Fifth Semester. - Didactic Sequence. - GEOGRAPHY PDF

DIDACTIC PLANNING
COBATAB
GENERAL IDENTIFICATION DATA OF THE DIDACTIC PLANNING
Educational level: Higher Secondary Education Subsystem: COBATAB

Educational center: Tabasco High School College Period/School cycle: 2021 - 2022 A
Disciplinary field: Experimental sciences Subject: B5GE - Geography No. of hours: 48
Semester: 5th. Semester
Purpose of the subject:

The study of planet Earth, of the physical, biological and social events and phenomena that occur on it, as well as the interaction of interculturality with an inclusive
approach, with a critical-reflective posture and with sustainable actions that reduce the human impact on the planet. geographical space; in addition to understanding
the consequences of natural and anthropic risks that occur in the environment.
EXTERNAL, INTERNAL AND GROUP CONTEXT

General context of the campus
Opportunities Threats
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Strengths Weaknesse
s
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DIDACTIC SITUATION
Title of the teaching situation: The Big Bang Theory
Teaching strategy: Mural or poster
Block(s): Allotted time (hrs)
Yo Geography as a science. 9
II The Earth as a star. 8
Purpose of the didactic situation:

Create thematic murals or posters (physical or digital) about the geographic resources of the Earth and its relationship with the sun and the moon, using three-
dimensional or relief graphics measuring at least 60 x 90 cm, incorporating reusable solid waste in their creation. ; organized in teams of 6 students, presenting
through an oral presentation in times of 15 minutes each, considering the demanding criteria established by the teacher.
Expected learning:
Block(s): Expected learning
Yo • Examines Geography with other sciences, favoring its critical thinking, understanding its interdisciplinary nature, as well as its
application to your daily life.
• Compare physical, biological and social phenomena, showing flexibility and openness to different points of view, with the purpose of observing the
transformations in their environment.
• Examines various cartographic resources to assertively explain the geographical space of its surroundings.
II • Explains the Sun-Earth-Moon relationship, privileging dialogue and the use of various sources of information to understand the facts and phenomena
that
They occur on our planet caused by the influence of the Sun and the Moon.
• Analyzes the characteristics of the Moon, the Earth's rotation and translation movements and their consequences, the associated facts and
phenomena, showing a willingness to methodical and organized work to understand their influence on human activities.
Context problem
Leonardo and Amy are checking their Facebook walls one afternoon and find a meme about a meteor shower. Both of them are curious to know where they come
from and how stars originate. Leonardo asks his father if he knows how stars are formed and tells him a story that does not seem convincing to him, so he decides to
investigate the origin of the universe. The next day Leonardo meets Amy on campus and they both discuss what they investigated: Leonardo tells her that the stars,
the planets and all the stars were generated thanks to a big explosion (The Big Bang Theory), initially the Earth was nothing like today's. Amy, for her part, discovered
that the earth owes its current characteristics to its interaction with the sun and the moon; these can be studied today thanks to geographical resources. Life as we
know it would not be possible without the influence that these bodies have on our planet, for example, plants use sunlight to make their food and in turn other
organisms benefit from them through the flow of matter. and energy; Thanks to the gravitational forces of the moon on the earth, tides are formed. Can you imagine
what the Earth would be like if the Sun went out or the Moon disappeared? Bazingaaa!
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Cognitive conflict
· How have you used geographic resources in your daily life? · How does the sun influence me and the natural environment? · Do you think that life on the planet
would be modified if the moon did not exist? · What effects are derived from land movements?
COMPETENCES
Generic Disciplinary
IB 6. Supports a personal position on topics of general BI interest and relevance, considering CDBE01. Establishes the interrelationship between science,
other points of view in a critical and reflective manner. technology, society and the environment in specific historical and social
CG6.3 Recognizes one's own prejudices, modifies one's points of view when contexts. CDBE03. Identifies problems, formulates scientific questions
learning about new evidence, and integrates new knowledge and perspectives into and poses the necessary hypotheses to answer them. CDBE10.
the knowledge one has. Relates the symbolic expressions of a natural phenomenon and the
7. Learn through initiative and self-interest throughout life. features observable with the naked eye or through scientific
CG7.1 Defines goals and monitors its B.II knowledge construction processes. instruments or models.
CG7.3 Articulates knowledge from various fields and establishes relationships CDBE03. Identifies problems, formulates scientific questions and poses
between them and their daily life. the necessary hypotheses to answer them. CDBE06. Assess personal
B.II 7. Learn through initiative and self-interest throughout life. or common preconceptions about various natural phenomena based on
CG7.3 Articulates knowledge from various fields and establishes relationships scientific evidence.
between them and their daily life. CDBE10. Relates the symbolic expressions of a natural phenomenon
8. Participate and collaborate effectively on diverse teams. and the features observable with the naked eye or through scientific
CG8.3 Assume a constructive attitude, consistent with the knowledge and skills instruments or models.
they have within different work teams. CDBE13. It relates the levels of chemical, biological, physical and
9. Participate with a civic and ethical conscience in the life of your community, ecological organization of living systems.
region, Mexico and the world.
CG9.1 Privileges dialogue as a mechanism for conflict resolution.
KEY LEARNINGS
Axis
• Geographic knowledge and influence on surrounding societies.
Component Block
• Spatial Location and Geolocation (the latter understood as a concept • I, content
Core II
which refers to the situation that an object occupies in space and which
It is measured in coordinates of latitude (x), longitude (y) and height (z) • Geographic space and maps.
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CONTENTS
Knowledge (Conceptual)
8.1 Field of study.
Geographic resources.
• Imaginary points, lines and circles.
• Geographical coordinates.
• Methodology.
• Cartography and map elements.
• Types of maps.
Geographic information systems (GIS).
• Graphs and statistics.
B.II Sun-Earth-Moon Relationship.
• Structure of the Sun.
• Influence of the Sun and the Moon on the Earth.
• Earth movements and consequences.
Characteristics of the Moon.
• Moon phases.
• Eclipses.
• Tides.
Skills (Procedural)
BI • Recognizes the methodology, branches, auxiliary sciences, physical, biological and social phenomena of the geographical space.
• Identify a point in geographic space using cartographic tools.
• Analyzes the geographic space based on the information provided by Geographic Information Systems (GIS)
• Recognizes graphs and statistical tables in the context of geography.
B.II • Describe the structure of the Sun. as well as the movements of the Moon and Earth.
• Recognize the characteristics of the Moon, the facts and phenomena associated with it that influence daily life.
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Attitudes (Attitudinal)
BI • Develops your critical thinking.
• Show flexibility and openness to different points of view.
• Use information from various sources before making decisions.
• Expresses in an assertive and empathetic manner various options to solve problems in their context.
B.II • Favors dialogue for the construction of new knowledge.
• Shows willingness to work methodically in various teams, in a purposeful and organized manner.
INTERDISCIPLINARITY CROSSCUTTING
• Socioeconomic structure of Mexico • Environmental transversal axis
• Selected Topics in Chemistry I • Transversal axis of reading skills
• Health transversal axis
• Social transversal axis
MOMENTS OF THE DIDACTIC SEQUENCE (OPENING)

Stage 1. Agreement on the problem, products, collaboration and standards
Teaching activity The teacher welcomes and carries out an integrative activity, the following is suggested: “In search of the treasure.” In plenary, it
makes agreements on the internal regulations, presents the powers and shows the framework.
Learning activity The students listen attentively and participate in the activity.
Students take notes and express their opinions and doubts in a respectful manner about the agreements and framing.
Duration 30 minutes Work calendar: 23/08/2021 - 27/08/2021
Requires evidence No Expected product: Does not apply
Evaluation Type By agent: Not At the moment: Not applicable
Evaluation instruments applicable
Training resource Does not apply
Computer
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Notebook
Whiteboard Markers
Projector
Pen
Stage
Teaching activity 2. Analysis of prior knowledge
The teacher applies the diagnostic evaluation individually through a questionnaire; it is suggested to use the Quizizz or Kahoot
applications, or by solving a word search. At the end, the teacher carries out feedback in plenary.
Learning activity Students solve the diagnostic evaluation individually; showing interest in the subject.
Students actively participate in the socialization of their answers.
Duration
Requires evidence 20 minutes Work calendar: 23/08/2021 - 27/08/2021
Evaluation Type No Expected product: Diagnostic evaluation
By agent: Self-assessment At the moment: Diagnosis
Evaluation instruments Training Does not apply
resource Photocopies
Notebook
Pen
Stage 3. Knowledge management
Teaching activity The teacher presents the didactic situation: “The Big Bang Theory” with the help of a video “The Sun, the Moon and the Earth”
( https://youtu.be/ivHOIcPoJl0 ) or article “The stormy relationships between the Sun and the Earth” taken from the Autonomous
University of Mexico (UAM) through the site http://www.uam.mx/difusion/ casadeltimem-
po/22_23_iv_ago_sep_2009/casa_del_tiempo_eIV_num22_23_90_95.pdf
Learning activity Students observe, listen and take notes, showing motivation in the situation presented.
Duration
Evaluation Type No Expected product: Does not apply
Evaluation instruments Training By agent: Not applicable At the moment: Not applicable
Does not apply
resource Computer
Notebook
Projector
Pen
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Teaching activity The teacher poses the problem of the context and carries out a brainstorming session with questions that trigger the cognitive
Learning activity conflict.
Students actively participate in brainstorming and express their points of view assertively.
Evaluation Type By agent: Not At the moment: Not applicable
Evaluation instruments applicable
Training resource Not applicable
Computer Pen
Markers Projector

