EU SCHOOL

Ministry “FRANCISCAN
of People's Power GARDEN”
for education MPPE-AVEC
AGREEMENT
EL ARENAL - MÉRIDA

Bolivarian Republic of Venezuela

Ministry of Popular Power for Education
EU Franciscan Garden School
Pedagogical Guide
2020-2021 school year

1. Identification data:
Activity 1
Teacher: Liz Maribel Espinoza Rodríguez
Training Area or Subject: Biology
Year: 3rd Year Period/Time: 2nd moment Date: 18/01/2021
Medium or channel for delivery of activities: in person, whatsapp/telegram 0424-5107969 or email:
Lizmaribel34@gmail.com

2. Pedagogical Aspects:
Essential Topic
Preservation of life on the planet, health and living well
Theme Generator Thematic Fabric Theoretical-practical references
Sowing life and sovereignty to Oparin hypothesis
promote the formation of ecological Origin of Life Biogenetic Inorganic and organic elements of living
awareness to preserve biodiversity Elements Levels of beings.
and sociodiversity Organization of matter Levels of organization of matter

Supporting theoretical information

Origin of life
Russian Oparin's Hypothesis
Today the accepted theory that explains the origin of life is the one based on the chemical hypothesis presented by
the Russian A. Oparin and the Englishman Haldane in 1923.
When the earth was formed about 4.5 billion years ago, it was an immense incandescent ball in which different
elements were placed according to their density, the densest ones sank into the interior of the earth and the lightest
ones came out to the outside, forming a gaseous layer, Among these gases were methane, ammonia and water
vapor, which were formed from the first existing elements, which were Carbon, Hydrogen, Oxygen and Nitrogen.
These gases were subjected to intense ultraviolet radiation from the sun reacting with each other, then the earth
began to cool and it began to rain torrentially, forming the primitive seas. These seas were very hot, causing the
molecules to react and more complex molecules to appear. Oparin called these seas Nutrient broth or primordial
soup, forming the first coacervates, in the form of small droplets that floated in the water.
This process continued until a molecule appeared that was capable of leaving a copy of itself, similar to nucleic acids,
giving rise to the first primitive cells and in this way its process continues in what is known today as Biological
Evolution.
Finally, all living beings are made up of organic matter, made up of one or several cells and perform the same
functions of nutrition, relationship and reproduction.

Biogenetic: Bio (life) genetic (origin)

Studies of different living organisms demonstrate the presence of chemical elements, which make up living matter.
The most important and most abundant on earth are: Oxygen (62%) Carbon (20%)
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Hydrogen (10%)
Nitrogen (3%)
inorganic elements
Present in living beings and include mineral substances, calcium, phosphate, potassium and sulfur ions.
As well as the water molecule.
organic elements
Organic compounds are the substances that characterize living matter, each compound is made up of Carbon atoms.
Among them we have:
• Carbohydrates, carbohydrates or carbohydrates: they are the main source of energy for all cells
• Lipids or fats: store energy and regulate temperature.
• Amino acids: are fatty acids, with which proteins are synthesized.
• Proteins: they are complex chemical compounds, their function is essential for vital, digestive processes,
enzymes and reactions.
• Nucleic acids: they are the main components of cells and constitute the most important part of the chemical
composition of the nucleus (DNA-RNA)

