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CIENCIAS Y TECNOLOGÍA 1 BIOLOGÍA COMPONENTE CURRICULAR: FORMACIÓN ACADÉMICA

Claudia Coronel Olivares, Teresita de Jesús Cuevas Cardona, Ulises Iturbe Acosta

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El libro Ciencias y Tecnología 1. Biología de la serie Espiral del Saber® fue elaborado en Editorial Santillana por el equipo de la Dirección General de Contenidos

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La presentación y disposición en conjunto y de cada página de Ciencias y Tecnología 1. Biología de la serie Espiral del Saber® son propiedad del editor. Queda estrictamente prohibida la reproducción parcial o total de esta obra por cualquier sistema o método electrónico, incluso el fotocopiado, sin autorización escrita del editor.

© Ulises Iturbe Acosta, Claudia Coronel Olivares, Teresita de Jesús Cuevas Cardona

Tiro de promoción D. R. © 2018 por

EDITORIAL SANTILLANA, S. A. de C. V. Avenida Río Mixcoac 274, piso 4, colonia Acacias, C. P. 03240, delegación Benito Juárez, Ciudad de México.

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Miembro de la Cámara Nacional de la Industria Editorial Mexicana. Reg. núm. 802 Impreso en México / Printed in Mexico

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Presentación

El aprendizaje de los alumnos será exponencial en tanto se les provea de estímulos enriquecedores.

Presentación para el alumno

L

os diccionarios definen la espiral como una línea curva que gira en torno a un punto. La espiral está en la Naturaleza desde el inicio de los tiempos; ha sido testigo de la evolución de todos los seres vivos. Por ello hay quienes la consideran la curva de la vida, o más aún, la curva del crecimiento. Si te fijas bien, las espirales parecen abrirse hacia el infinito, como las galaxias. Así es también el proceso de aprendizaje: una espiral que se desarrolla hacia fuera y que te permite regresar al punto original o a puntos intermedios y retomar las herramientas necesarias para seguir aprendiendo. Te mueves a través de la espiral cuando lees, escuchas, hablas, realizas, debates, experimentas, comprendes, propones, argumentas, demuestras lo que sabes…

El libro Ciencias y Tecnología 1. Biología que tienes en tus manos será un compañero valioso durante tu viaje a través de la espiral. En él encontrarás los conceptos que requieres para apropiarte de nuevos conocimientos y desarrollar tus habilidades de observación, análisis, integración, representación e interpretación. Asimismo, fortalecerás las actitudes que te ayudarán a adquirir conciencia de la Naturaleza, a reconocerte como parte de ella, valorar su diversidad y asumir sus cambios. Tu libro se divide en tres trimestres. Los contenidos de cada uno se trabajan a manera de secuencias didácticas, cada una dividida a su vez en tres etapas: “Exploro”, para que recuperes tus saberes previos; “Construyo”, para que des forma a los nuevos saberes, y “Aplico”, para que los pongas en práctica. Las secuencias didácticas se integran por textos, fotografías, esquemas, cuadros, gráficas, así como por diversas actividades, incluyendo las experimentales, que llevarás a cabo en forma individual o colectiva con la asesoría de tu profesor. Al final de cada mes tendrás la oportunidad de evaluar los conocimientos que vas desarrollando, y al concluir los trimestres darás el giro ascendente en la espiral de tu aprendizaje. Durante el curso, te proponemos algunos proyectos, los cuales planificarás, desarrollarás, comunicarás y evaluarás con tus compañeros y el apoyo del profesor. Responsabilizarte de una parte del proyecto fortalecerá tu autonomía para aprender, pero también tu capacidad para trabajar en equipo. Como puedes darte cuenta, este libro es una oportunidad para recorrer la Espiral del Saber. Disfruta tu viaje 3

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Presentación para el alumno Panorama de la espiral A través de la espiral Tabla de correspondencias

3 8 12 14

18

Entremos a la espiral Secuencia didáctica 1. Similitudes entre los seres vivos  Las características de los seres vivos Secuencia didáctica 2. ¿Cómo están organizados los seres vivos?  La estructura de los seres vivos  Lo que se puede ver en un microscopio Secuencia didáctica 3. Las células de los seres vivos  Los microscopios  De los organismos a las células  Las células en todos los seres vivos Secuencia didáctica 4. Estructuras de la célula  La pared  La membrana  El citoplasma y el núcleo  Los organelos

19 20 21

24 25 26

28 28 31 35

36 38 40 41 42

Secuencia didáctica 5. Cotejo de las estructuras básicas  Los tres tipos de células

44 44

Secuencia didáctica 6. Funciones celulares  La nutrición  La reproducción  La relación

46 46 49 50

Un alto en la espiral

52

Secuencia didáctica 7. Las características hereditarias y la genealogía  Las características fenotípicas  Las características fenotípicas de las familias de México  Los árboles genealógicos o familiares Secuencia didáctica 8. La transmisión de las características hereditarias a los descendientes  La herencia de características de dos variedades  La transmisión de las características a los descendientes

54 55 58 59

60 61 63

Secuencia didáctica 9. Organización, ubicación y funciones del material genético  Material genético

64 64

Un alto en la espiral

68

Secuencia didáctica 10. La domesticación y la manipulación genética  Los animales en situación de calle y los cimarrones  Ética ambiental  Los animales y las plantas domesticados

70 70 71 73

4

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Secuencia didáctica 11. Los organismos transgénicos o modificados genéticamente  ¿Qué son los organismos transgénicos?  Relación entre variedades transgénicas y nativas

74 74 77

Secuencia didáctica 12. ¿Los cultivos transgénicos perjudican la salud de los consumidores y el medioambiente?  ¿Hay evidencia de daño a la salud?  El derecho a una alimentación equilibrada  Los transgénicos y los organismos silvestres

78 78 79

Proyecto 1

82

Secuencia didáctica 13. La tecnología al servicio de la vida  Conocimiento de los seres vivos

84 85

Secuencia didáctica 14. Progreso tecnológico  Casos de éxito a lo largo del tiempo

79

90 90

100

Secuencia didáctica 15. El proceso evolutivo  El fijismo o la inmutabilidad de las especies  El transformismo momentáneo de Lamarck  Las relaciones genealógicas entre las especies Secuencia didáctica 16. Las explicaciones de Darwin sobre la evolución  La domesticación como evidencia de la evolución  Los escenarios naturales de la evolución de las especies Secuencia didáctica 17. La importancia de las adaptaciones de los organismos  Las adaptaciones, producto de la selección natural  La coevolución entre especies y la selección natural

102 102 103 104

106 106 108

112 113 114

Un alto en la espiral

116

Secuencia didáctica 18. Componentes del ecosistema  Factores físicos del ecosistema

118 118

Secuencia didáctica 19. Las cadenas tróficas y la energía  Cadenas tróficas  Transferencia de energía

122 122 126

Secuencia didáctica 20. Tipos de ecosistemas  Biomas

128 128

Secuencia didáctica 21. La interacción depredador-presa 132  La depredación 133  Las interacciones entre individuos ante la escasez de recursos 135 Giro ascendente

Entremos a la espiral

96

101

Secuencia didáctica 22. Selección en las 5

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presas y en otras interacciones biológicas  Camuflaje y mimetismo  Herbivoría y parasitismo Secuencia didáctica 23. La competencia y la depredación en el equilibrio poblacional de los ecosistemas  Equilibrio y desequilibrio en los ecosistemas  ¿Hay desequilibrio en ecosistemas mexicanos?  La competencia regula poblaciones y detona adaptación Un alto en la espiral Secuencia didáctica 24. La diversidad de formas de nutrición  Convergencias evolutivas alimentarias  Adaptaciones bucales a la alimentación  La relación de los seres vivos con el escenario nutricional  Diversidad de aparatos bucales en los insectos  El origen de las adaptaciones alimentarias Secuencia didáctica 25. La diversidad de formas de reproducción  Los tipos de reproducción asexual y sexual  Las estrategias reproductivas

