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IPLUSO 22142

Life and Environmental Sciences

Primary Education
  • ApresentaçãoPresentation
    This curricular unit is an introduction to the study of life sciences at their different levels of integration, and organisation and their importance in today's society, also leading to the acquisition of skills to interpret the phenomena that control the state of the environment today.
  • ProgramaProgramme
    1. Living Beings and Evolution Cell: structure, organelles, prokaryotic/eukaryotic types, biological organisation levels. Metabolism: photosynthesis and cellular respiration. Reproduction: life cycles; asexual and sexual modes. Heredity: basic genetics and character transmission. Classification: taxonomy principles and phylogenetic criteria. Evolution: natural selection, mutation, adaptation, speciation. 2. Living Beings and the Environment Ecology: the structure and functioning of ecosystems. Microsystems (types and organisation) Biodiversity: genetic, species, and ecosystem diversity; ecological importance. Environmental issues: climate change, pollution, habitat loss. Conservation: sustainable strategies; national/international policies.
  • ObjectivosObjectives
    Understand science concepts and processes for interpreting everyday phenomena and their contribution to active citizenship; Understand Science-Technology-Society-Environment interactions; Understand multidisciplinary and interdisciplinary approaches to building knowledge in science; Build scientific knowledge of social importance and useful for their personal and professional development; Promote the ability to think scientifically, and critically, make decisions, and think creatively, which are essential for identifying, analyzing and solving environmental problems; Reveal the ability to carry out autonomous studies and research and development projects; Demonstrate correct oral and written expression in Portuguese and effective use of scientific language.
  • BibliografiaBibliography
    Amabis, J. M., & Martho, G. R. (2021). Fundamentos da Biologia Moderna (6ª ed.). São Paulo: Editora Moderna. Gaudiano, E. (2012). Educação ambiental: Uma abordagem crítica. Instituto Piaget. Gonçales, J. F., & Santos, M. D. dos. (2018). Educação ambiental trabalhada por meio da manutenção de um miniecossistema de plantas nativas do Cerrado pela técnica bonsai. Revista Educação Ambiental em Ação, (42). http://www.revistaea.org/artigo.php?idartigo=1344 Levin, S. A. (Ed.), Carpenter, S. R., Cole, J., et al. (2020).The Princeton Guide to Ecology (2nd ed.). Princeton University Press. Leigh, D. M., Hendricks, S., Dias, J. M., Primmer, C. R., Laikre, L., Hoban, S., ... & Shafer, A. B. A. (2024). Global meta-analysis shows action is needed to halt genetic diversity loss. Nature, 629, 321-326. https://doi.org/10.1038/s41586-024-08458-x Townsend, C. R., Begon, M., & Harper, J. L. (2014). Fundamentos em Ecologia (4ª ed.).  Artmed. *Material disponibilizado no Moodle pela docente.  
  • MetodologiaMethodology
    Classes are organized based on active and diversified methodologies aimed at promoting dynamic and participatory learning. These methodologies include: i) Analysis and investigation of themes, problem-solving, and varied practical lessons, all aimed at building scientific knowledge. ii) Debate and discussion on environmental issues and advances in scientific research, stimulating critical thinking and ecological awareness. iii) Online simulations on the topics covered.
  • LínguaLanguage
    Português
  • TipoType
    Semestral
  • ECTS
    5
  • NaturezaNature
    Mandatory
  • EstágioInternship
    Não