The matter presents within its constitution different levels of structural and functional complexity. It is organized into
three large levels, which are the chemical level, biological level and ecological level.
Chemical level:
V Subatomic level: it is made up of electrons, protons and neutrons.
V Atomic level: it is the smallest particle of a
chemical element.
V Molecular level: when two or more atoms join
together.
V Macromolecular level: they are polymers made
up of several molecules.
V Supramolecular complexes and organelles:
organelles are the basis of cell functioning.
Biological level:
V Cells: A cell is the smallest portion of matter
considered to possess life.
V Tissues: when a group of cells come together to
perform a certain function.
V Organs: it is made up of the interaction of
several tissues
V Systems: made up of a set of organs
V Organisms: are made up of the union of a set of systems that perform vital functions. It is what corresponds
to a living being.
Ecological level:
V Populations: group of organisms of a species
V Communities: is the set of living beings in a place, for example, a set of populations of different living beings. It
is made up of different species.
V Ecosystems: it is the interaction of the biological community with the physical environment, with a wide spatial
distribution.
V Biosphere: is the entire set of living beings and inert components that comprise planet Earth,
or in the same way it is the layer of the atmosphere in which life exists and that is supported by the
lithosphere.

Guidance for parents and guardians

 EU SCHOOL
Ministry “FRANCISCAN
of People's Power GARDEN”
for education MPPE-AVEC
AGREEMENT
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The activity must be carried out by the students, they must read the complete text, with the information provided
they can do the activity, however any 3rd year Biology book is recommended. It is necessary that the student has
adequate time and space to carry out their activities. If you have any questions, ask the teacher directly.

3. Evaluation method:
Technique Instrument Description of the Activity (models)
Prepare a scheme on the origin of life, biogenetic elements and the levels of organization of
Textual
Content analysis organizer
matter.

(outline)
Example of a scheme:

Detail

Secondary idea _______

Detail
Main Idea 1 ]
Secondary idea

Title or Idea _________Main Idea 2 Detail

General
Secondary Idea —<
Detail
Main Idea 3 —

Secondary idea

Evaluation indicators Date of delivery

Indicator Value
4
Develop an organized scheme on the
origin of life, biogenetic elements and the
levels of organization of matter.
It indicates in the diagram about the origin 4 10/02/2021
of life, biogenetic elements and the levels
of organization of matter.
Identify the biogenetic elements and the 4
levels of organization of matter in the
scheme.
It makes use of keys, boxes and brief 4
concepts in the outline on the topic.
Respect the formal aspects of writing 4
(accentuation,
orthography,
grammar, neatness, signs of
punctuation)
The outline must be made on a white or reused sheet of paper. You can also use an application program (Word or
PowerPoint) and send it by email: Lizmaribel34@gmail.com
Observations
 EU SCHOOL
Ministry “FRANCISCAN
of People's Power GARDEN”
for education MPPE-AVEC
AGREEMENT
EL ARENAL - MÉRIDA

Bolivarian Republic of Venezuela

Ministry of Popular Power for Education
EU Franciscan Garden School
Pedagogical Guide
2020-2021 school year

1. Identification data:
Activity 2
Teacher: Liz Maribel Espinoza Rodríguez
Training Area or Subject: Biology
Year: 3rd Year Period/Time: 2nd moment Date: 18/01/2021
Medium or channel for delivery of activities: in person, whatsapp/telegram 0424-5107969 or email:
Lizmaribel34@gmail.com

2. Pedagogical Aspects:
Essential Topic
6. Preservation of life on the planet, health and living well
Theme Generator Thematic Fabric Theoretical-practical references
Laws, principles and theories Mendelian Genetics Concepts basics. Characteristics
that govern to the hereditary.
Universe for
promote the formation of a
conscience ecological for
preserve biodiversity and socio-
diversity
Supporting theoretical information
Genetics
Genetics: is the branch of biology that studies everything related to heredity and variation. Study the phenotypic and
genotypic characteristics of living beings.
Inheritance: biological process by which the characteristics of the parents are transmitted to the offspring.

The genetic information contained in DNA (in the nucleus of cells) has characteristics determined for each being. The
segments of DNA that contain the information for each characteristic are called genes .

The first really important work on genetics was started in the 19th century around 1856,
by a monk from a monastery in the city of Brünn, in Austria (now the Czech Republic)
known as the Father of Genetics Gregor Mendel , who carried out experiments on
hybridization. and crossing between varieties or races of pea plants, with the use of
mathematics and developed the famous three laws of genetics known as Mendel's Laws.