Teaching activity It is suggested that the teacher introduce the topics using a chalkboard: Block I · Field of study. · Geographic resources.
· Geographic information systems (GIS). · Graphs and statistics
Learning activity Students listen carefully and make notes on the content covered.
Duration 30 minutes Evaluation instruments Training Expected product:
Requires evidence No resource At the moment: Not applicable
Evaluation Type By agent: Not Work calendar: 23/08/2021 - 27/08/2021
applicable Does not apply
Does not apply MOMENTS OF THE DIDACTIC SEQUENCE (DEVELOPMENT)
Stage Does not apply 4. Contextualization of the problem
Teaching activity The teacher gives instructions to carry out an investigation concerning the fields of study of geography, which the student will carry
out individually, consulting reliable sources to later create a mental map with this information. Students individually, after researching
Learning activity information in reliable sources, create a mental map of the
fields of study of geography.
Duration 50 minutes Work calendar: 30/08/2021 -
Requires evidence No Expected product: 03/09/2021
Evaluation Type By agent: Not applicable At the moment: Not mind map
Does not apply applicable
Evaluation instruments
Colors
Training resource White sheets
Pen
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Stage 4. Contextualization of the problem
Teaching activity Considering the information obtained in the previous investigation (mental map), the teacher coordinates an analysis of it, and
through a brainstorming session addresses the methodological principles of geography: location, distribution, description, causality,
relationship and evolution so that individually exemplify each one of them through a list.
Learning activity Students actively participate both in the analysis of the information obtained in the research and reflected in the mental map, as well
as in brainstorming, and from the latter they prepare a list of statements that exemplify each of the methodological principles of the
geography.

Requires evidence No Expected product: List of statements
Evaluation Type By agent: Not applicable At the moment: Not applicable
resource Does not apply
Teaching activity The teacher presents the topic based on the “Map Elements” diagram (Resource 1) about cartographic resources and map elements
located in the teacher and student guide; Based on the above, he asks to make an extra-class and individual illustrated map on
cartographic symbology, pointing out the elements of the map and emphasizing their importance for geography.
Learning activity The students, attentive to the teacher's presentation and relying on the student's guide, take notes and compile information from the
cartographic resources and then, in an extra-class, individual and creative way, prepare an illustrated map of the most important
symbolic elements.
Duration
By agent: Not applicable At the moment: Not applicable
resource Colors
White sheets
Pen
Stage
Teaching activity 4. Contextualization of the problem
The teacher addresses the classification of maps through the “Types of maps” slides (Resource 2) or in printed form, present in the
teacher and student guide, promoting participation in the class to define the differences that the distinguish.
Learning activity Students pay attention to the teacher's presentation, giving their opinions and points of view in a respectful and enthusiastic manner.
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Duration
Evaluation instruments Training
Does not apply
resource Colors
White sheets
Pen

Teaching activity Based on the approach, students are asked to create a comparative table about the different types of maps and their respective
cartographic resources.
Learning activity Formed in binas, students prepare a comparative table about the different types of maps and their respective cartographic
resources; being respectful of different points of view.
Duration
Evaluation Type No Expected product: Comparative table
resource Computer
Photocopies
Projector
Teaching activity The teacher, with the help of ICT, presents the different types of graphs through “Graphics and Statistics” slides (Resource 3) or in
printed form, present in the teacher and student guide. The teacher organizes the students into teams (it is suggested that they be 5
members) requesting the preparation of bar, column, linear, circular or pie graphs; referring to the most populated municipalities of
Tabasco, consulting official data from the National Institute of Statistics and Geography (INEGI). (
http://www.cuentame.inegi.org.mx/monografias/informa-cion/tab/territorio/div_municipal.aspx?tema=me&e=27 )
Learning activity Students attentive to the teacher's presentation contribute ideas on the topic: Graphs and statistics.
Integrated into teams of 5 people, the students, in a collaborative, purposeful and organized manner, prepare the graphs referring to
the most populated municipalities of Tabasco requested by the teacher.

Requires evidence No Expected product: Graphic
resource Colors
Geometry game
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Millimeter sheets Ballpoint pen
Stage 5. Addressing the problem
Teaching activity It is suggested that the teacher introduce the topics using a painting: Block II • Sun-Earth-Moon relationship. • Characteristics of the
Moon. Tides. (at 13)
Learning activity Students listen carefully and make notes on the content covered.
resource White sheets
Pen
Teaching activity The teacher carries out the presentation of the topic through the use of the “Sun-Moon-Earth Relationship” slides (Resource 4) in ppt
or printed format; then provides the article “The sun, the earth and the weather: world meteorological day” (Resource 5) I extracted
do World Meteorological Organization available in the link: ( https://library.wmo.int/doc_num.php?explnum_id=5762 ) and requests
extra class individually to write a one-page essay on the topic, suggesting using APA format.
Learning activity Students actively listen and take note of the main ideas from the electronic presentation or reading, and then individually write a one-
page essay on the article using critical thinking.
Duration
resource White sheets
Notebook
Pen
Teaching activity The teacher with the help of the information on pages 4 to 8 of the article “The sun, our star” (Resource 6)) taken from the UNAM
magazine through the site ( https://www.revista.unam. mx/vol.10/num10/art67/art67.pdf ) or through “Solar Structure” slides
(Resource 7) to represent the structure of the sun.
Learning activity The students show a willingness to participate after the teacher's presentation and take notes.
Duration 20 minutes Work calendar: 13/09/2021- 17/09/2021
Evaluation instruments Does not apply
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Stage
Teaching activity 5. Addressing the problem
Based on the information shown, the teacher asks to individually create a graphic representation of the solar structure.
Learning activity
Duration They make a graphic representation of the structure of the sun, including a description of each one.
Evaluation Type No Expected product: Graphic representation
Does not apply
resource Colors
White sheets
Notebook
Pen

Teaching activity Through a comparative table, the teacher asks to organize the information about the physical and biological phenomena of the
influence of the sun and the moon on the Earth, individually.
Learning activity They individually prepare, based on the information provided by the teacher, a comparative table of the physical and biological
phenomena caused by the sun and the moon on the Earth; developing critical thinking.

Requires evidence No Expected product: Comparative table
Teaching activity The teacher presents through a graphic scheme “The movements made by the Earth: rotation, translation, precession, nutation and
wobble” (Resource 8) located in the teacher and student guides; and then request an individually created collage extra class to
represent the movements of the earth and their consequences. Note: This activity is optional
Learning activity During the presentation, students take note of the main ideas, actively participating and privileging the construction of new
knowledge;
Afterwards, they make an extra-class and individual collage showing the movements of the Earth and their consequences; showing
willingness to work methodically and organized.
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Requires evidence
Does not apply
resource
White sheets
Glue
Cardboard
Scissors
Clippings from magazines, newspapers, books.
Stage
The teacher in plenary addresses the topic: Characteristics of the Moon, lunar phases, eclipses and tides, with the support of
representative images through the slides “Astros and stars” (Resource 9) or flipchart as a suggestion. Note: This activity is optional
Learning activity Attentive students listen, take note of the main ideas and participate in the plenary session in addressing the topic, showing flexibility
and openness to different points of view.
Duration
Does not apply
resource Cardboard
Computer or Flipchart
Internet and/or textbooks
Markers
Stage
Based on individual research in reliable sources regarding the characteristics of the Moon, lunar phases, eclipses and tides; The
teacher organizes teams of 4 to 6 members to read, collect and organize the information in a mental map the size of a cardboard.
Learning activity After conducting research in reliable sources regarding the Characteristics of the Moon, lunar phases, eclipses and tides; Students
organized in teams of 4 to 6 members read, compile and organize information in a mental map the size of a cardboard, collaborating
in a purposeful and organized way.
Requires evidence Yeah Expected product: mind map
Evaluation Type By agent: Heteroevaluation At the moment: Training
Evaluation instruments Training Checklist GEO_B1,2_LC3
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Glue
Scissors
Solid waste: bottle caps, fried food bags, fabrics, cardboard
Vegetable painting
Markers
Teaching activity The teacher reaffirms the students' acquired knowledge about both blocks and organizes work teams of 6 members, returning to the
didactic situation, which consists of creating murals or thematic posters about the geographical resources of the earth and its
relationship with the sun and the moon, using three-dimensional or relief graphics measuring at least 60 x 90 cm, incorporating
reusable solid waste in its production.
Learning activity Students are organized into teams to create thematic murals or posters about the geographic resources of the Earth and its
relationship with the sun and the moon, under the supervision of the teacher.
Evaluation Type
Does not apply
Evaluation instruments Training Glue
resource Markers
Scissors
Solid waste: bottle caps, fried food bags, fabrics, cardboard
Vegetable painting
MOMENTS OF THE DIDACTIC SEQUENCE (CLOSING)
Stage 6. Socialization of experiences and products

Teaching activity The teacher guides the presentations of the teams for the socialization of the products obtained, during the didactic situation and
assigns a time of 15 min. by team, for the presentation of the integrative product. The teacher gives feedback and shows the
achievements, such as significant learning and the development of competencies. Note from the team of teachers who carried out
the didactic planning: (In this activity the time is set to 100 minutes)
Learning activity Students organized in teams present their murals in plenary in a purposeful and organized manner. Students listen attentively,
identifying their areas of opportunities

