Universidad Autónoma de Guadalajara
Unidad Académica de Educación Secundaria y Media Superior
SCIENCE
I
(Biology)
Activity Book 1
FIRST PARTIAL
Scholar Cycle 2010 - 2011
UNIVERSIDAD AUTÓNOMA DE GUADALAJARA
UNIDAD ACADÉMICA DE EDUCACIÓN SECUNDARIA Y MEDIA SUPERIOR
SCIENCE I (BIOLOGY)
ACTIVITY Nº 1: THE SCIENCE OF BIOLOGY
Name:
Date:
Team #
Group:
Grade :
ACTIVITY CONTENT
OBJECTIVE:
The student will recognize the importance to study biology.
INSTRUCTION: As you read pages 13-15, identify the main ideas of the topic
and make your own notes.
NOTES :
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SCIENCE I (BIOLOGY)
ACTIVITY Nº 2: VALUE OF BIODIVERSITY
Name:
Date:
Team #
Group:
Grade :
ACTIVITY CONTENT
OBJECTIVE:
The student will recognize the importance of biodiversity.
INSTRUCTION: As you read pages 27-30, identify the main ideas of the topic
and make your own notes.
NOTES :
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SCIENCE I (BIOLOGY)
HOMEWORK Nº 1: BIODIVERSITY VALUE
Name:
Date:
Team #
Group:
Grade:
HOMEWORK CONTENT
OBJECTIVE: To acknowledge the importance of biodiversity.
INSTRUCTION:
Draw 3 organisms according to the importance of biodiversity reviewed in class
one for nature, ecosystems and People and explain their role.
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SCIENCE I (BIOLOGY)
LAB ACTIVITY Nº 3: SCHOOL BIOLOGY LABORATORY
Name:
Group:
Date:
Team #
Grade :
LAB ACTIVITY CONTENT
OBJECTIVE: The student will recognize rules, evaluation system and the
laboratory material and equipment frequently used for the course.
INTRODUCTION:
The school’s laboratory is a space where students can make observations and
experiments so that they become familiar in the usage of instruments and
apparatus. This is necessary to acquire observation abilities to compare and to
reinforce the knowledge obtained in classroom.
MATERIAL:
Laboratory installation
Laboratory work rules and safety symbols.
Crayons
Laboratory material
ProcedURE:
PART 1.
1. Draw a safety symbol that you must to follow in you lab activity and explain it
to the class.
2. The teacher will explain the laboratory installations (Work table, dissection
table, gas and water service, and didactic material).
PART 2.
3. The most used materials are explained by the teacher and the student will
answer the next activity.
RESULTS:
1. Write the name of each material or instrument and color it according to the
kind of instrument.
Precision: Blue
Measurement:
Orange
Dissecting: Red
Support: Yellow
Culture and reaction: Green
Heating: Brown
Bunsen Burner Scalpel
Erlenmeyer Flask
Beaker
Grid
Dropper
Test tube
Funnel
Stirring Rod
Petri Dish
Microscope Thermometer Mortar
Cylinder Pipette
Scales
Test tube Holders
Wire gauze Tripod stand
Lab stand
2. According to the action, write which laboratory material is more proper
to use in the space provided.
Example
Measure a liter of water.
Squash a piece of a plant.
Hold a test tube under the flame.
Measure the temperature of a substance.
Pour a substance from a beaker to a bottle.
Make an incision.
To observe something in the microscope.
Register the weight of an organism.
Analyze a fly’s wing.
Pour three drops of a substance.
Count the legs of an ant.
Organize the test tubes.
Observe the microorganisms.
Cultivate bacteria.
Slightly heat a substance.
Pour in an Erlenmeyer flask 5 ml of colorant.
Heat a substance.
Measure 50 ml of a substance.
Laboratory material
3. Observe the next drawing and explain which the security rules are used
to heat a test tube.
Security Rules :
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
________________
QUIZ:
1. What kind of service do the red faucets provide?
2. What purpose does the dissecting table have?
3. What materials do you have to bring to your laboratory session?
4. Mention 5 security rules that you need for your science laboratory and which
are the risks that you can avoid applying them.
CONCLUSION:
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SCIENCE I (BIOLOGY)
ACTIVITY Nº 4: CHARACTERISTICS OF LIVING THINGS I
Name:
Group:
Date:
Team #
Grade :
ACTIVITY CONTENT
OBJECTIVE:
things.
The student will recognize the characteristics of living
INSTRUCTION:
Working in teams complete the following chart, and then
answer the questions that follow it.
Characteristic Dinosaur
What
is
it
made of?
Does It move?
Does
It
breathe?
Does it need
food?
Does
it
eliminate any
kina of waste?
Does
It
reproduce?
Does it grow?
Dog
Tree
T.V.
Fish
Mushroom Me
Does it have
emotions?
Does it need
water
to
survive?
Now compare the characteristics of the chart. The Comparison is a method
used by scientists to denote how things can be similar or different.
1.
2.
3.
4.
What characteristics do the examples share?
Which are exclusive for living things?
What distinguishes a plant from an animal?
How can you be considered special?
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SCIENCE I (BIOLOGY)
ACTIVITY Nº 5: CHARACTERISTICS OF LIVING THINGS II
Name:
Date:
Team #
Group:
Grade :
ACTIVITY CONTENT
OBJECTIVE:
things.
The student will recognize the characteristics of living
INSTRUCTION: Answer the questions and make a relationship with one of the
characteristics of the living things. Fill in the blank with the characteristic.
1. What happens when an eye is stimulated with light?
CHARACTERISTIC _________________________
2. Which parts can you distinguish in human body?
CHARACTERISTIC _________________________
3. Why do you think that the animals at the tundra need to have white fur?
CHARACTERISTIC _________________________
4. Why is solar light important for plants?
CHARACTERISTIC _________________________
5. Why is oxygen necessary for living things?
CHARACTERISTIC _________________________
6. What happens to an earth worm if it is split in two parts?
CHARACTERISTIC _________________________
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SCIENCE I (BIOLOGY)
HOMEWORK Nº 2 : CHARACTERISTICS OF LIVING THINGS
Name:
Group:
Date:
Team #
Grade:
HOMEWORK CONTENT
OBJECTIVE: To identify the characteristics that distinguishes living things.
