Exploring Nature and Society - Second Grade 2º - SEP

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<p>Exploring Nature and SocietySecond grade</p> <p>This edition of Exploring Nature and Society. Second grade was developed by the Direccin General de Materiales Educativos (DGME) of the Secretara de Educacin Bsica, Ministry of Education. Secretara de Educacin Pblica Alonso Lujambio Irazbal Subsecretara de Educacin Bsica Jos Fernando Gonzlez Snchez Direccin General de Materiales Educativos Mara Edith Bernldez Reyes Coordinating technical and pedagogical Direccin de Desarrollo e Innovacin de Materiales Educativos, DGME/SEP Mara Cristina Martnez Mercado, Ana Lilia Romero Vzquez, Alexis Gonzlez Dulzaides Authors Mara del Rosario Martnez Luna, Guillermina Rodrguez Ortiz, Octavio Isario Guzmn, Ignacio Cordero Valentn, David Alejandro Valds Toledo Technical-pedagogical review Ana Flores Montaez, Sandra Villeda vila, Irma Laura Mendoza Gonzlez, scar Palacios Ceballos Editorial Coordination Direccin Editorial, DGME Alejandro Portilla de Buen, Pablo Martnez Lozada, Zamn Heredia Delgado Editorial care Carlos Javier Orozco Hurtado Ilustration Flavia Zorrilla (pp. 5, 8-35, 157-162), Mara Jos Ramrez (pp. 4, 36-59, 149-151), Jos Luis Briseo (pp. 60-77, 141), Blanca Nayelli Barrera (pp. 4-5, 78-99, 133-137), Enrique Martnez (pp. 100-119), Francisco de Anda (p.125), Herenia Gonzlez (pp. 127-129), Luis Carreo (pp. 30, 74, 97) Desing Magali Gallegos Vzquez, Jssica Berenice Gniz Ramrez Iconographic research Martn Crdova Salinas</p> <p>Front Desing: Comisin Nacional de Libros de Texto Gratuitos First edition, 2010 D.R. Secretara de Educacin Pblica, 2010 Argentina 28, Centro, 06020, Mxico, D.F. ISBN: 978-607-469-435-2 Printed in Mexico FREE DISTRIBUTION-NOT FOR SALE</p> <p>Thanks La Secretara de Educacin Pblica agradece a los ms de 38 mil maestros y maestras, a las autoridades educativas de todo el pas, al Sindicato Nacional de Trabajadores de la Educacin, a expertos acadmicos, a los Coordinadores Estatales de Asesora y Seguimiento para la Articulacin de la Educacin Bsica, a los Coordinadores Estatales de Asesora y Seguimiento para la Reforma de la Educacin Primaria, a monitores, asesores y docentes de escuelas normales, por colaborar en la revisin de las diferentes versiones de los libros de texto llevada a cabo durante las Jornadas Nacionales y Estatales de Exploracin de los Materiales Educativos y las Reuniones Regionales, realizadas en 2008 y 2009. La SEP extiende un especial agradecimiento a la Organizacin de Estados Iberoamericanos para la Educacin, la Ciencia y la Cultura (OEI), por su participacin en el desarrollo de esta edicin. Tambin se agradece el apoyo de las siguientes instituciones: Universidad Nacional Autnoma de Mxico, Universidad Autnoma Metropolitana, Centro de Educacin y Capacitacin para el Desarrollo Sustentable de la Secretara de Medio Ambiente y Recursos Naturales, Ministerio de Educacin de la Repblica de Cuba. Asimismo, la Secretara de Educacin Pblica extiende su agradecimiento a todas aquellas personas e instituciones que de manera directa e indirecta contribuyeron a la realizacin del presente libro de texto.</p> <p>Unit</p> <p>1</p> <p>PresentationThe Secretara de Educacin Pblica (Minister of Public Education), within the framework of the integral educational reform, suggests a new approach to the text books emphasizing the students activities and work in order to develop the basic skills for life and work. In this approach it is included as supports to the TICs (Information and Communication Technology, TIC in Spanish), audiovisual and computer materials and equipments, and in addition with the classroom and school libraries, enrich knowledge in Mexican schools. This text book integrates innovating strategies for the classroom work, demanding teaching skills that take advantage of several information resources, intensive use of technology, and comprehension of the tools and language used by the youth in the knowledge society. At the same