Requires evidence Yeah Expected product: Murals or posters
Evaluation Type By agent: Heteroevaluation By moment: Summative
Evaluation instruments Training Rubric GEO_B1,2_RU4
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Title of the didactic situation: The earth as a Rockaleta
Teaching strategy: Model

III The Earth as a system. 17
In teams of 4 members, prepare a creative model using common and/or reusable material in which the structure and dynamics of the internal and external layers of
the Earth (lithosphere, hydrosphere and atmosphere) are shown and the product is displayed. performed to the group, respecting the instructions given by the
teacher.
Expected learning:
III • Designs various forms of representation of the structure and internal dynamics of the Earth in a creative way, to schematize the processes
endogenous and exogenous that occur in the formation of continental and marine relief.
• Explains the importance of oceanic and continental waters in human practices, expressing critical and reflective thinking in a supportive manner
about the impact on the development of organisms.
• Relates atmospheric dynamics and its repercussions on its environment for making responsible decisions.
• Apply responsible and conscious security measures to act assertively in risk situations.
Context problem
A group of 5th semester students from the Tabasco High School are talking about all the situations that occurred during the year 2020, such as the COVID-19
pandemic, the earthquakes and the Sahara dust cloud, then one of them comments: –we just need to flood again! –, while everyone laughs. After the moment of
laughter, they are left thinking and Luis asks: –Is it possible that we will flood? –. Then they realize that they do not know the causes that have produced these natural
phenomena, for example: why the dust from the Sahara reached Tabasco, how the earthquakes were caused and, at the same time, they do not know if this could
have consequences such as a flood. After questioning these situations, they approach their Geography teacher to ask if this would be possible and the teacher
proposes that they create a model to understand the structure and dynamics of the internal and external layers of the Earth and in this way determine if it would be
possible. a flood, and thus take safety measures responsibly and consciously.
Cognitive conflict
What happens in the lithosphere when an earthquake occurs? Why did the Saharan dust cloud reach Mexico? How did the weather, the hydrological cycle and the
relief of Tabasco influence the flooding of 2007? What are the security measures that we should apply in the event of a natural disaster?
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COMPETENCES
B.III 7. Learn through initiative and self-interest throughout life. B.III CDBE06. Assess personal or common preconceptions about various natural
CG7.3 Articulates knowledge from various fields and establishes relationships phenomena based on scientific evidence.
between them and their daily life. CDBE10. Relates the symbolic expressions of a natural phenomenon and the
9. Participate with a civic and ethical conscience in the life of your community, features observable with the naked eye or through scientific instruments or
region, Mexico and the world. models.
CG9.5 Acts proactively regarding societal phenomena and stays informed. CDBE11. Analyzes the general laws that govern the functioning of the
physical environment and assesses human actions with environmental
impact.
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KEY LEARNINGS
Axis Component
• Geographic knowledge and influence on surrounding societies. • Citizen awareness of the environment and disaster prevention.
Component Core content
• Citizen awareness of the environment and disaster prevention. • Political challenges for humanity.
Core content Block
• Natural diversity and relationships between nature and society. • III, IV, V
Block Axis
• III, IV, V • Citizen awareness of the environment and disaster prevention.
Axis Component

• Citizen attitude towards environmental challenges and disaster
• Citizen awareness of the environment and disaster prevention.
prevention.
Core content
Block
• Interaction spaces of a changing and dynamic society. • III, IV
Block Axis
Axis Component
• Citizen awareness of the environment and disaster prevention. • Sustainable management.
Core content Block
• Challenges to achieve sustainable use and responsible consumption. • III, IV
Block
• III, IV, V
Axis
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CONTENTS
B.III Lithosphere.
• Internal structure of the Earth.
• Endogenous and exogenous processes that determine the formation of relief (continental and marine).
Hydrosphere.
• Oceanic and continental waters.
• Hydrological cycle.
Atmosphere.
• Structure and composition of the atmosphere.
• Weather and climate.
Prevention of disasters derived from Earth dynamics.
Skills (Procedural)
B.III • Describes the formation of the lithosphere, its processes and phenomena such as seismicity, volcanism, weathering, erosion, mass removal, among others.
• Classify bodies of water and recognize their properties.
• Explains the distribution and properties of the layers of the atmosphere and their influence on the formation of the climate, the state of the weather and
meteorological phenomena.
• Recognizes the different types of natural and anthropogenic risks.
B.III • Promotes their creative development.
• Reflect on the consequences that arise from your decision making.
• Express critical and reflective thinking in a supportive manner.
• Communicates in an assertive and empathetic manner.
• Demonstrates social awareness in the situations around him.
• Make decisions responsibly.
• Promotes beneficial behavior towards society.
INTERDISCIPLINARITY CROSSCUTTING
• Socioeconomic structure of Mexico • Environmental transversal axis
• Selected Topics in Chemistry I • Transversal axis of reading skills
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SOCIOEMOTIONAL SKILLS (BUILDS T)

Activity Sheets/Lessons Start date End date Duration
Decisions and emotions/Responsible decision making/0. 8/0. 8.2 27/09/2021 01/10/2021 50 minutes

Stage
1. Agreement on the problem, products, collaboration and standards
Teaching activity
Suction: 0. 8.2/The teacher presents feasible and creative alternatives to act in various situations of daily life, considering the
Learning activity characteristics of the possible consequences.
That students analyze feasible and creative alternatives to act in various situations in their daily lives, considering the characteristics
Duration of the possible consequences.
Evaluation Type No Expected product: Construye Lesson -T 8.2 Feasible and creative alternatives
Does not apply
resource
Lesson 8.2 Feasible and creative alternatives
2. Analysis of prior knowledge
Stage
The teacher presents the article “Hurricanes on stage” as a diagnostic activity
Teaching activity http://www.comoves.unam.mx/assets/revista/70/guiadelmaestro_70.pdf and in plenary poses the following questions: a) According
to what is mentioned the article “Hurricanes on the scene” how is the formation of hurricanes and cyclones related to global
warming? b) Is this phenomenon related to the effect of dust from the Sahara Desert? What do you know about it? c) What
experiences do you remember or know about the 2007 flood in Tabasco? d) What were the natural causes that led to the 2007
flood? e) How is the melting of the poles related to global temperature changes? to allow the student to express a personal opinion
based on the answers given.
The students take notes from the article “Huracanes a es-cena”
Learning activity
http://www.comoves.unam.mx/as-sets/revista/70/guiadelmaestro_70.pdf , presented by the teacher and brainstorm ideas based on
the questions that the teacher asks.
Subsequently, they write a personal opinion that answers the triggering questions.
50 minutes Work calendar: 04/10/2021 - 08/10/2021

Duration
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Requires evidence
Evaluation Type No Expected product: Brainstorming
Evaluation instruments Training By agent: Self-assessment At the moment: Diagnosis
Does not apply
resource Computer
Projector
Printed material
Stage
Teaching activity 3. Knowledge management
The teacher presents the concepts of the Earth's climate system based on the material: “The Earth's climate system”
http://meteo.fisica.edu.uy/Materias/climatologia/teorico_climatologia_2016/TEMA1_climatologia2016.pdf in which It shows the
structure and dynamics of the internal and external layers of the Earth (lithosphere, hydrosphere and atmosphere) and explains each
of the concepts. Likewise, it organizes collaborative work teams of four students, and explains the criteria for developing the strategy
of the didactic situation, which will be presented during the Approach to the problem of Development of the Didactic Sequence.
Learning activity The students, through the teacher's instructions, meet in teams of 4 members, and analyze the information from the material: “The
Earth's climate system” http://meteo.fisica.edu.uy/Materias/climatologia/ teorico_climatologia_2016/TEMA1_climatologia2016.pdf to
exchange ideas and design the strategy that is presented in the didactic situation favoring their creative development, that is, the
model that represents the structure and dynamics of the internal and external layers of the Earth (lithosphere, hydrosphere and
atmosphere), taking into account the criteria presented by the teacher.
Duration
Requires evidence 50 minutes Work calendar: 04/10/2021- 08/10/2021
resource Computer
Projector
Printed article material
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MOMENTS OF THE DIDACTIC SEQUENCE (DEVELOPMENT)

