steel and alloys in general. Energy in extracting metal elements. Example: aluminum. The pharmaceutical industry. Types of major medicines: analgesics, antibiotics, corticosteroids. Vitamins. Vaccines. Raw materials. Special materials. Ceramics, liquid glass. Optical fiber. Semiconductors. Air contamination. Origin and types. Acid rain. Thinning out of

the ozone layer. Soil contamination. Waste treatment. Water contamination. Heavy metals, organic matter. Bacterial contamination (cholera). Insecticides and herbicides. Chronic poisoning. Mercury and other heavy metals. Natural Resources and Environment PROCEDURAL CONTENTS Analyzing processes in complex industries. Producing reports, models, audiovisuals or videos on the industrial processes analyzed. SECTION 4: THE EARTH AND ITS CHANGES Subsystems of the Planet Earth CONCEPTUAL CONTENTS Terrestrial subsystems. Processes of differentiation and evolution of each subsystem. Morpho-climatic regions. Interactions between subsystems. Atmosphere dynamics. Origin (solar radiation, terrestrial axis inclination and planet translation). Major climates: equatorial, tropical, mild and polar. Relationship with atmospheric movements. Geosphere dynamics. Residual thermal energy. Lithosphere, astenosphere. Causes and evidence for continental drift. Expansion of the oceanic bottom. Border of diverging (dorsal) and converging (subduction) sections. Orogeny. Endogenous rocks and tectonics. Magmatism. Igneous rocks and minerals. Origin and classes of volcanic and plutonic rocks. Textures. Mineral composition. Metamorphism. Metamorphic rocks. Processes. Minerals. Notions of crystalline structure and chemical composition. Physical properties. Silicates and non silicated minerals. Petrology. Interpretation of the origin of rocks by texture and composition. Tectonics. Rock deformations (fragile and ductile behavior). General characteristics. Earthquakes. Subsystems of Planet Earth PROCEDURAL CONTENTS Reading literature and maps. Collecting and analyzing information provided through videos on evolution and characteristics of subsystems in general, and rock, soil and water distribution in particular. Interpreting differentiation processes in a melting furnace as an

analogy of the origin of the geosphere. Building static and dynamic models to represent the interaction of crustal sections, their reasons and consequences on rock deformation. The Earths Surface PROCEDURAL CONTENTS Reading literature and maps. Reading and interpreting satellite images and air photos. Representing geo-forms graphically, and analyzing their connection with natural resources and the potential or current risks of the region under study. Analyzing videos on environments, their changes and sediments originated in them. History of the Earth CONCEPTUAL CONTENTS Notion of scale in geological time. Eras, eons and the geochronological chart. Life in the eras. Fossils typical of sea and land environments. Principle of fauna succession. Methodology of temporal analysis (erosion and angular discrepancies; relative and absolute ages). Spatial analysis (correlation and induction; maps and geological profiles). Interpretation of processes. Study of rocks and strata through textures, compositions and deformations. Introduction to paleography. Modifications in the distribution of seas and land, and climatic variations during the planets evolution (Pangea I, II, III, Gondwanaland, Laurasia). History of the Earth PROCEDURAL CONTENTS Reading and interpreting literature and maps related to regional (province, country, planet) geology in terms the distribution of different types of rocks, origins and ages. Recording and organizing information in stratigraphic columns. Using information to establish (temporal/spatial) historical relations and interpret geological events. Building models which may enable represent and communicate the origin of discrepancies and their geological meaning. Observing, recognizing and graphically representing typical or real fossils or reproductions. Reading and interpreting paleographic maps of different periods.

SECTION 5: PROCEDURES RELATED TO SCHOOL RESEARCH ON THE NATURAL WORLD GENERAL PURPOSE: DEEPENING AND EXPANDING THE KNOWLEDGE OF EXPLORATORY AND EXPERIMENTAL RESEARCH STRATEGIES Asking Questions and Providing Provisory Explanations Identifying questions which are relevant to the field of natural sciences. Recognizing the possibility of providing different provisory explanations about a single fact. Selecting, Collecting and Organizing Information Distinguishing relevant from irrelevant information within the context of a given school research project. Distinguishing what is observable from the inference made on the basis of the observation. Using the International Unit System. Using instruments such as amperemeters, voltimeters. Estimating mistakes and uncertainties in measurements. Reading and analyzing historical experiments. Identifying different types of texts (pseudo-scientific articles, school texts, etc.) Using educational software. Using bar and/or sector diagrams. Interpreting Information go beyond evidences. Identifying conclusions which suit evidences of inferences which Forecasting behavior based on graph and process analysis. Preparing models and analyzing their relevance.

Designing School Research Projects and/or autonomously. project. Communication Preparing research reports autonomously. Analyzing how relevant different communication resources are considering their application (congresses, workshops). Planning simple experimental research with help from the teacher Determining variables to be controlled in a given research