INSTRUCTION: Write under the line the characteristic that is observed in each
figure.
__________________________
_____________________________
____________________________
_________________________
TISSUE ARRANGEMENT
____________________________
____________________________
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SCIENCE I (BIOLOGY)
ACTIVITY Nº 6: DIFFERENT WAYS OF KNOWLEDGE ACQUISITION
Name:
Group:
Date:
Team #
Grade :
ACTIVITY CONTENT
OBJECTIVE: The student will appreciate how native Mexicans acquired
knowledge.
INSTRUCTION: Analyze the following passage. In pairs make comments about
it and answer the quiz.
MEXICO Knowledge acquirement on different cultures
In any society culture is considered as a compound of different knowledge
(religious, politics, technological, and customs) that is acquired throughout
generations and are preserved by the structures of society e.g. families and
government. All the cultures in the world have acquired knowledge of plants and
animals in different ways.
Knowledge of plants and how they were used in medicine to treat some
diseases was done on India in the 3rd century B. C. when the emperor Asoka
created a botanical garden with medicinal plants. Theophrastus (372-287 B.C.)
a Greek philosopher made some references of medicinal plants in the
Plantarum History. On the other hand the Egyptians were the first to find that
poppy (Papaver somniferum) had analgesic and soothing properties. It was in
1865 when its main component was isolated, the morphine: a very strong
analgesic.
It is considered that modern science began in Europe in the XVII and XVIII
century. Then, the first researches made an attempt to explain natural
phenomena through observation, experimentation and the use of mathematics.
The study of plants in Mexico
The scarce documents found about Mexico point that there was full
knowledge of living things, medicine and pharmacology, some plants and parts
of animals were used to treat diseases. It is known that Emperor Moctezuma
ordered his doctors to experiment with plants on warriors to test their
effectiveness.
During the conquest, the Spanish found spectacular botanical gardens like
the ones founded by Netzahualcóyotl named Tezcutzinco near Texcoco;
another in Huaxtepec, Morelos which was distinguished for its medicinal and
ornament plants. The one in Iztapalapa near Tenochtitlan with aquatic plants,
and the one in Chapultepec built by the Mexicans with the intention of
cultivating and adapting plants from other regions of the country.
During this period there were also established zoo’s like the one in Pátzcuaro
and the Mexico-Tenochtitlan where animals lived in natural environments. This
way, the surviving of animals was easier. According to history data the
Moctezuma Park had 600 employees for its maintenance and security of the
captive animals.
Native Mexicans classified the usefulness of plants like the ones used as food
(corn, beans, hot pepper, cactus, maguey) and the medicinal ones like epazote
that cures stomach aches; the yoloxóchitl plant or Mexican magnolia, “heart
flower” used for heart problems, the seed of iztactzápotl or white zapote with
hypnotic effects was used to sleep the patient to avoid pain; and the
acocoxíhuitl or bear weed to treat epilepsy, nowadays this fruit is used to
stimulate digestion and to eliminate intestinal gases.
The Mexicas crushed the leaves of the balsam tree and used it directly over
the wound to speed healing. In the last century the Instituto Mexicano del
Seguro Social (IMSS) researched about the curative effects of this plant, and
found that its tea speeds the healing of intestinal and gastric ulcers and the pain
of patients is reduced.
The Mayas, Mexicas and Toltecas used nomenclature to identify plants and
animals that lived in their territory and classified them in categories to know how
they were distributed.
Don Francisco Hernández was the first Spanish botanist who thoroughly
studied Mexican plants from 1570 to 1576 in his book Historía natural de Nueva
España, he mentions that the natives used about 3000 medicinal plants;
Hernandez discovered their medicinal properties experimenting on him and on
sick people.
The study of herbs an important practice for the knowledge of living
things
With all the background in medicinal plants of the Mexicas, the Greeks and
the Egyptians, a particular line of knowledge named herbalist was established.
Herbalist became an important practice of the Mexicas. This practice was
made through observation and experiments, two essential things necessary
to start the scientific knowledge of living things. There were so many medicinal
plants the Mexicas knew and used that they needed to name and classify all of
them.
Martín de la Cruz, a native doctor born in Xochimilco wrote a book in 1555
about the Mexican herbalist “LibeIIus de medicinalibus indorum herbis “(also
known as the Badiano Code). This was a legacy for the botanic and traditional
medicine. In this book partirution weed or holy leaf (cihuapahtli) was described
by De la Cruz as a plant that was used to help labor or when there was difficulty
to expel the fetus.
Living things in the culture
Some cultures like the Chichimeca in Xoloc; Otomi and Tepaneca in Azcapotzalco and Coyohuacan; the Tolteca in Culhuacan and Chimalpa were
developed by Mexicas when they settled in Tenochtitlan and Texcoco. These
different cultures made exchange of plants and animals used for feeding,
medicine and ornaments.
Markets were sites to trade plants and animals but also to make cultural and
technological bonds with the Mexicas and their neighbor villages. This way,
some trade negotiations were done using the cacao as money. Can you
imagine why it was so appreciated?
A lot of culture expressions denote a close contact with nature and living
things. E.g. the legends, like the one of Huitzilopochtli who requested to settle
down where they found an eagle over a cactus devouring a snake. Other
examples of culture expression related with nature are the human ceramic
figures associated with corn, cactus and pumpkins.
One of the first cultures to treat disease was the Mayas, e.g. they made
punctures with porcupine thorns to cure neuralgias, reducing the pain and with
the eye-tooth of a rattlesnake, and they made people bleed in some parts of
their body. The persons that cured people this way were called dzacyac, h-men
o haxbac, and were very important in medicine of de Mayan culture and
contributed to the development of today’s medicine.
QUIZ:
1. How can you define culture?
2. Which are some of the medicinal and feeding plants that native Mexicans
used?
3. Which is the concept of herbalist?
4. How did Martín de la Cruz contribute to medicine; as it is mentioned in the
“Badiano Code”?
UNIVERSIDAD AUTÓNOMA DE GUADALAJARA
UNIDAD ACADÉMICA DE EDUCACIÓN SECUNDARIA Y MEDIA SUPERIOR
SCIENCE I (BIOLOGY)
HOMEWORK Nº 3: MEXICAN HERBALISM
Name:
Date:
Team #
Group:
Grade:
HOMEWORK CONTENT
OBJECTIVE: To learn about the use of medicinal plants in their locality.