Teaching activity The teacher projects the video “Discovery Experience – Journey to the center of the Earth” ( https://youtu.be/0mzvijYb_RE ) and/or
provides the material “Discovery Experience – Journey to the center of the Earth” and invites students to reflect and also take notes
in their notebook while socializing the content. Organize collaborative work teams with 4 members to create an infographic that is
displayed in front of the group.
Learning activity The students, integrated into collaborative teams of 4 students, observe, reflect within a framework of respect, the content of the
video “Discovery Experience – Journey to the Center of the Earth” ( https://youtu.be/0mzvijYb_RE ) or analyze the material
“Discovery Experience – Journey to the Center of the Earth”, in turn taking note of the most important of the materials.
They actively participate in the exchange of ideas about the content presented and elaborate with materials of their choice
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an infographic, that is, data presented with the help of visual resources (images, graphs, diagrams, etc.) where the reviewed data is
shown. Said infographic must be the size of cardboard or bond paper, be informative and visual, and take into account the criteria of
the evaluation instrument. He exposes himself in front of the group.
Duration
Evaluation Type Yeah Expected product: Infographic
Evaluation instruments By agent: Heteroevaluation At the moment: Training
Rubric GEO_B3_RU5
Training resource
Laptop
Projector
Printed material
Teaching activity The teacher explains, with the support of visual resources (digital presentation of printed material, videos, etc.), the theories about
the lithosphere and plate tectonics. Instruct students to consult information about Plate Tectonics and the Evolution of Tectonics in
Mexico to make graphic organizers (physical or digital). The student writes a conclusion about the consequences of tectonics in
Mexico. [The slide presentation is suggested from the site of the Department of Geological Sciences “Prof. Dr. Pierina Pasotti”, from
the Faculty of Exact Sciences, Engineering and Surveying of the National University of Rosa-rio (UNR) (
https://www.fceia.unr.edu.ar/geologiaygeotecnia/Geotectonica%202020.pdf ) ]. [Material from the interactive museum of the Mexican
Geological Service is suggested, in the content of Plate Tectonics (
http://sgm.gob.mx/Web/MuseoVirtual/Riesgos-geologicos/Tectonica-de-placas.html ) and, Likewise, the Evolution of Tectonics in
Mexico ( http://sgm.gob.mx/Web/MuseoVirtual/Riesgos-geologicos/Evolucion-tectonica-Mexico.html )].
Learning activity Students individually create physical graphic organizers or using digital tools (for example: CmapTools, bubble, Word, PowerPoint),
with information on Plate Tectonics and, similarly, the Evolution of Tectonics in Mexico.
They express critical and reflective thinking in a supportive manner, and write a conclusion about the consequences of tectonics in
Mexico.
Duration
Evaluation Type No Expected product: Graphic organizer
Evaluation instruments By agent: Not applicable At the moment: Not applicable
Does not apply
Training resource
Notebook
Laptop
Projector
Printed material

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Teaching activity
The teacher, in plenary, tells the students to consult the National Seismological Service site ( http://www.ssn.unam.mx/ ) in extra
class to reinforce the topic of plate tectonics. With the support of visual materials, the planisphere map of the earthquakes of the last
month is shown (Monthly Seismicity Report: September 2020) consulted from the National Seismological Service site (
http://www.ssn.unam.mx/sismicidad/resumen- monthly/ ). The material “The Guide to know what to do in the event of a Civil
Protection Earthquake” is provided ( https://www.proteccioncivil.cdmx.gob.mx/storage/app/uploads/public/5c7/ffc/d9a/
5c7ffcd9ab4c1271637612. pdf ). Subsequently, ask the students to write a conclusion explaining the impact of the earthquakes in
recent years in Tabasco, and the safety measures they should apply in the event of a natural disaster.
Learning activity The students mark the earthquakes of the last month on a planisphere (Monthly Seismicity Report: September 2020) consulted from
the National Seismological Service site.
( http://www.ssn.unam.mx/sismicidad/resumen-mensual/ ).
They read and analyze the material “the Civil Protection Guide to know what to do in the event of an earthquake” (
https://www.proteccioncivil.cdmx.gob.mx/storage/app/uploads/public/5c7/ ffc/d9a/5c7ffcd9ab4c1271637612.pdf ).
They express critical and reflective thinking in a supportive manner, and write a conclusion based on the planisphere map made and
the analysis of "the Guide to know what to do in the event of a Civil Protection Earthquake", where they explain the impact of
earthquakes on the last 35 years in Mexico, and the security measures that must be applied in the event of a natural disaster.
Ask students to write a conclusion explaining the impact of the earthquakes in recent years in Tabasco, and the safety measures
they should apply in the event of a natural disaster.

Requires evidence No Expected product: Planisphere
Teaching activity In a plenary session, the teacher explains the characteristics of the hydrosphere: oceanic waters and continental waters.
Subsequently, request observation of the video “The Hydrosphere: oceanic waters and continental waters. (
https://www.youtube.com/watch?v=- PE_O5VYqzk)” , or the analysis of written material from pages 1 – 7 of the material
“Hydrosphere, Unit 3: the chemistry of life, BAUNAM” ( http
://dione.cuaed.unam.mx/maquetacion/baunamAsignatura/modulo1_plantilla/asignatura/unidad3/hidro.html . For the preparation of a
comparative table (physical or digital), individually, on the general characteristics of continental and oceanic waters, indicating that at
least 3 criteria must be compared, respecting what is established in the evaluation instrument. Said comparative table must include a
conclusion that summarizes what was discussed and mentions the results or achievements of the activity carried out.
Learning activity Students actively listen to the teacher's explanation, participating in a respectful and reflective manner, taking notes in their
notebook.
They individually prepare a physical comparative table or, through digital tools (for example: Word, PowerPoint, Canva), on the
general characteristics of continental waters and oceanic waters, using the information from the video or the
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COBATAB
analysis of the written material, where at least 3 criteria must be compared, respecting what is established in the evaluation
instrument. Said comparative table must include a conclusion that summarizes what was discussed and mentions the results or
achievements of the activity carried out.
Duration
Does not apply
resource Laptop
Projector
Printed material
Teaching activity The teacher provides feedback on the video or reading of the previous activity, and asks the students to answer the questions in
their notebook, for example: What characteristics do oceanic waters have? What is the difference between the oceanic waters and
continental waters?, what is the hydrological cycle?, among others. Through a plenary session they give answers using the
brainstorming technique, allowing doubts to be clarified and identifying main points. The student is asked to make a synthesis with
the commented answers.
Learning activity Students express critical and reflective thinking in a supportive manner and comment on the most relevant points of the video or
reading, while taking notes in their notebook.
Once the trigger questions have been socialized, they prepare a synthesis with the answers discussed in the brainstorming session.
Duration
50 minutes Work calendar: 18/10/2021- 22/10/2021
Requires evidence No Expected product: Synthesis
resource Laptop
Projector
Printed material
2
3
DIDACTIC PLANNING

Teaching activity The teacher explains the distribution of the layers of the atmosphere and its dynamics, in plenary session in front of the group, using
visual support from pages 1 – 6 of the written material of “Topic 3: Structure of the atmosphere, Unit 2: Earth and its atmosphere ,
Life and Earth Sciences. BAUNAM” ( http://dione.cuaed.unam.mx/maquetacion/baunamAsignatura/modulo1_plantilla/asignatura/
unidad2/estructura.html ) and organizes collaborative teams of 4 or 5 members to create a circular puzzle where the layers of the
atmosphere.
The teacher provides information in printed or digital form about the climate and the state of the weather, explaining, in plenary
session in front of
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of meteorological elements and geographical factors, and their effect on the distribution of climates on the planet.
Learning activity Students meet in collaborative work teams of 4 or 5 members and create a circular puzzle with material at their disposal, fostering an
environment of respect and solidarity at all times. This puzzle will present the name of each atmospheric layer, its height range and
the most relevant data, supporting the information with images and/or illustrations. The central circle represents the planet Earth and
the rear rings represent the layers of the atmosphere. A diameter of 12 centimeters is suggested for the central circle and a
difference of six centimeters between layers, respecting the criteria of the evaluation instrument.

Requires evidence Yeah Expected product: Puzzle
Evaluation Type By agent: Heteroevaluation At the moment: Training
Evaluation instruments Training Rubric GEO_B3_RU7
resource Printed material
Teaching activity Ask students to individually create a conceptual map (physical or digital) outside class, explaining the concepts of climate,
meteorological elements and geographical factors. Organize collaborative work bins to prepare a global climate map, indicating the
corresponding climates on a planisphere and explaining the effect that the interaction of meteorological elements and geographical
factors has on the distribution of climates on the planet. [The printed material on page 4 is suggested, “Topic 4: Climate, Unit 2:
Earth and its atmosphere, Life and Earth Sciences.
BAUNAM”( http://dione.cuaed.unam.mx/maquetacion/baunamAsignatura/modulo1_plantilla/asignatura/unidad2/clima2.html )]. [The
printed material is suggested on pages 5 – 13, “Topic 4: Climate, Unit 2: Earth and its atmosphere, Life and Earth Sciences.
BAUNAM” ( http://dione.cuaed.unam.mx/maquetacion/baunamAsignatura/modulo1_plantilla/asignatura/unidad2/clima.html )].
Learning activity Students create a conceptual map, individually, outside class, physically or, through digital tools (for example: CmapTools, bubble,
Word, Power-Point), where they explain the concepts of climate, meteorological elements (for example: precipitation, solar radiation,
temperature) and geographical factors (for example: altitude, latitude, longitude), showing a proactive attitude.
The students, organized in bins, create a global climate map, indicating the corresponding climates on a planisphere and explain the
effect that the interaction of meteorological elements and geographical factors has on the distribution of climates on the planet.

