objetivos de aprendizaje integradores segundo …€¦ · make critical comments on manufactured...

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OBJETIVOS DE APRENDIZAJE INTEGRADORES

SEGUNDO TRIMESTRE 2018 – 2019

Grado 7

Trabajos de alumnos de bachillerato - octavo grado

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ENGLISH

READING

● Explore how different audiences choose and respond to texts

● Make relevant notes when researching different sources, comparing and

contrasting information.

● Identify relevant points, synthesizing and summarizing ideas from

different parts of a text.

● Use a range of reading strategies to find relevant information and main

points in texts, distinguishing between fact and opinion where

appropriate.

● Comment on implied meaning, e.g. writer’s viewpoint, relationships

between characters, ironic effect

● Demonstrate understanding of the effects created by features of diaries,

magazines and newspaper reports.

WRITING

● Identify the most appropriate approach to planning their writing in order

to explore, connect and shape ideas

● Develop ideas to suit a specific audience, purpose and task

● Demonstrate controlled use of a variety of simple and complex

sentences to achieve purpose and contribute to overall effect

● Write in a range of forms for a variety of purposes, including:informative

, argumentative, persuasive, descriptive, narrative and comparative

texts.

SPEAKING AND LISTENING

● Give short presentations and answer questions, maintaining effective

organisation of talk

● Take part in a simple debate following formal rules (proposer, seconder,

etc.)

● Engage with more demanding material through perceptive responses to

other students’ talk, showing awareness of the speaker’s aims and

extended meanings.

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SPANISH

LITERATURA

● Identifica en los textos poéticos el concepto de subjetividad y

connotación enmarcados en la emoción.

● Interpreta el sentido que adquiere el lenguaje por medio del uso

consciente de las figuras literarias.

● Adapta de modo creativo algunas obras poéticas; vinculando eventos

significativos y cotidianos.

PRODUCCIÓN ESCRITA

● Comprende que todas las formas verbales se agrupan en tiempos y

modos verbales.

● Analiza el propósito comunicativo que tiene la oración teniendo en

cuenta la clase de verbo que aparece en ésta.

● Aplica las distintas formas verbales en la redacción de textos literarios y

no literarios.

COMPRENSIÓN E INTERPRETACIÓN TEXTUAL

● Conoce la estructura que tienen los argumentos.

● Distingue argumentos, de opiniones y explicaciones.

● Desarrolla la capacidad de generar argumentos para apoyar una idea.

COMUNICACIÓN

● Explica la evolución que han tenido los medios masivos de información.

● Analiza las ventajas y las desventajas en términos de la difusión e

impacto social de la información.

MATHEMATICS

Numeracy, Variation and Problem Solving

● Properly use the properties of exponents and the order of operations to be

applied in mathematical contexts as well as in other sciences and real-life

situations.

● Use the concept of percent to extend it to daily situations involving percent

increase or decrease applications such as taxes, simple interest, tips,

commissions and discounts.

● Apply the concept of proportion to divide quantities into given ratios as well

as to find the most favorable option depending on the situation provided

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● Use multi-step equations involving variables and the distributive property on

both sides in order to find the solution to word problems as part of problem-

solving skills.

● Draw linear functions in the coordinate plane using the slope and the y-

intercept or a table of ordered pairs.

Geometry, Measurement and Problem solving

● Accurately find the area of two and three-dimensional figures starting from

basic constructions using instruments, a coordinate plane and material

manipulation as well as the features of such shapes.

● Find the areas and volumes of compound 2D and 3D shapes using

decomposition and composition.

● Use the circumference and area of a circle in finding areas and volumes of

compound shapes as well as properly using units in one, two and three

dimensions (length, area and volume).

Handling Data and Problem Solving

● Properly draw circle graphs comparing different totals and percents, using instruments accurately and carefully.

● Properly count and display all the possible outcomes of simple and compound real-world situations in simulated scenarios in the classroom.

● Differentiate among arrangements, combinations and permutations as part of combinatory and counting principles.

TECHNOLOGY

STRAND 1: Understanding of the World

● Evaluate a design solution, with critical insights into relevant issues (e.g.

aesthetic, social, economic, technical, legal and ethical issues).

● Consider the social responsibilities (e.g. user-centred design, health and

safety, professional ethics, and disposal of products) of designers (e.g.

from individual, corporate, and collective perspectives).

● Understand the principles of legal protection of design (e.g. intellectual

property rights,copyright, patents, and trademarks).

● Make critical comments on manufactured products (e.g. appropriate

technology and resources, balancing criteria, and exercising value

judgment).

STRAND 2: ICT tools and coding

● Describe the relationship among text, sounds, static and dynamic

images/graphics and animation/video in communication via digital

media.

