ESTABLISHMENT: Primary School No.

21 Manuel José de Lavardén

SUBJECT: Technology

COURSE: First Cycle

PROFESSOR: Ferreyra, Diego Adolfo

E-MAIL: [email protected]

PLANNING: ANNUAL

SCHOOL YEAR: 2016.

RATIONALE
Technological Education is based on the sense of being the connecting fabric of a world
increasingly built, structured and modified by man, where technology is interested in
everything related to a certain action, which has as its field of inquiry the relationships
between the artificial, the environment and man, with multiple factors of a scientific,
economic, social and political nature intervening in its complexity.
To consider the meaning of Technological Education in schools, it is necessary to take
into account that technology plays an important role in our lives and permeates our
daily lives, in the different areas of human activity. This reality allows us to affirm that
we live in a world marked by artificiality and that was built by societies over time.
Therefore, the incorporation of Technological Education in schools also entails the
challenge of offering students opportunities to realize the effects of technology,
beginning a process of discovery with the possibility of verifying some more tangible
aspects by reflecting on scientific and technological principles. In this way, it will
encourage new links between children and the technological environment in which they
are immersed, identifying technology as part of the culture.
The presence of new information and communication technologies in society and in the
educational system is an undeniable fact in recent years, and the growing presence they
have acquired in the social fabric at a global level is indisputable. In this new context,
children and adolescents are the ones who are directly influenced by these technologies
that have them classified as “digital natives.”
Technological education, as a curricular space, aims to promote in children both the
development of the ability to identify and solve technical problems and a perspective
that identifies technology as a fundamental aspect of culture, fostering new links
between students and the technological environment in which they are immersed.
GOALS:
 Identify the presence of technology at home, school and society
 Recognize that the things that surround us in our daily lives must have been made or
built through processes that transform materials according to their properties.
 Carry out processes where technical operations are involved.
 Value tools as a way to improve human actions.
 Enable understanding that people create and use tools to extend and improve actions
on materials
 Reflect on the socio-cultural impact of technology.
First Grade
CONTENTS:
Unit I: In relation to technological processes and products.

 Recognition of materials Progressively recognize that the operations

that transform materials (forming or
assembly) have a specific order or
sequence. To do this, explore different
sequences and represent them through
drawings or describe them orally. Observe
in the school kitchen and draw the steps
taken. Ask at home about the steps to follow
to prepare a meal, in a carpentry workshop
about how to repair a chair, in the
shoemaker's workshop how to repair a shoe,
observing and representing the sequences.
Propose absurd situations by changing the
sequences in a process (sweeten the cut fruit
and then wash it to make a fruit salad). Use
cards that allow you to organize different
sequences of operations.

 Building relationshipsbetween Relate the function of objects and the

properties of materials: observe that objects
material properties and function of
that require stress must be built with
objects: hardness, plasticity, mat. resistant materials (such as metals, wood,
some varieties of plastics), or that other
thermal, among others
objects need materials that retain cold or
heat. Pose problematic situations such as
“what would happen if we built the
playground equipment out of paper, cloth or
 glass?” Collections can be made by
grouping and representing information in
tables. It is important to observe the shapes
and materials of the tools we use in each
operation to establish relationships with the
functions they perform.

 Construction of buildings with Tackle operations where parts are

assembled by choosing constructions that
support or interlocking joints,
allow for simple connections between them,
reflecting on their stability such as building towers by supporting or
interlocking. Conduct tests and reflect on
the general shape and that of each part, the
size, weight, location, and the best
sequences to achieve greater stability or
balance. Play games with wooden sticks
(like yenga), cardboard boxes, bricks or
interlocking pieces. Reflect on the problems
and results obtained.

 Completion of assigned tasks in Participate in technological processes by

sharing tasks in groups and completing
group technological processes
assigned tasks. To do this, propose carrying
out elaboration or construction processes (or
part of them) in different spaces of the
school: the classroom, the kitchen, the patio,
the hall, a workshop (if it exists), spaces of
land or grass, nearby vacant lots. Choose
processes that involve operations and use of
tools that children can perform and use.
Take a significant amount of time before
starting the actions to think about the
necessary tasks and distribute them among
the group members with the help of the
teacher. Leave records on posters that help
during the work and in the subsequent
evaluation.

