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LET'S TALK ABOUT CELLS prof.ssa BARBERA MARIA, IPSEOA BERTI, Verona This lesson plan is addressed to a second class of a secondary school, with a B1 level in English. It is briefly outlined the cell theory, as well as the importance of technological innovation for research (light and electron microscopes). Then, cell structure and some cell functions (such as photosynthesis and transport of water) are presented. The lesson is delivered through Cooperative Learning methodology. CONTENT The cell theory Microscopes Cell structure and organelles functions (photosynthesis- transport of water through the cell membrane) TEACHING AIMS To introduce the learners to the structure and some cell's functions. To make the learners aware of the progress of biological research. To make the learners aware that cells are the basic components of all organisms. To make the learners aware of physical and chemical processes involved in some biological phenomena, some of which can be commonly observed To highlight the importance of photosynthesis for plants and other living beings. LEARNING OUTCOME TO KNOW: -the origins of the cell theory -light and electron microscopes -the structure of eukaryotic cells (plant and animal cells) -the chemical formula of glucose -the global equation of photosynthesis -the osmosis process TO BE ABLE TO: -compare plant and animal cells, finding similarities and differences -highlight the role of the sun as a source of energy for living organisms -describe the general process of photosynthesis -predict the flow direction of water in different osmotic conditions -use a light microscope -guess from the context (e.g. deducing the formula of glucose from its structural formula) - process Knowledge (to understand the process of osmosis by observing lettuce leaves or potato slices shrinking and swelling in different conditions) -find information (skimming, scanning) -transform and organize information (e.g. transforming a labelled picture into a simple text) TO BE AWARE OF: -the importance of cells as basic components of all living beings -the importance of technology innovation in order to develop new instruments for biological studies -the importance of photosynthesis -the importance of the osmotic equilibrium for cells -the importance of carrying out a fair test COMMUNICATION AT LEVEL OF WORDS: -Subject- specific and general vocabulary; high and medium frequency words (adverbs, conjunctions...) AT LEVEL OF SENTENCES: -Present tense, to describe objects and processes -Past tense, to tell the origin of the cell theory -Passive form, to describe the cell structure. - Interrogative form; short and long answers. -First conditional, e.g. to predict the behavior of the cell in different osmotic conditions or the reaction of the plant to darkness or salinity Comparing and contrasting Activities: ...Tell us the origins of the cell theory... ...identify the cell organelles in the picture and match their respective roles in a chart... Oral and written production: what is a cell? Define and describe briefly the processes of photosynthesis and osmosis... Find similarities and differences between these two pictures (images of prokaryotic and eukaryotic cells, or animal and plant cells) ... Observing with senses, processing Knowledge Experimental activity: What are the consequences of adding salt to, or plunging in water, a piece of food? Reasoning/Predicting/ hypothesizing/ using knowledge Experimental activities: The importance of sunlight and soil osmotic environment for plants- what will happen if we let a plant grow in a dark box or on a salty soil? Why are the leaves of a pale green? Why is the plant getting withered? Enquiry Before cooking aubergines, it is usual to plunge them, in slices or in small cubes, into salt water. Why? Students carry out a research to find information about solanine and its effects on the human body. Evaluating Experimental activities: Has something happened unexpected? Why? COGNITION Remembering Identifying Defining Would our experiment have been differently carried out to verify our hypothesis? What should we change? Do we think that this activity has been important for us? What new have we learnt? How good has our group worked? Is there anything that we should have done better? RESOURCES - Interactive Whiteboard - Internet -Worksheets with texts, drawings, pictures; cards or jigsaw images Common use materials for a simple lab (leaves, salt, bowls, little plants, soil, to verify the process of osmosis and photosynthesis). -If the case, differentiated worksheets for less able students PROCEDURE Whole