136 136 138

 Secuelas en la biodiversidad Proyecto 2

166 170

176 140 140 142 143 144

146 147 148 149 Giro ascendente 151

Entremos a la espiral

152

Secuencia didáctica 28. Las funciones del sistema nervioso  El sistema nervioso y los sentidos  El sistema nervioso y su división

154

172

177

178 178 181

154 157

Secuencia didáctica 26. Valoración de la biodiversidad  Biodiversidad y México megadiverso

Secuencia didáctica 29. El sistema nervioso y la regulación del apetito 184  El sistema nervioso y el digestivo 184

158 158

Secuencia didáctica 27. Cambios en el ambiente y sus consecuencias en la biodiversidad

Secuencia didáctica 30. Los sistemas endocrino, nervioso y sexual  Las hormonas y la reproducción

166

188 188

6

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 Las infecciones de transmisión sexual Proyecto 3

232 236

Secuencia didáctica 31. ¿Es correcta mi dieta?  Las características de una dieta correcta

192 192

Un alto en la espiral

238

Secuencia didáctica 32. ¿Qué necesito para vivir?  Nuestras actividades y la alimentación

196 196

Secuencia didáctica 40. Causas y consecuencias de las adicciones  Las adicciones más comunes

240 240

Secuencia didáctica 33. Hábitos alimentarios personales  Nuestras actividades y la alimentación

200 200

Secuencia didáctica 41. Alcoholismo y drogadicción, peligro latente  ¿A qué nos enfrentamos?

244 244

Un alto en la espiral

208

Secuencia didáctica 42. Cómo superar las adicciones  ¿Qué nos lleva a las adicciones?

246 246

Giro ascendente

248

Glosario

252

Fuentes de información

255

Secuencia didáctica 34. ¿Qué es la salud sexual?  La sexualidad

210 210

Secuencia didáctica 35. Inicio de las relaciones sexuales  Madurez sexual y psicológica

216 217

Secuencia didáctica 36. Mitos y creencias sobre la sexualidad 220  Sexualidad y mitos 220 Secuencia didáctica 37. Métodos anticonceptivos  Los distintos métodos anticonceptivos

224 224

Secuencia didáctica 38. Embarazo adolescente  Lo que implica un embarazo

228 228

Secuencia didáctica 39. Cómo evitar las infecciones de transmisión sexual

232

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A través de la espiral

En el mundo de hoy los conocimientos de cualquier tipo cambian a un ritmo tan rápido que pocos son duraderos y apenas algunos podrían llegar a ser permanentes. Lo que sí es permanente es la dinámica social y cultural en que los nuevos conocimientos, especialmente los científicos y tecnológicos, vienen a reconfigurar nuestra manera de pensar y a transformar e influenciar nuestra vida. Solo aquellas personas que sean capaces de apropiarse de esos saberes podrán crear e innovar sobre nuevos conocimientos, y contribuirán a la transformación positiva de la sociedad.

En esta sección encontrarás una explicación de la forma de trabajo que se propone en el libro, conocerás las ventajas de trabajar en pareja, en equipo o de manera grupal durante el curso. También encontrarás una explicación de cómo puedes revisar tus avances y tomar decisiones para poder continuar o regresar y repasar algunos temas con la ayuda de tu profesor y, así, mejorar tu desempeño.

Por ello, los estudiantes de las nuevas generaciones deben aprender a enfrentar constantemente esta realidad cambiante. Abordarán los nuevos aprendizajes como retos temporales a los que hay que adaptarse continuamente para lograr comprenderlos, conceptualizarlos y hacerlos inteligibles para sí mismos. Así, los nuevos conocimientos les resultarán útiles y aplicables a las situaciones reales de la vida, y les ayudarán a resolver los problemas que se les presenten. Esto es a lo que se llama aprendizaje significativo. Este tipo de aprendizaje en el área de las ciencias y la tecnología solo se logra cuando el estudiante adopta un papel activo, protagónico y comprometido en su propio proceso educativo de construcción intelectual y realiza una gestión inteligente de las actividades y acciones que han sido plasmadas en este libro para guiar y estimular en los estudiante la adquisición de nuevos conocimientos.

Trimestre 1 Ejes

Aprendizajes esperados

Temas

La propuesta pedagógica

Contenidos Secuencias didácticas Págs.se ha escrito para contribuir a la construcción Esta obra, Ciencias y Tecnología 1, Biología,

de conocimientos y al desarrollo de habilidades, actitudes y valores en los educandos.

Comparas las características 1. Similitudes entre los 20-23 orientar a seres los estudiantes para que sean protagonistas de su aprendizaje y desacomunes de losBusca seres vivos. vivos

Propiedades

Identificarás a la célula como la unidad estructural de los seres vivos.

rrollen las bases para el aprendizaje autónomo, para que después, desde la colectividad,

puedan comparar sus saberes con los de sus compañeros y construir conocimientos de 2. ¿Cómo están Reconoces la organización 24-27 estructural de los seres conjunta.organizados los seres manera vivos? vivos. En las secuencias didácticas que integran los contenidos se parte de situaciones didácticas

Tabla de correspondencias En esta tabla encontrarás la propuesta de dosificación trimestral de los aprendizajes esperados de la asignatura y su correspondencia con las secuencias didácticas del libro.

Identificas a las células en 3. Las células de los 28-35y significativas de los alumnos para desarrovivencias cotidianas los seres vivos. realistas que recuperan seres vivos

Materia, energía e interacciones

llar posturas analíticas, críticas y escépticas con la información obtenida. Los aprendizajes

Naturaleza macro, micro y submicro

Identificarás las funciones de la célula y sus estructuras básicas (pared celular, membrana, citoplasma y núcleo).

Reconoces las se estructuras logran a través de la resolución de problemas reales y relevantes, lo que fomenta que 4. Estructuras de la que forman parte las la de construcción de nuevos aprendizajes36-43 se realice en un marco de colaboración y respeto célula células.

entre compañeros, siempre con la guía del profesor.

Verificas las principales 5. Cotejo de las 44-45 estructuras celulares y sus La estructura pedagógica libro consta de tres componentes esenciales. El primero son estructurasdel básicas funciones.

los contenidos que se presentan en un currículum en espiral; cada tópico se trata con ma-

Relacionas las funciones yor profundidad y amplitud conforme se avanza en los grados académicos; se construye de las células con su 6. Funciones celulares 46-51 sobre lo realizado, haciendo conexiones entre un gran cuerpo de conocimientos, habilidaestructura.

des y actitudes que van desarrollando los alumnos.

12

Continuidad y ciclos

Describirás la importancia, funciones y ubicación de los cromosomas, genes y ADN.

Diversidad, continuidad y cambio

Biodiversidad

Valorarás las implicaciones éticas de la manipulación genética en la salud y el medioambiente.

Reconoces que las características físicas se heredan de padres a hijos.

7. Las características hereditarias y la genealogía

54-59

Reconoces la relación entre las características físicas y la herencia.

8. La transmisión de las características hereditarias a los descendientes

60-63

Identificas las estructuras celulares responsables de la herencia y las relacionas con su función.

9. Organización, ubicación y funciones del material genético

64-67

Identificas la domesticación como una forma de manipulación genética.

10. La domesticación y la manipulación genética

70-73

Reconoces las características de los organismos transgénicos.

11. Los organismos transgénicos o modificados genéticamente

74-77

Identificas las ventajas y desventajas del uso y consumo de organismos transgénicos.

12. ¿Los cultivos transgénicos perjudican la salud de los consumidores y el medioambiente?

78-81

14

En este trimestre estudiarás que el conocimiento de los seres vivos se actualiza con base en las explicaciones de Darwin acerca del cambio de las especies en el tiempo, esto es, comprenderás que los seres vivos se han ido transformando. Como resultado, se han adaptado al medio en el que viven, aunque muchas especies se han extinguido por catástrofes naturales. Así también, revisarás algunas teorías que se han expuesto sobre la evolución de los seres vivos.

Biodiversidad: competencia y adaptación de los seres vivos

Al iniciar cada trimestre ingresas en la espiral del aprendizaje. En este apartado tendrás una idea general de los temas que estudiarás los tres meses siguientes.