Unit II: In relation to technical means.

 Identification of procedures and Explore various tasks performed with our

body by observing the procedures and
technical gestures in various tasks technical gestures involved: washing,
performed with our body cutting, kneading, pushing, transporting,
among others. For example, to wash our
 hands we must fill our hands with water in
the form of a spoon, wet them (add soap)
and rub each one against the other
successively and fill them with water again,
rinsing them. And so, we could take other
examples such as folding a shirt, wrapping
a box, peeling and cutting fruit, grinding
eggshells by stepping on them with our
feet, among other actions.

 Assessing the importance of tools to Reflect on problematic situations about the

improve actions and tasks importance of having tools that help us
perform tasks better or differently. Cutting
paper along a line with your hands or
cutting with scissors, mixing ingredients
with your hands or with a spoon, painting
with your fingers or with brushes, punching
holes in cardboard with your fingers or with
an awl, cleaning the floor with your feet and
hands or with a broom. Reproduce and
describe procedures, compare the same
tasks performed with the body or with
different tools. Find the differences,
evaluating the achievements in each case.
Note that sometimes the body performs
some tasks better and sometimes we need
tools to improve the results or perform them
in a more hygienic way.
 Differentiation of tools according to Identify different functions of tools: to
transport, store, cut, drill, mold, model, join,
their functions among others. Note that the choice of each
tool depends on the properties of the
materials to be transformed: we have
already given the example of cutting with a
knife, scissors, hacksaw or saw. We can do
tests, trying to cut papers or fabrics with our
hands or with tools. Or transport liquids with
your hands, with a paper cup, or with a
glass container (and you could even play
relay games).
Unit III: In relation to the respect of technology as a socio-cultural process.

 Reflection on “how things were Find information (through photos, stories,

movies) about how things were done when
done in the past” grandparents were young or parents were
children: how they communicated, how they
prepared their meals, how they traveled
and how long it took, what they wore, what
they played with; comparing them with
current processes.

 Appreciation of diversity in objects, Observe in context the different ways of

building houses: from adobe and straw,
constructions and techniques from wood on stilts, from sheet metal or
cardboard, from bricks. Reflect on the
reasons for these differences. Explore
different ways of doing the same things: for
example, making bread at home or at the
neighborhood bakery, cultivating the land
by hand or with machines.

 Reflection on the negative impact of Ask yourself how waste materials (garbage)
are generated at school. What processes
technology must be carried out for its collection.
Organize tasks to take care of the
environment and cleanliness.

 Assessment of information and Use information and communication

technologies to play, draw, observe
communication technologies images, write, among others.

Second Grade

CONTENTS:
Unit I: In relation to technological processes and products.

 Exploring material shaping Continue exploring shaping operations,

observing processes in which materials are
operations by adding, removing or
modified by removing parts of them, such
as shavings or sheets (in cardboard, wood,
 deforming materials stones, metals) or liquids (such as fruit
juice). Processes in which material is added
such as food production, bricks, fabrics
(observing warps and wefts). Or in
processes that involve operations that
deform materials by crushing, laminating,
or shaping.

 Relationship between operations, Relate operations, properties and technical

means, exploring and testing operations
material properties and necessary
such as bending, breaking, deforming,
technical means mixing, filtering, wetting, drying. Note that
different tools should be used to cut
different materials (scissors to cut paper or
fabric, saw to cut wood, hacksaw to cut
metal, knife to cut vegetables). Reflect
through absurd examples such as trying to
cut cardboard with paper scissors. Try
different actions to cut the same material
with different tools (cut paper with a knife,
scissors or a guillotine), observing the
results obtained. Make the reflection more
complex by trying to modify many
materials at once (such as cutting several
sheets of paper). These experiences must be
carried out with different technical
operations.

 Identification and representation of Compare different and similar processes,

observing the operations involved and their
sequences of operations in different
sequences. Represent them through block
and similar processes diagrams. Select processes such as bread
and brick making, preparation of mixtures
for construction or baking a cake,
operations in the production of a vegetable
garden and in the cultivation of wheat or
corn, preparation of homemade and instant
soup. Find those processes that are most
similar or different.