INSTRUCTION:
Nowadays, Mexican people still use plants as treatment of certain diseases?
To answer this question, go to the market of your locality, family or friends and
do a field investigation about the use of these plants. Make a catalogue of a
list of 10 plants and explain its use.
MEDICINAL PLANT
USE
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SCIENCE I (BIOLOGY)
ACTIVITY Nº 7: HISTORY OF CLASSIFICATION
Name:
Date:
Team #
Group:
Grade :
ACTIVITY CONTENT
OBJECTIVE: The students will recognize the events that occur to lead the
different classification systems.
INSTRUCTION: As you read pages 368-371 from your text book make a
timeline from the oldest to the youngest classification system.
TIMELINE
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SCIENCE I (BIOLOGY)
ACTIVITY Nº 8: TAXONOMY
Name:
Date:
Team #
Group:
Grade :
ACTIVITY CONTENT
OBJECTIVE: The students will recognize the modern classification system of
organisms.
INSTRUCTION: As you read pages 57-63 from your text book make a list of
the following concepts and draw a diagram that represents the different
taxonomic levels.
VOCABULARY
Classification :
Taxonomy :
Binomial nomenclature:
Genus :
Specific epithet:
Family:
Order:
Class:
Phylum:
Division:
Kingdom:
DIAGRAM OF TAXONOMIC LEVELS
COMPLETE THE FOLLOWING CONCEPT MAP.
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SCIENCE I (BIOLOGY)
ACTIVITY Nº 9: CLASSIFICATION OF SIX KINGDOMS
Name:
Group:
Date:
Team #
Grade :
ACTIVITY CONTENT
OBJECTIVE: The students will recognize the criteria used to classify
organisms.
INSTRUCTION: Before you read pages 64-65 preview the blue headings, and
ask a what, why or how question for each heading. Answer your questions.
Draw the diagram of six kingdoms on pages 68-69
QUIZ :
DRAWING OF THE SIX KINGDOMS.
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SCIENCE I (BIOLOGY)
ACTIVITY Nº 10: THE SIX KINGDOMS
Name:
Date:
Team #
Group:
Grade :
ACTIVITY CONTENT
OBJECTIVE: The students will recognize the characteristics of the organisms
of each kingdom.
INSTRUCTION: Read pages 70-73 and draw an organisms of each of the
kingdoms and describe its general characteristics, work on Problem-Solving
Lab. Text Book page 70
EUBACTERIA
DRAWING
CHARACTERISTICS
ARCHEABACTERIA
DRAWING
CHARACTERISTICS
PROTISTS
DRAWING
CHARACTERISTICS
FUNGI
DRAWING
CHARACTERISTICS
PLANTS
DRAWING
CHARACTERISTICS
ANIMALS
DRAWING
PROBLEM-SOLVING LAB :
CHARACTERISTICS
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HOMEWORK Nº 4: REVIEW OF BIODIVERSITY EXPLANATIONS
Name:
Group:
Date:
Team #
Grade :
HOMEWORK CONTENT
OBJECTIVE: Review some important concepts of the topic of Explanations of
the Biodiversity.
INSTRUCTIONS:
I. Answer the next questions.
1. What importance had the knowledge of plants and animals for
civilizations?
2. The Mexican herbalist is a legate of our prehispanic civilizations. How
this knowledge was developed? Why it is standing at nowadays?
3. Explain what importance had classification in prehispanic civilizations?
4. Which are the differences between Aristotle and Robert H. Whittaker
classifications? Which are the advantages and disadvantages of each
other?
5. The scientific name of the human being is Homo sapiens. Which
taxonomic categories conforms this name?
6. According to the next organisms write the name of the kingdom to which
they are include :
a) Ant __________________
b) Huitlacoche ___________
c) Leopard ______________
d) Mushroom __________________
e) Wild boar ___________________
f) Cactus _____________________
7. What can you understand with the classification of the organisms?
II. Match both columns.
(
(
(
(
(
(
(
) Type of organisms that produce their
own food.
) Name of the living things which cells
have a nuclei.
) Name of the organisms that are
conform by only one cell.
) Name of the living things which cells
have a not defined nuclei.
) Type of organisms that are feed from
other organisms.
) Organisms that are conform by many
cells.
) This is the kingdom of the bacteria.
1.
multicellular
2.
Eukaryotic
3.
Heterotrophic
4.
Fungi
5.
Autotrophic
6.
Prokaryotic
7.
Plantae
(
) The Yeast and mushrooms constitute
this kingdom.
8.
Animalia
(
) This is the kingdom of protozoans and
algae.
9.
Monera
(
(
Kingdom that is conformed by
) multicellular and heterotrophic
organisms, they can move also.
) This kingdom has multicellular and
autotrophic organisms.
10. Protista
11. Unicellular
III. Select and underline the correct word that completes the clause.
1. - Linneo (binomial system / nomial system) is used for the classification of
organisms at present.
2.-The scientific name is conformed by (order/gender) and (family / specie).
3. - The currently classification of living things in five kingdoms was made by
(Charles Linneo / Robert Whittaker), who used a standard of the (number of
cells / type of cells) in organisms and which cells have or not a (nuclei/
cytoplasm) defined.
4. - (Linneo/Aristóteles) did the first modern classification of the living things.
5. - The category that groups the most organisms is (gender/ kingdom).
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SCIENCE I (BIOLOGY)
ACTIVITY Nº 11: MEXICO AS MEGADIVERSE COUNTRY
Name:
Group:
Date:
Team #
Grade :
ACTIVITY CONTENT
OBJECTIVE: The students will recognize the factors that make Mexico as a
megadiverse country and which are some factor that affect biodiversity.
INSTRUCTION: As you read pages 21-24 and 31-36 answer the following
questions.
1. What is the Biosfere?
2. Which abiliy allow organisms to survive in different climates and
conditions?
3. What are abiotic factors?
4. What are biotic factors?
5. What is biological diversity?
6. What is a megadiverse country?
7. What is an endemic organism?
8. Why Mexico is a megadiverse country?
9. Why Mexico has the highest rate of endemic populations?
10. What is extinction?
11. Which is the difference between an endangered specie and a threatened
specie?
