In order to pass the subject at the first opportunity it will be necessary to have a participation of at least 70% of the scheduled evaluable activities. Likewise, the student must obtain at least a grade of 4.5 out of 10 points in theory, and 4 out of 10 in the practical part.

In order to pass the subject in the second opportunity (July), the student, depending on the result of his first evaluation, will have to carry a written objective test and pass the practical part. The need to take one or both of the second-chance examinations will be indicated in the first opportunity grades.

The qualifications obtained in the evaluable activities will be kept only during the corresponding academic year except for the practical part. To obtain the qualification of "not presented" the student will not be able to participate in more than 30% of the scheduled evaluable activities. In the case of students with part-time dedication or specific learning modalities and support for diversity, the assessment of the objective tests will be the same, and the continual assessment of participation may be replaced by an individual work proposed by the teacher and evaluated in tutorials.

In the case of students with recognition of part-time dedication and academic exemption from attendance, the same evaluation criteria will be followed for the 1st and 2nd opportunity as for the rest of the students.

Fraud on the tests or assessment activities will directly imply the grade of failed '0' in the subject in the corresponding opportunity, invalidating like this any grades obtained in all the assessment activities towards the extraordinary announcement.

Learning outcomes	Study programme competences
-Being able to critically manage relevant information from different bibliographic sources.		B1 B8 B9 B10
- Encourage students to further learn and research about Botany, a basic discipline in Biology.		B6 B12
- Understanding the different reproductive types and life cycles of the diverse organisms studied in Botany.	A19
- Acquiring skills related to the observation, description and identification of fungi, algae and plants.	A1 A2 A4
- Learning basic techniques of field- and laboratory work in Botany.	A22 A30 A31 A32
- Understanding the evidences of the evolutionary relationships among the different fungi, algae and plants.	A7
- Understanding the taxonomic organization and nomenclature of fungi, algae and plants.	A1 A2 A7
- Understanding the morphological and taxonomical diversity of fungi, algae and plants.	A1 A2 A29
-Ability for reasoning, argumentation and critical thinking.		B3 B7 B9 B10	C4 C6
Ability to apply ICT in the field of Biology.		B12	C3
Learning skills needed to undertake further studies		B6 B8 B12	C4
Ability to convey information, ideas, problems and solutions to both specialized and non-specialized audiences.		B1 B3 B7	C1

Topic	Sub-topic
BLOCK I: INTRODUCTION AND GENERAL CONCEPTS	I.1. Organisms studied in Botany. I.2. The Scientific Method in Botany. I.3. Systematics, nomenclature and taxonomy of plants. I.4. Fields and applications of Botany.
BLOCK II: STRUCTURE OF PLANTS AND FUNGI	II.1. Introduction to the structure of plants and fungi II.2. The vegetative body. II.3. Reproductive structures. II.4. Reproduction. Alternation of nuclear and generational phases. Biological cycles.
BLOCK III: ECOLOGY AND CONSERVATION	III.1. Plant communities and populations. Interaction with other organisms III.2. Reproductive ecology III.3. Conservation of plant biodiversity. Conservation threats and strategies III.4. Geobotany as an integrative science. The floristic kingdoms and the main plant formations of the Earth. Biomes.
BLOCK IV: BIODIVERSITY AND EVOLUTION	IV.1. The evolution in vegetables. Frame of vegetables in living things. Evolutionary relationships and importance of phylogeny. Characters and main groups IV.2. Morphological levels of plant organization. Evolution from talophytes to cormophytes IV.3. Photosynthetic coins and protists. Cyanobacteria and algae IV.4. Fungi and other heterotrophic organisms. Fungal symbioses IV.5. Plants without flowers. General characteristics of embryophytes. Vascular embryophytes. General characteristics and life cycle of pteridophytes IV.6. The prevascular vascular embryophytes. General characteristics and life cycle of bryophytes IV.7. Flowering plants. General characteristics and life cycle of spermatophytes IV.8. Gymnosperms and angiosperms (dicotyledons and monocotyledons)
SEMINARS	1.- Classification and systematics. 2.- Life cycles of plants and fungi. 3.-Floral diagrams and formulas. Identification keys. 4.- Comparative studies of organism
LAB SESSIONS	1.- Introduction of the local vegetal landscape, organographic study and field diagnosis of a selection of species. Collection and conservation methods. 2.- Characteristics and function of fungi and lichens. Observation of vegetative (mycelium) and reproductive structures in microscopic Zygomycetes and Ascomycetes. Recognition of fruiting bodies of Ascomycetes and Basidiomycetes. Morphological types of lichens and their habitat. Recognition of reproductive structures in lichens. 3.- Characteristics and function of microscopic algae. Microscope handling. Analysis of microscopic algae in inland waters (eutrophic or not). Study of algae in marine plankton. 4.- Characteristics and function of macroscopic algae. Observation of freshwater and marine representatives. Organization and morphology, reproductive structures and life cycle. 5.- Characteristics and function of bryophytes and pteridophytes. Study of diversity of representatives of bryophytes (liver and moss) and pteridophytes (ferns, horsetails and lycopods). 6.- Characteristics and function of gymnosperms. Observation of vegetative and reproductive characters. Recognition of species of gymnosperms (Pinaceae, Cupressaceae, Taxaceae) representative of the Iberian flora. 7.- The flower. Flower analysis. Morphological study of different types of flowers. 8.- Study of the characteristics and function of monocotyledonous angiosperms. Recognition of common species in the Iberian Eurosiberian environment. 9.- Study of the characteristics and function of dicotyledonous angiosperms. Recognition of common species in the Iberian Eurosiberian environment.
CASE STUDY ( ICT practicals)	Realization of a virtual herbarium as a valid strategy of research training that enable the theoretical-practical integration of previous knowledge with new computer technologies, to obtain meaningful learning.