Entremos a la espiral

También revisarás la importancia de las transformaciones de la energía en los ecosistemas, en función de la fuente primaria y las cadenas tróficas, sus componentes, factores físicos, biológicos y las transformaciones de la energía, la transferencia de la misma y los tipos de ecosistemas. Inferirás el papel que juegan las interacciones entre seres vivos, como la denominada depredador-presa o la competencia, en el equilibrio del mismo y de las poblaciones de los organismos que viven en él. Compararás también la diversidad de estrategias que los seres vivos ejecutan para encontrar sus alimentos y nutrirse, la relación de ellos con el medio y para reproducirse. Verás que estas relaciones son resultado de la evolución. Por último, y no por eso menos importante, explicarás la relación entre ética, estética y biodiversidad en México. Para ello, analizarás la importancia del cuidado a la biodiversidad como parte primordial para la preservación de la vida.

La biodiversidad y la ciencia México es un país megadiverso, esto es, con una alta concentración de especies y ecosistemas. La ciencia es una aliada para trabajar en su cuidado y preservación, así como en la adecuada obtención de recursos. Por esto, el desarrollo del país debe realizarse de acuerdo con lo que se conoce de su diversidad, con el objetivo de conservarla y utilizarla de la mejor manera haciendo uso de la ciencia y la tecnología. El desarrollo de la ciencia nos ha permitido transformar el ambiente. Sin embargo,, la explotación desmedida de los recursos naturales está disminuyendo la capacidad para sustentar la vida. Debemos utilizar los avances científicos y tecnológicos para conservar el ambiente, como una prioridad para el equilibrio del planeta, la preservación de la salud y la supervivencia de la vida. Entre los avances científicos que han servido para preservar el ambiente están las celdas solares que se pueden instalar en las casas, vacunas que no requieren jeringas para aplicarse o la limpieza de desechos del petróleo en el océano. Otros desarrollos tecnológicos buscan revertir la contaminación en el aire para disminuir el calentamiento global. Todos podemos participar en el cuidado de nuestro planeta. Lo más importante es contar con información sobre nuestros recursos y la forma como se aprovechan, utilizarlos responsablemente y participar en actividades que los cuiden y mejoren. 100

101

En cada trimestre encontrarás información para que reflexiones acerca de cómo las Ciencias permiten crear soluciones a problemáticas de distintos campos del conocimiento.

8

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Para lograr los aprendizajes, te proponemos trabajar mediante secuencias didácticas que incluyen una serie de actividades que te permitirán adquirir conocimientos y desarrollar habilidades y actitudes. Las secuencias didácticas constan de tres fases: Exploro, Construyo y Aplico.

• Exploro. En esta fase te introducirás en el tema. Además, identificarás los conocimientos que ya tienes y los que necesitas para continuar aprendiendo.

• Construyo. Mediante actividades individuales, en parejas, en equipo, y con la guía de tu profesor, lograrás conocimientos y desarrollarás habilidades y actitudes que te permitirán aprender permanentemente.

• Aplico. La fase final de la secuencia consta de actividades que integran los aprendizajes. Esto permitirá valorar tus logros.

Durante las secuencias didácticas encontrarás estos apartados:

Figura 1.3. a) El paramecio es un protozoario que vive en charcos y utiliza la luz para producir sus alimentos. b) Los hongos se reproducen y crecen solo en los lugares donde pueden obtener lo necesario para producir sus alimentos.

Glosario. Proporciona la definición de términos o palabras que te ayudarán a comprender los textos.

Glosario protozoarios. Seres microscópicos formados por una sola célula y que viven en ambientes húmedos.

Por ejemplo, un pino, un árbol que puede medir hasta quince o veinte metros de altura, forma estructuras para reproducirse durante la primavera. Crea conos masculinos y femeninos durante el invierno para que, llegada la primavera, estén listos para Garry DeLong / Gettyimages la reproducción. Los pinos perciben que el invierno ha llegado y comienzan a formar los conos. Así responden al medio, es decir, llevan a cabo la función de irritabilidad. Ejemplos más sencillos de esta función los vemos en los animales. Si un venado percibe a un puma cerca, huirá para escapar de él. Una gallina se irá a dormir al caer el Sol. La respuesta al medio nos permite a los seres vivos relacionarnos con él y con otros seres vivos. Todos respondemos utilizando nuestro cuerpo y nuestras estructuras sensibles. En el ser humano, son los órganos de los sentidos los que llevan a cabo esta función, pero todos los seres vivos poseen estructuras que les permiten interactuar con el medio. También las bacterias y otros seres microscópicos reaccionan al medio. Por ejemplo, algunos protozoarios se mueven en busca de la luz, ya que la utilizan para producir sus alimentos (figura 1.3a). Lo mismo hacen las algas microscópicas. El caso de los hongos es similar (figura 1.3b), pero estos seres vivos no buscan la luz, sino sustancias que les sirven para alimentarse dependiendo de su función en el medioambiente. Por ejemplo, los hongos que descomponen las hojas que caen de los árboles crecen a lo largo y ancho del follaje. Para ello, una célula especializada de ellos que llega a una hoja arrastrada por el aire o el agua comienza a reproducirse y crece una colonia de este hongo.

2. Dibújate en una hoja. Identifica los órganos con los que te relacionas con el medio y describe cómo realizas la función de irritabilidad con estos órganos. Luego identifica y describe en el ser vivo que utilizaste en la actividad de la página anterior cómo realiza esta función y la de movimiento. Vuelve a la actividad de la sección “Exploro”, lee la definición que escribiste a estas funciones y anótala en tu hoja con los cambios que creas convenientes.

Cuido mi salud y el ambiente Todos los seres vivos son importantes para mantener en equilibrio el ambiente. Sin embargo, hay algunos microscópicos que nos pueden dañar y enfermar. ¿Cuáles conoces, qué enfermedades producen y cómo te proteges de ellos? Trimestre 1

Comenta en grupo y anota en tu cuaderno un ejemplo, la enfermedad que produce y cómo te puedes proteger. ¿Logras reconocer en él las funciones vitales?

Para saber más. Encontrarás recomendaciones de fuentes impresas y electrónicas (libros, videos, películas, páginas web y otras) que te servirán para ampliar tus conocimientos y habilidades sobre el tema de la secuencia.

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Actividad experimental Comprueba el papel de los descomponedores: la composta. Investiga un poco más sobre la composta. Debes conocer los materiales necesarios, el procedimiento y la clasificación de los residuos para el compostaje doméstico. Implica la recolección de materiales comunes y un procedimiento sencillo que podrás realizar. • Puedes ver el video en esta dirección: www.esant.mx/essecb1-049; o bien, consultar el Manual de compostaje municipal. Tratamiento de residuos sólidos urbanos, editado por el Instituto Nacional de Ecología, cuya dirección electrónica se encuentra en el apartado “Para saber más”. • Elabora una tabla donde resumas los tipos de residuos, ejemplos y notas que te sirvan para identificarlos.

Para saber más Revisa el cuadro número 4, “Clasificación de residuos orgánicos para el compostaje doméstico”, de la página 31 en: http:// www.esant. mx/essecb1-052

En equipos, diseñen la unidad de compostaje. • Con base en lo que investigaron, decidan las dimensiones, el material del recipiente que utilizarán, el tipo y la cantidad de residuos que pueden verter y la ubicación. • Reúnan los materiales necesarios y constrúyanla. Soliciten la ayuda de un adulto. • Les sugerimos hacer un calendario de monitoreo donde anoten las transformaciones que puedan percibir como consistencia, olor, presencia de plagas. Si es posible, tomen fotografías para presentarlas al grupo. • No olviden regarla uniformemente sin dejarla secar, pero tampoco con exceso. Les sugerimos cada tres días. Análisis de resultados. • En su reporte, incluyan aspectos como si se obtuvo composta en tiempo y forma, los elementos de su investigación que facilitaron el diseño y seguimiento del proceso, si la selección de materiales fue la adecuada, si la consistencia fue la esperada, las dificultades que hubo, si la experiencia les permitió entender la participación de los seres vivos del cuarto nivel en la cadena trófica. • También incluyan una conclusión sobre la energía que entra al proceso de la composta y cómo se transforma en él. • Presenten sus resultados al grupo y discutan la importancia de este proceso para el ambiente y los seres vivos.