12. Describe briefly how the following activities cause the loss of biodiversity.
HABITAT LOSS:
HABITAT FRAGMENTATION:
EDGE EFFECT:
HABITAT DEGRADATION:
WATER POLLUTION:
LAND POLLUTION:
EXOTIC SPECIES:
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SCIENCE I (BIOLOGY)
LAB ACTIVITY Nº 12: BIODIVERSITY
Name:
Date:
Team #
Group:
Grade :
LAB ACTIVITY CONTENT
OBJECTIVE: The students will research information about the government
proposing measures to conserve Mexican biodiversity.
INSTRUCTION: Follow the instructions of activity MiniLab on page 22 of your
textbook and answer the questions.
ACTIVITY :
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HOMEWORK Nº 5: ENDANGERED SPECIES
Name:
Date:
Team #
Group:
Grade:
HOMEWORK CONTENT
OBJETICVE: To analyze which are the main causes of extinction of Mexican
species and suggest a solution.
INSTRUCTION: Choose specie of list that is below and make an
investigation about:
1. Which are the causes that make this specie endangered or threatened?
2. Suggest some alternatives to conserve this specie.
3. Present your investigation to your classmates and teacher making a
leaflet about the specie and promote it to your community.
MEXICAN ENDANGERED SPECIES
Mammals
Birds
Gray Whale
Golden
Eagle
Mexican Wolf
Harpy Eagle
Mexican
prairie dog
Horned
Guan
Little cow
“Vaquita”
Bighorn
Sheep
Mexican
Bobcat
Mantled
Howler
Monkey
Mexican
Long-nosed
bat
Volcano
Rabbit
Central
American
Tapir
Reptiles &
Amphibians
Aquatic box
turtle
Fishes
Invertebrate
Plants
Desert
pupfish
Quino
checkerspot
butterfly
Nicklin´s
Pearlmussel
Del Mar
Manzanita
Arroyo
southwestern
toad
Bolson tortoise
Gila chub
Imperial
Woodpecker
Sonora tiger
salamander
Masked
bobwhite
quail
Resplendent
Quetzal
Slenderbilled
Grackel
Thick-billed
Parrot
Cuatro
cienega´s
softshell turtle
Green sea
turtle
Morelet´s
crocodile
Rio Grande
Silvery
Minnow
Totoaba sea
trout
Whooping
Crane
Olive Ridley
sea turtle
Mexican
blindcat
Peco´s
Assiminea
snail
Tampico
Pearlymussel
Huachuca
Waterumbel
Mexican
Flannelbush
Willowy
Monardella
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SCIENCE I (BIOLOGY)
ACTIVITY Nº 13: FOOD CHAIN AND FOOD WEBS
Name:
Date:
Team #
Group:
Grade :
ACTIVITY CONTENT
OBJECTIVE: The students will compare how organisms satisfy their nutritional
needs.
INSTRUCTION: As you read pages 170-177 from your text book make a list of
the following concepts and draw a diagram that represents a food chain and the
ecological pyramids.
VOCABULARY :
Autotroph:
Heterotroph:
Decomposer:
Food Chain:
Trophic Level:
Food Web:
Biomass:
Producers :
Fisrt-order heterotrophs:
Second-order heterotrophs:
Third-order heterotrophs:
DRAWING OF THE FOOD CHAIN :
DRAWING OF A FOOD WEB (with at least two food chains):
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HOMEWORK Nº 6: FOOD CHAIN
Name:
Date:
Team #
Group:
Grade:
HOMEWORK CONTENT
OBJECTIVE: The student will recognize the elements of a feeding chain and its
importance in ecosystem balance.
INSTRUCTION:
Observe the next figure, analyze and answer the quiz.
1. Which of the organism of the feeding chain is considering like producer?
2. Which of the organisms are the consumers?
3. What would happen if the rabbits disappear due to an epidemic or the
used of chemical substances?
4. What would happen to the food chain if the eagle doesn’t eat more the
snakes?
5. How is the equilibrium of the food chain maintained?
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SCIENCE I (BIOLOGY)
ACTIVITY Nº 14: BIOGEOCHEMICAL CYCLES
Name:
Date:
Team #
Group:
Grade :
ACTIVITY CONTENT
OBJECTIVE: The students will remember the steps of the water and carbon
cycle.
INSTRUCTION: As you read pages 176-178, 223 from your text book answer
the following activity. Write in each of the boxes the steps that are shown in
each cycle and complete the paragraphs with the correct words.
WATER CYCLE
________________ Water on the surface of the earth seeps down underground
and later it forms aquifers in the low-lying regions.
_______________ Water changes from its liquid to gas phase due to the wind and
sun heating.
______________ Cooling of water vapor makes tiny droplets of water that form
the clouds.
_______________ Vapor tiny droplets increase their size and become heavier so
finally they are transformed to the liquid or solid phase that falls as rain, hail or
snow.
_______________ Some water stays on the surface of the earth and the rest flows
into the water bodies like rivers, lakes, reservoirs.
_______________ Living things lost water as vapor that is released to the
atmosphere.
CARBON CYCLE
______________________ is the gaseous molecule in which carbon is found in
the atmosphere.
_________________ is the process by which plants takes carbon dioxide from the
atmosphere.
__________________ is the process by which plants and animals break down
glucose releasing carbon dioxide.
__________________ is the process by which garbage, living things waste or dead
bodies release CO2.
____________________ of fossil fuels used by industry and automobile makes a
great accumulation of atmospheric __________________.
Human activities, industry expansiveness, excessive use of automobiles as lost of
woods by __________________ have provoked disturbs on carbon cycle
equilibrium.
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ACTIVITY Nº 15: CONSERVATION BIOLOGY
Name:
Date:
Team #
Group:
Grade :
ACTIVITY CONTENT
OBJECTIVE: The students will describe strategies used in conservation
biology.
INSTRUCTION: As you read pages 37-44 from your text book complete the
following concept map.
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UNIDAD ACADÉMICA DE EDUCACIÓN SECUNDARIA Y MEDIA SUPERIOR
SCIENCE I (BIOLOGY)
ACTIVITY Nº 16: NATURAL PROTECTED AREAS
Name:
Date:
Team #
Group:
Grade :
ACTIVITY CONTENT
OBJECTIVE:
The student will recognize the importance to study biology.