Phenotype: external expression of the phenotype, the external appearance.

Genotype: genetic constitution of an organism that contains the information for the
transmission of characteristics.
Dominant character: the trait that manifests itself in the phenotype of the offspring even if it has a single gene.
Recessive character: trait that manifests itself in the phenotype of the offspring only when it has two genes for that
character.
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Dominant refers to the relationship between two versions of a gene. Each individual receives two versions of
each gene, known as alleles, one from each parent. If the alleles of a gene are different, the allele that is
expressed is the dominant gene. The effect of the other allele, called recessive, is masked.
Allele: An allele is each of two or more versions of a gene. An individual inherits two alleles for each gene, one
from the father and the other from the mother. Although the term allele was originally used to describe
variations between genes, it now also refers to variations in non-coding (i.e., non-expressed) DNA sequences.
Chromosome: A chromosome is an ordered package of DNA found in the nucleus of the cell. Different
organisms have different numbers of chromosomes. Humans have 23 pairs of chromosomes - 22 autosomal
pairs, and one pair of sex chromosomes, X Y. Each parent contributes one chromosome from its autosomal
pair and one from the sexual pair, so that the offspring get half of their chromosomes from their mother and
half from their father.
Homozygous: Purebred individuals have a pair of identical genes for a certain trait, where an individual
inherits identical forms of a particular gene from the father and mother.
Heterozygous: they are hybrid individuals with different pairs of genes or alleles, referring to having inherited
two different forms of a particular gene, one from each parent.

Guidance for parents and guardians

The activity must be carried out by the students, they must read the entire text. They can complement the
information with consultations in 3rd year biology books or the internet. It is necessary that the student has
adequate time and space to carry out their activities. If you have any questions, ask the teacher directly.

3. Evaluation method:
Technique Instrument Description of the Activity (models)
Textual organizer
Prepare a comparative table with information
(chart
Content analysis about Mendelian genetics, the basic concepts,
comparative)
characteristics and examples of each of them.
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Example of a comparative table:

■END DEFINITION
Genetics Science that studies how
genes are transmitted from
one generation to another
and the development of
characteristics
gene Section of the DNA that
carries
information about each
character of an individual
allele Governs the variations of the
same characteristic and
occupies corresponding
places on homologous
chromosomes
Evaluation indicators Date of delivery
Indicator Value
Develop a comparative table with 4
relevant information about
Mendelian genetics
Explain the basic concepts in the box 5 24/02/2021
and characteristics
related with the genetics
Mendelian
4
Mention examples of each of the
basic concepts of Mendelian genetics.
Organize the information in the 3
comparative table.
4
Respect the formal aspects of writing
(accentuation, spelling, grammar,
neatness, punctuation marks)
Observations The comparative table can be done on white or reused sheets of paper.
You can also use an application program (Word or Power Point) and
send it by email: Lizmaribel34@gmail.com
 EU SCHOOL
Ministry “FRANCISCAN
of People's Power GARDEN”
for education MPPE-AVEC
AGREEMENT

EL ARENAL - MÉRIDA

Bolivarian Republic of Venezuela

Ministry of Popular Power for Education
EU Franciscan Garden School
Pedagogical Guide
2020-2021 school year

1. Identification data:
Activity 3
Teacher: Liz Maribel Espinoza Rodríguez
Training Area or Subject: Biology
Year: 3rd Year Period/Time: 2nd moment Date: 01/17/2021
Medium or channel for delivery of activities: in person, whatsapp/telegram 0424-5107969 or email:
Lizmaribel34@gmail.com

2. Pedagogical Aspects:
Essential Topic
Preservation of life on the planet, health and living well
Theme Generator Thematic Fabric Theoretical-practical references
Laws, principles and theories that Mendel's Laws Statements of Mendel's laws Exercises of
govern the Universe to boost the application of Mendel's laws.
training of a awareness Importance of Mendel's Laws
ecological for preserve the
biodiversity and sociodiversity