Debido al desarrollo tecnológico y gracias a las investigaciones de los científicos, como la doctora en biotecnología Gabriela Vázquez Rodríguez, se ha logrado conocer a detalle el proceso del compostaje.

Convivo en armonía Cuando expongan sus resultados, argumenten sus procedimientos apoyándose en los conceptos que han aprendido. Además de ser una evidencia de su avance, ayudarán a sus compañeros a resolver sus dudas.

Así como en la composta participan bacterias y hongos, existen muchos ejemplos más de descomposición de la materia orgánica que forma parte de las transformaciones de la energía que fluye en las cadenas tróficas. Los niveles tróficos que acabas de conocer tienen un nombre asignado que corresponde al tipo de función que realizan dentro de las redes tróficas.

Secuencia didáctica 19. Las cadenas tróficas y la energía

b)

Garry DeLong / Gettyimages

a)

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Cuido mi salud y el ambiente. Este apartado te plantea situaciones mediante las cuales podrás tomar decisiones orientadas a consolidar una cultura de la prevención de la salud y la conservación del ambiente.

Convivo en armonía. En esta sección reconocerás la necesidad de convivir de manera respetuosa y pacífica dentro y fuera del salón de clases. Se dan recomendaciones para realizar trabajo colaborativo en un marco de respeto y se destaca cómo este enriquece el aprendizaje.

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La célula y su relación con el desarrollo científico y tecnológico En esta asignatura, un proyecto es un espacio propicio para desarrollar tus habilidades científicas mientras resuelves alguna inquietud que haya surgido durante el trimestre, o bien, un problema social o de tu entorno que quisieras ayudar a resolver. También puedes diseñar y construir un objeto útil para tu comunidad. Un objetivo de los proyectos es que utilices la ciencia y sus métodos a tu favor y seas capaz de predecir resultados, planear un proceso y modificarlo según se requiera (figura 1.48). Podrás desarrollar tres tipos de proyectos. Un proyecto científico implica realizar una investigación, documental o un experimento que te permita describir un fenómeno de tu interés. Por ejemplo, si revisamos el tema de la célula, un proyecto científico puede ser tratar de explicar cómo se propaga la enfermedad del virus de zika, explicar el proceso de infección y las formas de prevención de contagio. Figura 1.48. El trabajo en equipo y el apoyo del profesor son fundamentales para para lograr un mejor desempeño durante el proyecto.

Si eliges un proyecto tecnológico, puedes idear un aparato para purificar agua. En este caso trabajarías tus habilidades de uso de materiales y herramientas, y tendrías que investigar y construir el artefacto. Otra forma de llevar a cabo el proyecto es buscar que la ciencia resuelva un problema en tu comunidad. En este trimestre valoramos las formas como la ciencia puede intervenir para elevar la calidad de vida de las personas al permitir una mejor y más eficiente producción de alimentos y de medicamentos. Puedes intentar asociar estos avances y proponer maneras de aprovecharlos en tu comunidad. Un proyecto debe realizarse en cuatro etapas: planeación, desarrollo, comunicación y evaluación. Cada una tiene un propósito particular que explicaremos a continuación. En cualquier forma en que decidas actuar en tu proyecto, es importante que lo realices con un equipo, y que entre todos acuerden el tipo de investigación y el tema que tratarán. Plantear preguntas es una forma de iniciar y delimitar un proyecto.

Etapa 1. Planeación Una pregunta y una predicción de cómo podría responderse nos guían en nuestra investigación. Continuamente nos hacemos preguntas sobre lo que vemos y experimentamos, sin embargo, no todas las podemos responder de manera científica. Algunas sí, y son estas las que podemos utilizar en un proyecto. Plantear una pregunta es muy importante, ya que con ella identificamos lo que queremos conocer o resolver. Trimestre 1

Si un proyecto plantea describir cómo obtener un huerto casero para obtener alimentos de mejor calidad, la pregunta puede ser: ¿Cómo construir un huerto casero? Pueden ir modificando la respuesta según la información que tengan disponible.

Esto quiere decir que tanto la pregunta como la respuesta inicial pueden cambiar, pues son una guía que puedo ir modificando a lo largo del proyecto según vaya encontrando información y realizando actividades. Puedes, en este momento, pensar en un tema que hayas visto en este curso, plantear una pregunta, ponerla a consideración con tu equipo e intentar predecir una respuesta. Para planear un proyecto es necesario considerar el tiempo con el que se cuenta, que en este caso son dos semanas. Es importante que verifiques en equipo y con tu profesor que sea factible responder tu pregunta en ese tiempo. Es pertinente aprovechar la ayuda del profesor para organizar las actividades en una tabla o cronograma. Esto te permitirá programar cada actividad y terminar el proyecto a tiempo y de la mejor manera.

Etapa 2. Desarrollo ¿Cómo sabremos que nuestras predicciones o hipótesis son correctas? Trabajando para comprobarlas. Una gran parte de un proyecto abarca el trabajo en este sentido. Las actividades van desde entrevistar a ciudadanos u otros estudiantes y analizar los datos que se obtuvieron; llevar a cabo los experimentos planeados y registrar lo que se observa; diseñar y construir un instrumento o dispositivo y probarlo. En cualquier caso, se recomienda tomar notas de cada actividad que realizamos. Por ejemplo, si un equipo decide construir un dispositivo, registrar dificultades para conseguir los materiales, en la construcción o al probar su funcionamiento; así también, las soluciones que se propusieron y cómo se fue modificando la estrategia. Este ejercicio servirá para verificar el trabajo de todos y el avance en el proceso de solución de problemas. Para presentar los resultados de un proyecto se pueden elaborar gráficas, resúmenes, presentar fotografías, dibujos, esquemas o resúmenes. Se pueden crear panfletos, volantes o periódicos murales. También se reporta una conclusión que explique una respuesta a la pregunta y del fenómeno observado, o si funcionó el dispositivo.

Convivo en armonía Al trabajar en equipos puedes proponer tantas ideas como se te ocurran, pero también escucha las sugerencias de tus compañeros. Puede ser que estas se complementen y, juntos, logren una mejor estrategia de trabajo.

Etapa 3. Comunicación La comunicación es muy importante en el quehacer de la ciencia. De esta forma, el resto de la comunidad científica y de la gente se entera de lo descubierto y otros científicos o personas interesadas pueden poner a prueba lo descubierto. En un proyecto escolar, presentar al grupo el trabajo realizado, es decir, el proceso, las dificultades y cómo se solucionaron, así como los resultados, permite a todos conocer otras formas de trabajo, nuevas ideas e información útil.

Etapa 4. Evaluación A lo largo del proyecto conviene evaluar continuamente los avances, así como al finalizarlo. Es importante considerar la participación de todos los integrantes, la actitud, el trabajo realizado, la exposición y si la comunicación fue suficientemente clara para que quienes nos escucharon comprendieran la trascendencia del tema y lo lleven a su vida.

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83

Su finalidad es que integres tus aprendizajes y los apliques en situaciones y problemas del entorno natural y social y que desarrolles diversas habilidades científicas. Se mostrarán al final de algunas secuencias didácticas.

A continuación, realiza lo solicitado. Con base en tus resultados, y la ayuda de tu profesor, identifica los contenidos que debes repasar. Observa la imagen de cada pinzón y une con flechas el alimento que consume.

10

Trimestre 2

Cada mes tendrás la oportunidad de detenerte y revisar los aprendizajes que adquiriste a través de una evaluación con diferentes reactivos.

Pinzón

Alimento

Pinzón mediano de suelo

Tunas

Pinzón grande de suelo

Insecto

Pinzón de cactus

Semillas pequeñas

Pinzón insectívoro

Semillas grandes

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Estas actividades integran lo estudiado durante el trimestre y son una oportunidad para que apliques los conocimientos, las habilidades y las actitudes que desarrollaste. Con esto demostrarás que has ascendido un nivel en la espiral de tu aprendizaje. 1. Escribe en en la imagen el nombre de cada una de las partes que señala.

