Evaluation of the Third Semester

RC-DA-142

REV 19-08/21

Bilingual Program

Evaluation of the Third Semester

August–December 2021

Material produced by the academies and

supervised by heads of disciplinary area

Preparatoria 16 of UANL | Evaluation of the Third Semester

August – December 2021

INDEX

CONTENT

2 Introduction

3 Didactic Sequence

4 Credits per learning unit

5 Graduate Profile of High School Studies

11 Math Discipline Area

13 Fuctions and relations

15 Experimental Science Discipline Area

17 The Nature of Life

19 Mechanics and the Environment

21 Chemical Phenomena in the Environment

23 Discipline Area of Communication and Language

25 Comprensión y Expresión Lingüística Avanzada

27 English in Action III

29 Área Disciplinar de Ciencias Sociales y Humanidades

31 La Vida en México: Política, Economía e Historia

33 Filosofía

35 Área Disciplinar de Desarrollo Humano

37 Elección Vocacional

39 Formative Assessment

40 General Regulations on Assessments

41 Evaluation on the 2nd Opportunity Exam

42 SIASE

43 Nexus Platform

44 MS TEAMS

45 School Activities Calendar

1

Material Prepared by Professors and Academy Coordinators, overseen

by Discipline Area Heads

INTRODUCTION

This day means continuity, but it is also a new beginning with new challenges and new

opportunities. Today more than ever it is a pleasure to welcome you to the August - December

2021 semester. Undoubtedly, we will be living times of change and new challenges where the

digital age takes possession and takes an important place in our lives. Therefore, we highly

recommend that you make the commitment to build your own knowledge based on this new Virtual

Age. Since the pursuit of that knowledge is life long, it is important to remain curious, reflective,

critical, and open-minded. For our part, we will do our best to ensure that the outcome of your

learning is relevant and valuable.

Our teachers will guide you in your learning process; however, remember that studying is not just

about memorizing facts and blindly accepting what you hear or read. Rather, it's about gathering

evidence, analyzing it, and coming to your own conclusion. So this commitment requires all your

effort, dedication and tenacity, reflected in activities that are designed in each Learning Unit.

These will help them to discover their potential, and also their strength, through the development

of competencies, skills and personal improvement that will later involve them in the workplace of

the knowledge society. Therefore, do not be afraid to challenge what you know and explore the

unknown.

In this way, Preparatoria 16 trains students who are owners of their own excellence, capable of

facing this increasingly competitive society, but with a great sense of social responsibility.

I hope that your pride and sense of belonging to Preparatoria 16 and the Universidad Autónoma

de Nuevo León will always praise you !

#SomosUni #SomosPrepa16

MEC MARTÍN MUÑIZ ZAMARRÓN

PRINCIPAL



2

DIDACTIC SEQUENCE

A DIDACTIC SEQUENCE is the set of educational activities that, together, allow

to address in different ways an object of study. All activities should share a

common thread that enables students to develop their learning in an articulate

and consistent way.

Learning Activities are part of the Formative Assessment and the Learning

Evidence is composed by the Portfolio of Evidence.

The learning activities of the didactic sequence of each Stage and of each

Learning Unit that you will take in this Semester are:

DIMENSION 1 DIMENSION 2 DIMENSION 3

Recovery Comprehension Analysis

DIMENSION 4 DIMENSION 5 DIMENSION 6 PIA

Application Metacognition Self-Regulation

Integrative Learning

Product

SOME OF THEM OR ALL have a weighting established by the Academy, and that

in short compose the Formative Assessment for each Learning Unit.

FOLLOW YOUR PROFESSOR'S INDICATIONS on how to deliver and

evaluate your Learning Evidences.

The credits in the Educational Model of the UANL for each Learning Unit,

are focused on the recognition of the workload needed for the

achievement of the High School graduate profile, and are represented

in the form of a numerical value assigned to each Curriculum Learning

Unit.

3



CREDITS PER LEARNING UNIT

Third semester General High School

Onsite Modality

Learning Unit

Credits

Fuctions and relations 4

Comprensión y Expresión Lingüística

Avanzada

2

English in Action III 5

Mechanics and the Environment 3

Chemical Phenomena in the

Environment

3

The Nature of Life 3

La Vida en México: Política, Economía

e Historia

2

Filosofía 2

Elección Vocacional 1

Total: 24

Minimum Credits to move forward 12



4

Graduate Profile of High School Studies

At the end of your high school studies, you will have earned the following

skills that describe the knowledge, skills, attitudes and values needed to

continue with your higher education.

Generic competencies RIEMS TRAITS General competencies EM

1. Recognize and value yourself and

addresses problems and challenges

taking into account the objectives you

pursue.

ATTRIBUTES

• Face the difficulties presented to you

and you are aware of your values,

strengths, and weaknesses.

• Identify your emotions, manages them

constructively, and recognize the need to

seek support in a situation that exceeds

you.

• Choose alternatives and courses of

action based on supported criteria and

within the framework of a life project.

• Critically analyze the factors that

influence your decision-making.

• Assume the consequences of your

behaviors and decisions.

• Manage available resources based on

restrictions on achieving your goals.

Identity

Recognize yourself as a being with

inherent characteristics to your

personality, aware of your values,

strengths and weaknesses; able to

face the challenges presented to

take responsibility for the

consequences of your decisionmaking.

Apply autonomous learning strategies

at different levels and fields of

knowledge that allow you to make

timely and relevant decisions in the

personal, academic and professional

fields.

ATTRIBUTES

• Value with responsibility problems

and successes in different areas of

your environment.

• Analyze different alternatives that

have to do with the characteristics of

your personality.

• Recognize and request support in a

situation that hinder or restrict the

achievement of your goals.

• Choose possible solutions based on

your life and profession project.

• Assume the consequences of your

decision-making to reorder your

actions.

2. Sensitive to art and participate in the

appreciation and interpretation of your

expressions in different genres.

ATTRIBUTES

• Value art as a manifestation of beauty

and expression of ideas, sensations and

emotions.