time, the result wanted is that the students acquire the abilities to learn by themselves and that the parents value and accompany them in the change toward the New Mexican school of the future. The making of this book is the result of a series of collaborations with different organizations, such as Alianza por la Calidad de la Educacin (Alliance for the quality in education), Parents associations, researchers in education, Testing Services, teachers and several collaborators of different disciplines, as well as experts in design and edition. All of them have enriched the contents of this book from different platforms, and through their experience, and the Secretara de Educacin Pblica (Minister of Public Education) is grateful for their commitment to all the children living in Mexico and those who live abroad. Secretara de Educacin Pblica (Minister of Public Education)</p> <p>ContentsKnow your book 6 8Self-checkCutout 35 153</p> <p>My daily life</p> <p>Lets explore natureSelf-checkCutout</p> <p>3659 143</p> <p>My communitySelf-checkCutout</p> <p>6077 137</p> <p>4</p> <p>Unit</p> <p>1</p> <p>The works and services of my communitySelf-checkCutout</p> <p>7899 131</p> <p>Together we improve our livesSelf-checkCutout</p> <p>100118 121</p> <p>Bibliography</p> <p>119</p> <p>5</p> <p>Know your bookWith the help of this book you will explore the place where you live, you will discover your body, nature, your community, the means of transport, as well as taking precautions in order to avoid accidents and disasters. The topics of each block initiate with one or two questions. You will answer them by nding clues that will help you in doing the nal assignment of each block: portfolio, a scale model, a bulletin board and a mind map. At the beginning of each block the necessary materials for doing your assignments are indicated. With the help of these clues you will design a project that will benet your community and you will practice what you have learned in your course. The instructions for developing your project will be in Block 5. You can develop these activities individually, in teams or with your class. In these activities your family members can participate, because they are designed to be done at home or at school. Sections of the bookBloque</p> <p>1</p> <p>Qu pasara si hicieras el mismo ejercicio en enero? Por dnde se ve el Sol durante ese mes? Comntalo en clase.</p> <p>Un dato interesanteEl smbolo que representa los puntos cardinales se llama rosa de los vientos.</p> <p>Norte</p> <p>Oeste</p> <p>Este</p> <p>Dibuja en una hoja el croquis de tu escuela, utiliza los puntos cardinales para ubicar tu saln y otros lugares de inters, y gurdalo en tu portafolio.</p> <p>An interesting fact Important or odd information related to the topic you are working with.</p> <p>Sur</p> <p>Utilizar los puntos cardinales para ubicar lugares.</p> <p>Qu smbolos empleas para elaborar un croquis? Fjate y hallars otra pista.</p> <p>Contesta las siguientes preguntas.</p> <p>Qu camino sigues para llegar a tu casa?</p> <p>Qu observas?</p> <p>6</p> <p>25</p> <p>30/4/10 20:13:16 EX2_Bloque 1.indd 25</p> <p>Unit</p> <p>1</p> <p>El agua cambiaCules son los cambios del agua en la naturaleza? Concelos y obtn otra pista.Sofa le dijo a su to que tena hambre, as que decidieron sentarse a comer. Ella observ en la punta de la montaa algo de color blanco: Qu es eso, to?, pregunt. Es nieve.4</p> <p>46</p> <p>EX2_Bloque 2.indd 46</p> <p>ecuerda que...Comenta la siguiente pregunta: qu le pasa a la nieve de la montaa cuando hace calor?48Tomar agua diariamente te ayuda a mantenerte sano.</p> <p>EX2_Bloque 2.indd 48 30/4/10 20:23:28</p> <p>equipos y renanlas. Con la Ahora que tienen todas las pistas, formen mural y presntenselo al grupo. ayuda de su profesor elaboren su peridico</p> <p>The busybody In this game you will make use of the knowledge acquired in each block. After each block your level will increase as school year advances.</p> <p>jugar jugar!