INSTRUCTION: As you read pages 44-47, identify the main ideas of the topic
and make your own notes.
NOTES :
UNIVERSIDAD AUTÓNOMA DE GUADALAJARA
UNIDAD ACADÉMICA DE EDUCACIÓN SECUNDARIA Y MEDIA SUPERIOR
SCIENCE I (BIOLOGY)
HOMEWORK Nº 7: NATURAL PROTECTED AREAS
Name:
Group:
Date:
Team #
Grade:
HOMEWORK CONTENT
OBJECTIVE: The students will recognize the importance of the Natural
Protected Areas.
INSTRUCTION: Analyze the following passage and answer the quiz.
Mexican Natural Protected Areas
Mexico’s Protected Natural Areas are 158 designated “Natural Areas” in
Mexico, representing 11% of the nation’s surface area, and are protected and
administrated by the National Commission of Protected Natural Areas
(Comisión Nacional de Áreas Naturales Protegidas, or CONANP), a federal
agency. CONANP administrates:
•
•
•
•
•
•
67 National Parks
35 Biosphere Reserves
29 Protected Flora & Fauna Areas
17 Nature Sanctuaries
6 Protected Natural Resource Areas
4 Natural Monuments
Cuatro Ciénegas
“Poza Azul” pool
Cuatro Ciénegas is a city and municipality in the
northern Mexican state of Coahuila. It stands at
26°59 N, 102°03 W, at an average elevation of 740
meters above sea level.
It is located in the state’s desert region (Región Desierto). Cuatro Ciénegas is
Spanish for “four marshes”: the name was chosen by the first settlers because
of the natural springs in the vicinity that create extensive areas of wetland and
lakes. The city is formally known as Cuatro Ciénegas de Carranza, in honor of
its most famous son: Venustiano Carranza, President of Mexico from 1915 to
1920, who was born there in 1859. The municipality reported 12,154 inhabitants
in the year 2000 census.
Cuatro Ciénegas Biosphere Reserve
Cuatro Ciénegas is an official Mexican biological reserve. The biological
reserves are small ecosystems with unique fauna and flora that are highly
protected by government authorities. Recently, NASA stated that the biological
reserve of Cuatro Ciénegas could have strong links to discovering life on Mars,
since the adaptability of bioforms in the region was unique in the world. There
are some 150 different plants and animals endemic to the valley and its
surrounding mountains (e.g., Fouquieria shrevei and Terrapene Coahuila),
including some 30 aquatic species in the Reserve, 8 of which are fish (e.g.,
Herichthys minckleyi).Live stromatolites inhabit Cuatro Ciénegas’ pools. These
are cyanobacteria colonies, extinct in most of the world, linked to the origin of
an oxygen rich atmosphere over 3 billion years ago. A tiny copepod crustacean,
Leptocaris stromatolicolus, is known only from the interstices of these
stromatolites and bottom sediments in the saline pools.
Several environmental conservation leaders are working to protect the valley,
including Pronatura Noreste. The organization owns a private reserve, called
Pozas Azules, and has several ongoing projects that include the protection of
native species, including stromatolites and the eradication of invasive flora and
fauna, as well as community development and water efficient agriculture
combined with organic techniques.
BIBLIOGRAPHY
http://en.wikipedia.org/wiki/Mexican_Protected_Natural_Areas
http://en.wikipedia.org/wiki/Cuatroci%C3%A9negas
QUIZ:
1. To which kind of place is referred in the lecture?
2. Which is the principal characteristic of the species that live in that
place?
3. What is endemic specie?
4. What importance had the discovery of the stromatolites fossils in this
area?
5. What is expected to do a visitor in this area?
6. Which is the importance of the area?
UNIVERSIDAD AUTÓNOMA DE GUADALAJARA
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SCIENCE I (BIOLOGY)
LAB ACTIVITY Nº 17
Name:
Date:
WATER AND CARBON CYCLES
Team #
Group:
Grade :
LAB ACTIVITY CONTENT
OBJECTIVE: Students will demonstrate the events related to the carbon and
water cycle.
INTRODUCTION:
Some of the relations that support the organisms with their environment are
those related with the intervention of the abiotic factors. Between this and the
organisms is a constant exchange of chemical elements. The organisms need
certainly some type of compounds to develop their functions and one part of
them are in the environment. This exchange of chemical elements is called
Biogeochemical Cycle because the elements flow from the environment to the
organisms, come back to the environment and so on.
MATERIAL:
• One plastic or glass jar with a wide rim and its cap.
• Two medium jars of plastic or glass with a cap.
• Soil of flowerpots.
• Little plants
• Gravel
• Little stones
• Piece of clay
• Pieces of bark
• 50 cm of hosepipe for fish tank
• Filter Paper
• Sugar
• Funnel
• Fruit peels
• 50 grs. of lime
• Mortar
PROCEDURE:
WATER CYCLE:
1. Cleanup the jar with the wide rim.
2. Put some gravel at the bottom and then put a layer of soil.
3. As you like put the plants, stones and pieces of bark.
4. Water the plants and close hermetic the jar.
5. Put the jar in a lighting place during a week.
6. Register your observations and draw the system.
CARBON CYCLE:
1. In one of the medium jar dissolve the lime with 150 ml water and filter it to
the second jar using the funnel and filter paper. Be sure that the liquid will
be only at the half of the jar.
2. Crush the peels of the fruit with the mortar and put them into the first jar that
has been previously cleaned.
3. Add tree spoons of sugar and ¾ parts of water. Close the jar and shake it.
4. Make a hole in the caps of each jar; be sure that the diameter is done at the
same time as the hosepipe.
5. Insert one of the ends of the hosepipe to the jar with the peels and the other
end to the jar with the lime solution. Fix both with clay.
Note: The hosepipe in the jar with the peels will not be inserted in the liquid
phase, whereas in the jar with the lime solution has to be inserted to the bottom.
6. Put the jars in a fresh place during a week.
7. Register your observations and draw the system.
RESULTS:
OBSERVATIONS OF THE WATER CYCLE:
DRAW:
OBSERVATIONS OF THE CARBON CYCLE:
DRAW:
QUIZ:
1. What did you observed in the sides of the jar of the water cycle?
2. How can you see the water cycle in this system?
3. What changes do you observed in the jar with the fruit peels?
4. What happened to the lime solution?
5. Which gas was produced in the jar with the fruit peels? How does it was
made?