2. Lee y subraya la respuesta correcta. Una planta de hierbabuena crece en un jardín a un lado de una nochebuena. Los tallos y las hojas de la hierbabuena han crecido desviándose de la sombra de la nochebuena; así les llega más sol durante el día. ¿De cuál función de los seres vivos se habla?

Se trata de actividades diversas que integran lo estudiado durante el trimestre. Será una oportunidad para aplicar los conocimientos, las habilidades y las actitudes que desarrollaste. Con esto demostrarás que has ascendido un nivel en la espiral de tu aprendizaje.

A) Irritabilidad

C) Reproducción

B) Alimentación

D) Respiración

¿En cuál opción se habla del estudio de las estructuras internas de la célula? A) Los alumnos de la maestra Juanita colectaron hojas de varios árboles. Las organizaron según su tamaño, forma y color. Obtuvieron una colección de hojas de los árboles que viven cerca de la escuela. B) En el salón de primero de secundaria colectaron un chapulín en un frasco. Con cuidado, lo observaron con una lupa y lograron identificar la estructura con la que se alimenta. Lo vieron consumir unas hojas y utilizar su boca para ello. C) El grupo 1.º A cortó un trozo de la punta de la raíz de una cebolla, lo colocó en un portaobjetos con un colorante y lo observó en el microscopio. Descubrieron cómo se colorea el núcleo de las células cuando se están reproduciendo. D) El profesor Juan y su grupo de primero observaron fotografías en internet de diferentes células. Hallaron células de piel, de estómago, de intestino, neuronas,

ácido desoxirribonucleico (ADN). Molécula que contiene la información genética de los seres vivos, así como las instrucciones de su transmisión y funcionamiento. Tiene una estructura de doble hélice, que se forma mediante la unión de dos cadenas de compuestos químicos.

tipo de microorganismos por ejemplo aquellos que tienen una pared celular gruesa como algunas bacterias del tracto respiratorio alto Staphylococcus aureus o en aquellas que la pared es más delgada y está ubicada entre dos membranas por ejemplo Salmonella typhi e incluso actuar sobre ambos tipos. autótrofo. Organismo capaz de alimentarse directamente de sustancias inorgánicas. Del griego autos, “uno mismo”, y trofos, “alimento”. biodiversidad. Variedad de seres vivos en cuanto a la cantidad de individuos y a número de especies existentes en el planeta.

aerobio. Ser vivo que requiere oxígeno para llevar a cabo sus reacciones metabólicas y vivir.

ciclo de vida. Abarca desde que se desarrolla y nace, hasta que alcanza la madurez, se reproduce y muere.

comunidad. Componente biótico del ecosistema. Conjunto de especies distintas que interaccionan.

células de la sangre y de talos de plantas, todas con diferentes aumentos.

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competencia. Interacción entre dos individuos de la misma o distintas especies por la obtención de un recurso que es común a ambos. En mamíferos y reptiles generalmente toma el curso de una disputa violenta por una presa o bien por las hembras. En las aves hay disputa por alimento y en la reproducción se trata de una exhibición de destrezas de movimientos corporales, aleteos, cantos y colores para cortejar a una hembra, pues esta es la que elige pareja. La competencia entre las plantas es por espacio en el suelo para la propagación o por el acceso a la luz en los ambientes densamente poblados como en las selvas.

Consta de definiciones ampliadas de conceptos que aparecen en el interior del libro.

depredador. Animal que caza a otros animales para comérselos. Es una relación entre un consumidor terciario y secundario o entre uno secundario y uno primario en un ecosistema.

adicción. Acción de depender de una sustancia, comida, sentimiento o hecho, que se puede apoderar de las personas y controlarlas, poniendo en riesgo la salud física o mental. anaerobio. Ser vivo que no requiere de oxígeno para vivir ya que este es tóxico para la célula. analogía. Comparación entre dos argumentos acerca de fenómenos naturales porque se piensa que sus causas pudieran ser similares o explicarse de maneras parecidas. antibiótico. Sustancia que es producida por ciertos microorganismos y puede inhibir el crecimiento de otros microorganismos perjudiciales para el humano. Pueden ser selectivos y actuar sobre un

cigoto. Célula producida por la fusión de dos gametos. En los mamíferos, un óvulo que es fecundado por un espermatozoide fusiona los núcleos de ambas células y se forma el cigoto. coloide. Mezcla formada por partículas en estado sólido dispersas en una sustancia fluida. Son coloides la gelatina, la sangre y la espuma de afeitar.

ecología. Del girego oikos, que significa “casa” y logos, “estudio”. Ciencia que se encarga del estudio de los ecosistemas.

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Incluye referencias impresas y electrónicas para que amplíes tu conocimiento.

Impresas • Aguilera, G. El origen de la vida, SEP-Libros del Escarabajo, México, 2006 (Biblioteca de Aula). • Arnau, E. Cuida tu cuerpo, Parragón-SEP, México, 2003. • Barahona, Ana y Piñero, Daniel. Genética: la continuidad de la vida, Fondo de Cultura Económica, México, 2010. • Barceló, Manuel. Cómo valorar mi sexualidad, Ediciones Internacionales Universitarias, Madrid, 2001. • Burnie, David. Animal. Hábitats, Aguilar-SEP, México, 2001. • Ceballos, G. y F. Eccardi. Animales de México en peligro de extinción, Fundación Alejo Peralta, México, 2004 (Biblioteca de Aula) • Curtis, Helena, Shnek, Adriana y Alicia Massarini. Biología, 7.ª edición, Médica Panamericana, Buenos Aires, 2008. • Cifuentes Lemus y otros. El océano y sus recursos, Fondo de Cultura Económica, México, 1995 (colección Ciencia para Todos). • Darwin, Charles. El origen de las especies, Porrúa, México, 2010 (edición original: 1859). • Esparza, P. Nosotros los árboles, SEP-Santillana, México, 2005 (Biblioteca Escolar). • Ganeri, A. Algo viejo, algo nuevo: reciclando, Destino, México, 2006 (Biblioteca de Aula). • Hawlwy, D. Charles Darwin, Calandria Ediciones, México, 2006 (Biblioteca Escolar) • Herrán, J. de la. Mosaico tecnológico, ADN Editores, México, 2003. • Kruif, Paul de. Cazadores de microbios, Editores Mexicanos Unidos, 2006. • Laurent, G. Cuvier y Lamarck, la querella del catastrofismo, Mundo Científico. 66, 136144, Barcelona, 1987. • Navarro, Joaquín. Ecología, Océano-SEP, México, 2002. • Piñero, Daniel. De las bacterias al hombre: la evolución, Fondo de Cultura Económica, México, 2010. • Rico, Blanca. La sexualidad, ADN Editores, México, 2003. • Rosenstein, Yvonne y otros. Cuerpo saludable, SEP-Santillana, México, 2002. • Sánchez Mora, María del Carmen. Vida y nutrición, Siglo XXI, México, 2001. • Sarukhán, José. Las musas de Darwin. Fondo de Cultura Económica, México, 2010. • Savater, Fernando. Ética para Amador, Ariel, Barcelona, 2008. • Sin autor. Norma Oficial Mexicana NOM-059-SEMARNAT-2010, Protección ambientalEspecies nativas de México de flora y fauna silvestres-Categorías de riesgo y especificaciones para su inclusión, exclusión o cambio-Lista de especies en riesgo. Diario Oficial de la Federación. 2010. • Vázquez Rodríguez, Gabriela A. Manual de prácticas de la asignatura de Manejo de residuos de la industria alimentaria, Licenciatura en Química de Alimentos, UAEH. México, 2008.