Requires evidence No Expected product: Concept map and Planisphere
resource Pencil
Notebook
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DIDACTIC PLANNING
TABASCO
COBATAB
Pencils
Laptop
Colored pencils
Projector
Printed material
5. Addressing the problem

Stage The teacher listens and evaluates actively and in a framework of respect, each of the presentations of the models (Strategy of the
Teaching activity Didactic Situation) presented by the collaborative work teams.
Students develop critical and reflective thinking in a supportive manner, and present to the group a creative model using common
Learning activity and/or reusable material in which the structure and dynamics of the internal and external layers of the Earth (lithosphere,
hydrosphere) are shown. and atmosphere).
Duration Yeah Expected product: Model
Requires evidence By agent: Heteroevaluation By moment: Summative
Evaluation Type Rubric. GEO_B3_RU8
Training resource
6. Socialization of experiences and products
To conclude, the teacher asks a series of questions to the members of each of the work teams, about the presentation, organization
Stage
of their model and what reflection led them to develop it, as well as the sources they consulted. General feedback is provided on the
Teaching activity knowledge acquired during the block and conclusions are exchanged.
Students assertively conclude the concepts, and reflect on the importance of the structure and dynamics of the internal and external
layers of the Earth, as well as safety measures in natural disasters.
Learning activity
No Expected product: Does not apply
Duration
Requires evidence Does not apply
Evaluation Type Does not apply
Training resource
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Title of the didactic situation: My House, My World

Teaching strategy: Mural or audio-visual presentation

IV Regions and natural resources. 6
V Human geography. 8

Create a mural or audiovisual presentation to represent the cultural and natural wealth of various ethnic groups in Mexico (denomination, language, geographical
location, clothing, gastronomy, economic-productive activities, social organization, religion, most relevant traditions, social problems and/or environmental), as well as
an analysis of the detected problems establishing a relationship between physical geography and human geography; organized in teams of 4 to 6 members per
ethnic group, for presentation in class in a maximum time of 15 minutes, under the guidance of the teacher.
Expected learning:
IV • Classifies the natural regions of Mexico and the world based on their specific characteristics, promoting critical and objective thinking,
to establish a relationship with the concept of biological diversity.
• Explains the impact of human activities from the exploitation of natural resources locally, nationally and globally, generating awareness about the
rational use of natural resources to propose sustainable practices.
V • Explains the structure of the human population by integrating the cultural diversity of different regions, demonstrating social awareness in the face of
the situations of their environment, to relate them to economic development at a local, national and global level.
• Explains the social, economic and political changes that occur in the various types of Nation-State in contemporary times based on human
geography, showing a willingness to methodical and organized work to relate social reality, participating in a respectful, inclusive and tolerant
manner. within a globalized context.
Context problem
Upon returning from their summer vacations, some students talked about their travel experiences or family visits around the Mexican Republic. María showed her
friends photos of the visit she made to her grandparents in San Cristóbal de las Casas, Chiapas, while telling them everything she had done in those days; They
were amazed, since María had never mentioned that she was originally from that place. In the photos you could see colonial constructions, that is, houses painted
with very bright colors, clay roofs and cobblestone roads; The city center did not have a single modern looking building, the churches looked very old but colorful,
some even covered in gold inside. In the landscape you could see pine trees and a fog that covered the top of the nearest mountains; María commented that the
weather was cold and rainy. In the parks you could see indigenous women selling handicrafts, embroidered blouses and bags; and the market was full of merchants,
mostly farmers from the Tzotzil and Tzeltal ethnic groups who sold some products such as strawberries, apples, peaches and Chicatana ants, which are part of the
biodiversity of the region, traditional food and customs, he emphasized very Proud Maria. Due to sadness and some unpleasant experiences that she had
experienced in the past, María stopped speaking her native language, but upon hearing her grandparents speak, she decided to recover her traditions and feel proud
of her origins. In one of those talks, his grandfather
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COBATAB
He remembered that he almost died in 1994 due to reprisals to the Zapatista uprising. Finally, María commented that indigenous people do not like having their
photographs taken and that is why she does not have any selfies with them, since the photos she showed them were taken secretly. And what places and ethnic
groups have you visited on your vacation? he asked them.
Cognitive conflict
What types of natural regions exist in Mexico and Tabasco? How many and which cultural groups (ethnic groups) exist in our country? What is the impact of human
activities on natural resources? How has globalization impacted cultural groups?
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COBATAB
COMPETENCES
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B.IV 11. Contributes to sustainable development in a critical way, with B.IV CDBE06. Assess personal or common preconceptions about various natural
responsible actions. phenomena based on scientific evidence.
CG11.2 Recognize and understand the biological, economic, CDBE11. Analyzes the general laws that govern the functioning of the
political and social implications of environmental damage in an physical environment and assesses human actions with environmental
interdependent global context. impact.
CG11.3 Contributes to achieving a balance between short- and BV CDBE01. Establishes the interrelationship between science, technology,
long-term interests in relation to the environment. society and the environment in specific historical and social contexts.
6. Supports a personal position on topics of general interest and CDBE04. Obtains, records and systematizes information to answer
relevance, considering other points of view in a critical and reflective scientific questions, consulting relevant sources and carrying out
manner. relevant experiments.
CG6.3 Recognizes one's own prejudices, modifies one's points of CDBE05. Contrasts the results obtained in an investigation or
view when learning about new evidence, and integrates new experiment with previous hypotheses and communicates its
knowledge and perspectives into the knowledge one has.
9. Participate with a civic and ethical conscience in the life of your
community, region, Mexico and the world.
CG9.6 Warns that the phenomena that develop at the local,
national and international levels occur within an interdependent global
context.
BV 4. Listens, interprets and emits relevant messages in different contexts
through the use of appropriate media, codes and tools.
CG4.1 Express ideas and concepts through linguistic, mathematical
or graphic representations.
5. Develops innovations and proposes solutions to problems based on
established methods.
CG5.5 Synthesize evidence obtained through experimentation to
produce conclusions and formulate new questions.
9. Participate with a civic and ethical conscience in the life of your
community, region, Mexico and the world.
CG9.5 Acts proactively regarding societal phenomena and stays
informed.
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KEY LEARNINGS
Axis Component
• Geographic knowledge and influence on surrounding societies. Component • Citizen awareness of the environment and disaster prevention.
• Citizen awareness of the environment and disaster prevention. Core content
Core content • Political challenges for humanity.
Block
• Natural diversity and relationships between nature and society. • III, IV, V
Block Axis
• III, IV, V • Influence of geographical factors on the distribution of populations.
Axis Component
• Geographic knowledge and influence on surrounding societies. Component • Culture in Mexico and in the World.
Core content • Cultural diversity in the territories.
Block
• Interaction spaces of a changing and dynamic society. • IV,V
Block Axis
Axis Component
• Geographic knowledge and influence on surrounding societies. Component • Citizen awareness of the environment and disaster prevention.
Core content • Citizen attitude towards environmental challenges and disaster prevention.
Block
• Challenges to achieve sustainable use and responsible consumption.
• III, IV
Block
Axis
• III, IV, V
Axis
Component
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Core content
• Sustainable management.
Block
• III, IV
CONTENTS
8.1 V Regions and natural resources.
• Definition and classification of regions and natural resources.
Sustainable development.
BV Human population.
• Human development indicators.
International political conflicts.
• Nation-Stadium.
• Globalization.
Skills (Procedural)
B.IV • Recognizes the types of natural regions on a map at a local and global level and integrates the concept of biological diversity.
• Compare natural resources and deduce the impact that human activities have on their availability.
• Distinguishes consumption patterns, directing them towards sustainable development.
BV • Recognizes the makeup of the human population at a local, national and global level; also its relationship with economic development, through the review of current
statistical data.
• Illustrates the social, economic, political and cultural facts and phenomena that determine a Nation-State.
B.IV • Promotes a critical attitude towards human actions with environmental impact.
• Make conscious and informed decisions, assuming the consequences.
BV • Demonstrates a social awareness of the situations in their environment.
• Express your ideas critically and show respect for other opinions.
• Participate in a respectful, tolerant and inclusive manner towards interculturality.
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DIDACTIC PLANNING
INTERDISCIP CROSSCU
LINARITY
Socioeconomic structure of Mexico • Environmental transversal axis TTING
Selected Topics in Chemistry I • Transversal axis of reading skills

Stage 1. Agreement on the problem, products, collaboration and standards
Teaching activity Through a plenary session, the teacher informs the students of the thematic content that will be addressed in blocks IV and V;
Likewise, the evaluation criteria (framing), the agreements, the work rules and the evaluation instruments. Ask the group to
integrate teams to carry out collaborative work around the didactic situation “My house, my world” (only the title is presented without
going into details).
Learning activity Students take notes of the relevant information presented and the agreements established with the teacher; They resolve their
doubts regarding the evaluation criteria and instruments and give the teacher the list of the teams formed for the
Duration 10 minutes
Requires evidence Work calendar: 08/11/2021 - No
Expected product: 12/11/2021 By agent: Not applicable
Evaluation Type
At the moment: Not Does not apply Does not apply
Evaluation instruments Training resource Computer
applicable
Pintarron
Notebook
Markers
Projector
Pen
Stage resulting from the didactic situation. 2. Analysis of prior knowledge
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DIDACTIC PLANNING
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Teaching activity The teacher asks the students to individually answer a diagnostic evaluation questionnaire (questions from block IV and V, contained
in the teaching guide). Provide feedback to the group on the results of the diagnostic evaluation.
Learning activity The student individually answers the questions of the diagnostic questionnaire and remembers their previous knowledge. Participate
in the feedback in plenary by sharing your answers.
Duration
Requires evidence
30 minutes Work calendar: 08/11/2021- 12/11/2021
Evaluation Type No Expected product: Questionnaire
Evaluation instruments By agent: Self-assessment At the moment: Diagnosis
Computer
White sheets
Pintarrón
Notebook
Internet
Markers
Teacher's teaching guide
Student teaching guide
Mobile device
Projector
Pen

Teaching activity The teacher presents the didactic situation “My house, my world” on the blackboard or with audiovisual material.
Learning activity The student listens carefully and comments on the importance of the didactic situation and the interest generated by the problem of
the context.
Duration
Computer
Pintarron
Notebook
Markers
Projector
Pen
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DIDACTIC PLANNING
COBATAB
MOMENTS OF THE DIDACTIC SEQUENCE (DEVELOPMENT)

