SCHOOL General Secondary School No.

102 SHIFT Morning PERIOD September – October

TEACHER NAME Christian Augusto Alatorre Rodriguez. WEEK 1 and 2
GRADE and
SUBJECT Technology II. 2nd B TIME 24 hours (Bimonthly)
GROUP
Yo ISSUE TECHNOLOGY AND ITS RELATIONSHIP WITH OTHER AREAS OF
BLOCK
KNOWLEDGE.
 Recognize the differences between technological knowledge and scientific knowledge, as well as their
purposes and methods.
COMPETENCES  Describe the interaction of technology with different sciences, both natural and social.
 Distinguish the way in which scientific knowledge is re-signified in the operation of technical systems

 They compare the purposes of science and technology to establish their differences.
 They describe the way in which technical knowledge and scientific knowledge are re-signified in the
EXPECTED
development of technical processes.
LEARNINGS
 They use technical and scientific knowledge to propose alternative solutions to technical problems, as well
as to improve processes and products.
SUBTOPIC:
1.1.- Technology as an area of knowledge and technique as a social practice.
SUBTHEME CONTENT
 Prior knowledge about what science and technology are and their differences.
 The purposes of technology and science: methods.
 The interaction between science and technology for computing processes and products.
 Computing as a social practice for the satisfaction of needs and interests.
 Traditional techniques for information processing, programming and design and their change processes.
EXTERNAL AND INTERNAL CONTEXT OF THE SCHOOL GROUP DIAGNOSIS
The school is located in the Ejido Ojo de Agua neighborhood, in a semi-urbanized area, near the El The group has a total of 31
Niño neighborhood, considered by neighbors and authorities to be an area with high crime rates, students, of which 18 are
where most people lack economic resources, most pay rent, their houses are mostly made of wood women and 13 are men. It is
with dirt or cement floors without tiles, they have no electricity or water service, not everyone has considered by most teachers to
access to the internet and the parents work in construction or factories and most of them barely be a calm group. Most of the
finished high school. students are between 13 and 15
The school has a total of 900 students, 18 groups, 2 laboratories (computer science and science), years old (some of them are re-
management, prefecture, 2 guidance, bathrooms for students and bathrooms for teachers, a school enrolling), and they do not have
cooperative, the intendance, parking and a room that is used as a dining room for teachers, it also has many problems with respect to
a small space that is used for civic acts and general meetings with parents, a volleyball court the subject despite the fact that
(cemented) and a soccer field (dirt) all this in an area of approximately 1 hectare. most of them do not have
The teaching staff is made up of 50 teachers. access to the technological
resource.
SEQUENCE OF ACTIVITIES
  Activity #1: Own conceptualization of science and technology.
 Activity #2: Look up the concept of science and technology in the dictionary.

Session
 Activity #3: Determining the purposes of science and technology.
 Activity #4: Define what the resources are according to a certain field or sector.
 Task #1: Differences between science and technology.
 Task #2: Bring on a white sheet 3 different sectors or fields with 4 or more applicable technologies.
REFERENCES AND TEACHING RESOURCES
  Recover, through brainstorming, the prior knowledge that students have regarding what science is. Discuss, in plenary, how
this differs from technology. Record ideas on a flipchart and leave them visible.

 Ask the teams to research different sources of information about the methods and purposes used in science and technology,
and use the results to create a comparative table. Emphasize how technology is oriented toward the satisfaction of social
needs and interests, while science seeks to increase the understanding and explanation of phenomena and events. Identify
the scientific and technical knowledge used for the production of field emphasis products in the industry. Represent a
computer production process in a diagram or scheme and indicate in each of its phases the knowledge that is used to obtain
it. Highlight the interaction between technical and scientific knowledge to obtain products.

 Organize a round table to discuss the personal, social and cultural value that computer products have in meeting the needs of
everyday life.

 Recover prior knowledge from first grade by brainstorming about traditional techniques applied to search, retrieve, store,
transmit and process information. Mention the artisanal techniques, ingredients and reasons why they were made. Identify
their social value. Compare these traditional techniques with current technical advances. Highlight what changes and what
remains.

 Practice using application software to use storage media.

EVALUATION AND EVIDENCE

  Writing of the concepts of science and technology.
 Table with the concept of science and technology and the dictionary concept.
 Table with the purposes of science and technology.
 Table with resources according to their respective field or sector.
 Table showing the differences between science and technology.
 White sheet with images of applicable technologies in 3 different fields or sectors.