• Experience art as a shared historical

fact that allows communication between

individuals and cultures in time and

Sensitivity

Perceive emotionally or

intellectually the sensations,

impressions or affections that allow

you to approach, understand or

have a special vision to manifest

yourself through various artistic

expressions, with an ethical-social

commitment.

Use logical, formal, mathematical,

iconic, verbal and nonverbal

languages according to your stage of

life, to understand, interpret and

express ideas, feelings, theories and

currents of thought with an

ecumenical approach.

ATTRIBUTES

• Recognizes art with a manifested

vision in multiple expressions.

5



space, while developing a sense of

identity.

• Participate in art-related practices.

• Express ideas and feelings with an

ethical-social commitment using

different languages.

3. Choose and practice healthy lifestyles.

ATTRIBUTES

• Recognize physical activity as a way for

your physical, mental and social

development.

• Make decisions based on the

assessment of the consequences of

different consumption habits and risky

behaviors.

• Cultivate interpersonal relationships

that contribute to your human

development and of those who around

you.

4. Listen, interpret, and deliver relevant

messages in different contexts using

appropriate means, codes, and tools.

ATTRIBUTES

• Express ideas and concepts through

linguistic, mathematical or graphic

representations.

• Apply different communicative

strategies according the interlocutors, the

context in which it is located and the

pursued objectives.

• Identify key ideas in a text or oral speech

and infer conclusions from them.

• Communicate in a second language in

everyday situations.

• Manage Information and

Communication Technology to get

information and express ideas.

Healthy lifestyle

Acquire a positive and reflective

attitude in the achievement of good

habits in your good physical and

mental development that allow a

better quality of life.

Communication

Manage and understand

Information and Communication

Technology to apply them in a

critical and objective way, in the

different areas of knowledge.

Using linguistic codes in different

logical and mathematical contexts

that allow you to express ideas with

ethical sense.

• Use different artistic expressions to

communicate between people and

cultures.

Achieve the adaptability required by

the social and professional

environments of uncertainty of our

time to create better living conditions.

ATTRIBUTES

• Value good habits as an important

part of your development.

• Analyze possible consequences of

risky behaviors.

• Recognize that a good environment

allows a better quality of life.

• Make a commitment to good

physical and mental development.

Manage Information and

Communication Technology as a tool

for access to information and its

transformation into knowledge, as

well as for learning and collaborative

work with cutting-edge techniques

that allow its constructive participation

in society. Mastering your mother

tongue in oral and written form with

correctness, relevance, opportunity

and ethics adapting your message to

the situation or context, for the

transmission of scientific ideas and

findings. Using a second language,

preferably English, with clarity and

correctness to communicate in

everyday, academic, professional and

scientific contexts.

ATTRIBUTES

• Express concepts and ideas

correctly, orally and written in your

mother tongue.



6

5. Develop innovations and propose

solutions based on established methods.

ATTRIBUTES

• Follow instructions and procedures

thoughtfully, understanding how each of

your steps contributes to the scope of a

goal.

• Order information according to

categories, hierarchies, and

relationships.

• Identify the systems and rules or

fundamental principles underlying a

series of phenomena.

• Form hypotheses, design and apply

models to test their validity.

• Synthesizes evidence obtained through

experimentation to produce conclusions

and ask new questions.

• Use Technology of Information and

Communication to process and interpret

information.

Creativity

Design, analyze and explain

projects applying creativity and

innovation in problem solving

based on principles, laws and

concepts.

• Manage Information and

Communication Technology critically

in different areas of knowledge.

• Use linguistic, mathematical or

graphic representations as

communicative Strategies.

• Communicates in different contexts

clearly in a second language.

Use traditional and cutting-edge

research methods and techniques for

the development of academic work,

working practice and the generation of

knowledge.

ATTRIBUTES

• Choose the appropriate procedures

in solving a problem.

• Thoughtfully understand the phases

that will lead you to achieve your goal.

• Develop and design hypotheses

taking into account principles, laws

and concepts.

• Process information using

Technology of Information and

Communication.

• Formulate and conclude results

based on the evidence obtained.

7



6. Support a personal stance on subjects

of general interest and relevance,

considering other points of view in a

critical and thoughtful way.

ATTRIBUTES

• Choose the most relevant sources of

information for a specific purpose and

discriminate between them according to

their relevance and reliability.

• Evaluate arguments and opinions and

identifies prejudices and fallacies.

• Recognize one's own prejudices,

modify views by knowing new evidence,

and integrate new knowledge and

perspectives into the acquis you have.

• Structure ideas and arguments in a

clear, coherent and synthetic way.

7. Learn by initiative and self-interest

throughout life.

ATTRIBUTES

• Define goals and monitor your

knowledge construction processes.

• Identify activities that are of least and

greatest interest and difficulty to you,

recognizing and controlling your

reactions to challenges and obstacles.

• Articulate knowledge of various fields

and establishes relationships between

them and their daily life.

8. Participate and collaborate effectively

in diverse teams.

ATTRIBUTES

Reasoning

Process ideas, concepts and

arguments until a conclusion is

reached while maintaining a

personal and responsible stance,

to assume the consequences of it.

Autonomy

Develop and apply your freedom,

independence and organization, in

your learning process that allows

the construction of knowledge

throughout life.

Quality

Develop your learning process with

a high level of quality, which allows

facing the challenges that society

demands.

Cooperation

Participate in assigned tasks, both

individually and in groups with

respect to the diversity of ideas.

Uses logical, critical, creative and

purposeful thinking to analyze natural

and social phenomena that allow to

make relevant decisions in its sphere

of influence with social responsibility.

ATTRIBUTES

• Select information sources

according to responsible criteria.

• Form your point of view according to

its importance and relevance.

• Integrate and structure new

knowledge that allows you to make

decisions with social responsibility.

Solve personal and social conflicts

according to specific techniques in the

academic and professional field for

the proper decision-making.

ATTRIBUTES

• Choose goals according to your

personal and professional project.

• Build your learning process by taking

into account your own organization

and freedom.

• Develop learning techniques that

allow you both academically and

professionally facing the challenges

that are presented to you.