Supporting theoretical information

Mendel's Laws
In the 19th century, the Austrian monk Gregor Mendel , a curious and methodical person, set out to find out
how characters are transmitted from parents to children. As it did? In the garden of the monastery where he
lived, he spent several years methodically studying inheritance in pea plants. Mendel's experiments, the
methodology applied, the choice of the characters studied, the meaning of his laws and the importance of his
discoveries were decisive for the development of genetics. In turn, genetics was essential for the development
of biotechnology. Classical genetics currently has important applications in biotechnology developments.
Mendel used garden peas (Pisum sativum) for two main reasons. First, he could get them in seed markets in a
wide variety of shapes and colors that made identification and analysis easier. Mendel studied seven
distinctive characters.
Mendel's three laws are:
• First law: principle of uniformity.
• Second law: principle of segregation.
• Third law: principle of independent transmission.
Mendel's first law: principle of uniformity
The first law or principle of the uniformity of hybrids of the first filial generation establishes that when two
purebred individuals are crossed (homozygous), the first filial generation (heterozygous) will be equal between
them (phenotypes and genotypes) and, in addition , the phenotypic trait of one of the parents will stand out
(dominant genotype).
For example:
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If pure breed plants are crossed, some with red flowers with the dominant genotype (A) and another with
purple flowers with the recessive genotype (a), the result will be that the first filial generation will be the same,
that is, (Aa),
since the dominant genotype (red flower) will stand out, as illustrated below:
Dominant The dominant genotype
genotype (A) stands out

Recessive Red
genotype (a) flower
(Ab)

purple flower

Mendel's second law: principle of segregation

The second law or principle of segregation is that from the crossing of two individuals of the first filial
generation (Aa), a second filial generation will take place in which the phenotype and genotype of the recessive
individual (aa) will reappear.
For example:
If the flowers of the first filial generation (Aa) are crossed, each containing a dominant genotype (A, red color)
and a recessive one (a, purple color), the recessive genotype will have the possibility of appearing in proportion
1 of 4, as seen below:

Mendel's third law: principle of independent transmission

The third law or principle of independent
transmission consists of establishing that there
are traits that can be inherited independently.
However, this only occurs in genes that are
located on different chromosomes and do not
intervene with each other, or in genes that are in
very distant regions of the chromosome.
For example:
The crossing of flowers with characteristics AABB
and aabb, each letter represents a characteristic,
and whether they are uppercase or lowercase
expose their dominance.
The first character represents the color of the flowers A (red) and A (purple). The second character represents
the smooth or rough surface of the flower stems B (smooth) and b (rough). As the picture shows.

PUNNETT SQUARE METHOD

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The Punnett square method allows predicting genotypes (elements for Mendel) and phenotypes (color, height,
texture, etc.). The way it is used is the following:
1 .- Assign letters to the different characters, using uppercase letters for the dominant ones and lowercase
letters for the recessive ones for the notation .
Example: T=dominant yellow, t=recessive green.
2 .- Determine all the genetically different gametes that the male and female parents can produce. Example:
TT (homozygous yellow dominant) and tt (homozygous green recessive)
F1
V.V.
3 .- Draw the Punnett square, with each row and column labeled with each of the possible genotypes of the
male and female respectively.
Example (crossing of yellow and green):
T T
t Tt Tt
t Tt Tt
4 .- Indicate the phenotype of the offspring of each square by combining the genotype of the male in its row
with the genotype of the female in its column. To facilitate the visualization of the characters, the capital letter
must always be placed first in each combination.
Example: Phenotype: 100% yellow and Genotype: 100% heterozygous
5 .- Count the number of descendants of your genotype, using fractions.
Example: 4/4 yellow heterozygous.