CURRICULAR ADJUSTMENTS
  Improve students' conceptualization method.
 Define what a table is, its parts (rows and columns), creation and interpretation of tables.
 GENERAL REMARKS
  Students do not adequately interpret their own conceptualization of something.
 Students do not master the concept, creation and interpretation of tables.
 SCHOOL General Secondary School No. 102 SHIFT Morning PERIOD September – October
TEACHER NAME Christian Augusto Alatorre Rodriguez. WEEK 3 and 4
GRADE and
SUBJECT Technology II. 2nd B TIME 24 hours (Bimonthly)
GROUP
Yo ISSUE TECHNOLOGY AND ITS RELATIONSHIP WITH OTHER AREAS OF
BLOCK
KNOWLEDGE.
 Recognize the differences between technological knowledge and scientific knowledge, as well as their
purposes and methods.
COMPETENCES  Describe the interaction of technology with different sciences, both natural and social.
 Distinguish the way in which scientific knowledge is re-signified in the operation of technical systems


They compare the purposes of science and technology to establish their differences.

They describe the way in which technical knowledge and scientific knowledge are re-signified in the
EXPECTED
development of technical processes.
LEARNINGS
 They use technical and scientific knowledge to propose alternative solutions to technical problems, as
well as to improve processes and products.
SUBTOPIC:
1.2.- Relationship of technology with natural and social sciences: the re-signification and use of knowledge.
SUBTHEME CONTENT
 Social demands and technical knowledge for scientific development.
 The re-signification of scientific knowledge: natural and social sciences in the production of technical products and processes.
 The influence of the socio-historical context on the emergence of techniques for storing, processing, transmitting and
communicating information.
 The development of programming software and its relationship with the development of science: computer engineering.

SEQUENCE OF ACTIVITIES
 Activity #5: Name social needs and determine technologies that satisfy said need
 Activity #6: Select a technological object or product, the field to which it belongs and in which other field it has
application.
Session

 Activity #7: Create a table with 2 columns X 4 rows, first column for the sciences (Biology, Mathematics, Chemistry,
and History), second column for the knowledge and/or technology needed related to each one.
 Task #3: Bring on a white sheet 3 different technologies and sciences that share them or that the same technology
can be applied.
 Task #4: Concept of production process, either from the dictionary or research.
REFERENCES AND TEACHING RESOURCES
 Organize a round table to reflect on the relationship between technology and different sciences, both natural and social, as
well as the way in which these influence the development of technology. Provide examples in this regard; the invention of the
electronic telescope used in astronomy is suggested.
  Present, in plenary, an example of field emphasis in which the re-signification of scientific knowledge is explicitly identified
within the production processes of computing, for example: electronics, mathematics and communication sciences. Discuss,
in plenary, the interaction established between science and technology.

 Organize a group discussion to identify the influence of technical creations in computing in various areas of our society; for
example:
 The provision of services and their forms of organization.
 Production processes.
 The means of transport.
 Forms of entertainment.
 The tools, instruments and machines used in the home, office, work and school, among others.
 Comfort and safety.
 Forms of communication and more.
EVALUATION AND EVIDENCE
 Social needs and technologies that satisfy them
 Technological object or product, its respective sector field and any other that shares it.
 Science table with its respective technology and/or knowledge.
 Sciences and the technologies they share
 Concept of production process.
CURRICULAR ADJUSTMENTS
 Let students know the concept and reason for Re-signifying, which means: finding a new meaning or sense to
a situation.
 Emphasize the knowledge involved in each science, technique and technology to be used.

GENERAL REMARKS
 Most students do not have access to a computer (PC or Laptop), Tablet or smartPhone. They know what they are, they have
seen them but they do not have access to them.

SCHOOL General Secondary School No. 102 SHIFT Morning PERIOD September – October
TEACHER NAME Christian Augusto Alatorre Rodriguez. WEEK 5 and 6
 GRADE and
SUBJECT Technology II. 2nd B TIME 24 hours (Bimonthly)
GROUP
Yo ISSUE TECHNOLOGY AND ITS RELATIONSHIP WITH OTHER AREAS OF
BLOCK
KNOWLEDGE.
 Recognize the differences between technological knowledge and scientific knowledge, as well as their
purposes and methods.
COMPETENCES  Describe the interaction of technology with different sciences, both natural and social.
 Distinguish the way in which scientific knowledge is re-signified in the operation of technical systems


They compare the purposes of science and technology to establish their differences.

They describe the way in which technical knowledge and scientific knowledge are re-signified in the
EXPECTED
development of technical processes.
LEARNINGS
 They use technical and scientific knowledge to propose alternative solutions to technical problems, as
well as to improve processes and products.
SUBTOPIC:
1.3.- The re-signification and use of knowledge for problem solving and project work in production processes
SUBTHEME CONTENT
 The re-signification of technical and scientific knowledge for problem solving.
 Information processing in production processes.
 The role of computing in industrial production.
 The industrial production project of computer science.
SEQUENCE OF ACTIVITIES
 Activity #8: Write in your notebook some production process that you know.
 Activity #9: Own conceptualization of service and 4 services that you know.
 Activity #10: According to these processes and services, write down what technologies are necessary to carry them
out.
Session

 Activity #11: Own product conceptualization.