• Assume the relationships between

the knowledge acquired and its

environment.

Develop inter, multi and

transdisciplinary academic and

professional proposals according to

global best practices to promote and

consolidate collaborative work.

ATTRIBUTES



8

• Propose ways to solve a problem or

develop a project in a team, defining a

course of action with specific steps.

• Provide points of view and considers

other people's opinions in a thoughtful

way.

• Assume a constructive attitude,

consistent with the knowledge and skills

it has within different work teams.

9. Participate with a civic and ethical

awareness in the life of your community,

region, Mexico and the world.

ATTRIBUTES

• Privilege dialogue as a mechanism for

conflict resolution.

• Make decisions in order to contribute to

the equity, well-being and democratic

development of society.

• Identify rights and obligations as a

Mexican and member of different

communities and institutions, also

recognize the value of participation as a

tool to apply them.

• Contribute to a balance between

individual interest and well-being and the

general interest of society.

• Act in a purposefully manner against

phenomena in society and remains

informed.

• Warn that local, national and

international phenomena occur within an

interdependent global context.

10. Maintain a respectful attitude towards

interculturality and diversity of social

beliefs, values, ideas and practices.

ATTRIBUTES

• Recognize that diversity takes place in

a democratic space of equal dignity and

rights for all, and rejects all forms of

discrimination.

Social Responsibility

Participates responsibly in social

problems, assuming an ethical

perspective in problem solving.

Social Commitment

Sensitive to the environment needs

and establish a commitment to

build a better society.

Integrity

Follow ethical principles about

what you think, and translate them

into actions through models and

examples, to live in harmony with

yourself, with society and nature.

• Identify the paths to follow in the

development of any problem through

collaborative work.

• Propose points of view respecting

your peers’ ones.

• Work and participate with a positive

attitude in the different roles of the

assigned tasks.

Build innovative proposals based on

holistic understanding of reality to

help overcome the challenges of the

interdependent global environment.

Assume leadership committed to

social and professional needs to

promote relevant social change.

ATTRIBUTES

• Remain informed on substantial and

well-being problems of society in

general

• Propose dialogue as mediation in

conflict resolution.

• Provide decisions in solving

problems of general interest.

• Act responsibly in building a better

society.

Maintain an attitude of commitment

and respect towards the diversity of

social and cultural practices that

reaffirm the principle of integration in

the local, national and international

context with the aim of promoting

environments of peaceful

coexistence.

9



• Dialogue and learn from people with

different cultural views and traditions by

placing their own circumstances in a

broader context.

• Assume that respect for differences is

the principle of integration and

coexistence in the local, national and

international contexts.

Practice the values promoted by the

UANL: truth, equity, honesty,

freedom, solidarity, respect for life and

others, respect for nature, integrity,

professional ethics, justice and

responsibility, in their personal and

professional environment to

contribute building a sustainable

society.

ATTRIBUTES

• Identify the diversity of social

beliefs, values and ideas.

11. Contribute to sustainable

development in a critical way, with

responsible actions.

ATTRIBUTES

• Assume an attitude that favors the

solution of environmental problems at the

local, national and international levels.

• Recognize and understand the

biological, economic, political and social

implications of environmental damage in

an interdependent global context.

• Contribute to achieving a balance

between short-term and long-term

environmental interests.

Respect for nature

Show interest towards nature by

taking a positive attitude to the

problems presented, prioritizing

the most significant and global

importance.

• Learn and respect different points of

view.

• Live and practice values to live in

peace with yourself, society and

nature.

Intervene by facing the challenges of

contemporary society locally and

globally with a critical attitude and

human, academic and professional

commitment to help consolidate

general well-being and sustainable

development.

ATTRIBUTES

• Recognize the consequences of

environmental damage in a global

context.

• Assume with a positive attitude as a

teenager corresponds to the

environment.

• Design and promote solutions to

environmental problems in different

areas.



10

Math Discipline Area

1

1



Discipline Area Head

MEC Alma Rosa Vázquez Ortiz

Math Academy Coordinator

MA Christian Eusebio Charles Landeros



12

Learning Unit: Functions and Relations

Semester

Frequencies per

semester

Frequencies per

week

Credit Value

Third 80 5 4

Didactic Basis:

In the learning unit Functions and Relations the student applies the elements of relations and algebraic or

transcendent functions for the modeling and resolution of situations in the real world and analyzes the

characteristics of the conics through their graphic representation. The theoretical-methodological support

is focused on the application of what has been learned and of interest to the students, fostering

collaborative work and promoting reflection, as well as the different forms of evaluation.

The Functions and Relationships learning unit contributes to variational thinking characterized by variation

and change in different contexts. The student recognizes the concepts involved in the definition of function

and its role in modeling; represents and analyzes relationships given by tables, verbal rules, or graphs;

knows and makes graphs of functions of different types, as well as shows the variety of situations that can

be represented by a single type of function and will know how to modify the graph if the parameters of its

algebraic expression are modified. For the learning of his studies, he will have as a background the learning

units: Development of Algebraic Thinking, Handling of Forms and Spaces and as a consequent Probability

and Statistics.

Concise Content

Stages

Number of

sessions

First Stage Linear and Quadratic Functions 21

Second Stage Exponential and Logarithmic Functions 19

Third Stage

The line as a locus 19

Fourth Stage Conical sections 21

Total

80

1

3



Evaluation of 1st Opportunity (Criteria)

Evaluation Value Content

Date

10%

1st Partial Exam

Stage 1 September 6 th – 10 th , 2021

2nd Partial Exam

Global Exam

Formative

10%

20%

60%

Total: 100 %

Stage 2 October 11th – 15th, 2021.

Stages 1 – 4

Portfolio of Evidence

November 22nd -

December 1st, 2021.

During the semester

Portfolio of Evidence (Formative)

Stage Dimension Evidence Value

1ª

2ª

3ª

4ª

PIA

Dimension: Guide Learning Activities. Algebraic booklet. Apply the linear

2, 3, 4 and learning and quadratic function in solving problems in different contexts. 10%

evidence

Dimension: Guide Learning Activities. Algebraic booklet. Apply the

2, 3, 4 and learning exponential and logarithmic functions in solving problems in different 10%

evidence contexts.

