8º Review Bio Lesson Plan 1 dxdxddx xdxx PDF

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Colegio Bilingüe José Allamano “Excelencia académica y respeto por las personas y las culturas” Colegio Católico de los Misioneros de la Consolata Proceso: GESTIÓN ACADÉMICA

ÁREA: ASIGNATURA: CIENCIAS NATURALES BIOLOGÍA NOMBRE DEL DOCENTE: ESTEPHANIA MARTINEZ AGUIRRE

Código: 3GA-07

Versión: 18 Fecha de emisión: 16-02-2006 Fecha de versión: 23-01-2020

UNIDAD DIDÁCTICA No. 1 (REPASO) GRADO: OCTAVO

PERIODO ACADÉMICO: I

FECHA: Enero 27 a febrero 16 de 2021 No. DE ENCUENTROS EN EL AULA: 12

1. OPENING ACTIVITIES. . Saludo del docente. . Ética del cuidado. . Revisión presentación personal. . Control de asistencia. 2. STANDARD TO DEVELOP IN THE LESSON PLAN. - Comparo mecanismos de obtención de energía en los seres vivos. - Justifico la importancia del agua en el sostenimiento de la vida. 3. BASIC LEARNING RIGHTS TO DEVELOP. - Comprende que en las cadenas y redes tróficas existen flujos de materia y energía, y los relaciona con procesos de nutrición, fotosíntesis y respiración celular. - Comprende la relación entre los ciclos del carbono, el nitrógeno y el agua, explicando su importancia en el mantenimiento de los ecosistemas. 4. COMPULSORY TEACHING TOPIC. - Educación ambiental y desarrollo sostenible: Soy consciente de mi responsabilidad ambiental. - Ciencia, tecnología y sociedad: Justifico la importancia del recurso hídrico en el surgimiento y desarrollo de comunidades humanas. 5. PERFORMANCE EVIDENCE ACCORDING TO THE CURRICULUM. - Reconoce la importancia de la fotosíntesis para la vida en el planeta. - Diagrama los ciclos biogeoquímicos. 6. CONCEPTUAL AXIS. - Photosynthesis. - Respiration. - Carbon cycle. - Water cycle.

7. LEARNING PROCESS. 7.1 PREVIOUS KNOWLEDGE. - Plants structure and functions. - States of matter Through a video, students will remember the parts of a plant and their main functions. Through some pictures will remember the states of matter and identify the differences between them. 7.2 DEVELOPMENT OF THE CONCEPTUAL AXIS.

PHOTOSYNTHESIS Plants are called autotrophs because they can use energy from light to synthesize, or make, their own food source. Plants use sunlight, water, and the gases in the air to make glucose, which is a form of sugar that plants need to survive. This process is called photosynthesis and is performed by all plants, algae, and even some microorganisms. To perform photosynthesis, plants need three things: carbon dioxide, water, and sunlight.

RESPIRATION Plant cells respire, just as animal cells do. If they stop respiring,

they will die. Plants respire all the time, whether it is dark or light. They photosynthesize only when they are in the light. As we can see from the word equations respiration and photosynthesis are opposites. Respiration uses oxygen and produces carb on dioxide. Photosynthesis uses carbon dioxide and produces oxygen.

PHOTOSYNTHESIS 6CO2 + 6H2O + Solar energy (C6H12CO6) + 6O2 Glucose RESPIRATION (C6H12CO6) + 6O2 6CO2 + 6H2O + ATP (Energy) Glucose

So what happens to a plant overall? This depends on whether it is in the dark or the light, and how bright the light is.

interaction that exist biosphere hydrosphere

BIOGEOCHEMICAL CYCLE is the between: Lithosphere (land and soil), (organisms), atmosphere (air) and (water).

Carbon Cycle 1.

Carbon enters the atmosphere as carbon dioxide from respiration (breathing) and combustion (burning). 2. Carbon dioxide is absorbed by producers (life forms that make their own food e.g. plants and microorganisms) to make carbohydrates in photosynthesis. These producers then put off oxygen. 3. Animals feed on the plants. Thus, passing the carbon compounds along the food chain. Most of the carbon these animals consume however is exhaled as carbon dioxide. 4. The dead organisms (dead animals and plants) are eaten by decomposers in the ground. The carbon that was in their bodies is then returned to the atmosphere as carbon dioxide. In some circumstances the process of decomposition is prevented. The decomposed plants and animals may then be available as fossil fuel in the future for combustion.

Water Cycle Water is essential for all living processes. Of the stores of water on Earth, 97% is salt water. Of the remaining water, 99% is locked as underground water or ice and 1% is fresh water present in lakes and rivers. Many living things are dependent on this small amount of surface fresh water supply, a lack of which can have important effects on ecosystem dynamics.

Water cycle steps 1. Evaporation: The water cycle starts with evaporation. It is a process where water at the surface turns into water vapors. Water absorbs heat energy from the sun and turns into vapors. 2. Condensation: As water vaporizes into water vapor, it rises up in the atmosphere. At high altitudes the water vapors change into very tiny particles of ice /water droplets because the temperature at high altitudes is low. This process is called condensation. These particles come close together and form clouds and fogs in the sky. 3. Precipitation: The clouds pour down as precipitation due to wind or temperature change. This occurs because the water droplets combine to make bigger droplets. These water droplets fall down as rain. 4. Runoff: Rain and surface runoff are major ways in which minerals, including carbon, nitrogen, phosphorus, and sulfur, are cycled from land to water. As the water pours down (in whatever form), it leads to runoff. Runoff is the process where water runs over the surface of earth. When the snow melts into water it also leads to runoff. As water runs over the ground it displaces the top soil with it and moves the minerals along with the stream. This runoff combines to form channels and then rivers and ends up into lakes, seas and oceans. Here the water enters hydrosphere. 5. Infiltration: Some of the water that precipitates does not runoff into the rivers and is absorbed by the plants or gets evaporated. It moves deep into the soil. This is called infiltration. 8. DIDACTIC TEACHING TO FACILITATE THE DEVELOPMENT PROCESS IN THE SPECIFIC COMPETENCES FROM THE AREA IN THE STUDENT. DIDACTIC TEACHING FOR THE STUDENT’S APPROPRIATION IN COMPREHENSIVE USE OF SCIENTIFIC KNOWLEDGE.