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En el mundo de hoy los conocimientos de cualquier tipo cambian a un ritmo tan rápido que pocos son duraderos y apenas algunos podrían llegar a ser permanentes. Lo que sí es permanente es la dinámica social y cultural en que los nuevos conocimientos, especialmente los científicos y tecnológicos, vienen a reconfigurar nuestra manera de pensar y a transformar e influenciar nuestra vida. Solo aquellas personas que sean capaces de apropiarse de esos saberes podrán crear e innovar sobre nuevos conocimientos, y contribuirán a la transformación positiva de la sociedad. Por ello, los estudiantes de las nuevas generaciones deben aprender a enfrentar constantemente esta realidad cambiante. Abordarán los nuevos aprendizajes como retos temporales a los que hay que adaptarse continuamente para lograr comprenderlos, conceptualizarlos y hacerlos inteligibles para sí mismos. Así, los nuevos conocimientos les resultarán útiles y aplicables a las situaciones reales de la vida, y les ayudarán a resolver los problemas que se les presenten. Esto es a lo que se llama aprendizaje significativo. Este tipo de aprendizaje en el área de las ciencias y la tecnología solo se logra cuando el estudiante adopta un papel activo, protagónico y comprometido en su propio proceso educativo de construcción intelectual y realiza una gestión inteligente de las actividades y acciones que han sido plasmadas en este libro para guiar y estimular en los estudiante la adquisición de nuevos conocimientos.

La propuesta pedagógica Esta obra, Ciencias y Tecnología 1, Biología, se ha escrito para contribuir a la construcción de conocimientos y al desarrollo de habilidades, actitudes y valores en los educandos. Busca orientar a los estudiantes para que sean protagonistas de su aprendizaje y desarrollen las bases para el aprendizaje autónomo, para que después, desde la colectividad, puedan comparar sus saberes con los de sus compañeros y construir conocimientos de manera conjunta. En las secuencias didácticas que integran los contenidos se parte de situaciones didácticas realistas que recuperan vivencias cotidianas y significativas de los alumnos para desarrollar posturas analíticas, críticas y escépticas con la información obtenida. Los aprendizajes se logran a través de la resolución de problemas reales y relevantes, lo que fomenta que la construcción de nuevos aprendizajes se realice en un marco de colaboración y respeto entre compañeros, siempre con la guía del profesor. La estructura pedagógica del libro consta de tres componentes esenciales. El primero son los contenidos que se presentan en un currículum en espiral; cada tópico se trata con mayor profundidad y amplitud conforme se avanza en los grados académicos; se construye sobre lo realizado, haciendo conexiones entre un gran cuerpo de conocimientos, habilidades y actitudes que van desarrollando los alumnos. 12

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El alumno construye conocimientos y desarrolla habilidades, actitudes y valores en un clima de armonía con sus compañeros.

El segundo componente propone una situación didáctica dinámica. La forma en que construimos el conocimiento no es lineal, por ello se promueve una experiencia vivencial y activa en la cual el alumno crea, conceptualiza, comparte, dialoga, internaliza y socializa el conocimiento con sus compañeros. Tercero, la aplicación de conocimientos integra diferentes disciplinas, y se hace énfasis en la producción de conocimiento en su contexto y forma, de manera heterogénea, interactiva y con responsabilidad social. La estructura pedagógica de la serie está centrada en el trabajo en tres trimestres. Los aprendizajes esperados se abordan en secuencias didácticas que son etapas o momentos didácticos para desarrollar el componente de formación académica. De modo complementario, también se consideran secciones fijas y móviles que contribuyen a la apropiación de los conocimientos por parte del alumno. Los momentos que las secuencias didácticas contemplan son Exploro, Construyo y Aplico. El momento Exploro tiene como finalidad la recuperación de los conocimientos previos. En esta etapa se presentan actividades diversas o imágenes para la deducción, que reforzadas con preguntas permiten al alumno poner en contexto lo que sabe, con los contenidos y aprendizajes que abordará en la secuencia didáctica. En Construyo el alumno adquirirá nuevos conocimientos y desarrollará habilidades mediante el tratamiento de los contenidos y la resolución creativa individual y colectiva de problemas, realización de actividades y modelos, la creación de organizadores gráficos, textos, entre otros. Los productos que vaya obteniendo serán evidencia directa de los aprendizajes, mismos que podrán servir al docente para evaluar constantemente de manera formativa los niveles alcanzados por cada estudiante o por los equipos de trabajo, y brindarles retroalimentación para la consecución de sus logros de aprendizaje. Por último, en la etapa Aplico, el alumno, mediante una serie de ejercicios y preguntas, podrá constatar sus conocimientos y poner en práctica lo adquirido en la etapa antecedente. Al final de cada aprendizaje esperado el alumno participará de manera organizada y responsable en debates grupales, mesas redondas o foros de discusión, con la finalidad de integrar y afianzar sus conocimientos, y habrá adquirido las habilidades y las actitudes de criticismo y escepticismo informado con las que actuará a lo largo de su vida. 13

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Trimestre 1 Ejes

Temas

Aprendizajes esperados

Contenidos Comparas las características 1. comunes de los seres vivos.

Propiedades

Identificarás a la célula como la unidad estructural de los seres vivos.

Materia, energía e interacciones

Naturaleza macro, micro y submicro

Continuidad y ciclos

Identificarás las funciones de la célula y sus estructuras básicas (pared celular, membrana, citoplasma y núcleo).

Describirás la importancia, funciones y ubicación de los cromosomas, genes y ADN.

Diversidad, continuidad y cambio

Biodiversidad

Valorarás las implicaciones éticas de la manipulación genética en la salud y el medioambiente.

Secuencias didácticas

Págs.

Similitudes entre los seres vivos

20-23

Reconoces la organización estructural de los seres vivos.

2. ¿Cómo están organizados los seres vivos?

24-27

Identificas a las células en los seres vivos.

3. Las células de los seres vivos

28-35

Reconoces las estructuras que forman parte de las células.

4. Estructuras de la célula

36-43

Verificas las principales estructuras celulares y sus funciones.

5. Cotejo de las estructuras básicas

44-45

Relacionas las funciones de las células con su estructura.

6. Funciones celulares

46-51

Reconoces que las características físicas se heredan de padres a hijos.

7. Las características hereditarias y la genealogía

54-59

Reconoces la relación entre las características físicas y la herencia.

8. La transmisión de las características hereditarias a los descendientes

60-63

Identificas las estructuras celulares responsables de la herencia y las relacionas con su función.

9. Organización, ubicación y funciones del material genético

64-67

Identificas la domesticación como una forma de manipulación genética.

10. La domesticación y la manipulación genética

70-73

Reconoces las características de los organismos transgénicos.

11. Los organismos transgénicos o modificados genéticamente

74-77

Identificas las ventajas y desventajas del uso y consumo de organismos transgénicos.

12. ¿Los cultivos transgénicos perjudican la salud de los consumidores y el medioambiente?

78-81

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Trimestre 1 Ejes

Temas

Tiempo y cambio

Aprendizajes esperados

Identificarás cómo los cambios tecnológicos favorecen el avance en el conocimiento de los seres vivos.

Contenidos

Secuencias didácticas

Págs.

Reconoces las ventajas del uso de la tecnología en el conocimiento científico.

13. La tecnología al servicio de la vida

84-89

Identificas los beneficios del progreso tecnológico.

14. Progreso tecnológico

90-93

Trimestre 2 Ejes

Temas

Aprendizajes esperados

Tiempo y cambio

Reconocerás que el conocimiento de los seres vivos se actualiza con base en las explicaciones de Darwin acerca del cambio de los seres vivos en el tiempo (relación entre el medioambiente, las características adaptativas y la sobrevivencia).

Diversidad, continuidad y cambio

Compararás la diversidad de formas de nutrición, relación con el medio y reproducción e identificarás que son resultado de la evolución.

Contenidos

Secuencias didácticas

Págs.

Descubres algunas formas de explicar la existencia de la diversidad actual de especies.

15. El proceso evolutivo

102-105

Reconoces algunas evidencias con las que Darwin explicó la evolución de la vida.

16. Las explicaciones de Darwin sobre la evolución

106-111

Identificas el proceso por el cual se originan las adaptaciones en los seres vivos.

17. La importancia de las adaptaciones de los organismos

112-115

Identificas distintas formas de nutrición en la Naturaleza.

24. La diversidad de formas de nutrición

146-153

Reconoces diferentes formas y estrategias reproductivas.

25. La diversidad de formas de reproducción

154-157

Identificas el valor de la biodiversidad en el país.