Dimension: Guide Learning Activities. Algebraic booklet. Apply the equation

2, 3, 4 and learning of the line in solving problems in different contexts. 10%

evidence

Dimension: Guide Learning Activities. Algebraic booklet. Analyze conic

2, 3 and learning sections through their elements to make your graphs. 10%

evidence

Guide Learning Activities. Algebraic booklet. Series of exercises

Algebraic booklet that integrate the content included in the learning unit. 20%

Total 60%

Note: It is a requirement for the qualification of the evidence in NEXUS, to obtain a minimum average

of 70 per stage in the Strengthening of Numerical competencies platform.


August – December 2021 14

Experimental Science

Discipline Area

15




MC. Nancy Bustillos Garza

Biology Academy Coordinator

MC. Linda Gracia Hernández Rangel

Physics Academy Coordinator

Ing. Braulio Marroquín García

Chemestry Academy Coordinator

MI. Irma Griselda Rangel Baldazo



16

Learning unit: The Nature of Life

Semester

Frequencies per

semester

Frequencies per

week

Credit Value

Third 64 4 3

Didactic Basis:

In the Learning Unit (LU) Nature of Life, the student applies the knowledge of biological phenomena

and processes related to the interactions of living beings in ecosystems to propose viable actions aimed

at a sustainable lifestyle. Likewise, the development of autonomous and team work activities is

promoted, which leads to independence, as well as integration, respect and empathy. In stage one,

The origin of life, evolution and taxonomy, the student analyzes the fundamental principles from the

origin of the universe to the evolution of life on Earth and recognizes the classification systems of living

things. In stage two, Obtaining energy: photosynthesis and respiration, illustrates how photosynthetic

organisms capture energy from the Sun to convert it into chemical energy from food and how respiration

and fermentation transform chemical energy into energy useful for the development and maintenance

of living beings. In stage three, Communities and ecosystems, the student applies knowledge about

biological phenomena and processes related to the interactions of living beings in ecosystems. And in

stage four, Biodiversity and sustainability, the student examines the effect of human activity on the

environment to propose viable actions towards a sustainable lifestyle.

Concise Content

Number of

Stages

sessions

First stage Origin of life, evolution, and taxonomy 16

Scond stage Energy production: Photosynthesis and Respiration 16

Third stage Communities and Ecosystems 16

Fourth stage Biodiversity and Sustainability 16

Total 64

17




Evaluation Value Content Date

1st Partial Exam 10 % Stage 1 & Stage 2 (2.1 y 2.2) September 6 th – 10 th , 2021

2nd Partial Exam 10 % Stage 2 (2.3 y 2.4) & Stage 3 October 11th – 15th, 2021.

Global Exam 20 % Stages 1, 2, 3 & 4

November 22nd - December 1st,

2021.

Formative 60 % Portfolio of Evidence During the semester

Total: 100 %



1st

2nd

3rd

4th

Dimension 2

(Comprehension)

Dimension 2

(Comprehension)

Dimension 3

(Analysis)

Dimension 4

(Application)

Timeline: Epistemology and Technological Development.

Mind map: Logical principles.

Written analysis: a case study using the experimental

scientific method.

Flowchart: Social problems of your environment.

10 %

10 %

10 %

10 %

PIA

20 %

Report: Research project applying the scientific method.

Total 60 %

Note: The student must comply with at least 80% of the didactic sequence activities in order to be

entitled reviewing the learning evidence for each stage on the NEXUS platform.



18

Learning unit: Mechanics and the Environment

Semester

Frequencies per

semester

Frequencies per

week

Credit Value

Third 64 4 3

Didactic Basis:

In the Learning Unit Mechanics and the Environment, the student applies

the principles and laws of Kinematics and Dynamics in solving environmental

problems, for their understanding and analysis in hypothetical situations and / or

daily life through carrying out both theoretical and experimental activities, based

on Classical Mechanics. Likewise, it develops skills to identify the core principles

that underlie the phenomena of movement, synthesizing the evidence obtained

through experimentation, at the same time that it strengthens the foundations

acquired in The Science of Movement.

In addition, it promotes Education focused on learning and Education based on

competencies, as well as Academic Innovation, Structuring Axes and Transversal

Axis of the Educational Model and the Academic Model of the UANL respectively.

This promotes meaningful learning, considering the student as the center of the

teaching-learning process. Likewise, innovative strategies are incorporated inside

and outside the classroom, which reinforces the student's academic training.

Concise Content

Stages

Number of

sessions

First Stage Kinematics: Movement in one dimension. 17

Second Stage Kinematics: Movement in one and two dimensions. 16

Third Stage Kinematics: Circular motion. 14

Fourth Stage Dynamics: Applications of Newton's laws. 17

Total 64

19





1st Partial Exam 10% Stage 1 September 6 th – 10 th , 2021

2nd Partial Exam 10% Stages 2 & 3 October 11th – 15th, 2021.

Global Exam

20%

November 22nd - December 1st,

Stages 1,2,3 & 4

2021.

Formative 60% Portfolio of Evidence During the semester

Total: 100 %



1ª Practice with Performs vector sum, uniform rectilinear motion, and 10 %

simulators uniformly accelerated motion simulations.

2ª Practice with

simulators

Perform simulations on the movement of projectiles:

horizontal shooting and parabolic shooting.

10 %

3ª Practice with

simulators

4ª Practice with

simulators

PIA

Documentary

research

Through a simulation of circular motion, it checks the

results of some physical magnitudes of the motion

itself.

Make a simulation of the horizontal movement of a

body under the action of different forces including

friction.

10 %

10 %

20 %

Total 60 %

Note: The student must comply with the instructional guides to be entitled to the

evaluation of the learning evidences of each stage.



20

Learning Unit: Chemical Phenomena in the Environment.