CONCLUSION :
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
________________
UNIVERSIDAD AUTÓNOMA DE GUADALAJARA
UNIDAD ACADÉMICA DE EDUCACIÓN SECUNDARIA Y MEDIA SUPERIOR
SCIENCE I (BIOLOGY)
ACTIVITY Nº 18: MEXICAN ENDANGERED SPECIES
Name:
Group:
Date:
Team #
Grade :
ACTIVITY CONTENT
OBJECTIVE:
The student will describe some strategies to conserve
Mexican endangered species.
INSTRUCTION: Listen to all your classmates’ presentation and make your
own conclusion about how to preserve biodiversity in Mexico.
CONCLUSION:
UNIVERSIDAD AUTÓNOMA DE GUADALAJARA
UNIDAD ACADÉMICA DE EDUCACIÓN SECUNDARIA Y MEDIA SUPERIOR
SCIENCE I (BIOLOGY)
ACTIVITY Nº 19: FOSSILS
Name:
Date:
Team #
Group:
Grade :
ACTIVITY CONTENT
OBJECTIVE:
evolution.
The student will recognize some evidences of specie
INSTRUCTION: Listen to your teacher presentation and make your own notes.
NOTES:
UNIVERSIDAD AUTÓNOMA DE GUADALAJARA
UNIDAD ACADÉMICA DE EDUCACIÓN SECUNDARIA Y MEDIA SUPERIOR
SCIENCE I (BIOLOGY)
ACTIVITY Nº 20: NATURAL SELECTION
Name:
Date:
Team #
Group:
Grade :
ACTIVITY CONTENT
OBJECTIVE:
selection.
INSTRUCTION:
The student will summarize Darwin’s theory of natural
As you read pages 79-83 answer the following questions.
1. What is evolution?
2. How did fossils have been used by biologists to explain the species
evolution?
3. Which are the basis of the modern evolutionary theory?
4. What can you conclude about Darwin’s studies in the Galápagos?
5. What is Natural Selection?
6. What did Darwin proposed about Natural selection to explain the evolution of
species?
7. Explain an example of natural selection.
UNIVERSIDAD AUTÓNOMA DE GUADALAJARA
UNIDAD ACADÉMICA DE EDUCACIÓN SECUNDARIA Y MEDIA SUPERIOR
SCIENCE I (BIOLOGY)
ACTIVITY Nº 21: CREATIONISMS THEORY
Name:
Date:
Team #
Group:
Grade :
ACTIVITY CONTENT
OBJECTIVE:
The student will recognize the catholic theory as an
evidence of the evolution and origin of life.
INSTRUCTION: Listen to your teacher presentation and make your own notes.
NOTES:
UNIVERSIDAD AUTÓNOMA DE GUADALAJARA
UNIDAD ACADÉMICA DE EDUCACIÓN SECUNDARIA Y MEDIA SUPERIOR
SCIENCE I (BIOLOGY)
LAB ACTIVITY Nº 22 FOSSILS
Name:
Date:
Team #
Group:
Grade :
LAB ACTIVITY CONTENT
OBJECTIVE: To simulate the process of fossilization making a fossil.
INTRODUCTION: The fossils are structures or impressions in some materials
of the living things from the past that have been preserved along the time. The
fossilization is a natural process in which remains or marks of plants and
animals are conserved in special circumstances. There are three kinds of
fossils: those that are remains of plants and animals that were buried and
petrified, the indirect fossils like the marks and the ones that have been
preserved in substances like ice and amber. To consider something as a fossil
it needs to be about 10,000 of years old.
MATERIAL:
• Different kind of objects to be interested to make a fossil (shell, leaf of a
plant, walnut shell, bones)
• 30 ml of vegetable oil
• 1 bar of clay
• 1 little paintbrush
• Gypsum
• Plastic container
PROCEDURE:
1. Knead the clay until it gets smooth and make a rectangular container with
approximately. 2 cm of height.
2. Using the paintbrush varnish the clay with the vegetable oil, and do the
same thing with the object that is going to be made a fossil.
3. Put the object on the varnished side of the clay and press to mark the outline
of the object.
4. With care take off the object.
5. In a plastic container put the gypsum, add water and stir until it gets a thick
consistency.
Note: the amount of gypsum to be prepared must be in relation to the size of
the object.
6. Varnish the print of the object with the vegetable oil and add the mix of
gypsum to the clay container.
7. Let it dry for a day. Take out the clay container. Paint your fossil with a
coffee solution.
RESULTS:
1. Draw the fossil that you made.
QUIZ:
1. Do you consider that a fossil is an evolution evidence? Why?
2. Observe your fossil and mention which process of fossilization was done.
3. Which are the most abundant fossils, aquatics or land ones? Base your
answer.
4. Which importance has the study of fossils?
5. In which conditions can be made a real fossil?
CONCLUSION :
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
________________
UNIVERSIDAD AUTÓNOMA DE GUADALAJARA
UNIDAD ACADÉMICA DE EDUCACIÓN SECUNDARIA Y MEDIA SUPERIOR
SCIENCE I (BIOLOGY)
ACTIVITY Nº 23: ADAPTATION AND SPECIATION
Name:
Date:
Team #
Group:
Grade :
ACTIVITY CONTENT
OBJECTIVE:
The student will explain how the structural and physiological
adaptations of organisms relate to natural selection.
INSTRUCTION: As you read pages 83-85 and 95-98 complete the following
tables.
STRUCTURAL :
MIMICRY:
ADAPTATION :
TYPES
CAMOUFLAGE:
PHYSIOLOGICAL :
GEOGRAPHIC ISOLATION :
SPECIATION :
EXAMPLE:
REPRODUCTIVE ISOLATION:
EXAMPLE :
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SCIENCE I (BIOLOGY)
HOMEWORK Nº 8: TYPES OF ADAPTATION
Name:
Date:
Team #
Group:
Grade:
HOMEWORK CONTENT
OBJECTIVE: To identify the different types of adaptation mechanisms in living
things.
INSTRUCTION: Draw and explain an example of a structural and
physiological adaptation mechanism.