 Carrying out constructions Carry out constructions using different

problematizing the search for their materials and joining methods (fitting,
stability knotting, twisting, folding, gluing, etc.),
analyzing the parts and their shapes, and the
 construction methods that provide greater
stability. Test alternatives by modifying the
base of a tower, the arrangement of blocks
in a solid or skeleton manner. They can
observe, for example, that a tower will be
more stable the larger its base is and the
lower its weight is concentrated. Note that
the joining modes, in approximate scale
constructions (boxes, houses, bridges,
pencil holders), are also important for the
stability of the construction. Play games
with students that involve these reflections.
 Recognition of trades and tasks in Observe the organization of tasks, spaces
and times in different technological
technological processes
processes and in relation to different jobs;
carry out group work reflecting on the
distribution of tasks, assigning each one
according to the best organizational criteria
(with the help of the teacher). Record on
posters and evaluate the results of the
processes carried out.
Unit II: In relation to technical means.

 Identifying the possibilities and Identify the possibilities and limitations of

tools, experimenting with their safe and
limitations of tools, using them appropriate use. Conduct explorations and
safely and appropriately tests to determine the “capacity” of a tool:
what types or quantities of paper, fabric or
plastic can a pair of scissors cut? What
type of ladder is safest? When is it better to
transport soil in buckets and when in
wheelbarrows? Why does the painter
sometimes use a brush, sometimes a
paintbrush, and other times a roller?
Develop double-entry tables to identify the
possibilities and limitations of the tools.
Write different safety rules on posters for
the use and organization of tools.

 Relationships between the functions Explore the functions of tools in relation to

of the tools and the technical the operations in which they are used: for
 operations in which they intervene example, tools that cut by removing
shavings or sectioning the material; those
that serve to join by means of threads such
as wrenches and screwdrivers, or like
needles that help to sew or knit; those that
have more than one function such as the
shovel that can section and transport. Use
cards to relate operations and functions.
Create tables classifying tools according to
whether they are used in transformation,
transportation or storage operations.
 Analysis of the functions that Observe the parts (functional blocks) that
serve to handle or control the tool and the
handles and effectors perform in a actuators or effectors that are in contact
tool, as well as the materials with with the material. Identify these blocks
through drawings and oral descriptions. Do
which they are constructed activities with cards. Compare parts and
their functions in different tools: for
example, the handles of hammers, saws
and spoons; the effectors in plastic
scissors, metal scissors, needle nose
shears, pruning shears, embroidery
scissors. Relate the parts of the tools with
the materials they are made of and the
functions they have to perform. To raise
absurd situations. Reflect on problematic
situations, addressing activities of design
and construction of tools or parts of them.

Unit III: In relation to the respect of technology as a socio-cultural process.

 Reflection on “how things were Search for information (through texts,

paintings, fiction films and documentaries)
done in the past” about how things were done in the colonial
era of our country: How people ate and how
they preserved food. What means did they
use to transport and communicate over
long distances?
  Appreciation of diversity in objects, Observe adobe constructions, analyzing
their properties, comparing them with other
constructions and techniques forms of construction taking into account
the changes in the materials, tools and
tasks involved. Identify different ways of
preparing or constructing the same product
or performing the same function: for
example, communicating through body
signals, images, postal mail, telephone,
computer networks.

 Reflection on the negative impact of Conduct tours of the neighborhood, town,

technology and area to identify sources of
environmental pollution due to discarded
products. Conduct awareness and
reflection campaigns on the use of
technology and care for the environment

Third Grade
CONTENTS:
Unit I: In relation to technological processes and products.

 Identification of similarities and Compare technological processes where

material transformation operations
regularities in different
predominate (forming or assembly),
technological processes observing the sequences of operations, the
possibilities and limits imposed by the
materials and the technical means involved.
Find similarities or regularities.

 Reflection on the importance of Explore the transformation of natural

materials into new products: For example,
natural materials for the
the use and preparation of land for
development of new products. cultivation (plowing, weeding, levelling,
fertilising, etc.), the production of boards
from tree trunks (logging, transport,
sawing), the production of flour from
grains, the industrialisation of milk to
pasteurise it or produce derived products,
the extraction of earth or stone in quarries to
improve roads, among others. Conduct
 visits, observations and field records (fields,
mills, sawmills, industries, quarries).
Identify operations and technical means,
organization and tasks performed by people.
Compare through pictures, natural
materials, new products obtained and the
transformations they underwent. Reflect on
the wealth of resources (in our area,
province, country and in the world) and
their sustainable use.