Frequencies per Frequencies per

Semester

Credit Value

semester

week

Third 64 4 3

Didactic Basis:

In the Learning Unit Chemical phenomena in the environment, the student uses the tools for the quantification

of chemical phenomena in the environment, through their symbolic representations to evaluate their risks,

consequences and benefits in daily life. It is part of the basic training curricular structure of the UANL general

baccalaureate curriculum and belongs to the field of Experimental Sciences. The integral formation of the

student is promoted through autonomous learning, collaborative work, the use of technology in information

management, reflective, positive, critical thinking and decision-making, so that the student assumes a proactive

role. A Learning Guide is used, which includes a series of activities that will allow to develop and strengthen

the proposed competences, in addition the teacher will take care of the learning process, applying different

strategies and types of evaluation, such as diagnosis, formative and summative . It is essential that during this

course the learning achieved by the student is clearly demonstrated, this through the evaluation process. This UA

is consistent with the Learning Unit Matter and its transformations, where chemical phenomena that

manifest themselves in nature and in everyday life were approached from a qualitative approach; and is a

precedent for the UA Tópicos Selectos de Química. The purpose is to approach them from a quantitative

approach through four didactically sequenced stages: Chemical reactions and their representation; where the

different types of chemical reactions and their symbolic representation are distinguished; Aqueous solutions; in

which the properties of aqueous solutions are addressed from their composition; Acid-base solutions; where the

behavior of acids and bases based on the concentrations of hydrogen ions and hydroxide ions of the

solutions are explained; finally, Carbon Chemistry; where carbon is described as an element of organic

compounds based on their properties and chemical behavior. This Learning Unit contributes to strengthening

the basic disciplinary competencies corresponding to the field of Experimental Sciences and the generic and

general competencies that make up the profile of the graduate of the Nivel Medio Superior.

Stages

Concise Content

Number of sessions

First Stage Chemical reactions and their representation 16

Second Stage Aqueous solutions 16

Third Stage Acid-base solutions 16

Fourth Stage Organic compounds 16

Total 64

21





1st Partial Exam 10 % Stage 1 September 6 th – 10 th , 2021

2nd Partial Exam 10 % Stages 2 & 3 October 11th – 15th, 2021.

Global Exam 20 % Stages 1,2,3 & 4

November 22nd -

December 1st, 2021.

Formative 60 % Portfolio of Evidence During the semester

Total: 100 %



1ª Digital

presentation

2ª Digital

presentation

Prepare a report on "Chemical reactions and their

representation".

About contaminants in natural waters and analyze a case

of water contamination in your locality.

10 %

10 %

3ª Digital

presentation

4ª Digital

presentation

Research on the causes and effects of acid rain. 10 %

About the classification, uses and applications of organic

compounds.

10 %

PIA

Digital presentation about polluting reactions caused by

human activity.

20 %

Total 60 %

Note: It is an essential requirement to fulfill 80% of the activities of each stage in

the notebook for the evaluation of the activity in Nexus.

It is an essential requirement to comply with the laboratories of each stage for

the evaluation of the PIA.



22

Discipline Area of

Communication and

23




MDT Roxana Treviño López

Coordinador Academia de Español

MDT. Roxana Treviño López

Foreign Language Academy Coordinator

MES. Pompeyo González Alvarado

ICT Academy Coordinator

MI Diana Janeth Amaro Fernández



24

Unidad de Aprendizaje: Comprensión y Expresión Lingüística Avanzada

Semestre

Frecuencias por

Semestre

Frecuencias por

Semana

Valor en Créditos

Tercero 48 3 2

Fundamentación:

En una sociedad en la que cada vez son más complejas las brechas del conocimiento y en

donde los individuos se ven obligados a hacer uso de los conocimientos adquiridos a lo

largo de toda su vida siendo exigidos en un entorno más globalizado, de ahí la razón de

que en esta unidad de aprendizaje el estudiante utilice la competencia comunicativa a

través del desarrollo de las habilidades básicas del lenguaje: leer y escuchar, hablar y

escribir que le permitan interactuar en los diferentes entornos que se desempeñan.

Por tal motivo Comprensión y expresión lingüística avanzada (CyELA) ofrece las

herramientas necesarias para el logro de dichas competencias, de acuerdo con el Modelo

Educativo de la UANL que considera primordial la formación integral del estudiante. Para

ello, además de ofrecer conocimientos acerca de los conceptos básicos de la lectura,

escritura, razonamiento discursivo, entre otros, involucra al estudiante en prácticas que le

permitan aplicar dichos conocimientos, los cuales constituyen la base para estudios

posteriores en el área dándole las bases para la resolución de problemas de comunicación

en las otras unidades de aprendizaje y en la vida cotidiana.

A través del desarrollo del curso, el estudiante podrá realizar diversas actividades de

aprendizaje, las cuales favorecen el desarrollo o el incremento paulatino de las habilidades

de competencia comunicativa con el funcionamiento de la lengua mediante estrategias de

lectura, escritura y expresión oral. La competencia comunicativa que se pone de manifiesto

mediante los conocimientos, habilidades, destrezas y actitudes que adquiere el estudiante

en esta unidad de aprendizaje, le serán de utilidad para comprender los aspectos culturales

de su sociedad y de las comunidades de otros países.

Contenido Sintético

Etapas

Número de sesiones

Primera Etapa Comprensión Lectora 12

Segunda Etapa

Habilidades discursivas de la

comunicación oral

Tercera Etapa Razonamiento Discursivo 12

Cuarta Etapa Construcción de Textos 12

12

Total 48

25



Evaluación de 1° Oportunidad (Criterios)

Evaluación Valor Contenido Fecha

1er. Examen Parcial

2do. Examen Parcial

Examen Global

Formativa

10% Etapa 1 6 al 10 de septiembre del

2021

10% Etapa 2 y 3

11 al 15 de octubre 2021.

20%

Todas las etapas

60% PORTAFOLIO DE

EVIDENCIAS

Total: 100 %

22 de noviembre – 01 de

diciembre, 2021.

