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Learning Unit Curriculum area of formation Disciplinary field Academic period

Biology 1: Ecology and sustainability Basic Mode Experimental sciences August December 2012 16/03/2012 Key Frequencies by semester

Face/enrolled 105 Classroom 64 Extra 32 classroom Credits by 3 semester

Elaboration date

Responsible for the program design

Technical committee academic of Biology

Date of last update 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 the world. 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 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.

8. Participates and collaborates effectively in diverse teams. - Proposes ways to solve a problem or develop a team project, defining a course of action with specific steps.

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.

FEATURES 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. Cooperation Participates in assigned tasks, both individually and in groups with respect to the diversity of ideas. Respect for nature Shows interest in nature assuming a positive attitude to the problems it faces the most significant priority and global importance.

GENERAL Manages information technology and communication as a tool for access to information and its transformation into knowledge and learning and collaborative work with the latest techniques that will allow them to participate constructively in society. Dominates their native language in oral and written correctness, relevance, timeliness and ethics adapting its message to the situation or context, for the transmission 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 knowledge. - Use linguistic representations, such as mathematics or graphic communication strategies.

Make international academic and professional proposals, trans and multi-disciplinary and based on global best practices to promote and strengthen collaborative work. - Identify ways forward in the development of any problem through collaborative work.

Spoke against the challenges of contemporary society in 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 damage in a global context. - Assume a positive attitude as a teenager what belongs 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. Ecosystems 3.1 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 the Mexican 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." -Global Product stage "research project". stage 2 - Activity metacognition "Building an aquarium." -Global stage Product: PowerPoint Presentation "Energy flow in ecosystems."

10% 10%

10% 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% 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." -Global Product stage "research project". stage 2 -Metacognition activity "Building an aquarium."

10% 10%

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)