Synthetic Program AGO-DIC 2012

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  • 7/31/2019 Synthetic Program AGO-DIC 2012

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    Key Review Sheet

    RC-07-008 04-06/2012 Page 1 of 9

    Learning Unit Biology 1: Ecology and sustainability

    Curriculum area of

    formation

    Basic Mode Face/enrolled

    Disciplinary field Experimental sciences Key 105

    Academic period August December

    2012

    Frequencies by

    semester

    Classroom 64

    Extra

    classroom

    32

    Elaboration date 16/03/2012 Date of

    last

    update

    Credits by

    semester

    3

    Responsible for the

    program design

    Technical committee

    academic of Biology

    Carlos Lory Mendoza

    Gerardo G. Morales Garza

    Martha E. Siller Garca

    Pura C. Galvn Villanueva

    Yolanda Zambrano Chvez

    Foundation:

    The Learning Unit (UA) Biology 1: Ecology and sustainability pertains to the area of basic

    formation for the first semester of the disciplinary field for experimental sciences of the study plan

    in the General baccalaureate from high school UANL. This program is useful in the first semester

    and is instructed through the mode face-enrolled whit a frequency of 4 hours per week, this

    results in a total of 64 hours classroom and 32 extra classroom per semester equivalent to 3

    credits.

    Attending educational and academic models of the high school level of the Universidad Autnoma

    de Nuevo Len well as the graduate profile of the common curriculum framework (MCC) of the

    integral reform for the upper secondary education (RIEMS), this document arise to promote in the

    student the integral training developing skills. The UA is related vertically whit etic problems of the

    modern world (PEMA), Chemistry I, Spanish I, Information Technologies and communication I (TIC

    I) and horizontally whit Biology, Chemistry, Physics, Spanish and TIC.

    The purpose is introduce the student into the basic apsects of science and Biology whit special

    attention in Ecology, such that acquires a general and integral vision of the ecosystems structure

    and the effect of the human for them. Contemporary issues like contamination,

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    biodiversity and ecologic print will allow the student to think critically and value its role in its

    immediate environment, motivating to assume a position of care and respect to the environment,

    not just in the right moment, also in the future, profession, and society. The student will have the

    opportunity to investigate and apply the TIC to develop searching skills and information process,

    skills for self-learning and competences development.

    Biology 1. Ecology and sustainability. Its organized in four stages that promote the

    comprehension of concepts, principles and biological processes, development of cognitive skills

    that allow the student the formation of a critical and analytical attitude in front of its

    environmental relation, generating a global vision of the planet earth as a living and active planet.

    In the first stage Biology as a science comprehension and transcendence of this science is

    reviewed, the study of life and their characteristics, this allows to know the biodiversity in theworld. In Ecology introduction basic concepts about the role that many organisms play in their

    environment are taken, also the energy flow of this environment, as well as the relations

    presented to form the environments where organisms fight to live and reproduce. The third

    stage, Ecosystems, is raised from a focus that allows understanding them as a dynamic system

    of relations between the environment and the ecosystem. By last, in sustainability the manner

    in which the human activity affects the ecosystems balance as a local, national and global level is

    valued, to develop attitudes of respect for the environment and contribute with responsible

    proposals to take actions.

    The program presented below is a tool to support teaching and planning process for this purpose,

    teachers can adapt to their context the suggestions of activities for the development of skills.

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    GENERIC SKILLS / GENERAL

    GENERIC FEATURES GENERAL

    4. Listen, interprets and delivers

    relevant messages in different contexts

    through the use of media, codes and

    tools.

    Expresses ideas and concepts through

    linguistic representations, mathematics

    or graphics.

    - Identify the key ideas in a text or oral

    speech and infer conclusions from

    them.- Manages the information technology

    and communication to obtain

    information and express ideas.

    Communication

    Manages and

    understand

    information

    technology and

    communication

    to implement a

    critical and

    objective in

    different areas of

    knowledge.Language codes

    used in different

    contexts and

    mathematical

    logic that allow

    you to express

    ideas with ethical

    sense.

