synthetic program ago-dic 2012

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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Key Review Sheet

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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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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)

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