STRUCTURAL ADAPTATION:
PHYSIOLOGICAL ADAPTATION:
UNIVERSIDAD AUTÓNOMA DE GUADALAJARA
UNIDAD ACADÉMICA DE EDUCACIÓN SECUNDARIA Y MEDIA SUPERIOR
SCIENCE I (BIOLOGY)
ACTIVITY Nº 24: SCIENTIFIC METHOD
Name:
Date:
Team #
Group:
Grade :
ACTIVITY CONTENT
OBJECTIVE:
The student will recognize the scientific method steps.
INSTRUCTION: Review pages 358-359 from your textbook and analyzes the
case to identify the steps of the Scientific Method and answer the quiz.
1. What is a scientific theory?
2. Which are the scientific method steps?
3. How does observation will help you on the scientific method?
4. What is a hypothesis?
5. Why do you need to do an experimentation procedure or collect data in the
scientific method?
6. What can help you to make a conclusion or a theory about your
investigation?
UNIVERSIDAD AUTÓNOMA DE GUADALAJARA
UNIDAD ACADÉMICA DE EDUCACIÓN SECUNDARIA Y MEDIA SUPERIOR
SCIENCE I (BIOLOGY)
HOMEWORK Nº 9: SCIENCE AND TECHNOLOGY
Name:
Date:
Team #
Group:
Grade:
HOMEWORK CONTENT
OBJECTIVE: To appreciate the importance of Science and Technology in the
human life.
INSTRUCTION: Research five examples in which science and technology have
been working in different areas such as environment care, human nutrition
and health care.
UNIVERSIDAD AUTÓNOMA DE GUADALAJARA
UNIDAD ACADÉMICA DE EDUCACIÓN SECUNDARIA Y MEDIA SUPERIOR
SCIENCE I (BIOLOGY)
ACTIVITY Nº 25: HISTORICAL, SOCIAL AND CULTURAL IMPLICATIONS
OF SCIENCE AND TECHNOLOGY ADVANCEMENT.
Name:
Date:
Team #
Group:
Grade :
ACTIVITY CONTENT
OBJECTIVE: The students will recognize the events that occur to lead the
science and technology advancement.
INSTRUCTION: As you read pages 122-126 from your text book make a
timeline which describes the science and technology progress.
TIMELINE
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SCIENCE I (BIOLOGY)
HOMEWORK Nº 10: SCIENCE AND TECHNOLOGY IN HUMAN HEALTH
Name:
Group:
Date:
Team #
Grade:
HOMEWORK CONTENT
OBJECTIVE: To acknowledge the importance of technology in the human
health care.
INSTRUCTION: Choose one of the following health techniques and do a
research of the importance and usefulness of this in health care. Remember to
make a note of the bibliography that you had been used. This homework will be
presented to your class the date that your teacher will tell you.
X Ray
Nuclear Magnetic Resonance (NMR)
Endoscope optical fiber
Laser Ray
Antibiotics
Vaccine
UNIVERSIDAD AUTÓNOMA DE GUADALAJARA
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SCIENCE I (BIOLOGY)
ACTIVITY Nº 26: MICROSCOPE DEVELOPMENT
Name:
Date:
Team #
Group:
Grade :
ACTIVITY CONTENT
OBJECTIVE: The students will recognize the importance of microscope
invention on biology research.
INSTRUCTION: As you read pages 107-109 and 362-363 from your text book
complete the information making a description in each section:
FIRST MICROSCOPES: (History).
COMPOUND LIGHT MICROSCOPE:
SCANNING ELECTRON MICROSCOPE:
TRANSMISSION ELECTRON MICROSCOPE:
SCANNING TUNNELING MICROSCOPE:
UNIVERSIDAD AUTÓNOMA DE GUADALAJARA
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SCIENCE I (BIOLOGY)
HOMEWORK Nº 11: MICROSCOPE DEVELOPMENT
Name:
Group:
Date:
Team #
Grade:
HOMEWORK CONTENT
OBJECTIVE: To acknowledge the contributions of some scientist to the
society.
INSTRUCTION:
Research the biography of three scientists that made contributions to the
development of the microscope, microbiology, medicine, etc. Be sure to stick a
photo of the scientist in your homework.
UNIVERSIDAD AUTÓNOMA DE GUADALAJARA
UNIDAD ACADÉMICA DE EDUCACIÓN SECUNDARIA Y MEDIA SUPERIOR
SCIENCE I (BIOLOGY)
LAB ACTIVITY Nº 27: RECYCLE
Name:
Date:
Team #
Group:
Grade :
LAB ACTIVITY CONTENT
OBJECTIVE: To assess the importance in recycling materials that apparently
doesn’t have more utility for us.
INTRODUCTION:
Recycling involves processing used materials into new products in order
to prevent the waste of potentially useful materials, reduce the consumption of
fresh raw materials, reduce energy usage, reduce air (from incineration) and
water (from landfilling) pollution by reducing the need for “conventional” waste
disposal, and lower greenhouse gas emissions as compared to virgin
production. Recycling is a key component of modern waste management and is
the third component of the “Reduce, Reuse, and Recycle” waste hierarchy.
Recyclable materials include glass, paper, metal, textiles, electronics
(cell phones, computers) and plastics. Though similar, the composting of
biodegradable waste – such as food or garden waste – is not typically
considered recycling. These materials are brought to a collection centre or
picked-up from the curbside; and sorted, cleaned and reprocessed into new
products bound for manufacturing.
MATERIAL:
• Clean recyclable materials. DON’T USE SHARP OBJECTS LIKE GLASS,
OR RUSTY METALS WITH A SHARP RIM.
• Scissors
• Glue
• News Paper
• Big balloon
• Water Colors
• Paintbrush
• Flour paste
INSTRUCTION:
1. Previous to the session you have to make a container of a “Piñata” using
the big balloon, news paper and flour paste.
2. In the laboratory session you will decorate the “Piñata” using the recycle
materials.
3. Be carefully when you are handling the recycle materials.
RESULTS:
Draw the “Piñata”.
QUIZ:
1. Which is the meaning of Recycle?
2. Which kind of materials we can recycle?
3. Which is the utility of recycle?
CONCLUSION
:
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
________________
UNIVERSIDAD AUTÓNOMA DE GUADALAJARA
UNIDAD ACADÉMICA DE EDUCACIÓN SECUNDARIA Y MEDIA SUPERIOR
SCIENCE I (BIOLOGY)
ACTIVITY Nº 28:
Name:
Date:
CELL THEORY
Team #
Group:
Grade :
ACTIVITY CONTENT
OBJECTIVE: The student will review the historic events of cell discovery and its
characteristics.