- Using videos and graphics, teacher will explain the topic. DIDACTIC TEACHING FOR THE STUDENT’S APPROPRIATION IN PHENOMENON EXPLANATION. - Teacher will use games and pictures related with the topic to explain the differences that exist between respiration and photosynthesis and their effects in the living things and the environment. DIDACTIC TEACHING FOR THE STUDENT’S APPROPRIATION IN INQUIRY. - Teacher will present a video related with greenhouse effect. 9. HOW TO EVIDENCE THE STUDENT’S PERFORMANCE IN EACH SPECIFIC COMPETENCE FROM THE AREA. STUDENT’S PERFORMANCE EVIDENCE IN COMPREHENSIVE USE OF SCIENTIFIC KNOWLEDGE. - Students will relate and describe the photosynthesis and respiration characteristics. STUDENT’S PERFORMANCE EVIDENCE IN PHENOMENON EXPLANATION. - Students will explain an aleatory picture related with one of the topics (talking about the process and its effects). STUDENT’S PERFORMANCE EVIDENCE IN INQUIRY - Students will produce their own conclusions about the causes of the greenhouse and the actions to take to prevent it. 10. STRATEGIES TO BE DEVELOPED WITH STUDENTS WHO DO NOT EVIDENCE THE APPROPRIATION OF ANY OF THE SPECIFIC COMPETENCES FROM THE AREA. SÍ el estudiante no evidencia el nivel de desempeño esperado, el docente debe ejecutar actividades como: - Plan Padrino. - Seguimiento personalizado del docente con el estudiante. - Envío de actividades adicionales. 11. STRENGTHENING IN THE STUDENTS BY WORKING ON THE SPECIFIC COMPETENCES FROM THE AREA BEFORE AND AFTER THE FINAL EXAM. 11.1 BEFORE THE FINAL EXAM: la semana anterior a la evaluación, el docente debe hacer un fortalecimiento con los estudiantes en las competencias específicas del área. 11.2 AFTER FINAL EXAM: Después de valorada la evaluación final por el docente; se debe corregir la evaluación con los estudiantes, explicando el porqué de la respuesta correcta de las preguntas. Contest by rows answering and justifying the right answers. 11.3 ASSIGNMENT: EL estudiante que haya marcado respuestas equivocadas, debe realizar un párrafo explicativo, no mayor a 50 palabras, donde justifique por qué determinada opción es la respuesta correcta. Esta actividad debe tener un Juicio de Valor dentro de las evidencias de proceso del siguiente periodo académico. 12. COMPLEMENTARY ACTIVITIES: 1st. Activity: Read pages 86 and 87 and make a conceptual map about photosynthesis.

2nd. Activity: Read Human Activities (page 573) and explain how the Carbon Cycle would change because those activities 3rd. Activity: Read “Water” (pages 584 – 585) and propose 10 specific actions that you can make for conserve the water in the world. 4th. Activity: 13. BIBLIOGRAPHY. - MADER, Sylvia. Essentials of biology. Second edition. 2010. Mc Graw Hill. - http://www.bbc.co.uk/bitesize/ks3/science/organisms_behaviour_health/food_chains/revision/4/ - https://www.livescience.com/51720-photosynthesis.html - https://www.news-medical.net/life-sciences/What-is-Photosynthesis.aspx - https://ssec.si.edu/stemvisions-blog/what-photosynthesis 14. GLOSSARY. - Carbon dioxide: a heavy odorless colorless gas formed during respiration and by the decomposition of organic substances; absorbed from the air by plants in photosynthesis. - Chlorophyll: green pigment in plants that absorbs light energy used to carry out photosynthesis. - Chloroplast. plastid containing chlorophyll and other pigments. - Glucose: a monosaccharide sugar that has several forms. - Photosynthesis: process by which a plant captures energy in sunlight and uses it to make food. - Respiration: A process in living organisms involving the production of energy, typically with the intake of oxygen and the release of carbon dioxide from the oxidation of complex organic substances. - Transpiration: the emission of water vapor from the leaves of plants. - Algae - Algas: a general term for microscopic or larger aquatic plants. They differ from trees, bushes, and other flowering plants because they lack true roots, stems, and leaves. - Carbon- Carbono: a nonmetallic element presents in organic compounds and all forms of life - Carbon dioxide- Dióxido de Carbono (CO2): a colorless and odorless gas containing the elements of carbon - Condensation - Condensación: the opposite of vaporization, the phase change of water from a gas to a liquid. - Evaporation - Evaporación: water’s phase change from the surface of a liquid to a gas (vaporization: liquid water becoming water vapor). - Hydrosphere - Hidrosfera: all of the earth’s water, including surface water of lakes and oceans, ground water, snow, and ice and water in the atmosphere including water vapor. - Infiltration - Infiltración: the process of water on the ground surface entering the soil. - Precipitation – Precipitación: the product of condensing water vapor that is pulled downward by gravity. Forms of precipitation include rain, drizzle, sleet hail and snow. - Runoff - Escorrentía: the flow of excess water due to precipitation when the ground is completely saturated with water, or when the rain is falling too quickly for the ground to absorb it. - Transpiration- Transpiración: process of water movement through a plant and its evaporation from leaves, stems and Flowers....