 Elaboration and construction of Participate in development and construction

processes, reflecting on the most
products reflecting on the processes
appropriate inputs, sequences of operations
involved and technical means. Carry out anticipations
and group discussions, designing – through
drawings, words, symbols, instructions –
the artifacts to be built or representing the
operations in a process through diagrams.
Organize tasks through diagrams or charts
of roles and functions. Use school and non-
school time to work in groups. Take
advantage of the different spaces in the
school and the area or neighborhood.
Arrange the spaces according to the needs
of each process. Progressively address
increasingly manufactured processes,
making many identical products, dividing
tasks, providing diversity to products.
Include problematic situations that allow us
to think about processes, products and
methods of packaging and/or preserving
them. Redefining the meaning of school
samples, highlighting the richness of the
processes carried out, the concepts
constructed, the errors and questions
generated. Show the execution of technical
actions alongside the products in progress
and finished, communicating what has been
learned.

 Complexification of the analysis of Identify the operations of transporting and

technological processes by storing materials in different processes.
incorporating transformation, Differentiate them according to whether
 transport and storage operations they transport or store materials, products or
people. Recognize the technical means
(tools and machines) involved in these
operations. Explore alternatives for lifting,
dragging, sliding, in relation to what is
being transported and the paths and surfaces
to be traveled. Identify the impact of
material properties on liquid and solid
storage operations. Analyze problematic
situations looking for alternatives for
transportation or storage in technological
processes. Make observations regarding the
transportation of people, the technical
means involved, comfort and safety
measures. Agree on road safety criteria for
travelling by car and bus
 Representation of technical Use different ways of representing technical
information: drawings, diagrams,
information
instructions. Observe that the information
that children express gives clues about their
prior knowledge, doubts and errors,
questions, hypotheses that could advance
the knowledge process. Oral explanations,
drawings and diagrams, and the creation of
different types of written texts are not
illustrative resources, but rather teaching
and learning resources that, at the same
time, give us clues for evaluation.

 Identification of different forms of Organize tasks and roles as a group (with

organization of technological the help of the teacher), adapting them
processes and distribution of tasks according to the sequences of
and roles in group processes carried transformation, storage and transportation
out at school operations in different technological
processes. Discern as a group which are the
 most efficient forms of organization
according to the type of production.
Observe the organizational criteria in
individual and collective production
processes, or in artisanal and industrial
processes, identifying similarities and
differences.
Unit II: In relation to technical means.

 Classification of tools according to Classify tools according to whether they are

used to hold, transform, transport, store,
their functions and spatial location measure, reproduce. Complete tables
in a process according to the functions mentioned.
Identify the tools and their functions in a
technological process. Conduct workshop
visits, recording the tools and their uses
through drawings, photos and films. Select
the appropriate tool to perform an operation
in a given process. Relate the order and
spatial distribution of tools with their
intervention in technological processes.

 Identification of tool parts and their Explore the connections or joints between
the handles and the effectors of the tools;
fixed and moving connections identifying whether they are fixed or mobile.
Observe and reflect on the movements that
tools with moving joints perform (rotate, go
up and down, open and close, enter and
exit, etc.).

 Conceptual differentiation between Distinguish between hand tools and

machines, understanding that the former
tools and machines, reflecting on the function as an extension of our body and
idea of technological change the latter need other forms of energy to
function. Observe different technological
processes, identifying the tools and
machines involved. Compare the
procedures they perform and the technical
gestures of people when using both tools
and machines. Analyze the transfer of
technical functions from tools to machines
in relation to the concept of technological
change.
  Design and construction of tools or Reflect on problematic situations
parts thereof addressing activities of design and
construction of tools or parts of them.

Unit III: In relation to the respect of technology as a socio-cultural process.

 Reflection on “how things were Search for information (through texts,

museum visits, fiction and documentary
done in the past” and in different films, photos, paintings, oral stories) about
cultures how things were done at the time when our
territory was inhabited by indigenous
peoples. Research the use of natural and
artificial materials. Technical means and
operations involved. Technological
differences between nomadic and
sedentary peoples. Research into
technological cultures that have
disappeared, been recovered or transmitted
to the present day.

