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Libro Integrado ECMN.Pdf Otto Granados Roldán Secretario de Educación Pública Enrique Torres Rivera Director General del Consejo Nacional de Fomento Educativo Carmen Gladys Barrios Veloso Directora de Educación Comunitaria e Inclusión Social Gloria Guadalupe González González Directora de Educación Inicial Juan Martín Martínez Becerra Director de Planeación y Evaluación Mauricio Abaid Doblado Director de Delegaciones y Concertación con el Sector Público Marco Antonio Montiel Mondragón Director de Comunicación y Cultura José Enrique Hernández Santoyo Director de Administración y Finanzas Susana Encarnación Cortés Directora de Asuntos Jurídicos Manuel Antonio Magaña Moheno Titular del Órgano Interno de Control EXPLORACIÓN Y COMPRENSIÓN DEL MUNDO NATURAL Edición Consejo Nacional de Fomento Diseño Educativo Compilación Diseño de portada Ana Luisa López Carmona Beatriz Alavez Torres Cesari Domingo Rico Galeana Enrique Santos León Juan Pedro Rosete Valencia Esta edición consta de XXXX Lorena Díaz Reyes ejemplares. Miguel Morales Elox Primera edición: 2016 Patricia Vilchis Maya Segunda edición: 2019 Sofía del Carmen Pérez Valencia D.R. © Consejo Nacional de Susana Angélica Rojas Aguilar Fomento Educativo Avenida Verónica Flores Fernández Universidad No. 1200, segundo piso, Colonia Xoco, Delegación Ilustración Benito Juárez, C.P. 03330, Ciudad de México. Ilustración de portada ISBN de obra completa: XXX-XXX- XXX-XXX-X ISBN: XXX-XXX-XXX-XXX-X Ilustración de lomo Impreso en México Fotografía Agradecemos la participación de las siguientes personas, instituciones y organizaciones del sector público y privado por su colaboración y apoyo en la compilación de estos materiales. A las Delegaciones de Estado de México y Yucatán por sus invaluables comentarios a la presente edición. A la Secretaría del Medio Ambiente y Recursos Naturales (Semarnat), en especial a la Lic. Miriam Del Moral, directora de Comunicación Social, y a Yeni Solis Reyes, subdirectora de Información, por los textos y las imágenes de “¿Qué es la biodiversidad?” y “¿Por qué es importante la biodiversidad?”. A la Universidad de Barcelona por permitir que aparezca el artículo “Quince joyas de la evolución” (publicado originalmente en la Revista de Bioética y Derecho, núm. 17, septiembre de 2009, http://www.bioeticayderecho.ub.es). De la misma forma, al Instituto de Ecología de la UNAM, en su sede de Hermosillo, Sonora, por el artículo “Evolución, el legado de Darwin” de Francisco Molina Freaner ([email protected]). A la Comisión Nacional para el Conocimiento y Uso de la Biodiversidad, por otorgar plena libertad para hacer uso de las publicaciones de su página electrónica (www.conabio.gob.mx.), específicamente del texto “Procesos ecológicos”, usado en la Unidad de Aprendizaje con el mismo nombre. Al Instituto Latinoamericano de la Comunicación Educativa, por el permiso para reproducir el texto “La familia del sol”, de Miguel Ángel Herrera y Julieta Fierro (“Derechos Reservados © Instituto Latinoamericano de la Comunicación Educativa, ILCE, Calle del Puente 45, Colonia Ejidos de Huipulco, Delegación Tlalpan, México, D.F., C.P. 14380, año de primera publicación 2003”). También a Elsa Avilés, de la Embajada de Estados Unidos en México por su revisión del texto “What People Say About the Constellations”. A la Nasa for Students por el artículo “How is Lightning Made”. A la Dirección General de Promoción de la Salud de la Secretaría de Salud por la lectura “¿Qué es la influenza?”, incluida originalmente en Mensajero de la salud. Temporada de Frío. Los compiladores <T1>Bienvenida Consejo Nacional de Fomento Educativo <T1>Presentación Las Unidades de Aprendizaje Autónomo (UAA) son la herramienta de apoyo a los procesos mentales de cada persona ya que favorecen; la solución de problemas, el diálogo cara a cara y la producción de textos. En este sentido, la estructura de las UAA y las etapas del ciclo de la tutoría se pueden esquematizar de la siguiente forma: Primera etapa Quinta etapa • Tutor: Oferta un tema • Tutor: observa cómo el tutorado realiza el • Tutorado: elige un tema ciclo de la tutoría con otro compañero • Apartados UAA: Título de la UAA, • Tutorado: realiza el ciclo de la tutoría con Introducción, Propósitos general y otro compañero específicos, Mapa de contenidos, • Se utilizan las UAA y el RPA Trayecto de aprendizaje • Evaluación: formativa y sumativa • Evaluación: Diagnóstica Cuarta etapa Segunda etapa • Tutor: acompaña la preparación de la • Tutor: guía el aprendizaje y elabora su demostración pública Registro de Tutoría • Tutorado: realiza la demostración • Tutorado: estudia a profundidad pública • Apartado UAA: Acepta el desafío y • Apartado UAA: Comparte lo construye comprensiones aprendido, mejora y completa tu • Evaluación: Formativa registro, Trayecto de