Methodologies / tests	Competencies	Ordinary class hours	Student’s personal work hours	Total hours
ICT practicals	A22 A2 B1 B6 B7 B8 B12 C3 C6	0	15	15
Laboratory practice	A4 A30 A31 A32	20	20	40
Guest lecture / keynote speech	A1 A7 A19 A29 B1 B6 B8 B12	23	46	69
Objective test	B8 C1	2	0	2
Online forum	B3 B9 B10 C4 C3	0	2	2
Short answer questions	B8 C1	0	2	2
Multiple-choice questions	B8	0	2	2
Seminar	A7 A1 B1 C4	8	8	16

Personalized attention		2	0	2

(*)The information in the planning table is for guidance only and does not take into account the heterogeneity of the students.

Methodologies	Description
ICT practicals	Realization of a virtual herbarium as a valid strategy of research training that enable the theoretical-practical integration of previous knowledge with new computer technologies, to obtain meaningful learning.
Laboratory practice	The student will work with different kinds of living and preserved material, representative of the studied groups of the subject.
Guest lecture / keynote speech	Lecturers will explain the main concepts of the subject. Lecture notes will be uploaded.
Objective test	The acquisition of the contents of the subject will be qualified by means of an objective written test that will include test-type questions, definitions, short questions and topics to be developed.
Online forum	Continual assessment will include a forum as an informal discussion space for students to address a topic or problem, which is developed through the virtual classroom asynchronously.
Short answer questions	Objective test aimed at continual assessment. A question-and-answer statement is presented to be answered with a specific phrase, word, number, or symbol.
Multiple-choice questions	The continual assessment will include questions in the form of a direct question or an incomplete statement, and several options or answer alternatives that provide possible solutions, of which only one is valid.
Seminar	Lecturers will invite the students to work on specific aspects of the studied groups, and discussion will follow in seminars.

Methodologies	Competencies	Description	Qualification
Multiple-choice questions	B8	Objective test that consists of asking a question in the form of a direct question or an incomplete statement, and several answer options or alternatives that provide possible solutions, of which only one is valid.	5
Seminar	A7 A1 B1 C4	Quality of interventions and demonstrated interest in the subject	10
Laboratory practice	A4 A30 A31 A32	Resolution of questionnaires and the submission of practical reports. Content and quality will be graded.	20
ICT practicals	A22 A2 B1 B6 B7 B8 B12 C3 C6	At the beginning of the course, students are informed of the activity to be carried out throughout the course, which can be both individual and group. The content, quality and presentation of the activity will be qualified.	10
Short answer questions	B8 C1	Objective test aimed at provoking the memory of a presented learning. A statement is presented in the form of a question to answer with a specific phrase, word, number or symbol.	10
Online forum	B3 B9 B10 C4 C3	Informal discussion space for students to address a topic or problem, which is developed through a virtual learning environment using asynchronous communication tools (forum).	5
Objective test	B8 C1	A written test will be used to assess learning. The Objective Test can combine different types of questions: multiple choice questions, ordering questions, short answer questions, discrimination questions, completion questions and / or association questions. It can also be built with a single type of any of these questions.	40

Assessment comments
In order to pass the subject at the first opportunity it will be necessary to have a participation of at least 70% of the scheduled evaluable activities. Likewise, the student must obtain at least a grade of 4.5 out of 10 points in theory, and 4 out of 10 in the practical part. In order to pass the subject in the second opportunity (July), the student, depending on the result of his first evaluation, will have to carry a written objective test and pass the practical part. The need to take one or both of the second-chance examinations will be indicated in the first opportunity grades. The qualifications obtained in the evaluable activities will be kept only during the corresponding academic year except for the practical part. To obtain the qualification of "not presented" the student will not be able to participate in more than 30% of the scheduled evaluable activities. In the case of students with part-time dedication or specific learning modalities and support for diversity, the assessment of the objective tests will be the same, and the continual assessment of participation may be replaced by an individual work proposed by the teacher and evaluated in tutorials. In the case of students with recognition of part-time dedication and academic exemption from attendance, the same evaluation criteria will be followed for the 1st and 2nd opportunity as for the rest of the students. Fraud on the tests or assessment activities will directly imply the grade of failed '0' in the subject in the corresponding opportunity, invalidating like this any grades obtained in all the assessment activities towards the extraordinary announcement.