 Identification of technological Observe technological changes in various

changes in materials, trades and the materials and the replacement of some
ways in which technical information materials by others. Collecting materials
and information about them: old, new,
is transmitted
scarce materials, combined materials,
among others. Visit workshops in the area
and ask about each trade, how information
is accessed for work, and how changes in
ways of doing things are transmitted. New
jobs today
 Assessing technology as an Reflect on the possibilities that people have
alternative for social and cultural to access different products and

improvement, evaluating its technologies: running water, home

electricity, housing and clothing according
negative impacts and constructing
to climatic requirements, suitable and
explanations and meanings
balanced food, recreational spaces, etc.
Identifying the negative impacts of
 technology in the places where they live or
those they know. Discuss the purpose of
technology in our lives

METHODOLOGICAL STRATEGIES

 Formulation of anticipations and questions.

 Experimentation
 Demonstration and observation
 Using computer resources
 Use of concrete material
 Raising problematic situations
 Departure or excursions
 Search for information
 Building shared work criteria
 Search for information
ESTIMATED TIME
 First Quarter: Unit I complete and beginning of Unit II
 Second Quarter: Unit II complete.
 Third Quarter: Unit III

ASSESSMENT:
 A written exam will be taken per quarter with a passing grade of 6.
 The knowledge acquisition process will be evaluated weekly with oral
presentations.
 Two or more practical work, completed in the classroom with a passing grade of 6.
 Correct behavior in the classroom with the teacher and with classmates will be
evaluated.
 Punctuality when entering the classroom.
 Attendance to the subject will be taken into account.
 Organized and active participation in class, consulting with the teacher regarding
any concerns.
ESTABLISHMENT: Primary School No. 21 Manuel José de Lavardén

SUBJECT: Technology

COURSE: second cycle

PROFESSOR: Ferreyra, Diego Adolfo

E-MAIL: [email protected]

PLANNING: ANNUAL

SCHOOL YEAR: 2016.

RATIONALE
Technological Education is based on the sense of being the connecting fabric of a world
increasingly built, structured and modified by man, where technology is interested in
everything related to a certain action, which has as its field of inquiry the relationships
between the artificial, the environment and man, with multiple factors of a scientific,
economic, social and political nature intervening in its complexity.
To consider the meaning of Technological Education in schools, it is necessary to take
into account that technology plays an important role in our lives and permeates our
daily lives, in the different areas of human activity. This reality allows us to affirm that
we live in a world marked by artificiality and that was built by societies over time.
Therefore, the incorporation of Technological Education in schools also entails the
challenge of offering students opportunities to realize the effects of technology,
beginning a process of discovery with the possibility of verifying some more tangible
aspects by reflecting on scientific and technological principles. In this way, it will
encourage new links between children and the technological environment in which they
are immersed, identifying technology as part of the culture.
The presence of new information and communication technologies in society and in the
educational system is an undeniable fact in recent years, and the growing presence they
have acquired in the social fabric at a global level is indisputable. In this new context,
children and adolescents are the ones who are directly influenced by these technologies
that have them classified as “digital natives.”
Technological education, as a curricular space, aims to promote in children both the
development of the ability to identify and solve technical problems and a perspective
that identifies technology as a fundamental aspect of culture, fostering new links
between students and the technological environment in which they are immersed.
GOALS:
 Identify the presence of technology at home, school and society
 Recognize that the things that surround us in our daily lives must have been made or
built through processes that transform materials according to their properties.
 Carry out processes where technical operations are involved.
 Value tools as a way to improve human actions.
 Enable understanding that people create and use tools to extend and improve actions
on materials
 Reflect on the socio-cultural impact of technology.
 To make knowledge about technological processes more complex, with the aim of
identifying operations on materials, energy or information.
 Recognize forms of organization of operations, technical means, resources, people,
times and spaces.
 Provide teaching processes that enable curiosity and interest to be put into play in
asking questions and anticipating answers, addressing problematic situations by
representing the necessary information and evaluating the results based on the
proposed goals.
 Enable access, expansion and articulation of their cultural experiences, through the
inclusion of information and communication content and technologies.
 Propose the development of experiences with tools, materials, machines and
processes that make it possible to become aware of the value of one's own actions,
the need to adopt criteria for use and safety in tasks, and the potential of teamwork
to listen, present and make shared decisions.