aprendizaje • Evaluación: Formativa y sumativa Tercera etapa • Tutor: solicita la organización y registro al tutorado • Tutorado: registra su proceso • Apartado UAA: Revisa tu RPA y complétalo para que otros lo vean • Evaluación: Formativa y sumativa En tanto herramienta de apoyo para el estudio a profundidad de los temas, las UAA contienen desafíos, que son enunciados con una proposición a resolver. Estos enunciados se cobijan a manera de orientaciones con una contextualización que sirve para intencionar el tema, y la cual utiliza el tutor para acercar al tutorado al terma de estudio según su propio entorno, nivel escolar, ritmo y estilo de aprendizaje. También encontrarás otros elementos para el análisis crítico del tema de estudio como son: imágenes para no depender de lectura alfabética, preguntas para el diálogo, textos para la reflexión y algunas actividades o experimentos los cuales te guían en la toma de decisiones para resolver el desafío. También cuentan con los Trayectos de aprendizaje para orientar el trabajo y la evaluación formativa pues en ellos es posible identificar los saberes, conocimientos, habilidades y actitudes necesarias en educación básica comunitaria y del campo formativo correspondiente. Sin el diálogo tutor este material (y cualquier otro) se convierte en el seguimiento mecánico de instrucciones; la reproducción innecesaria de información; y la aplicación descontextualizada de soluciones. Así, el diálogo en relación tutora, como la base metodológica del ABCD, favorece la formación de ciudadanos interculturales capaces de reconocer a los diferentes para construir y desarrollar saberes, conocimientos y habilidades. Siendo que se ponen en práctica: Empatía. Me pongo en el lugar del otro para comprender sus puntos de vista Colaboración. Realizo actividades con otros y los apoyo, con confianza y compromiso con los objetivos comunes Participación. Tomo parte de las actividades y decisiones en el aula, escuela y proyectos comunitarios Resolución de conflictos. Soluciono diferencias o problemas a partir del diálogo Autonomía. Actúo y pienso sin depender de otros Diálogo. Me comunico con otros, argumento mis puntos de vista, explico las razones de ese punto de vista, escucho con atención y empatía a los otros En cuanto a la elaboración del RPA y de otros textos, el propósito es que cada alumno desarrolle su propio estilo de composición, que sea capaz de escribir por cuenta propia sin recurrir a la copia de textos por obligación; de esta manera el alumno escribirá de manera reflexiva, aprendiendo a hacer síntesis cuando sea necesario, a dar su opinión y sacar conclusiones de todos los textos que enfrente a lo largo su aprendizaje. A decir de Daniel Cassany “Los alumnos mejoran su escritura si se les corrige durante el proceso de composición, antes de dar el producto textual por acabado”. Por ello es de suma importancia el diálogo que se establezca entre el LEC y el alumno porque de ello dependerá la mejora y la profundidad de lo escrito. Durante el proceso de revisión y corrección de los RPA y los escritos que realice el alumno debemos buscar errores para invitar al alumno a que los reformule. Los errores son inevitables y no perjudican al aprendizaje, al contrario, “son parte del desarrollo de competencia (el alumno infiere la regla –la comprueba – se equivoca- la reformula…)” Cassany Los errores comunicativos más graves, y por tanto los primeros que deben corregirse, son los que afectan la claridad del texto. Los errores que cometen los alumnos son muy variados y los podemos agrupar como sigue: INFORMACIÓN ESTRUCTURA Cambiar el enfoque del tema Separar todos los párrafos Añadir más información Buscar la idea central de cada Ordenar la información párrafo Separar lo relevante de lo Completar cada párrafo superfluo Seleccionar los conceptos o palabras clave REDACCIÓN CORRECCIÓN Recortar las frases muy largas Verificar los acentos, las v/b, etc. Añadir los conectores adecuados (ortografía) Buscar el léxico preciso Verificar los verbos, la Desarrollar una idea por escrito concordancia, etc. (gramática) Repasar los signos de puntuación Evitar las repeticiones léxicas Menú temático 13 Seres vivos y Biodiversidad 14 Las diversas formas de vida Higiene, desarrollo y salud sexual y reproductiva 59 Por qué me quiero ¿me cuido? Alimencultura y Nutriciencia 88 Cuido mi salud y la de mi comunidad 140 Cambios en la materia 171 ¿La ciencia en casa? La energía no se crea ni se destruye… se transforma 203 Fuerza y Movimiento 241 ¿Por qué se mueven las cosas? Universo 270 Cambio climático 297 ¿Por qué se está calentando el mundo? Alcances y limitaciones de la tecnología 333 El saber hacer humano Menú temático Dimensi Campo ón formati Temas UAA curricul vo ar Propiedades y Seres vivos y Biodiversidad. Las transformaciones
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