The main importance of Mendel's work lies in the fact that his experiments have been fundamental for modern
genetics. The famous “Mendelian Laws” managed to explain the transmission of genetic inheritance from
parents to children.
Thanks to Mendel, today it is possible to predict the characteristics that children will adopt from their parents,
namely the probability of contracting diseases and even mental abilities and natural talents.
Thanks to its studies, genetics has made it possible to understand the origin of various diseases and to analyze
chromosomes and genes in more depth under various branches such as: classical, molecular, evolutionary,
quantitative genetics and cytogenetics.

Guidance for parents and guardians

The activity must be carried out by the students, they must read the complete text, they can complement the
information using 3rd year biology books or online consultations through videos. It is necessary that the student
has adequate time and space to carry out their activities. If you have any questions, ask the teacher directly.

3. Evaluation method:
Technique Instrument Description of the Activity (models)
Develop the following exercises on Mendel's laws on white or
Content analysis Interspersed reused sheets of paper. Apply Mendel's laws for the
questions, following exercises: 1- In rabbits the allele that determines
analogy the color of
(exercises) Brown hair is heterozygous dominant over homozygous white
hair. What notation would you use to represent the alleles?
What color hair will the offspring have when crossing a white
rabbit and a brown one? to the
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By crossing two rabbits, 12 babies are born, 9 brown and 3

white, why is this? Reason your answer.
2- In humans, the widow's peak arises from a
dominant gene, while the recessive gene, the hair is straight.
Determine what the children of a man with heterozygous
widow's peak hair and a woman with homozygous straight
hair will be like?
3- In wire dogs (twisted or thick) it is
dominant on straight hair. A wire-haired dog is the daughter
of wire-haired dogs as well. If you want to know the genotype
of the bitch for that character and you have dogs with
smooth hair and dogs with wire hair, which of them would be
best to cross? Give reasons for your answer.
4- In cattle the black color is dominant over the
white, obtaining the gray color for heterozygotes. Determines
the phenotypic and genotypic relationship of the cross
between black cattle and gray cattle, as well as the cross
between white cattle and gray cattle.
5- If a homozygous tall stem (AA) plant is
crosses with a homozygous dwarf stem (aa), knowing that the
tall stem is dominant over the dwarf stem, what will the
genotypes and phenotypes of the F1 and F2 be like?
6- In humans, dimpling is
a dominant characteristic, while those that do not possess it
is a recessive character. Using Mendel's laws, it explains
whether parents who do not have dimples can have a child
with dimples and how this character is transmitted during
reproduction.
7- Make a list of 4 phenotypic characteristics and 4
inherited genotypic characteristics in humans.
8- Describe in your own words the importance of
Mendel's laws and genetics today.

Example of an exercise of Mendel's laws:

Some types of myopia depend on the existence of a dominant
gene (A), while the gene for normal vision is recessive (a).
What genotypes and phenotypes will the children of a man
with normal vision and a heterozygous myopic woman have?
Data:
Parents: the father has normal vision (aa) and the mother is
myopic, but heterozygous (Aa).
Result
F1 aa * TO to
• \V~
gametes to to TO to

Punnett square:

to to
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TO Ah Ah
to aa aa
Answer:
Phenotype: 50% of children will be myopic and 50% will have
normal vision
Genotype: 50% heterozygous and 50% homozygous
2/4 heterozygous myopes
2/4 homozygous normal vision
Evaluation indicators Value of Date of delivery
Indicator
4
Solve exercises in an organized
way on Mendel's laws.
4 10/03/2021
Apply the procedure to solve the
exercises proposed on Mendel's
laws.
4
Theoretically interpret the
results obtained in each exercise.
4
He mentions in his own words
the importance of Mendel's laws
and genetics today.
Point out various phenotypic 4
characteristics and genotypic
inherited in humans.
You must complete the exercises on sheets of graph paper, white or reused
sheets, please identify.
Observations