INSTRUCTION:
A)
According to the information given in class answer the next
questions.
1. How can you define a cell?
2. Who proposed the term “cell” and how was it?
3. Who discover the nucleus of the cells?
4. Who proposed the cell theory?
5. Mention the three main ideas of the cell theory?
6. Which are the basic differences between an animal and plant cell?
7. What did Rudolf Virchow conclude about the cells?
B)
cell.
In the next figures identify the parts that form the animal and plant
ANIMAL CELL
PLANT CELL
UNIVERSIDAD AUTÓNOMA DE GUADALAJARA
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SCIENCE I (BIOLOGY)
ACTIVITY Nº 29:
Name:
Date:
SCIENCE AND TECHNOLOGY FOR HEALTH CARE
Group:
Team #
Grade :
ACTIVITY CONTENT
OBJECTIVE: The student will recognize how technology and science had
improved health in humans.
INSTRUCTION: Listen to all your classmates’ presentation and make your
own notes.
NOTES:
UNIVERSIDAD AUTÓNOMA DE GUADALAJARA
UNIDAD ACADÉMICA DE EDUCACIÓN SECUNDARIA Y MEDIA SUPERIOR
SCIENCE I (BIOLOGY)
LAB ACTIVITY Nº 30: LIGHT COMPOUND MICROSCOPE
Name:
Group:
Date:
Team #
Grade :
LAB ACTIVITY CONTENT
OBJECTIVE: Recognize the parts of the light compound microscope and its
operation.
INTRODUCTION: Anton Van Leewenhoek and the Jensen brothers were the
first to develop the microscope. This instrument is used in biology to observe
microorganisms that a simple view they could not be observed, like bacteria and
protozoan. Nowadays there are different types of microscopes: Compound,
Stereoscope, Confocal, Scanning Electron Microscope (SEM), and
Transmission Electron Microscope (TEM) with different capacity of
magnification and resolution.
MATERIAL:
• Compound microscope
• 2 flat slides
• 2 cover slips
• Water
• Dropper
Puddle water, fly wing, bread mold fungus
Stain (food coloring, iodine, malachite green or methylene blue)
Paper towel
PROCEDURE:
1. With the information given by your teacher, complete the microscope
diagram, writing the name of each part.
2. Practice the use of the microscope with the following instruction:
a) To carry the microscope grasp the microscopes arm with one hand.
Place your other hand under the base. Be sure that the microscope
would not be placed near the border of the table.
b) The lens must be cleaned with special paper. This would be done by the
laboratory assistant.
c) Turn the coarse adjustment knob to raise the body tube.
d) Revolve the nosepiece until the low-power objective lens clicks into
place.
e) Adjust the diaphragm. While looking through the eyepiece, also adjust
the mirror until you see a bright white circle of light.
f) Place a slide on the stage. Center the specimen over the opening on the
stage. Use the stage clips to hold the slide in place. Don’t incline the
microscope with a wet mount
g) Look at the stage from the side. Carefully turn the coarse adjustment
knob to lower the body tube until the low power objective almost touches
the slide.
h) Looking through the eyepiece, VERY SLOWLY the coarse adjustment
knob until the specimen comes into focus.
i) To switch to the high power objective lens, look at the microscope from
the side. CAREFULLY revolve the nosepiece until the high-power
objective lens clicks into place. Make sure the lens will not hit the slide.
j) Looking through the eyepiece, turn the fine adjustment knob until the
specimen comes into focus.
RESULTS
1. Write under each line the name of the microscope part.
1. __________________
2. __________________
3. __________________
4. __________________
5. __________________
6. __________________
7. __________________
8. __________________
9. __________________
10. __________________
11. __________________
12. __________________
13. __________________
14. __________________
15. __________________
2. Write in the table the parts of the microscope that belong to each type of
system.
Optical System
Mechanical System
Lighting System
3. Explain which is the difference between magnification and resolution.
CONCLUSION:
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_________________________________________________
UNIVERSIDAD AUTÓNOMA DE GUADALAJARA
UNIDAD ACADÉMICA DE EDUCACIÓN SECUNDARIA Y MEDIA SUPERIOR
SCIENCE I (BIOLOGY)
ACTIVITY Nº 31:
Name:
Date:
SCIENCE AND TECHNOLOGY REVIEW
Group:
Grade :
Team #
ACTIVITY CONTENT
OBJECTIVE: Review the most important information of the science and
technology topic.
INSTRUCTION:
Answer the next questions and share the information with all your
classmates.
1. What was first developed, science or technology?
2. Which is the importance of technology in humanity development?
3. Mention two differences between science and technology.
4. Many technology advances had modified and damaged nature. Explain
why it is important to promote environment programs to guarantee a
sustainable development in technology development.
5. In your opinion, what human needs favor the microscope development?
6. Which is the importance of microscope development in humanity health?
7. Which are the similarities between Anthon Van Leeuwenhoek and Mathias
Schleiden discovers?
8. Write under the line the pathogen microorganism that cause the following
diseases :
a) Smallpox _______________
c) Tuberculosis _____________
e) Typhoid _________________
b) Cholera _______________
d) Measles _______________
f) AIDS __________________
9. Which kinds of organisms are attacked with antibiotics?
10. Explain why it is important to get oneself vaccinated.
11. Which are the common characteristics that all living things share?
12. Explain which biology characteristics are needed for camels to survive in a
desert region or in hot and dry area?
13. Of the following list of organism explain which kind of nutrition they have:
cat, ant, cactus, pig and spinach.
14. Why does Mexico earn the privilege to be called megadiverse?
15. Some plants are called parasites because they feed from other. Which is
the trophic level that they have in a food chain?
16. Which is the function of the carbon cycle in a food network?
17. Which is the difference between a biotic and abiotic factor of an
ecosystem?
18. If an ecosystem has been damaged by the human activity, which is the
way it can return to its ecological equilibrium?
19. Which are the advantage and disadvantage of the policulture and land
rolling crop systems in the conservation of ecosystems?
20. Which is the relation between sustainable development and the lower
consume of resources?