Durante el semestre

PORTAFOLIO DE EVIDENCIAS (Formativa)

Etapa Evidencia Descripción de la Evidencia Valor

Evidencia de

Texto escrito como propuesta personal para mejorar la

1ª Aprendizaje Texto

10%

comprensión lectora.

escrito

2ª

3ª

4ª

Evidencia de

Aprendizaje

Exposición Oral

Exposición oral de un tema, en la que usas las TIC y los

elementos vocales, visuales y verbales.

10%

Evidencia de

aprendizaje Texto

Texto argumentativo que atiende a la estructura IDC. 10%

argumentativo

Evidencia de

aprendizaje

Preliminar del

ensayo

Ensayo preliminar que atiende la tesis, la

estructura IDC y los elementos que lo

componen.

10%

PIA Ensayo 20%

ES REQUISITO INDISPENSABLE CUMPLIR CON LAS ACTIIVADES DE LA GUÍA

INSTRUCCIONAL PARA REVISAR ACTIVIDADADES EN NEXUS.

Total 60 %



26

Learning Unit: English in Action III

Semester

Frequencies per

semester

Frequencies per

week

Credit Value

Third 112 7 5

In English in Action III the student develops linguistic competencies in a second language to

communicate effectively in daily life situations as well as in academic, professional and sociocultural

contexts in a respectful and tolerant manner.

English in Action III is part of the Communication and Language area of the Bilingual Program, which

contributes to the development of communicative skills in a second language. These abilities are vital for

students’ academic life and contribute to the internationalization and innovation plans of the UANL’s

Educational Model. This learning unit allows students to develop listening, reading, writing and speaking

skills, as well as the sub-skills of grammar and vocabulary that fulfill the complete language practice.

The “Sistema Nacional de Bachillerato” through its Agreements 442 and 444 establishes the

Competency-Based Approach, which is set in a scenario of diversity, and is reflected in the “Reforma

Integral para la Educación Media Superior (RIEMS)”. UANL’s Upper Middle Level, aligned with the

RIEMS, has set an Academic Model based on competencies with a constructivist approach that

strengthens the comprehensive, autonomous and responsible education. This Academic Model of the

UANL responds to needs and current challenges of the society and provides effective tools for a

successful performance in national and international contexts.

English in Action II precedes this learning unit making possible to continue the development of generic and

disciplinary competencies for English in Action III that are necessary for its consequential subject, English

in Action IV.

Concise Content

Number of

Stages

sessions

First Stage Essential Planning 20

Second Stage Convincing Arguments 20

Third Stage Effective Hows 20

Fourth Stage Creative Performances 20

Total 80

27





1st Partial Exam 10 Stage 1

September 6 th – 10 th ,

2021

2nd Partial Exam 10 Stages 2 & 3

Global Exam 20 Stages 1,2,3 & 4

October 11th – 15th,

2021.

November 22nd -

December 1st, 2021.

Formative 60 Portfolio of Evidence During the semester

Total: 100 %



1ª LE Expository essay (NEXUS) 10 %

2ª LE Argumentative paragraph (NEXUS) 10 %

3ª LE Opinion essay (NEXUS) 10 %

4ª LE Video explaning the previous PPT (NEXUS) 10 %

PIA

Oral presentation about multidisciplinary (STEAM) or

free topc project (NEXUS)

20 %

Total 60 %

Note: As a requirement for the evaluation of each of the stages, the student must complete the

activities of the instructional guide, as well as the reinforcement tasks that the teacher considers

appropriate.



28

Área Disciplinar de

Ciencias Sociales y

Humanidades

29



Jefe de Área Disciplinar

MLE. Luis Alberto Gamboa Gutiérrez

Coordinadora de la Academia de Artes y Ciencias

Sociales

Lic. Gabriela Trejo Rodríguez

Coordinadora de Academia de Filosofía

MA. Claudia Yoliztli Zamora González



30

Unidad de Aprendizaje: La Vida en México: Política, Economía e Historia

Semestre

Frecuencias por

Semestre

Frecuencias por

Semana

Valor en Créditos

Tercero 48 3 2

Fundamentación:

El propósito de esta unidad de aprendizaje es que el estudiante distinga los cambios

económicos, políticos y sociales por los que ha transitado nuestro país, desde inicios del siglo XX hasta

la época actual, con la idea, que tenga un panorama general del desarrollo y le dé, elementos

suficientes y necesarios para analizar beneficios y desventajas para la población, así como fomentar

una conciencia crítica y propositiva donde participe en la solución de problemáticas en su entorno.

Estos conocimientos le permitirán al estudiante tener una conciencia social incluyente, con

competencias generales, genéricas y disciplinares mencionadas tanto en el Modelo Académico del

Nivel Medio Superior de la UANL, y establecidas en el acuerdo secretarial 444 de la RIEMS, en las que

valore la importancia del contexto en el que se desenvuelve.

Estos aprendizajes reforzarán lo visto en el curso de Introducción a la Ciencias Sociales de primer

semestre y asimismo lo sensibiliza para participar activamente en las diferentes actividades

propuestas en la guía de aprendizaje y le servirá como antecedente de la asignatura de Ética,

sustentabilidad y responsabilidad social; el presente curso ha sido diseñado en cuatro etapas: etapa 1

Las Ciencias Sociales en México, etapa 2 La Política de México (desde la Revolución hasta la

época actual), etapa 3 Economía en la vida de México y etapa 4 Historia de los Movimientos Sociales

en México.


Etapas

Número de sesiones

Primera Etapa Las Ciencias Sociales en México 12

Segunda

Etapa

Política en la Vida de México 12

Tercera Etapa Economía en la Vida de México 12

Cuarta Etapa Historia en la vida de México 12

Total 48

31





1er. Examen Parcial

2do. Examen Parcial

Examen Global

Formativa

10% Etapa 1 Del 6 al 10 de septiembre

del 2021

10% Etapa 2 y 3 (de etapa 3 sólo el Del 11 al 15 de octubre

primer tema)

del 2021

20% Etapas 1, 2, 3, 4 Del 11 de noviembre al

1 de diciembre del 2021

60% PORTAFOLIO DE

EVIDENCIAS

Durante el semestre

Total: 100 %



1ª

2ª

3ª

4ª

Evidencia de

aprendizaje

Evidencia de

aprendizaje

Evidencia de

aprendizaje

Evidencia de

aprendizaje

PIA

Ensayo de la filosofía positiva y su impacto en la vida

político económico del México de fines del siglo XIX y

principios del XX.