Stage 4. Contextualization of the
Teaching activity problem
The teacher, using physical or audiovisual resources (blackboard, cartography, slides, videos or images) defines, classifies and
locates the regions and natural resources of Mexico and the world. To prepare class material, it is recommended to visit the
CONABIO website: https://www.biodiversidad.gob.mx/ecosistemas/
Learning activity The student listens and actively participates in classes, taking notes of the relevant aspects of the topics developed.
by the teacher.
Does not apply
Computer
Training resource Pintarrón
Notebook
Internet
Markers
Projector
Pen
Stage 4. Contextualization of the
Teaching activity problem
The teacher gives detailed instructions, presents examples in class and clears doubts for the students so that, individually and
outside of class, they create a map of the world or another of Mexico, both double letter size, where they recognize: biomes or
natural regions using colors , types of climate, types of soil, representative vegetation and fauna using symbols, recovering the
learning acquired in blocks I and III (see example in the teacher's didactic guide).
Learning activity In class, students carefully listen to the teacher's instructions so that, on a map of the world (planisphere) and on another of the
Mexican Republic with political division and double letter size, they represent, through extra-class work, the following characteristics:
biomes or natural regions through colors; types of climate, types of soil, representative vegetation and fauna, using symbols and
recovering their knowledge from blocks I and III.
Requires evidence No Expected product: Map
Evaluation Type By agent: Not At the moment: Not
Evaluation instruments applicable applicable
Ruler
Computer
Notebook
3
5
DIDACTIC PLANNING
COBATAB
Internet
Markers
Crayons
Colored pencils
Mobile device
Pen
Maps
Teaching activity In plenary, the teacher presents the importance of environmental impact and sustainable development, addressing the objectives
considered in the 2030 Agenda; for which the use of digital material available at:
https://www.un.org/sustainabledevelopment/es/2015/09/la-asamblea-general-adopta-la-agenda-2030-para-el-desarrollo-sostenible/
Likewise, ask the students how they put in practice actions related to the care of natural resources and the environment. Students
are asked to consult the extraclass “The lazy person's guide to saving the world” (available at:
https://www.un.org/sustainabledevelopment/es/takeaction/ ) to acquire knowledge prior to the activity of the
Learning activity Students learn about the Sustainable Development Goals of the 2030 Agenda and express their point of view about how they
interact in their daily lives with natural resources and the environment, promoting a critical attitude towards human actions that have
an environmental impact.
Extraclass, they explore ways to contribute to Sustainable Development by consulting the Guide proposed by the teacher and
acquiring information prior to the next activity.
Duration
Requires evidence
Computer
Pintarron
Notebook
Internet
Markers
Projector
Pen

TABASCO
3
6
DIDACTIC PLANNING
Teaching activity The teacher instructs and exemplifies the students so that, organized in teams of 4 to 6 members, they create an infographic (digital
or physical), in which they describe how actions compatible with 3 Sustainable Development Goals (SDGs) have been developed in
your community and action proposals for 3 SDGs that are not being implemented. After the instructions, the teams prepare a design
of their infographic, which they will conclude in extraclass. Students are suggested to use applications such as Canva or PowerPoint
to create digital infographics. The final products will be shared on social networks such as Facebook, Instagram or Twitter, to
promote attitudes that favor the solution of local problems.
Learning activity Integrated into teams of 4 to 6 members, students, through extra-class work, identify how actions compatible with 3 Sustainable
Development Goals (SDGs) have been developed in their community and propose actions for 3 SDGs that are not being
implemented and need to be promoted; with which you will create a digital infographic (it is suggested to use the application in
Canva.com or PowerPoint) or physical, to share it on social networks (Facebook, Instagram, Twitter, etc.). Assuming an attitude that
favors the solution of local problems.
Duration
Requires evidence
Evaluation Type Yeah Expected product: Infographic
Evaluation instruments Training By agent: Heteroevaluation At the moment: Training
resource Rubric GEO_B4,5_RU9
Computer
Bond paper
Pintarrón
Internet
Cardboard
Markers
Markers
Crayons
Colored pencils
Mobile device
Projector
Teaching activity The teacher develops the topic of Human population and indicators of: human development, economic activity and development;
through physical or audiovisual resources (blackboard, cartography, slides, videos or images), defining the most significant
population indicators. Students are asked, individually or in groups, to prepare a comparative table of the human development
indicators of a population, according to the format found in the teaching guide for this activity in block V. Note: This activity is
optional.
Learning activity The student listens, actively participates and takes notes in his or her notebook of the relevant aspects of the topics developed by
the teacher.
With the teacher's explanation, the student prepares individually or in groups, a comparative table of the human development
indicators of a population, according to the format of their teaching guide.
3
7
DIDACTIC PLANNING
3
8
DIDACTIC PLANNING
COBATAB
Requires evidence
Computer
Pintarron
Notebook
Internet
Markers
Projector
Pen
Stage
The teacher makes a presentation with audiovisual support or painting, on the topic Ethnic and cultural diversity, briefly emphasizing
some of the most representative ethnic groups in Mexico and Tabasco, to highlight the importance of indigenous cultures and their
contributions in society and in the economy. It is recommended to consult the information contained in the teacher's teaching guide.
Learning activity The student listens and reflects, taking notes in his notebook of the relevant aspects of the topic Ethnic and cultural diversity, to
highlight the importance of indigenous cultures and their contributions to society and the economy.
Duration
Evaluation instruments By agent: Not applicable At the moment: Not applicable
Computer
Pintarron
Notebook
Markers
Projector
Pen
Teaching activity The teacher requests the reading in class of the article “Social change, socioeconomic organization, occupation, income and
education of the Chontales of Tabasco” (text modified from the monograph “Chontales of Tabasco” by Flores López, 2006), so that
the students, In teams of 4 to 6 members, complete the reading report located in the guide. The original monograph is
available at: http://www.cdi.gob.mx/dmdocuments/chontales_tabasco.pdf
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DIDACTIC PLANNING
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Learning activity
Students, in teams of 4 to 6 members, complete the activities requested in the reading report format located in the teaching guide;
participating collaboratively and defining a course of action
Duration
Evaluation Type No Expected product: Reading report
Computer
Pintarron
Notebook
Markers
Projector
Pen
Teaching activity The teacher, using physical or audiovisual resources (blackboard, cartography, slides, videos or images), develops the topic
International political conflicts, Nation-State and Globalization, promoting an orderly and respectful discussion among students. It is
recommended to consult the information contained in the teacher's teaching guide.
Learning activity
The student listens carefully, taking notes on the relevant aspects of the topic “International political conflicts, Nation-State and
Globalization”. Actively participates in the discussion promoted by the teacher, considering other points of view in a critical and
reflective manner.
Duration
Computer
Pintarron
Notebook
Markers
Projector
Pen
4
0
DIDACTIC PLANNING
COBATAB
The teacher requests and develops detailed instructions to the students so that, organized in teams of 4 to 6 members and extraclass, they
create a mural or audiovisual presentation (product for the didactic situation and the transversal project) in which they represent the Cultural
and Natural Wealth of various ethnic groups in Mexico, pointing out the following aspects: · Name · Language · Geographical location · Clothing · Gastronomy ·
Economic-productive activities · Social organization · Religion · Traditions · Social and/or environmental problems (poverty, marginalization, discrimination, violence,
scarcity of resources, pollution, etc.) Likewise, the teams are highlighted that will conclude their presentation with an analysis of the problem detected, relating the learning
obtained from the study of physical geography and human geography. The cultures proposed in the teaching guide are distributed to each team and it is indicated that a
written report with the resolved cognitive conflict and the evaluation instrument will be attached to the product.
The student teams receive the assignment of a culture according to the list proposed in the guide, they organize themselves for
extra-class work and clear up their doubts regarding the creation of the mural or audiovisual presentation to represent the cultural
and natural wealth of various ethnic groups. from Mexico. Students remember to attach the written report to their product.
requested by the teacher.
Does not apply
Computer
Bond paper
Pintarrón
Notebook
Internet
cuts
Glue
Markers
Markers
Craft paper
Scissors
Cardboard
Crayons
Fabric
Colored pencils
Drawings
Projector
4
1
DIDACTIC PLANNING
COBATAB
Pen
Stage 6. Socialization of experiences and products
Teaching activity The teacher, in plenary or videoconference, guides the participation of the students for the presentation of the mural or audiovisual
of the previous activity, generating reflections on our role as citizens and the importance of the cultural wealth that ethnic groups
represent for our country, promoting an attitude of respect towards interculturality and ethnic diversity. The collaborative teams of
Learning activity students present the mural or audiovisual in class or videoconference, about the cultural and natural wealth of various ethnic groups
in Mexico. They share reflections regarding interculturality and the rejection of all forms of discrimination.
They deliver the written report requested by the teacher
Duration Work calendar:
Requires evidence Expected product:
Evaluation Type By moment: Summative
Training resource
100 minutes
Yeah
By agent: Heteroevaluation
Rubric GEO_B4,5_RU12
Computer
horns
Projector
06/12/2021 - 10/12/2021
Mural or audiovisual
presentation
4
2
DIDACTIC PLANNING
COBATAB
EVALUATION CRITERIA
1st. portfolio review and
Product of didactic situation (Staff) 30%
summative evaluation
Evaluation - Written or oral exam (Staff) 30%
Products - Inputs (Staff) 20%
Laboratory 20%
Total 100%
2nd. portfolio review and
Product of didactic situation (Staff) 30%
Evaluation - Written or oral exam (Staff) 30%
Products - Inputs (Staff) 20%
Laboratory (Plant) 20%
Total 100%
REINFORCEMENT ACTIVITIES
Description Reinforcement activities are not applied because there are not enough weeks in this semester.
Duration 10 minutes Work calendar: 08/23/2021 -12/22/2021
BIBLIOGRAPHIC REFERENCES
DIDACTIC SITUATION 1
· White, X. (2009). The sun, our star. Consulted on July 30, 2020, from UNAM. Recovered from: https://www.revista.unam.mx/vol.10/num10/art67/art67.pdf
· Cardanete, G. S. 2010. Sun, Earth and Moon. Relative movements and their consequences. Eureka Magazine on Science Teaching and Dissemination. 8 (?), 512
518. Recovered from: http://www.redalyc.org/articulo.oa?id=92022427021
· Cecilia, C. M. 2012. Sea level and tidal regime in the tide gauge stations of Colombia. Institute of Hydrology, Meteorology and Environmental Studies. IDEAM.
Retrieved from: http://www.ideam.gov.co/documents/21021/23877/Caracteristicas+Mareas.pdf/55110c0b-9bd6-4c97-ab2e-c99807e3fc01
· Cuentame.inegi.org.mx. 2020. Scale. Tell me about Mexico . [online] Available at: http://cuentame.inegi.org.mx/territorio/escala/default.aspx?tema=T
4
3
DIDACTIC PLANNING
COBATAB
· Cuentame.inegi.org.mx. 2020. The maps. Tell me about Mexico . [online] Available at: http://cuentame.inegi.org.mx/territorio/mapas/Default.aspx?tema=T
· Cuentame.inegi.org.mx. 2020. Location of Mexico in the World. Tell me about Mexico . [online] http://cuentame.inegi.org.mx/territorio/mexico.aspx?tema=T
· Cruz, G. TO. 2013. Geography. Ed. MACMILLAN. 159 pp.
· Gil Quílez, M. J. and Martínez, P. M. 2005. Sun-Earth-Moon Model in the Iconographic language of teaching students. Science Teaching. 23(2), 153–166.
Retrieved from: https://www.raco.cat/index.php/Ensenanza/article/download/22015/332758
· INEGI. (sf). Tell me. Obtained from Cuéntame Statistics: http://www.cuentame.org.mx
· Kriner, A. 2004. The phases of the moon, how and when to teach them? Science & Education. Department of Atmospheric and Ocean Sciences. CONICET.
Faculty of Exact and Natural Sciences of Buenos Aires Argentina. 10 (1), 111-120. Retrieved from: https://www.scielo.br/pdf/ciedu/v10n1/08.pdf
· Kirchner, N. c. 2005. Classroom activity.
· Martínez, C. (2017). Fields of study of geography. Retrieved from https://www.lifeder.com/ ooooooooo
· Maxima, J. (2019). Sun. Consulted on August 2, 2020, from caracteristicas.com . Recovered from: https://www.caracteristicas.co/sol/
· Maxima, J. (2019). Sun. Consulted on August 2, 2020, from caracteristicas.com. Recovered from: https://www.caracteristicas.co/luna/
· Mayhew, S. (1656). A Dictionary of Geography . USA: Oxford University Press. pp. 12-23
· Mimenza, O. c. (sf). Psychology and mind. Obtained from Types of graphs: https://psicologiaymente.com/
· National Scientific and Technical Research Institute. CONICET. Retrieved from: https://www.conicet.gov.ar/wp-content/uploads/SolyEclipses _cast2.pdf
· Rodríguez, L. 2018. Geography. Ed. KSE. 146 PP.
· Ros, R. M. and García, B. 2016. Sun and eclipses: Activities and models to explain eclipses. Advice
· World Meteorological Organization. The sun, the earth and the weather: world meteorological day. Switzerland, 2019. Recovered from:
https://library.wmo.int/doc _num.php?explnum_id=5762
· Pérez, r. TO. (sf). INEGI. Obtained from Cuéntame Geographic Statistics: http://www.cuentame.org.mx
· Quiroga, L. & Acosta, G. (2011). Geography . Mexico: ST Editorial. pp. 19-27
· Siso Quintero, G. J. 2010. What is geography? Redalyc Tierra. XXVI (39), 147-182 pp. Recovered from: Casado, J. c. and Serra, R. M. 2004. Eclipses. Institute of
Astrophysics of the Canary Islands. FECYT. Science and Technology Week. Recovered from:
https://www.fecyt.es/en/system/files/publications/attachments/2014/11/eclipses.pdf
· Tabare, G. (2002). The structure of the sun. Accessed August 3, 2020. Recovered from:
http://www.astronomia.edu.uy/depto/planetologia/materiales/SolTGallardo2002.pdf
· UNAM. (sf). Obtained from http://uapas2.bunam.unam.mx/
· Venero, R. EITHER. 2020. Astronomy Courses. Fac. of Cs. Astronomical and Geophysical. National University of La Plata, Rafael Hernández National School.
Recovered from: http://fcaglp.fcaglp.unlp.edu.ar/~roberto/imanac/09-Movimientos-Planetarios.pdf
1. Earth's climate system. (2016). In V. Martín-Gómez (Comp.), Climatology. University of the