Basic
	Theory: BARNES, C. (2001). Invitación a la Biología. Panamericana DIAZ-GONZALEZ, T.E.; FERNÁNDEZ-CARVAJAL, M.C. & FERNÁNDEZ, J. A.(2004). Curso de Botánica. Ediciones Trea, Gijón. FONT I QUER, P. (1982). Iniciación a la Botánica. Editorial Fontalba. FONT I QUER (1987). Plantas medicinales. El Dioscórides renovado. Labor. FONT I QUER, P. (1993). Diccionario de Botánica. Labor, Barcelona. IZCO, J.; BARRENO, E.; BRUGUÉS, M.; COSTA M.; DEVESA, J.; FERNÁNDEZ, F.; GALLARDO, T.; LLIMONA, X; SALVO, E; TALAVERA, S. & VALDÉS, B. (2004). Botánica. McGraw-Hill, Madrid. NABORS, M.W. (2006). Introducción a la Botánica. Pearson. REECE, C. et al. (2008). Biology. Pearson International Edition SCAGEL, R.; BANDONI,R.J.; ROUSE,G.E.; SCHOFIELD, G.E.; STEIN,J.R. & TAYLOR,T.M.(1987). El Reino Vegetal. Omega, Barcelona. STRASBURGER, E., F. NOLL, H. SCHENCK & A.F.W. SCHIMPER. (2004). Tratado de Botánica (actualizado por P. SITTE et al.) Omega, Barcelona. Practicals: AIZPURU,I.; ASEGINOLAZA, C.; URIBE-ECHEBERRÍA, P.M.; URRUTIA, P. & ZORRAKIN, I. (2000). Claves ilustradas de la Flora del País Vasco y territorios limítrofes. Servicio Central de Publicaciones del Gobierno Vasco. ANDRÉS, J., B. LLAMAS, A. TERRÓN, J.A. SÁNCHEZ, O.G. PRIETO, E. ARROJO & T.P. JARAUTA (1990). Guía de hongos de la Península Ibérica (noroeste peninsular, León), claves-descripciones-fotografías. Celarayn, León. BÁRBARA, I. & J. CREMADES (1993). Guía de las algas del litoral gallego. Ayuntamiento de La Coruña, Casa de las Ciencias. BONNIER, G. & De LAYENS, G. (1993). Claves para la determinación de plantas vasculares. Omega, Barcelona. CABIOC'H, J., J. FLOC'H, A. TOQUIN, C.F. Le, Ch.-F. BOUDURESQUE, A. MEINESZ & M. VERLAQUE (2006). Guía de las algas del Atlántico y del Mediterráneo. Omega, Madrid. CASTROVIEJO, S. et al (2001). Claves de Flora Ibérica, vol. I . Real Jardín Botánico, Madrid. EGEA FERNANDEZ, J.Mª & P. TORRENTE PAÑOS (1997). Manual de Teoría y Prácticas de Botánica. DM Librero Editor. GERHARDT, E., J. VILA & X. LLIMONA (2000). Hongos de España y de Europa. Omega, Barcelona. GARCÍA, X.R. (2008). Guía das plantas de Galicia. Xerais. JAHNS, H.M. & A.K. MASSELINK (1982). Guía de campo de los helechos, musgos y líquenes de Europa. Omega, Barcelona. MANOBENS, R. Mª (1988). Botánica, instruccions per als recol-lectors de plantes: l'herbari. Preparació i documentació. Generalitat de Catalunya. MAYOR, M. & T.E. DÍAZ (2003). La flora Asturiana. Ayala, Oviedo. NIÑO RICOI, H. (2008). Guía dos fentos de Galicia. Baía Edicións. PÉREZ VALCÁRCEL, C., LÓPEZ PRADO, Mª & LÓPEZ DE SILANES VÁZQUEZ, Mª (2003). Guía dos liques de Galicia. Baía Edicións. SALVO TIERRA, E. (1990). Guía de helechos de la Península Ibérica y Baleares. Pirámide, Madrid. WIRTH, V., R. DÜLL, X. LLIMONA, R.-M. ROS & O. WERNER (2004). Guía de campo de los líquenes, musgos y hepáticas. Omega
Complementary

Other comments
It is highly recommended that you take this course before any of other continuing subjects (mostly Botánica Sistemática: Criptogamia, Botánica Sistemática: Fanerogamia and Xeobotánica)