Cuadro comparativo de las características de la familia del siglo XX antes y

después de la implementación de dicha política.

Resumen de la semana 2 en formato de presentación: Ideas principales

con imágenes.

Ensayo de la semana 3 en formato de presentación: Ideas principales con

imágenes.

Presentación de un estudio de caso relacionado a algún

movimiento social actual con sus causas, y buscar una

viabilidad de solución.

Revista electrónica de un tema de las etapas 1 a 4.

10%

10%

10%

10%

20%

Total 60%

Importante: Es obligación del estudiante realizar todas las actividades que indique el

profesor para que el portafolio de evidencias tenga el valor mencionado.



32

Unidad de Aprendizaje: Filosofía

Semestre

Frecuencias por

Semestre

Frecuencias por

Semana

Valor en Créditos

Tercero 48 3 2

Fundamentación:

En esta unidad de aprendizaje el estudiante examina los problemas y temas de interés humano a través del tiempo y la

cultura que le permiten interpretar al mundo en diversos contextos, además tiene la finalidad de propiciar el desarrollo del

análisis, la reflexión, el pensamiento lógico, estético y crítico entre los estudiantes, mediante procesos de

razonamiento, argumentación y estructuración de ideas, que fomente los conocimientos, las habilidades, las actitudes

y los valores en tópicos que comprende el campo filosófico y que en su aplicación pueden trascender el ámbito escolar. La

UA. Filosofía se dedica integralmente a la lectura, estudio y comprensión de textos filosóficos, acompañados de

información histórica y cultural necesaria para ubicarlos en la época que le corresponde al pensamiento de sus autores;

por lo que el estudiante puede comprender y valorar desde distintos ángulos y posiciones ideológicas el pensamiento de

los diferentes autores.

Esta unidad de aprendizaje está diseñada con base en los lineamientos del marco curricular común (MCC) del Sistema

Nacional de Bachillerato (SNB) por lo que el modelo educativo está basado en un enfoque de competencias desde una

perspectiva socio-formativa.

La estructura del curso se integra por los siguientes temas:

Etapa 1: La filosofía griega, donde ubica el surgimiento histórico de la filosofía como problemática humana y valoración

para estructurar y enriquecer su cosmovisión. Etapa 2: El humanismo renacentista, en el distingue la transición del

pensamiento medieval al renacentista para comprender la aparición y desarrollo de la edad moderna. Etapa 3: La

filosofía moderna, donde analiza la filosofía de Descartes, su intención en la búsqueda de la verdad mediante el empleo

de su método y la importancia del movimiento cultural de la ilustración para identificar las nuevas posiciones filosóficas.

Etapa 4: La filosofía contemporánea, en la que interpreta al marxismo, existencialismo y el positivismo lógico como las tres

líneas del pensamiento filosófico contemporáneo más influyentes para comprender el mundo social del siglo XX.


Etapas

Número de sesiones

Primera Etapa Iniciación de la filosofía 12

Segunda Etapa La filosofía renacentista 12

Tercera Etapa La filosofía moderna 12

Cuarta Etapa La filosofía contemporánea 12

Total 48

33





1er. Examen Parcial 10% Etapa 1

Del 6 al 10 de septiembre

del 2021

2do. Examen Parcial 10% Etapa 2 y 3

Del 11 al 15 de octubre

del 2021

Examen Global 20% Etapas 1, 2, 3, 4

Del 11 de noviembre al

1 de diciembre del 2021

Formativa 60% PORTAFOLIO DE EVIDENCIAS Durante el semestre

Total: 100 %



1ª

2ª

3ª

4ª

Evidencia de

aprendizaje

Evidencia de

aprendizaje

Evidencia de

aprendizaje

Evidencia de

aprendizaje

Presentación digital de la filosofía griega en los periodos

cosmológico y antropológico.

Cuadro comparativo de tres entradas sobre los aportes de

artistas, filósofos y científicos renacentistas.

Ensayo del conflicto entre ciencia y religión en el periodo

de la Ilustración.

Paráfrasis de la lectura de Moritz Schlick “El viraje de la

filosofía”

10%

10%

10%

10%

PIA

Ensayo sobre un tema de interés en el ámbito filosófico. 20%

Total 60%

NOTA: Es necesario realizar las dimensiones indicadas por el docente en

estrategia digital para tener derecho a la evaluación de las evidencias de

aprendizaje.



34

Área Disciplinar de

Desarrollo Humano

35



Coordinadora de la Academia de Orientación

Lic. Luisana Cuello Escalante



36

Unidad de Aprendizaje: Elección Vocacional

Semestre

Frecuencias por

Semestre


Frecuencias por

Semana

Valor en Créditos

Tercero 32 2 1

Fundamentación:

En la unidad de aprendizaje Elección Vocacional, el estudiante construye un concepto de sí mismo

y de su papel en el campo profesional a través de la adquisición y desarrollo de conocimientos y

habilidades, que le permitan tener una idea clara de su vocación y sus interacciones con el medio y los

demás. Corresponde al tercer semestre del plan de estudios del Bachillerato General, ubicándose como

UA básica dentro del campo disciplinar de Humanidades. Se busca trabajar esencialmente las

dimensiones del ser humano y el desarrollo de habilidades en el aspecto personal, social y ético,

haciendo enlace con la siguiente Unidad de Aprendizaje que es Proyecto de vida.

En cada etapa de esta unidad de aprendizaje se expresan las competencias a desarrollar, las

generales de la Institución, mencionadas en el Modelo Académico del Nivel Medio Superior de la

UANL, así como las genéricas con sus atributos y las disciplinares, establecidas en el Acuerdo

Secretarial 444. En el desarrollo del curso se aplica una Guía de Aprendizaje, la cual se compone de

una serie de actividades que permitirán desarrollar y fortalecer las competencias propuestas, además

el docente cuidará el proceso de aprendizaje, aplicando diferentes estrategias y tipos de evaluación,

tales como la diagnóstica, la formativa y la sumativa (Acuerdo 8 del Comité Directivo del SNB), así

como la autoevaluación, coevaluación y heteroevaluación, donde él guiará y orientará a los

adolescentes en cada una de las actividades, retroalimentando y dando sugerencias, utilizando

diversos instrumentos de evaluación, hasta lograr el aprendizaje en el estudiante.