Republic.http://meteo.fisica.edu.uy/Materias/climatologia/teorico _climatologia_2016/TEMA1_climatologia2016.pdf
4
4
DIDACTIC PLANNING
TABASCO
COBATAB
2. Manzur Gutiérrez, L. and Ungson Amezcua, L. (2015). Geography: Fifth semester. Secretary of Public Education.
3. Peregrina, K. (2014). Hurricanes on scene. Magazine How do you see?, 6(70), 10-15. http://www.comoves.unam.mx/assets/revista/70/huracanes-a-escena.pdf
4. Discovery Channel. (December 24, 2008). Discovery Experience – Journey to the Center of the Earth [Video File].
Youtube.https://youtu.be/0mzvijYb _RE
5. Tarbuck, E.J., Lutgens F.K. and Rate, D. (2005). Earth Sciences (pp. 2–31).http://usuarios.geofisica.unam.mx/cecilia/cursos/Ccias _tierra_tarbuck-Ch1-Intro.pdf
6. Urrutia, J. (2011). The Earth's inner core grows about a millimeter each year . Bulletin UNAM-DGCS_766. Institute of Geophysics of the UNAM.The Inner Core of the
Earth
7. Discovery Channel. (December 24, 2008). Discovery Experience – Journey to the Center of the Earth [Archive of
video]. Youtube. https://youtu.be/0mzvijYb_RE
8. Tarbuck, E.J., Lutgens F.K. and Rate, D. (2005). Earth Sciences (pp. 2–31).http://usuarios.geofisica.unam.mx/cecilia/cursos/Ccias _tierra_tarbuck-Ch1-Intro.pdf
9. Urrutia, J. (2011). The Earth's inner core grows about a millimeter each year . Bulletin UNAM-DGCS_766. Institute of Geophysics of the UNAM.The Inner Core of the
Earth.
10. Cristina Losada Vieiro Channel. (October 21, 2018). The hydrosphere: oceanic and continental waters [Video file]. Youtube.https://youtu.be/-PE _O5VYqzk
11. Casual Hotels (sf). June 8, Oceans Day: 10 curiosities about the Ocean. Casual Hotels Blog.https://casualhoteles.com/blog/dia- oceanos#:~:text=Los%20oc
%C3%A9anos%20occupan%20el%2071, millions%20de%20toneladas%20de%20oro.
12. García López, Y. (2017). Geography: a vision of your space. Patria Publishing Group.
13. Manzur Gutiérrez, L. and Ungson Amezcua, L. (2015). Geography: Fifth semester. Secretary of Public Education.
14. Our Climate (2020). 50 curious facts about water. Our Climate Blog. https://blog.nuestroclima.com/50-datos-curiosos-sobre-el-agua/
15. Structure of the atmosphere, Unit 2: Earth and its atmosphere, Life and Earth Sciences.
BAUNAM” ( http://dione.cuaed.unam.mx/maquetacion/baunamAsignatura/modulo1 _plantilla/asignatura/unidad2/estructura.html)
Arriola, J. (2011). Globalization or the reason of the strongest. Trade unionism in the face of neoliberal globalization. 21st Century Trade Unionism Collection, Peace and
Solidarity Association of Asturias, Oviedo.
Bank of Mexico. (sf). Glossary. Retrieved on August 9, 2020, from https://anterior.banxico.org.mx/divulgacion/glosario/
Barrera, N. and Palma, A. (2012). Geography. General Directorate of Baccalaureate.
4
5
DIDACTIC PLANNING
COBATAB
Biggs, A., Kapicka, C., Lundgren, L. (2000). Biology. The dynamics of life. McGraw-Hill Interamericana.
Cabrera, H. M. (1994). Technological change in corn agriculture in a Chontal town in Tabasco. Indigenous America, 54, 223-255.
Cadena Kima-Chang, S, and Susana S. Q. (1988), The Chontales facing a new expectation of change: oil, Mexico (Social Anthropology Series, INI Collection, 79),
National Indigenous Institute.
Caldwell, J.C. and T. Schindlmayr. Historical population estimates: unraveling the concensus. Population and Development Review 28: 183-204. 2002. A. Department of
Economic and Social Affairs. Population Division of the Department of Economic and Social Affairs of the United NationsSecretariat. World Population Prospect: The
2010 revision. Online Database. Available at: http://esa.un.org/wpp/unpp/panel_population.htm . Consultation date: August 2012.
National Commission for the knowledge and use of biodiversity (CONABIO). (2020) https://www.biodiversidad.gob.mx
National Population Council (CONAPO). (2001). Human Development Indices, 2000. Mexico.
National Population Council (CONAPO). (2013). Mexico population projections 2010-2050 and estimates 1990-2009. CONAPO.
Conte Grand, M. and D'Elia, V. (2018). Sustainable development and “green” concepts. Developmental Problems, 49(192), 61-84. Retrieved on August 6, 2020, from
http://www.scielo.org.mx/scielo.php?script=sci_arttext&pid=S0301-70362018000100061&lng=es&tlng=es .
Córdoba, R. c. (2006). Human development and capabilities. Applications of Amartya Sen's theory of capabilities to education. Spanish magazine of pedagogy, 365-380.
Córdova, L. J. (1994). Characteristics and trends of the integration process between the Chontales of Nacajuca, Tabasco, in Land and Water. Anthropology in Tabasco,
no. 4, 1994.
Ecured. (sf). Natural resources. Retrieved on August 6, 2020 from https://www.ecured.cu/Recursos _naturales
Expansion –datamacro.com (sf). Human Development Index – HDI. Retrieved on August 9, 2020, from https://datosmacro.expansion.com/idh
Flores López, J. M. (2006). Chontales de Tabasco (Vol. 305, No. P84/1).http://www.cdi.gob.mx/dmdocuments/chontales _tabasco.pdf
García López, Y. (2017). Geography. A vision of your space. Patria Publishing Group.
Gutiérrez, M. T. (2003). Development and distribution of the urban population in Mexico. Geographical investigations, (50), 77-91.
Incháustegui, C. (1987). The margins of Tabasco Chontal, Government of the State of Tabasco, Institute of Culture (Anthropology Series).
Mexican Institute for Competitiveness (IMCO). (2017). Index for a better life 2017 via OECD. https://imco.org.mx/indice-una-vida-mejor-2017-via-ocde/
National Institute of Ecology and Climate Change (2020). https://www.gob.mx/inecc
National Institute of Statistics and Geography (INEGI), National Institute for Federalism and Municipal Development (INAFED). (2018).
https://www.paratodomexico.com/estados-de-mexico/estado-tabasco/vegetacion-tabasco.html
National Institute of Statistics and Geography (INEGI). Entity Maps. (Map of Tabasco). Recovered from: http://cuentame.inegi.org.mx/mapas/tab.aspx?tema=M
The Mexican root. [Image]. (sf). Retrieved on August 4, 2020 from http://www.cursosinea.conevyt.org.mx/cursos/riquezas/recursos/revista/revista25.htm
The vanguard. [Image]. (2014). 10 African tribes you didn't know about.https://www.lavanguardia.com/cribeo/cultura/20140614/47314368377/10-tribus-africanas-que-no-
conocias.html
León Castillo, L. TO. (2015). Economic Analysis of the Population. Demography.
Lifeder. (sf). Classification of natural resources, characteristics and examples. Retrieved on August 6 , 2020 from https://www.lifeder.com/clasificacion-recursos-naturals/
Manzur, L. g. and Ungson, L. R. (2015). Geography. Mexico, DF: Latin American Faculty of Social Sciences. 356pp
Unknown Mexico. [Image]. (2019). 20 indigenous peoples and groups in Mexico with the largest population.https://www.mexicodesconocido.com.mx/pueblos-indigenas-
en-mexico.html
National Human Genome Research Institute (NIH) (sf). Race. In Talking Glossary of Genetics. Retrieved on August 5, 2020, from https://www.genome.gov/es/genetics-
glossary/Raza
4
6
DIDACTIC PLANNING
COBATAB
Navarrete Linares, F. (2008). Indigenous peoples of Contemporary Mexico. National Commission for the Development of Indigenous Peoples (CDI) and United Nations
Development Program (UNDP).http://www.cdi.gob.mx/dmdocuments/monografia _nacional_pueblos_indigenas_mexico.pdf
Navarrete Linares, F. (2010). Indigenous peoples of Mexico. Castillo Editions and United Nations Development Program (UNDP).
http://www.cdi.gob.mx/dmdocuments/pueblos _indigenas_mexico_navarrete_c1.pdf
Main religious groups. [Image]. (sf). On Wikipedia. Retrieved on August 4, 2020 from
https://upload.wikimedia.org/wikipedia/commons/a/a6/Religion _distribution.png
United Nations Development Programme. (2018). Human development indices and indicators. 2018 statistical update.
Quiroga Venegas, L. and Acosta Milián, G. (2019). Geography. Pearson Education of Mexico.
Ranis, G., and Stewart, F. (2002). Economic growth and human development in Latin America. ECLAC Magazine.
Royal Spanish Academy (RAE). (sf). Race. In Dictionary of the Spanish language. Retrieved on August 5, 2020, from https://dle.rae.es/raza
Romero, S. (sf). How many languages are spoken in the world? Very interesting. Retrieved on August 5, 2020 from https://www.muyinteresante.es/cultura/arte-
culture/article/how many-languages-are-spoken-in-the-world
Secretary of Culture. (2018). Did you know that in Mexico there are 68 indigenous languages, in addition to Spanish?
[Image].https://www.gob.mx/cultura/articulos/lenguas-indigenas?idiom=es
Ministry of Public Education (SEP). (2019). Atlas of geography of the world. General Directorate of Educational Materials of the Ministry of Public Education.
https://cdn2.cicloescolar.mx/20192020/primaria/libros/quinto/ATLAS-GEO-5.pdf
Secretary of Environment and Natural Resources (SEMARNAT). (2008). Population and Environment.
https://apps1.semarnat.gob.mx:8443/dgeia/informe_12/pdf/Cap1_poblacion.pdf
Secretariat of Environment and Natural Resources (SEMARNAT). (2018). Environmental impact and types of environmental impact. Retrieved on August 6, 2020 from:
https://www.gob.mx/semarnat/acciones-y-programas/impacto-ambiental-y-tipos-de-impacto-ambiental
Silva, G. [Image]. (2019). Indigenous peoples in Mexico that preserve their identity. In Travel Report.https://www.travelreport.mx/destinos/nacionales/pueblos-indigenas-
en-mexico/
Ugalde (1998). “Border between Venezuela and Colombia: Integration, socioeconomic development and modernization in the context of globalization”, in Mundo Nuevo.
Caracas, IAEAL/USB, Year XXI, No. 3, July-September.
Uribe, I. Rodolfo, and Bartola M. M. (1994). The Yoko Ishik woman in the transition to modernity, Indigenous America, vol. LIV, no. 1-2.
Villarroel, Y. OR. (2009). Globalization: effects on the state and the international system. World Village, 14(27), 55-62.
Web24News. (2020). How science dismantled the theory that there are different human races. [Image].https://www.web24.news/u/2020/07/how-science-dismantled-the-
theory-that-there-are-different-human-races.html
Zavala-Cruz, J., Jiménez Ramírez, R., Palma-López, D. J., Bautista Zúñiga, F., and Gavi Reyes, F. (2016). Geomorphological landscapes: basis for soil survey in
Tabasco, Mexico. Agricultural ecosystems and resources, 3(8), 161-171. Retrieved on August 10, 2020, from http://www.scielo.org.mx/scielo.php?
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DIDACTIC PLANNING