26. Valoración de la biodiversidad

158-165

Reconoces las causas y consecuencias de la pérdida de biodiversidad.

27. Cambios en el ambiente y sus consecuencias en 166-169 la biodiversidad

Explicarás la importancia ética, estética, ecológica y cultural de la biodiversidad en México.

Tabla de correspondencias

Biodiversidad

15

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Trimestre 2 Ejes

Sistemas

Materia, energía e interacciones

Temas

Aprendizajes esperados

Ecosistemas

Representarás las transformaciones de la energía en los ecosistemas, en función de la fuente primaria y las cadenas tróficas.

Interacciones

Inferirás el papel que juegan las interacciones depredador-presa y la competencia en el equilibrio de las poblaciones en un ecosistema.

Contenidos

Secuencias didácticas

Págs.

Reconoces los factores que 18. Componentes del integran un ecosistema. ecosistema

118-121

Identificas cadenas tróficas y sus niveles.

19. Las cadenas tróficas y la energía

122-127

Reconoces cadenas tróficas en los diferentes tipos de ecosistemas.

20. Tipos de ecosistemas

128-131

Identificas las funciones de los depredadores y de las presas en el ecosistema.

21. La interacción depredador-presa

132-135

Reconoces las relaciones entre los seres vivos en el ecosistema.

22. Selección en las presas y en otras interacciones biológicas

136-139

Identificas cómo una población limita su crecimiento.

23. La competencia y la depredación en el 140-143 equilibrio poblacional de los ecosistemas

Trimestre 3 Ejes

Temas

Aprendizajes esperados

Contenidos Reconoces las funciones del sistema nervioso.

Explicarás la coordinación del sistema nervioso en el funcionamiento del cuerpo.

Sistemas

Sistemas del cuerpo humano y salud Explicarás cómo evitar el sobrepeso y la obesidad con base en las características de la dieta correcta y las necesidades energéticas en la adolescencia.

Secuencias didácticas 28. Las funciones del sistema nervioso

Págs. 178-183

Relacionas al sistema nervioso con el sistema 29. El sistema nervioso y la digestivo y la regulación del regulación del apetito apetito.

184-187

Identificas la vinculación del sistema nervioso, endocrino y el sexual en la reproducción.

30. Los sistemas endocrino, nervioso y sexual

188-191

Reconoces las características de una dieta correcta.

31. ¿Es correcta mi dieta?

192-195

Identificas tus necesidades 32. ¿Qué necesito para energéticas y las relacionas vivir? con tu dieta. Identificas si tus hábitos alimentarios son saludables.

33. Hábitos alimentarios personales

196-199

200207

16

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Contemporáneo de Leeuwenhoek, el científico inglés Robert Hooke (1635-1703), en 1665, hizo cortes de corcho y observó estructuras huecas semejantes a un panal de abejas, por lo que las denominó celdillas y posteriormente el término se aceptó como células. Desde luego que el avance científico no paró. Muchas casas de investigación científica y de desarrollo tecnológico competían por diseñar microscopios que brindaran mayor aumento y mejor resolución, de tal modo que diseñaron el microscopio electrónico, que emplea un haz de electrones en lugar de un haz de luz y requiere una lente electromagnética en lugar de una de vidrio, como los microscopios ópticos. Existen dos tipos de estos microscopios: barrido, cuyo aumento va de 1000 a 10 000X (1000 a 10 000 aumentos) y de transmisión, cuyo aumento va de 10 000 a 100 000X.

Actividad 1. Revisa los recursos digitales propuestos en el apartado “Para saber más” y anota en tu cuaderno las ventajas de contar con microscopios para estudiar a los seres vivos.

Garry DeLong / Gettyimages

• Discute con dos compañeros las ventajas que anotaste y escribe una lista en una hoja. Guárdala, pues la utilizarás para el final de la secuencia. • Anota también lo que más te interesaría ver en un microscopio. • Observa la figura 1.11. La imagen es una microfotografía de células de la sangre, glóbulos rojos (que transportan oxígeno a todos los órganos y tejidos del cuerpo), y dos glóbulos blancos, que forman parte del sistema inmunológico, encargado de proteger al cuerpo. Esta fotografía fue tomada con un aumento de 1000X. Reúnete con un compañero y responde en tu cuaderno. • ¿Cómo se verán estas células con un aumento 100X o 400X, como el de los microscopios escolares? • ¿Y con un aumento 10 000X? ¿Y con 100 000X? • Dibuja tus ideas.

Figura 1.11. Células sanguíneas vistas en el microscopio con un aumento de 1000X.

Secuencia didáctica 3. Las células de los seres vivos

2. Compara tus dibujos y tus ideas con otra pareja de compañeros. Observa las semejanzas y discute con ellos las diferencias. Traten de llegar a un acuerdo y corrige tus dibujos para que representen las ideas en común. Guarda este dibujo para que, cuando observes en el microscopio, lo compares con lo que descubriste.

Para saber más En la plataforma digital Aprende 2.0 encontrarás diversos recursos relacionados con los temas que estudiarás a lo largo de la secundaria. Revisa los que te proponemos aquí para que recuerdes cómo funciona un microscopio y lo que se puede observar con él. • Cosas pequeñísimas: www.esant.mx/essecb1-003 • El micromundo: www.esant.mx/essecb1-004

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Relación entre variedades transgénicas y nativas 3. En equipos, discutan si el cultivo masivo de organismos transgénicos repercute en la producción de variedades nativas o no transgénicas. • Expliquen qué tan probable es que desaparezca una variedad cultivada y apreciada por sus consumidores. • ¿Qué piensan que harían los campesinos que cultivan variedades de maíces tradicionales o criollos, por su valor cultural y gastronómico, si empezaran a aparecer en ellas características de variedades ajenas que no les gusten? • ¿Qué acciones podrían emprender las instituciones agrícolas y científicas para salvaguardar la existencia futura de las razas de maíz criollo si estuvieran en riesgo?

Para saber más Acerca de la discusión en la prensa sobre si hay efectos del cultivo de maíz transgénico sobre las variedades nativas o criollas, ve a esta liga: www.esant.mx/ essecb1-043

Después, revisen el apartado “Para saber más” y, con base en eso, vuelvan a reflexionar juntos y, de ser necesario, ajusten sus conclusiones.

En México, la base de la alimentación es el maíz. A través del proceso de domesticación se produjeron sesenta y cuatro razas de maíz que se distribuyen regionalmente por el territorio. Tenemos maíces de muchos tamaños y colores (figura 1.45).

Figura 1.45. Muestra de la diversidad de razas de maíz nativo o criollo mexicano.

No se pueden perder las razas de maíz criollo si los campesinos mantienen su interés en las características que las distinguen. Así funciona el proceso de selección. No obstante, algunas instituciones científicas están creando bancos de semillas para resguardarlas en caso de que caigan en desuso y se pierda el interés de cultivarlas. Escribe un ensayo, de dos cuartillas, para explicar qué son los organismos modificados genéticamente y comenta sus aplicaciones, la polémica que encierran con respecto de los cultivos tradicionales. Fundamenta con lo que has trabajado a lo largo de la secuencia e incluye el dibujo que hiciste en la fase “Exploro”. Léelo a tu equipo, toma nota de los comentarios y guárdalo como evidencia de tu avance. 77

Secuencia didáctica 11. Los organismos transgénicos o modificados genéticamente

Sin embargo, desde la mitad del siglo XX se han obtenido distintas variedades de maíz híbrido y hoy es el más producido en el país. Entonces, este maíz se ha cruzado con gran parte o quizás con todas las razas criollas y seguramente alelos particulares de sus genes ya se alojan en estas y tal vez hayan alcanzado a las especies de teocinte. Sin embargo, el maíz híbrido no ha cambiado las características de los maíces criollos, no las ha puesto en riesgo y no las ha hecho desaparecer.

©Bernardo Bolaños

Organizaciones civiles, ambientalistas y también científicos e intelectuales advierten que el monocultivo del maíz transgénico puede desplazar a las razas nativas o criollas hasta lograr que se pierdan para siempre. Se argumenta que, debido a la cruza con el maíz transgénico, las variedades criollas van a incorporar los transgenes en sus cromosomas y, por ello, se irán diluyendo paulatinamente las características originales que las distinguen.