Fourth grade
CONTENTS:
Unit I: In relation to technological processes and products.
 Exploration of shaping techniques, in relation to the properties of materials.
 Analysis of structures identifying their components: base, columns, beams, slabs,
tensioners, braces.
  Recognition of the way in which technological processes are organized, depending
on whether they are artisanal or manufactured.
 Use and analysis of different ways of communicating technical information.
Unit II: In relation to technical means.
 Reflection on the concept of technical function and its delegation to artifacts.
 Analysis and exploration of artifacts with mechanisms.
 Identification of the relationships between the parts, shapes and functions of
artifacts.
 Use of computer equipment, identifying usage procedures.
Unit III: In relation to the respect of technology as a socio-cultural process.
 Inquiry into the continuity and changes that technology experiences over time:
materials.
 Reflection on the coexistence of different technologies in the same society or in
specific cultures: materials and technical means.
 Assessment of technology as an alternative for social and cultural improvement,
evaluating its negative impacts and constructing explanations and meanings.
Fifth grade
CONTENTS:
Unit I: In relation to technological processes and products.
 Identification of operations in different processes related to materials, energy and
information.
 Recognition of how technological processes are organized and controlled.
 Use and analysis of different ways of communicating technical information.
Unit II: In relation to technical means.
 Critical reflection on activities in which technical means can replace human effort
or control: machines.
 Machine analysis, identifying the relationships between parts, forms and function.
 Search, evaluation and selection of alternatives in design processes. Interpretation of
user manuals.
 Use of computer equipment, identifying usage procedures.
Unit III: In relation to the respect of technology as a socio-cultural process.
  Inquiry into the continuity and changes that technology experiences over time:
manufacturing production and machines.
 Reflection on the coexistence of different technologies in the same society or in
specific cultures.
 Assessment of technology as an alternative for social and cultural improvement,
evaluating its negative impacts and constructing explanations and meanings.

Sixth grade
CONTENTS:
Unit I: In relation to technological processes and products.
 Analysis of energy production/generation processes.
 Analysis of structures and development of technical operations that modify profiles
to increase their rigidity or resistance.
 Recognition and comparison of the ways in which technological processes are
organized and controlled.
 Use and analysis of different ways of communicating technical information.
Unit II: In relation to technical means.
 Critical reflection on activities in which technical means can replace human effort
or control: the automation of actions.
 Identification of relationships between the parts, shapes and functions of artifacts
with some degree of automation.
 Search, evaluation and selection of alternatives in design processes.
 Use of computer equipment, identifying usage procedures.
Unit III: In relation to the respect of technology as a socio-cultural process.
 Inquiry into the continuity and changes that technology experiences over time.
 Reflection on the coexistence of different technologies in the same society or in
specific cultures.
 Assessment of technology as an alternative for social and cultural improvement,
evaluating its negative impacts and constructing explanations and meanings.

METHODOLOGICAL STRATEGIES
  Raising problematic situations
 Demonstration and observation
 Using computer resources
 Use of concrete material
 School outings or excursions
 Formulation of anticipations and questions.
 Experimentation
 Search for information
 Building shared work criteria
ESTIMATED TIME
 First Quarter: Part of Unit I
 Second Quarter: Completion of Unit I and complete Unit II.
 Third Quarter: Unit III
ASSESSMENT:
 A written exam will be taken per quarter with a passing grade of 6.
 The knowledge acquisition process will be evaluated weekly with oral
presentations.
 Two or more practical work, completed in the classroom with a passing grade of 6.
 Correct behavior in the classroom with the teacher and with classmates will be
evaluated.
 Punctuality when entering the classroom.
 Attendance to the subject will be taken into account.
 Organized and active participation in class, consulting with the teacher regarding
any concerns.
ESTABLISHMENT: Primary School No. 21 Manuel José de Lavardén

SUBJECT: Technology

COURSE: Fifth Grade

PROFESSOR: Ferreyra, Diego Adolfo

E-MAIL: [email protected]

PLANNING: ANNUAL

SCHOOL YEAR: 2016.