</p> <p>Preguntn</p> <p>Recorta las tarjetas de las pginas 137, 139 y 141 para jugar el tercer nivel.</p> <p>7630/4/10 20:31:38 EX2_Bloque 3.indd 76</p> <p>Self-check At the end of each block there will be a moment reserved for your reections about the changes in your behavior and abilities.</p> <p>When you nd the next icon in the nal pages of the book.</p> <p>you will use the cutout material7</p> <p>!</p> <p>Remember recommendations that will help you to take care of your health.</p> <p>jugar!</p> <p>Observa las siguientes imgenes y resulvelo.</p> <p>Crucigrama</p> <p>1</p> <p>3</p> <p>Lets play! Invites you to complete the activities with your classmates where you will make use of your knowledge.</p> <p>2</p> <p>5</p> <p>Vertical</p> <p>1. Elevacin natural de terreno. parte de la Tierra. 2. Cuerpo de agua salada que cubre la mayor en un lago o mar. ca 3. Corriente de agua continua que desembo del terreno. 4. Cuerpo de agua formado en lugares hundidos es principales son la agricultura 5. Campo o terreno plano, cuyas actividad y la ganadera.30/4/10 20:22:38</p> <p>Horizontal</p> <p>Bloque</p> <p>4 1</p> <p>AutoevaluacinMi actitud para preservar losa) Responsable. b) Poco cuidadosa.</p> <p>recursos naturales es...</p> <p>Con mi mapa mental...a) Investigu. b) Organic la informacin.</p> <p>c) Lo expliqu.</p> <p>99</p> <p>30/4/10 20:40:33 EX2_Bloque 4nuevo.indd 99</p> <p>!</p> <p>Unit</p> <p>1</p> <p>Unit</p> <p>My daily life</p> <p>1</p> <p>9</p> <p>In unit 1 you will create a portfolio that will contain all the clues you were able to nd. When you nish it, show it to your classmates.</p> <p>Cardboard Water Worsted yarn Crayons</p> <p>I have changedHow have you changed? To know, find the clue.This week Mary and Saul begin their second year of elementary school, and they noticed how they have changed, and the others too.</p> <p>Look at the four images in the next page.</p> <p>10</p> <p>Unit</p> <p>1</p> <p>Write the differences you nd between Mary and Soul from when they were in the rst grade and today that they begin the second grade.</p> <p>Get a photograph or make a drawing from the time you began rst grade, and get another that is current. How have you changed? Stick your photograph or drawing on a sheet of paper, write down what your changes were, in the back of the paper draw how you think you will be as an adult, and keep it in your portfolio.</p> <p>11</p> <p>Look at the following calendars and count the months that have passed since you started elementary school, writing the year which they belong.AUGUSFT ST W4 11 18 25</p> <p>S1 8 15 22</p> <p>M2</p> <p>T</p> <p>3 10 17 24 31</p> <p>5 12 19 26</p> <p>6 13 20 27</p> <p>7 14 21 28</p> <p>S1 8 15 22 29</p> <p>SEPTEMBERM2 9 16 23 30</p> <p>JANUARYS1 8 15 22 29</p> <p>M2 9 16 23 30</p> <p>T3 10 17 24 31</p> <p>W4 11 18 25</p> <p>T5 12 19 26</p> <p>F6 13 20 27</p> <p>S7 14 21 28</p> <p>FEBRUARYS1 8 15 22</p> <p>M2 9 16 23</p> <p>T3 10 17 24</p> <p>W4 11 18 25</p> <p>T5 12 19 26</p> <p>F6 13 20 27</p> <p>S7 14 21 28</p> <p>T3 10 17 24</p> <p>W4 11 18 25</p> <p>T5 12 19 26</p> <p>F6 13 20 27</p> <p>S7 14 21 28</p> <p>9 16 23 30</p> <p>29</p> <p>H MARCS1 8 15 22 29</p> <p>SS7 14 21 281 8 15 22 29</p> <p>M2 9 16 23 30</p> <p>T3 10 17 24 31</p> <p>APRILW4 11 18 25</p> <p>OCTOBERS1 8 15 22 29</p> <p>BER NOVEM SS1 8 15 22 29</p> <p>M2 9 16</p> <p>T3 10</p> <p>W</p> <p>T</p> <p>F</p> <p>T5 12 19 26</p> <p>F6 13 20 27</p> <p>S7 14 21 28</p> <p>4 11 18 25</p> <p>5 12 19 26</p> <p>6 13 20 27</p> <p>M2 9 16 23 30</p> <p>T3 10 17 24 31</p> <p>W4 11 18 25</p> <p>T5 12 19 26</p> <p>F6 13 20 27</p> <p>S7 14 21 28</p> <p>M2 9 16</p> <p>T3 10 17</p> <p>W4</p> <p>T</p> <p>F</p> <p>5 12 19 26</p> <p>6 13 20 27</p> <p>7 14 21 28</p> <p>17 24 31</p> <p>23 30</p> <p>11 18 25</p> <p>23 30</p> <p>24</p> <p>JUNE MAYS1</p> <p>M2 9 16 23 307 14 21</p> <p>T3 10 17 24 31</p> <p>W4 11 18 25</p> <p>T5 12 19 26</p> <p>F6 13 20 27</p> <p>S7 14 21 28</p> <p>S</p> <p>M2 9 16 23 30</p> <p>T3 10 17 24 31</p> <p>W4 11 18 25</p> <p>T5 12 19 26</p> <p>F6 13 20 27</p> <p>S7 14 21 28</p> <p>8 15</p> <p>DECEMBERS1 8 15 22 29</p> <p>1 8 15 22 29</p> <p>M2 9 16 23 30</p> <p>T3 10 17 24 31</p> <p>W4 11 18 25</p> <p>T5 12 19 26</p> <p>F6 13 20 27</p> <p>S7 14 21 28</p> <p>JULYS1 8 15 22 29</p> <p>22 29</p> <p>M2 9</p> <p>T W3 10 17</p> <p>T</p> <p>F6</p> <p>S</p> <p>4 11 18</p> <p>5 12 19</p> <p>13 20 27</p> <p>16</p> <p>23 30</p> <p>24 31</p> <p>25</p> <p>26</p> <p>28</p> <p>How many months have passed?