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● Create ideas for conveying messages and information efficiently and

effectively/meaningfully.

● Apply the general rules of visual composition in digital media design.

● Evaluate the usability, readability and interactivity of different digital

media products by referring to the basic principles of communication

design.

STRAND 3: Design and creativity developing thinking skills

● Design purposeful, functional, appealing products for themselves and

other users based on design criteria.

● Generate, develop, model and communicate their ideas through talking,

drawing, templates, mock-ups and, where appropriate, information and

communication technology.

● Recognise the need for continuous appraisal of their own progress,

thinking and decision making, in order to provide themselves with

opportunities for review.

● Explore and evaluate a range of existing products.

● Recognise that different forms of energy sources exist, namely, fossil

fuels, nuclear, renewable.

SCIENCE

STRAND 1

SCIENTIFIC ENQUIRY

● Make predictions using scientific knowledge and understanding

● Plan investigations to test ideas identify important variables; choose

which variables to change, control and measure

● Identify trends and patterns in results (correlations)

● Interpret data from secondary sources

● Discuss explanations for results using scientific knowledge and

understanding. Communicate these clearly to others

● Present conclusions to others in appropriate ways

STRAND 2

BIOLOGICAL PROCESSES

● Recognise the organs of the alimentary canal and know their functions,

nutrients functions and the effects of nutritional deficiencies

● Understand the function of enzymes as biological catalysts in breaking

down food to simple chemicals

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● Recognise and model the basic components of the circulatory system

and know their functions

● Explain the role of the main cells, organs and systems involved in

immunity.

● Describe the Lymphatic system relating it to the process of circulation.

● Explore the role of the skeleton and joints and the principle of

antagonistic muscles.

● Discuss how conception, growth, development, behaviour and health

can be affected by diet, drugs and disease

STRAND 3

PHYSICO.CHEMICAL PROCESSES

● Explain the properties of sound in terms of movement of air particles.

● Recognise the link between loudness and amplitude, pitch and

frequency, using an oscilloscope.

● Use light travelling in a straight line to explain the formation of shadows

and other phenomena.

● Describe how non-luminous objects are seen.

● Describe reflection at a plane surface and use the law of reflection

Investigate refraction at the boundary between air and glass or air and

water.

● Explain the dispersion of white light

GLOBAL PERSPECTIVE

Research, Analysis and Evaluation

Construct relevant research questions

Identify and begin to reference a range of print and multimedia sources and use them to locate relevant information and answer research questions

Select an appropriate method and conduct research to test predictions and begin to answer research questions

Select, organise and record relevant information from a range of sources and findings from research, using appropriate methods

Identify ideas and evidence from different perspectives within different sources, on a given topic

Explain how graphical or numerical data supports an argument

Explain causes of a local or global issue and consequences on others

Suggest and justify different actions to make a positive difference to a national or global issue

Evaluate sources, considering the author and purpose, recognising that some sources may be biased

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Discuss the effectiveness of a source, making explicit reference to its development of an argument

Reflection

Explain personal contribution to teamwork and identify targets for improvement

Consider the benefits and challenges of teamwork experienced when working together to achieve a shared outcome

Consider ways that personal perspective on an issue may have changed as a result of conducting research or exploring different perspectives

Identify skills learned or improved during an activity and relate to personal strengths and areas for improvement

Collaboration and Communication

The team assigns roles and divide tasks fairly, considering skills of team members and time available, and work together to achieve a shared outcome

The team member introduces useful ideas to help achieve a shared outcome and works positively to resolve conflict, solve problems and encourage other team members to participate, when required

Present information and arguments clearly with some reasoning, referencing sources where appropriate

Listen to ideas and information and offer relevant and well-judged contributions that demonstrate understanding of the issue.

ARTS

STRAND #1 APPRECIATION (APRECIACIÓN ARTÍSTICA)

Understands and applies methods of visual appreciation in the description and

meaning of some visual art referents and cultural show concept.

Interprets the principal artistic influences in some places of their country.

STRAND #2 ART SKILLS (TÉCNICAS ARTÍSTICAS)

Consolidates an specific technique to develop advanced skills in plastic arts

according to significant, pleasure and emotional statements.

Explore and consolidates artistic techniques of plastic and visual arts in

painting sculpture.

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STRAND #3 EXPRESSION (EXPRESIÓN ARTÍSTICA)

Consolidates and develops a visual thinking that allows a critical lecture of

themselves and their environment through art.

INSTRUMENTAL MUSIC


● Perform written music as well as improvisation using a variety of

articulation to enhance the expression of the song.