Para efectos de evaluación las unidades de aprendizaje correspondientes al campo disciplinar de

Desarrollo Humano, solo tomarán en cuenta las actividades que conforman el portafolio, ya que, por su

naturaleza y características particulares, el instrumento de evaluación (examen) queda excluido por

no ser el pertinente para valorar la experiencia vivencial, única y personalizada de cada

estudiante. Estas unidades de aprendizaje tienen la finalidad de guiarlos en su proceso de

maduración biopsicosocial que los conduzca con éxito a una vida productiva y saludable.

La evaluación final de cada una de ellas, se representarán en el kardex en forma numérica tomando

en cuenta los puntos obtenidos de las actividades propuestas en el portafolio de cada uno de los

programas analíticos correspondientes.


Etapas

Número de sesiones

Primera Etapa ¿Quién soy? ¿Quién quiero ser? 8

Segunda Etapa La importancia de socializar 8

Tercera Etapa Entorno social 7

Cuarta Etapa Elección Preliminar 9

Total 32

37




1er. Examen Parcial NA NO APLICA NA

2do. Examen Parcial NA NO APLICA NA

Examen Global NA NO APLICA NA

Formativa 100% Portafolio de Evidencias Durante el semestre

Total: 100 %



1ª

2ª

3ª

4ª

PIA

Dimensión 4 Aplicación

ANÁLISIS FODA

Descripción de Fortalezas, Oportunidades, Debilidades y Amenazas

personales.

Dimensión 4 Aplicación Redacción de una experiencia en la cual la falta de comunicación o

ESCRITO REFLEXIVO cooperación en la escuela o familia produzca contratiempos o

malentendidos y ocasione una relación nociva.


REPORTE ABP


CUADRO

COMPARATIVO

ESCRITO

DESCRIPTIVO

Reflexión por escrito amplia y clara, que expresa su responsabilidad

y compromiso ante la comunidad como futuro profesionista.

Análisis de 3 profesiones seleccionadas de acuerdo a los siguientes

datos: perfil de ingreso, duración, costos, mercado laboral,

remuneración, desarrollo social y profesional.

Redacción sobre los factores personales que influyen en la elección

de profesión.

20%

15%

20%

20%

25%

TOTAL 100%

Nota: Es responsabilidad y obligación del estudiante CUMPLIR con las Actividades de Requisito incluidas

en la Guía Instruccional para tener derecho a la evaluación de la Evidencia de Aprendizaje en NEXUS

correspondiente a cada etapa.



36

Formative Assessment

39



GENERAL REGULATIONS ON ASSESSMENTS AND

UNIVERSIDAD AUTÓNOMA DE NUEVO LEÓN REGULATIONS

Chapter II. - Ordinary and Extraordinary Evaluations

ARTICLE

81

The student who does not pass the first opportunity, may only

participate in the second-chance evaluation process if he/she

fulfills at least 70% of the activities established in the analytical

program of the corresponding learning unit, otherwise the

acronym NC, which means no compliance, will be settled in the

second-chance minutes.

NOTE: The activities established in the analytical program of the

Learning Unit are the activities of the PORTFOLIO OF EVIDENCE.



40

2ND OPPORTUNITY EVALUATION

Criteria

The final grade of 2nd Opportunity consists of:

2nd Opportunity EXAM:

PORTFOLIO OF EVIDENCE:

70 % (from the test result)

30 % (from the result after review)

PORTFOLIO OF EVIDENCE:

It consists of all the Evidences indicated in the Formative Assessment,

it is delivered COMPLETE to your class teacher at the beginning of the

application of the 2nd Opportunity exam.

In order to be entitled to the second exam. OPPORTUNITY, the student

must:

1) Cover the cost of the 2nd Opportunity exam at the Treasury

Department, at least 24 hours before its application.

2) Attend the exam on the date and time indicated in the 2nd

Opportunity Exam Schedule.

3) Within the classroom show the teacher who applies the exam, the

original of the "paid" CASH RECEIPT issued by the Treasury

Department.

4) Show a photo ID card (University Credential).

Examination will only be applied to students who meet the above

requirements.

The review of the 2nd Opportunity Exam grade will be made 72 hours after the

date of application of it, according to the REVIEW Schedule.

The student who does not attend gives by ACCEPTED THE GRADE.

41



SIASE Sistema Integral para la Administración de los Servicios

Educativos optimizes the administrative processes of the Institution’s

departments to obtain information in a timely and reliable manner.

Advantages of the system

Basic, Upper Secondary, Higher and Postgraduate Education Levels

Student, teacher and parents

Accessibility

PROCEDURES AND CONSULTATIONS OF PERSONAL DATA, KARDEX,

SCHEDULE, GRADES, account statement, notices in general, payment of

fees and scholarships, via the Internet.

You can log in with the link: http://www.uanl.mx/enlinea

FOLLOW YOUR TEACHER’S INSTRUCTIONS on how to consult the system.



42

Nexus Platform

Nexus is a platform that facilitates collaboration between students and

teachers in the teaching and learning process, in its On site, Online and

Mixed Modality.

You can log in with the link: www.nexus.uanl.mx

FOLLOW YOUR TEACHER’S INSTRUCTIONS on how to capture on a

platform and evaluate your Learning Evidence.

43



Microsoft TEAMS

Microsoft teams is a collaborative tool that shares workspaces based on teams

designed to improve communication between teachers and students. With its use you

can integrate in a single space the most important and necessary applications for

teamwork (chats, video conferences, notes and access or office online content).



44

45



Principal

Academic Vice Principal

Administrative Vice Principal

Vice Principal of School Services

Information:

Evaluation of the Third Semester

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