</p> <p>Year</p> <p>Year</p> <p>Cut out pages 163 and 164, and write the changes required during the year, and add them to your portfolio.The people change as months and years go by.12</p> <p>lueThe changes you have had as time went by.</p> <p>Unit</p> <p>Who do I look like?Do you look like a relative? Compare yourself and you will find out.</p> <p>1</p> <p>Saul asked his mother to show him photographs of his family, and he noticed that he looks a lot like his grandfather.</p> <p>Look at the next photographs and talk with your class about how or if the people look like each other.</p> <p>13</p> <p>ets</p> <p>play!</p> <p>Cut out page 161 and make families with the characters. Why did you decide to make the families in that way? Compare and talk about it with a classmate.</p> <p>Make families</p> <p>Get photographs from your relatives. Find out who has a similar skin color to yours, the eyes, and the hair, the shape of the face, mouth or nose. You can also identify if your gestures or voice tone resembles someone in your family.</p> <p>Stick some photographs or make a drawing of your family on a sheet of paper. Write if you look like someone in your family and in what aspect, and keep it in your portfolio.14</p> <p>lueWho do you look like.</p> <p>Unit</p> <p>I take care of myselfBe alert and you will find the clue? Be alert and you will find the clue.</p> <p>1</p> <p>One day, Mara told Saul that she visited the doctor, because she had an earache.</p> <p>Look at the following image. Discuss what happened to Mara with your class. Have you ever been in a situation that endangered your ears, eyes, nose, mouth or skin? Discuss it with the class. Write down the actions that damage your senses and illustrate them on a sheet of paper.</p> <p>It is necessary to take care of your senses: if you put strange objects in your eyes, mouth, ears or nose you can hurt yourself. Avoid listening to loud music, because this can decrease your hearing ability. Tasting very hot or cold things can hurt your sense of taste.</p> <p>lueHow to take care for your senses.</p> <p>15</p> <p>How does technology help us if our senses do not work properly? Look around you and find the clue.</p> <p>During her visit to the doctor, Mara met Octavio, a boy who could not see, and she asked her mother how he can walk without seeing.</p> <p>How can people who have difculties with hearing, seeing or walking do their activities? Discuss it.16</p> <p>Unit</p> <p>1</p> <p>ets</p> <p>play!</p> <p>I see, I dont see.</p> <p>1. Form pairs and cover your partners eyes with a bandana. 2. Try to walk without help. 3. Allow your partner to help you. 4. Now, use a walking stick (or a stick) for guidance.</p> <p>What did you feel when you could not see? How did the stick help you walking? How did you feel when somebody helped you?</p> <p>Some scienti c discoveries have given origin to technological devices that help improve the life conditions of people who have suffered damage in their eyes, ears or other body parts.17</p> <p>Research how these devices help people that need them and write it down.</p> <p>Hearing aid</p> <p>Glasses</p> <p>Harness for g uide dogCane</p> <p>Look for and draw a scientic or technological device that helps to compensate the decrease in the functions of the senses, and write below is what it is for. Keep your sheet of paper in your portfolio18</p> <p>lueTechnology helps human beings when their senses do not work properly.</p> <p>Unit</p> <p>FoodWhat kind of food do you need to eat to maintain good health? The clue is going to tell you.Identify the food you eat, and in...</p>