    Manages information technology and communicatio

    a tool for access to information and its transformatio

    into knowledge and learning and collaborative work

    the latest techniques that will allow them to particip

    constructively in society.

    Dominates their native language in oral and written

    correctness, relevance, timeliness and ethics adaptin

    message to the situation or context, for the transmis

    of ideas and scientific findings. In everyday contexts,

    academic.-Expresses concepts and ideas, correctly orally and in

    writing in their mother tongue.

    -Manages the information technology and

    communication critically in different areas of knowle

    - Use linguistic representations, such as mathematics

    graphic communication strategies.

    8. Participates and collaborates

    effectively in diverse teams.

    - Proposes ways to solve a problem ordevelop a team project, defining a

    course of action with specific steps.

    Cooperation

    Participates in

    assigned tasks,both individually

    and in groups

    with respect to

    the diversity of

    ideas.

    Make international academic and professional propo

    trans and multi-disciplinary and based on global best

    practices to promote and strengthen collaborative w- Identify ways forward in the development of any

    problem through collaborative work.

    11. Contributes to sustainable

    development in a critical, with

    responsible actions.

    -assumes an attitude that favors the

    solution of environmental problems at

    local, national and international levels.

    -Recognize and understand the

    biological implications, economic,

    political and social aspects of

    environmental damage in an

    interdependent global context.

    between the interests of short and long

    term in relation to the environment.

    Respect for

    nature

    Shows interest in

    nature assuming

    a positive attitude

    to the problems it

    faces the most

    significant priority

    and global

    importance.

    Spoke against the challenges of contemporary societ

    the local and global critical and human commitment,

    academic and professional to help consolidate the

    general welfare and sustainable development.

    -Recognize the consequences of environmental dam

    in a global context.

    - Assume a positive attitude as a teenager what belo

    in relation to the environment.

    - Design and promotes solutions to environmental

    problems in different areas.

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    DISCIPLINARY BASIC COMPETENCES:

    1. Sets the interface between science, technology, society and environment in specific historical

    and social contexts.

    4. Obtains, records and organizes the information to answer scientific questions and hypotheses

    posed necessary to answer them.

    11. Discusses the general laws governing the operation of the physical environment and assesses

    risk human actions and environmental impact.

    13. Relates levels of organization whit chemical, biological, physical and ecological living systems.

    14. Apply safety rules in handling chemicals, tools and equipment in performing daily life

    activities.

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    STAGES

    1. Biology as a science

    1.1 What is science?

    1.2 The science in context

    1.3 Study of the life

    2. Introduction to Ecology

    2.1 What is ecology?

    2.2 Energy producers and consumers

    2.3 Flow of energy in ecosystems

    3. Ecosystems3.1 Climate

    3.2 Niches and community interactions

    3.3 Biomes

    3.4 The aquatic ecosystems

    4. Sustainability

    4.1 A changing landscape

    4.2 Wise use of resources

    4.3 Biodiversity

    4.4 Meeting the ecological challenges

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    INTEGRATIVE EVALUATION PROCESS AND PRODUCT:

    It will consider the following categories:

    1. DIAGNOSTIC EVALUATION

    Creditable worthless. Applied early in the semester in order to identify prior knowledge

    possessed by the student on the subject.

    2. TRAINING EVALUATION

    The portfolio of evidence includes all activities listed in the program and performed by the

    student, same as they realize their learning throughout the semester. Below is the selection of

    activities to be evaluated quantitatively.

    Portfolio of evidence

    stage 1

    - Written report "Discovery of penicillin."

    -Global Product stage "research project".

    stage 2

    - Activity metacognition "Building an aquarium."

    - Global stage Product: PowerPoint Presentation "Energy flow in ecosystems."

    stage 3

    - PowerPoint presentation with comparative table of terrestrial ecosystems of Mexico, map of theMexican republic terrestrial biomes and information of marine and freshwater ecosystems in

    northeastern Mexico.

    - Global stage Product: PowerPoint presentation "Ecosystem land in northeastern Mexico."

    stage 4

    - Written documentary research "Mexico, a diverse country."