● Perform varied repertoire of literature from various cultures and genres

on a basic level.


● Identify major and chromatic scales.

● Identify and perform major, minor chords and chromatic scale patterns.


● Play chords and solos in a 12-bar blues pattern.

VOCAL MUSIC


● Describe and demonstrate audience skills of listening attentively and

responding appropriately in classroom, rehearsal, and performance

settings.

● Listen and identify different kinds of music from different cultures and

different times.

● Analyse at a beginning level: composition or performance using musical

elements.


● Understand and execute notions of basic vocal technique.

● Sing expressively with appropriate dynamics, phrasing and

interpretation.

● Use appropriate vocal techniques by responding to the cues of a

conductor.

● Comprehend the use of standard notation symbols in order to practice

reading in clefs.

● Determine strengths and weaknesses in musical performances

according to specific criteria.

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● Sing with expression and technical accuracy in accompanied and a

capella selection.

● Perform using enhanced musical techniques.

● Perform music written in unison and two parts at the first reading.

● Perform simple patterns with the voice.

THEATER

3. STRAND #1 APPRECIATION (APRECIACIÓN ARTÍSTICA)

● Ejecutar desplazamientos laterales y verticales en unidades rítmicas

relacionado con animales.

● Utiliza la voz apropiadamente para interpretar sonidos propios de su

entorno y de su imaginación.


● Uso consciente de la memoria emotiva y la imaginación.

● Construye escenas en equipo asociadas a la jerigonza. (LENGUAJE

INVENTADO)

● Juega con la transformación y formas de Interpretar a un personaje

● Estructura el Método de la Creación Colectiva y creación de un corto

para video sobre historia original creada por ellos según su entorno

personal, escolar y familiar.


● Estructura e impulsa creativamente acciones intuitivas que confronten

un texto dramático.

● Fortalecer la concentración durante tiempos determinados manejando

control en la palabra y la intención

● Define su intervención en una puesta en escena del Colegio según los

temas tratados.

DANCING


● Explain deeply the topic of the dance and its historical context according

to the theme of the show

● Know and tell in a text, using their words any kind of dance and its

origin, form the specific searches of the performance.

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● Identify and applies the choreographic intent on effective and proper use

of the elements of dance (space, time and energy)

● Execute clearly proposed stagings, working in team and coordinating

their movements with the group.


● Demonstrate performance skills in different basic styles of dance (ballet,

modern dance, jazz, tap)

● Develop awareness of respect and appreciation of art as spectator and

artist

● Know and use technical vocabulary of the dance.

PHYSICAL EDUCATION

Strand 1: Desarrollo físico motriz y ubicación temporo-espacial.

● Ejecuta actividades de coordinación dinámica general, utilizando los

diferentes segmentos corporales.

● Domina uno o varios elementos ejecutando de forma consciente

coordinación viso manual y viso-pédica.

Strand 2: Formación y realización de la técnica.

● Desarrolla y aplica correctamente los fundamentos técnicos tácticos

cada deporte en situación de juego.

● Realiza test físicos intentando mejorar sus registros.

Strand 3: Fundamentación teórica y disciplinar.

● Ejecuta y aplica juegos pre-deportivos respetando las diferencias

individuales y grupales.

● Investiga y aplica actividades adecuadas de los juegos pre-deportivos

trabajados en clase.

● Cumple debidamente con las normas de respeto, puntualidad y

presentación personal en la clase de Educación Física.

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EQUITACIÓN

Asiento


● Controla y guía al caballo por medio de las riendas.

● Mantiene una postura apropiada sobre el caballo en movimiento.


● Realiza cambios de aire en sincronía con el caballo.

● Acompaña la batida del caballo en los tres aires.


● Realiza paso, trote, y galope a la mano del caballo.

● Reconoce la simetría del picadero siguiendo el orden de las pistas de

obstáculos.

TENIS

Nivel Intermedio


● Desarrolla resistencia aeróbica y anaeróbica en l práctica del tenis de

campo.


● Realiza los gestos técnicos de los golpes especiales en sus tres fases

de preparación, impacto y terminación.

● Aplica los fundamentos técnico- tácticos del nivel Intermedio en

situación real de juego.


● Cumple debidamente con las normas de respeto y puntualidad en la

clase.

XXI CENTURY SKILLS

SALUD MENTAL:

Es capaz de promover habilidades interpersonales relacionadas al trabajo en grupo y comunicación efectiva.

Reconoce en sí mismo la importancia de la salud mental.

Identifica varios aspectos de salud mental asociados a la calidad y permanencia de sus relaciones interpersonales.

Es capaz de distinguir cómo a nivel social la salud mental está implicada en aspectos positivos y negativos.

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