 Task #5: On a white sheet of paper, bring clippings from different brands of companies that provide a service and/or
a product.
 Task #6: Make a table with 2 columns X 2 rows, in the first column you will put the services you know and in the
second column the products you know.
 Task #7: Presentation on a specific technological topic: Computer Science, Nanotechnology, Biotechnology,
Processes, Technique, Innovation and Industry.
REFERENCES AND TEACHING RESOURCES
 Perform a systemic analysis of an electronic device used in technical computing processes. Present the results in plenary
session.

 Analyze, in a group, the role of electricity, electronics, administration and other areas of knowledge in the emergence of
techniques for information processing.
 Identify and characterize problematic situations of field emphasis. Create an electronic document on how to solve it to
practice the different tools of the word processor – handling lines, autoforms, configuring and formatting documents,
reviewing, storing and printing documents.

 Identify a technical problem and propose how, using information technology, it can be solved as part of the development of
the industrial production project.

 Visit a service institution. Observe and ask about the role of computing in the development of technical processes and the
problems they have faced, choose one and propose alternatives for its resolution.
EVALUATION AND EVIDENCE
 Productive process of own knowledge.
 Own service concept and 4 services that you know
 Technologies necessary to carry out said processes or services.
 Own product concept.
 White sheet with clippings or drawings of brands of companies that provide services or create products.
 White sheet with a table of services and products that they know.
CURRICULAR ADJUSTMENTS

GENERAL REMARKS
 SCHOOL General Secondary School No. 102. SHIFT Evening PERIOD September – October
TEACHER NAME Christian Augusto Alatorre Rodriguez. WEEK 7 and 8
GRADE and
SUBJECT Technology II 2nd B TIME 24 Hours (Bimonthly)
GROUP
Yo ISSUE TECHNOLOGY AND ITS RELATIONSHIP WITH OTHER AREAS OF
BLOCK
KNOWLEDGE
 Recognize the differences between technological knowledge and scientific knowledge, as well as their
purposes and methods.
COMPETENCES  Describe the interaction of technology with different sciences, both natural and social.
 Distinguish the way in which scientific knowledge is re-signified in the operation of technical systems

They compare the purposes of science and technology to establish their differences.
They describe the way in which technical knowledge and scientific knowledge are re-signified in the
EXPECTED
development of technical processes.
LEARNINGS
 They use technical and scientific knowledge to propose alternative solutions to technical problems, as
well as to improve processes and products.
ISSUE:
1.3.- The re-signification and use of knowledge for problem solving and project work in production processes
SUBTHEME CONTENT
 The re-signification of technical and scientific knowledge for problem solving.
 Information processing in production processes.
 The role of computing in industrial production.
 The industrial production project of computer science.
SEQUENCE OF ACTIVITIES
 Activity #12: Essay on the presentations made.
 Activity #13: Own concept of industry and examples of industries that they know.
 Activity #14: Define the products and/or services developed by certain industries.
Session

 Task #8: Research the concept of industry either in the dictionary or on the Internet and the types of industries that
exist.
 Task #9: On a white sheet of paper, bring images, clippings and/or drawings of different industries in Baja California
and Tijuana.
 Task #10: Make a model of a factory of your choice.
REFERENCES AND TEACHING RESOURCES
 Perform a systemic analysis of an electronic device used in technical computing processes. Present the results in plenary
session.

 Analyze, in a group, the role of electricity, electronics, administration and other areas of knowledge in the emergence of
techniques for information processing.
 Identify and characterize problematic situations of field emphasis. Create an electronic document on how to solve it to
practice the different tools of the word processor – handling lines, autoforms, configuring and formatting documents,
reviewing, storing and printing documents.

 Identify a technical problem and propose how, using information technology, it can be solved as part of the development of
the industrial production project.

 Visit a service institution. Observe and ask about the role of computing in the development of technical processes and the
problems they have faced, choose one and propose alternatives for its resolution.
EVALUATION AND EVIDENCE
 Essays in the notebook on the exhibitions.
 Industry concepts, both specific and from the dictionary, as well as types of industries.
 Products, services and industries that develop them.
 White sheet with clippings, images and/or drawings of the industries of Baja California, mainly the city of Tijuana.
 Model of a factory.
CURRICULAR ADJUSTMENTS

GENERAL REMARKS