RATIONALE
Technological Education is based on the sense of being the connecting fabric of a world
increasingly built, structured and modified by man, where technology is interested in
everything related to a certain action, which has as its field of inquiry the relationships
between the artificial, the environment and man, with multiple factors of a scientific,
economic, social and political nature intervening in its complexity.
To consider the meaning of Technological Education in schools, it is necessary to take
into account that technology plays an important role in our lives and permeates our
daily lives, in the different areas of human activity. This reality allows us to affirm that
we live in a world marked by artificiality and that was built by societies over time.
Therefore, the incorporation of Technological Education in schools also entails the
challenge of offering students opportunities to realize the effects of technology,
beginning a process of discovery with the possibility of verifying some more tangible
aspects by reflecting on scientific and technological principles. In this way, it will
encourage new links between children and the technological environment in which they
are immersed, identifying technology as part of the culture.
The presence of new information and communication technologies in society and in the
educational system is an undeniable fact in recent years, and the growing presence they
have acquired in the social fabric at a global level is indisputable. In this new context,
children and adolescents are the ones who are directly influenced by these technologies
that have them classified as “digital natives.”
Technological education, as a curricular space, aims to promote in children both the
development of the ability to identify and solve technical problems and a perspective
that identifies technology as a fundamental aspect of culture, fostering new links
between students and the technological environment in which they are immersed.
GOALS:
 Identify the presence of technology at home, school and society
 Recognize that the things that surround us in our daily lives must have been made or
built through processes that transform materials according to their properties.
 Carry out processes where technical operations are involved.
 Value tools as a way to improve human actions.
 Enable understanding that people create and use tools to extend and improve actions
on materials
 Reflect on the socio-cultural impact of technology.
 To make knowledge about technological processes more complex, with the aim of
identifying operations on materials, energy or information.
 Recognize forms of organization of operations, technical means, resources, people,
times and spaces.
 Provide teaching processes that enable curiosity and interest to be put into play in
asking questions and anticipating answers, addressing problematic situations by
representing the necessary information and evaluating the results based on the
proposed goals.
 Enable access, expansion and articulation of their cultural experiences, through the
inclusion of information and communication content and technologies.
 Propose the development of experiences with tools, materials, machines and
processes that make it possible to become aware of the value of one's own actions,
the need to adopt criteria for use and safety in tasks, and the potential of teamwork
to listen, present and make shared decisions.

CONTENTS:
Unit I: In relation to technological processes and products.
 Identification of operations in different processes related to materials, energy and
information.
 Recognition of how technological processes are organized and controlled.
 Use and analysis of different ways of communicating technical information.
Unit II: In relation to technical means.
 Critical reflection on activities in which technical means can replace human effort
or control: machines.
 Machine analysis, identifying the relationships between parts, forms and function.
 Search, evaluation and selection of alternatives in design processes. Interpretation of
user manuals.
 Use of computer equipment, identifying usage procedures.
Unit III: In relation to the respect of technology as a socio-cultural process.
 Inquiry into the continuity and changes that technology experiences over time:
manufacturing production and machines.
 Reflection on the coexistence of different technologies in the same society or in
specific cultures.
 Assessment of technology as an alternative for social and cultural improvement,
evaluating its negative impacts and constructing explanations and meanings.
METHODOLOGICAL STRATEGIES

 Raising problematic situations

 Demonstration and observation
 Using computer resources
 Use of concrete material
 School outings or excursions
 Formulation of anticipations and questions.
 Experimentation
 Search for information
 Building shared work criteria
ESTIMATED TIME
 First Quarter: Unit I
 Second Quarter: Unit II
 Third Quarter: Unit III
ASSESSMENT:
 A written exam will be taken per quarter with a passing grade of 6.
 The knowledge acquisition process will be evaluated weekly with oral
presentations.
 Two or more practical work, completed in the classroom with a passing grade of 6.
 Correct behavior in the classroom with the teacher and with classmates will be
evaluated.
 Punctuality when entering the classroom.
 Attendance to the subject will be taken into account.
 Organized and active participation in class, consulting with the teacher regarding
any concerns.
ESTABLISHMENT: Primary School No. 21 Manuel José de Lavardén

SUBJECT: Technology

COURSE: Sixth Grade

PROFESSOR: Ferreyra, Diego Adolfo

E-MAIL: [email protected]

PLANNING: ANNUAL

SCHOOL YEAR: 2016.