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¾Íª—r«È‡Âŝź Mamíferos herbívoros que tienen dividido el estómago para digerir en etapas la materia vegetal. Regurgitan continuamente el bolo alimenticio.

148

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151

Secuencia didáctica 27. La diversidad de formas de nutrición

De forma individual, elabora un resumen acerca de los aparatos bucales observados y su relación con el tipo de alimentación. Describe las diferencias entre las adaptaciones alimentarias y las adaptaciones al medio en que viven los insectos.

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4. En equipos, lleven a cabo una investigación en la Biblioteca Escolar y la de Aula sobre los aparatos bucales de las larvas de estos órdenes de insectos o de otros que encuentren. Si tienen acceso, también pueden realizar la búsqueda en internet. Después respondan y tomen notas en su cuaderno. Ŗź Š Ìr£źÇ–º°ź‚†źqºq½qÇ°źqºq½†}–±źº½–©†½°ź†ªźÇ‡½©–ª°Áź†ª†q£±–}°Áź°ź†Õ°£ÌǖհÁş Ŗź Š ±©°ź Á†ź q‚qºÇqªź ½†}˜º½°}q©†ªÇ†ź £qÁź †Áº†}–†Áź qź ºq½Ç–½ź ‚†ź £qÁź –ªÇ†½q}}–°ª†Áź q£–©†ªÇq½–qÁş Elaboren un mapa mental o cuadro sinóptico en el que reflejen sus respuestas consensuadas. Ŗź Ìq½‚†ªźÌªqź}°º–qźºq½qź}°©ºq½q½£°ź‚†ÁºÌ‡Áŝ

El origen de las adaptaciones alimentarias

Trimestre 2

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Secuencia didáctica 27. La diversidad de formas de nutrición

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25

¡‡ŗ Diversidad, continuidad y cambio T‡ªrŗ Biodiversidad

±«È‡«—ƒ±ŗ Reconoces diferentes formas y estrategias reproductivas.

La diversidad de formas de reproducción En equipo, observen el arreglo de los pares de cromosomas o cariotipo de una persona (figura 2.37). Enseguida hagamos un ejercicio imaginario. Respondan: Ŗź N–ź †ÁÇqź º†½Á°ªqź ºÌ‚–†½qź ”†½†‚q½ź †Ûq}Çq©†ªÇ†ź £°Áź ©–Á©°Áź }½°©°Á°©qÁź ¼Ì†ź ǖ†ª†Řź Á–ªź ¼Ì†ź†ªź†£źº½°}†Á°ź½†º½°‚Ì}ǖհźºq½Ç–}–ºq½qźÌªqźºq½† qŘźŠ}±©°źÁ†½˜qªźÁÌÁź”– °Áź†ª°Ç˜º–}qŮ ©†ªÇ†ź”q|£qª‚°şŘźŠ‚†ź¼Ì‡źÁ†Û°źÁ†½˜qªş

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Los tipos de reproducción asexual y sexual Trimestre 2

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Secuencia didáctica 25. La diversidad de formas de reproducción

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¿Qué aprendí?

Secuencia didáctica 25. La diversidad de formas de reproducción

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26

¡‡ŗ Diversidad, continuidad y cambio T‡ªrŗ Biodiversidad

±«È‡«—ƒ±ŗ Identificas el valor de la biodiversidad en el país.

Valoración de la biodiversidad Observa las imágenes de la figura 2.39 y responde en tu cuaderno.

—‘;rźŅŝņŌŝź °Áź† †©º£°Áź‚†ź|–°©qÁź ¼Ì†źº°‚†©°Áź†ª}°ªÇ½q½ź †ªźªÌ†Áǽ°źºq˜Áŝź

Is¿sźÃs~ˆ¿ź«tà Revisa el video de la página para responder la actividad uno. ×××ŝ‡Âr«ÈŝªÜŤ ‡Â‡~}ńŮŃʼnŃ

Ŗź †Á}½–|†ź£°ź¼Ì†źÕ†Áź†ªź£qÁź–©r†ª†ÁŝźŠ °ªź¼Ì‡źÇ–º°ź‚†ź†}°Á–Ádž©qź£qÁźqÁ°}–qÁş Ŗź Š Ìr£†ÁźÁ†½†ÁźÕ–Õ°Áź}°ª°}†Áź¼Ì†źÕ–Õ†ªź†ªź†ÁÇ°Áź£Ìq½†Áş Ŗź Šªź¼Ì‡źÁ–Ç–°ź°|Á†½ÕqÁź©qÜ°½źªÍ©†½°ź‚†źÁ†½†ÁźÕ–Õ°Áş Ŗź ŠG°‚½˜qªźÕ–Õ–½źq‚†}Ìq‚q©†ªÇ†źÌ†½qź‚†źÁÌź†ªÇ°½ª°źªqÇ̽q£ş Ŗź Šİź q}}–°ª†Áź }½††Áź ¼Ì†ź ‚†|†©°Áź Á†Ì–½ź ºq½qź ¼Ì†ź q©|°Áź Á–Ç–°Áź }°ªÇ–ªÍ†ªź qÁ˜ź ‚†ź º½±Áº†½°Áş En grupo, discute por qué es importante conservar los ecosistemas y qué se debe hacer para conocer cuántas especies de animales o plantas se encuentran en un lugar. Ŗź G–‚†źqźÇÌźº½°†Á°½źÌªź†Áºq}–°źºq½qź†Á}Ì}”q½ź£qÁź½†ÁºÌ†ÁÇqÁź‚†źÇÌÁź}°©ºq¯†½°Áź‚†£ź½Ìº°Řź ‚†źÇq£ź©°‚°ź¼Ì†ź–‚†ªÇ––¼Ì†Áź£qÁźÁ–©–£–Ç̂†ÁźÜź}°ª°á}qÁź£°ź¼Ì†źº–†ªÁqªŝ

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Actividad 1. Para iniciar, escribe qué es biodiversidad y guarda tu definición para cotejarla más adelante.

Trimestre 2

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¥²Ãs¿˜² ‡«È±ª²¤±‘±ŝźź Persona que estudia los insectos.

Secuencia didáctica 26. Valoración de la biodiversidad

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2. Evalúa la definición de biodiversidad que ya escribiste y cotejaste. Ŗź Õq£ÍqźÁ–źÇÌź‚†–ª–}–±ªź†ÁÇrź}°©º£†Çqŝź†źÁ†½źª†}†Áq½–°Řź†Á}½˜|†£qź‚†źªÌ†Õ°ź†ªź ÇÌź}Ìq‚†½ª°źÜź½†q£–áqźÌªź‚–|Ì °ź¼Ì†ź£qź†Ûº£–¼Ì†ŝ 3. Lee las preguntas y anota la letra en el paréntesis de la respuesta correcta.

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5. Piensa si conoces la ubicación de estos países y si reconoces algún ejemplo de su fauna endémica. Después comparte tus respuestas con el grupo y toma nota de lo que comenten, pues te servirá para el debate final. 160

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SECUNDARIA

CIENCIAS Y TECNOLOGÍA 1 BIOLOGÍA

COMPONENTE CURRICULAR: FORMACIÓN ACADÉMICA

CIENCIAS Y TECNOLOGÍA 1 El estudio de las ciencias exige que el alumno aprenda a aprender y que desarrolle habilidades y actitudes específicas, como la capacidad de reflexionar y debatir sobre diversos fenómenos de la Naturaleza a partir de información fidedigna y de experimentos que lo acerquen al quehacer de los investigadores. Así, el libro Ciencias y Tecnología 1. Biología de la serie Espiral del Saber, fue creado para servir de herramienta en la aventura extraordinaria de comprender que la ciencia está al alcance de todos los estudiantes.

CIENCIAS Y TECNOLOGÍA 1. BIOLOGÍA

BIOLOGÍA

Claudia Coronel Olivares, Teresita de Jesús Cuevas Cardona, Ulises Iturbe Acosta

Ciencias 1 2018.indd 1

20/12/17 3:49 p.m.