GENERAL IDENTIFICATION DATA OF THE DIDACTIC PLANNING

Educational level: Higher Secondary Education Subsystem: COBATAB

Purpose of the subject:

EXTERNAL, INTERNAL AND GROUP CONTEXT

Purpose of the didactic situation:

MOMENTS OF THE DIDACTIC SEQUENCE (OPENING)

Students actively participate in the socialization of their answers.

Stage 3. Knowledge management

Stage 3. Knowledge management

Duration 50 minutes Work calendar: 30/08/2021 - 03/09/2021

Stage 4. Contextualization of the problem

Duration 50 minutes Work calendar: 06/09/2021 - 10/09/2021

Training resource Does not apply

Stage 5. Addressing the problem

Duration 30 minutes Work calendar: 13/09/2021- 17/09/2021

Duration 20 minutes Work calendar: 13/09/2021 - 17/09/2021

Stage 6. Socialization of experiences and products

Duration 100 minutes Work calendar: 27/09/2021- 01/10/2021

Title of the didactic situation: The earth as a Rockaleta

Teaching strategy: Model

Component Core content

SOCIOEMOTIONAL SKILLS (BUILDS T)

MOMENTS OF THE DIDACTIC SEQUENCE (OPENING)

50 minutes Work calendar: 04/10/2021 - 08/10/2021

MOMENTS OF THE DIDACTIC SEQUENCE (DEVELOPMENT)

Stage 4. Contextualization of the problem

Duration 50 minutes Work calendar: 11/10/2021 - 15/10/2021

Stage 4. Contextualization of the problem

Duration 100 minutes Work calendar: 25/10/2021- 29/10/2021

Duration 50 minutes Work calendar: 25/10/2021- 29/10/2021

5. Addressing the problem

Title of the didactic situation: My House, My World

Block(s): Allotted time (hrs)

Purpose of the didactic situation:

MOMENTS OF THE DIDACTIC SEQUENCE (OPENING)

Stage 3. Knowledge management

MOMENTS OF THE DIDACTIC SEQUENCE (DEVELOPMENT)

Stage 4. Contextualization of the problem

Duration 50 minutes Work calendar: 22/11/2021- 26/11/2021

Stage 4. Contextualization of the problem

1. Earth's climate system. (2016). In V. Martín-Gómez (Comp.), Climatology. University of the

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