RATIONALE
Technological Education is based on the sense of being the connecting fabric of a world
increasingly built, structured and modified by man, where technology is interested in
everything related to a certain action, which has as its field of inquiry the relationships
between the artificial, the environment and man, with multiple factors of a scientific,
economic, social and political nature intervening in its complexity.
To consider the meaning of Technological Education in schools, it is necessary to take
into account that technology plays an important role in our lives and permeates our
daily lives, in the different areas of human activity. This reality allows us to affirm that
we live in a world marked by artificiality and that was built by societies over time.
Therefore, the incorporation of Technological Education in schools also entails the
challenge of offering students opportunities to realize the effects of technology,
beginning a process of discovery with the possibility of verifying some more tangible
aspects by reflecting on scientific and technological principles. In this way, it will
encourage new links between children and the technological environment in which they
are immersed, identifying technology as part of the culture.
The presence of new information and communication technologies in society and in the
educational system is an undeniable fact in recent years, and the growing presence they
have acquired in the social fabric at a global level is indisputable. In this new context,
children and adolescents are the ones who are directly influenced by these technologies
that have them classified as “digital natives.”
Technological education, as a curricular space, aims to promote in children both the
development of the ability to identify and solve technical problems and a perspective
that identifies technology as a fundamental aspect of culture, fostering new links
between students and the technological environment in which they are immersed.
GOALS:
 Identify the presence of technology at home, school and society
 Recognize that the things that surround us in our daily lives must have been made or
built through processes that transform materials according to their properties.
 Carry out processes where technical operations are involved.
 Value tools as a way to improve human actions.
 Enable understanding that people create and use tools to extend and improve actions
on materials
 Reflect on the socio-cultural impact of technology.
 To make knowledge about technological processes more complex, with the aim of
identifying operations on materials, energy or information.
 Recognize forms of organization of operations, technical means, resources, people,
times and spaces.
 Provide teaching processes that enable curiosity and interest to be put into play in
asking questions and anticipating answers, addressing problematic situations by
representing the necessary information and evaluating the results based on the
proposed goals.
 Enable access, expansion and articulation of their cultural experiences, through the
inclusion of information and communication content and technologies.
 Propose the development of experiences with tools, materials, machines and
processes that make it possible to become aware of the value of one's own actions,
the need to adopt criteria for use and safety in tasks, and the potential of teamwork
to listen, present and make shared decisions.

CONTENTS:
Unit I: In relation to technological processes and products.
 Analysis of energy production/generation processes.
 Analysis of structures and development of technical operations that modify profiles
to increase their rigidity or resistance.
  Recognition and comparison of the ways in which technological processes are
organized and controlled.
 Use and analysis of different ways of communicating technical information.
Unit II: In relation to technical means.
 Critical reflection on activities in which technical means can replace human effort
or control: the automation of actions.
 Identification of relationships between the parts, shapes and functions of artifacts
with some degree of automation.
 Search, evaluation and selection of alternatives in design processes.
 Use of computer equipment, identifying usage procedures.
Unit III: In relation to the respect of technology as a socio-cultural process.
 Inquiry into the continuity and changes that technology experiences over time.
 Reflection on the coexistence of different technologies in the same society or in
specific cultures.
 Assessment of technology as an alternative for social and cultural improvement,
evaluating its negative impacts and constructing explanations and meanings.
METHODOLOGICAL STRATEGIES

 Raising problematic situations

 Demonstration and observation
 Using computer resources
 Use of concrete material
 School outings or excursions
 Formulation of anticipations and questions.
 Experimentation
 Search for information
 Building shared work criteria
ESTIMATED TIME
 First Quarter: Unit I
 Second Quarter: Unit II
 Third Quarter: Unit III
ASSESSMENT:
 A written exam will be taken per quarter with a passing grade of 6.
 The knowledge acquisition process will be evaluated weekly with oral
presentations.
 Two or more practical work, completed in the classroom with a passing grade of 6.
 Correct behavior in the classroom with the teacher and with classmates will be
evaluated.
 Punctuality when entering the classroom.
 Attendance to the subject will be taken into account.
 Organized and active participation in class, consulting with the teacher regarding
any concerns.