    - Global stage Product: PowerPoint presentation "Ecosystem and sustainability."

    Integrative product for the learning unit:

    Global products of stages 2, 3 and 4 as a single integrated PowerPoint presentation, including

    reflection on the human impact on ecosystem structure.

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    3. SUMMATIVE EVALUATION

    For its determination, taking into account the performance criteria the evidence reflected in

    individual exams, global exam (indicative) and learning that make up the portfolio of evidence.

    The student is entitled to global exam if it complies with at least 70% of the qualification of

    portfolio of evidence.

    Global exam 20%

    Partial exams 20 %

    Portfolio evidences 60%

    Total 100%

    Weighting 60% of the portfolio of evidence

    stage 1

    -Written report "Discovery of Penicillin." 10%

    -Global Product stage "research project". 10%

    stage 2

    - Activity metacognition "Building an aquarium." 10%

    -Global stage Product: PowerPoint Presentation "Energy flow in ecosystems." 10%

    stage 3

    -PowerPoint presentation with comparative table of terrestrial ecosystems of Mexico, map of theMexican republic terrestrial biomes and information of marine and freshwater ecosystems in

    northeastern Mexico. 10%

    Global stage Product: PowerPoint Presentation "terrestrial ecosystem of northeastern Mexico."

    10%

    stage 4

    -Written documentary research "Mexico, a diverse country." 10%

    -Global stage Product: PowerPoint presentation "Ecosystem and sustainability." 10%

    Integrative product for Learning Unit

    -The global product of stages 2, 3 and 4 as a single integrated PowerPoint presentation, including

    reflection on the human impact on ecosystem structure. 20%

    TOTAL 100%

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    Key Review Sheet

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    Extraordinary exams

    - A student who does not get in the 1st. Time the minimum passing grade of 70 is entitled to the

    2nd evaluation. Opportunity as long he has complied with 70% of the activities required in the

    portfolio of evidence.

    - When the student does not get in the 1st. Time the minimum passing grade of 70 and has not

    complied with 70% of the activities of portfolio of evidence, it loses its right to the 2nd

    assessment. Opportunity and automatically passes 3a. Opportunity.

    Portfolio activities for the right to exam of 2nd opportunity

    stage 1

    -Written report "Discovery of Penicillin." 10%-Global Product stage "research project". 10%

    stage 2

    -Metacognition activity "Building an aquarium." 10%

    stage 3

    -PowerPoint presentation with comparative table of terrestrial ecosystems of Mexico, map of the

    Mexican republic terrestrial biomes and information of marine and freshwater ecosystems in

    northeastern Mexico. 10%

    stage 4-Written documentary research "Mexico, a diverse country." 10%

    Integrative product for Learning Unit

    -The global product of stages 2, 3 and 4 as a single integrated PowerPoint presentation, including

    reflection on the human impact on ecosystem structure. 20%

    TOTAL 70%

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    SOURCES OF SUPPORT AND CONSULTING:

    Basic

    Miller, Kenneth R.; Levine. (2012). Biologa 1: Ecologa y Sustentabilidad. Mxico: Pearson.

    Complementary

    Audesirk, Gerald; Audesirk, Teresa y Byers, Bruce E. (2008). Biologa. La vida en la Tierra (8ava.

    ed.). Mxico: Pearson.

    Biggs, Alton; Hagins, Whitney Crispen; Holliday, William G.; Kapicka, Chris L.; Lundgren, Linda;

    MacKenzie, Ann Haley; Rogers, William D.; Sewer, Marion B.; Zike, Dina H. y National

    Geographic. (2007). Biologa. Ciencias de Glencoe. China: McGraw-Hill.

    Carabias, Julia; Meave Jorge A.; Valverde, Teresa; Cano-Santana, Zenn. (2009). Ecologa y

    medio ambiente en el siglo XXI. . Mxico: Pearson.

    ECOLOGICAL FOOTPRINT. Ecological Footprint Quiz. (en lnea)

    http://ecosofia.org/2006/06/huella_ecologica_ecological_footprint (citado 13 abril 2011)