class: activating prior Knowledge (brainstorming, revising useful vocabulary for the topic) Cooperative learning: learners do most activities in pairs and in small groups - labelling pictures, filling charts, experiments- or individually, and then share their work (recording observations, writing simple answers, summaries). ASSESSMENT Activities are each revised through IWB, in plenary, as groups complete their work. Whole class, in groups: write three most interesting/clear and one less/ interesting/clear things about the topic you studied. Knowledge and cognitive skills can be assessed during experimental activities (worksheets) (oral /written test) Do students Know…. -subject specific terms? (e.g. cell, organelles, photosynthesis, osmosis, hypotonic, hypertonic, isotonic…) - subject compatible terms? (shrink, swell, wilt, turgid, store, energy) - high and medium frequency words? (dark-light; thin-thick; crunchylimp) -how to give short answers? (Do plants need energy to grow? Yes, ….do) comprehension/ written production test -How to skim /scan a text. -How to collect information to write a summary written production test -How to conduct a fair experiment -How to write a simple report of an experiment. ... IN MORE DETAIL TITLE OF ACTIVITY/ MATERIAL 1 YouTube Video : INTRODUCTION TO CELLS https://youtu.be/gFuEo2c cTPA 2':55" 2 Text: ORIGINS OF CELL THEORY (from New Focus on Science- Martelli, CreekMinerva Scuola) (adapted) TEACHING AIMS Raising motivation/ Activation Eliciting ST Making students aware that progress in biological research is ensured by technological innovation LEARNING OUTCOMES (COGNITIVE/LEARNING SKILLS) ACTIVITY Communication: to be able to express simple ideas about an introductive video about the cell To be able to communicate in group properly ( in turns, quietly) Students in groups brainstorm after watching the video; then share their main idea with the class CL structure: Sharearound Cognitive skills Ordering the main steps of research about cell in a timeline Defining the cell and the cell theory Comparing the different types of microscope and their respective utility Think/ pair/ share -roundtable -Students rapidly read the text and write down its key ideas (fill in the gap exercise) -Students read again in search of the new words. (Exercise: match new words with their meaning) -Students put the key events, described with sentences, into a time line, in order to get a frame to summarize the text Introducing the cell theory Learning skills Cooperating with others Skimming Scanning Summarizing Carrying out investigations Locating information Communication skills At level of words Learning content specific and compatible vocabulary At level of sentences Past tense, passive form At level of genre Summarizing a text using a frame -Students in group carry on a research on the Internet about Robert Hooke and his contribute to Science 3 TITLE OF ACTIVITY/ TEACHING AIMS LEARNING OUTCOMES (COGNITIVE/LEARNING SKILLS) ACTIVITY YouTube Video: The cellHigh School Biology www.youtube.com/watch? v=URUJD5NEXC8 Introducing learners to the cell structure Cognitive skills Comparing and contrasting eukaryotic and prokaryotic cells, plant and animal cells. Identifying cell's organelles Defining organelles' functions Activation: Students in pair read the cloze related to the video, to create expectations and get the key ideas of the content 1st Task: -Students watch and listen to the video, then fill in the gap sentences -Students in pair and group share and compare their work -Students listen again. Plenary revision (numbered heads together) Learning skills Cooperating with others Guessing from the context 2nd task Students read the transcript and find the words they do not know. Roundtable Students in turn try to guess the meaning of unknown words and write it them beside each term Trade a problem groups share their lists and ask each other for a help. Plenary revision with teacher's guide. Post task: students match images of organelles, different kind of cells... with their name /function 3 TITLE OF ACTIVITY/ MATERIAL TEACHING AIMS LEARNING OUTCOMES (COGNITIVE/LEARNING SKILLS) METHODOLOGY /ACTIVITY Working on photosynthesis through work sheets To highlight the importance of photosynthesis for plants and other living beings. Cognitive skills Defining photosynthesis Transforming information (a text into a labelled picture) Ordering (put the name of reactants and products in the photosynthesis equation) Guess from the context (the rough formula of glucose from its structural formula) Students in group do exercise 1-6 (think/pair/share and simultaneous numbered heads together) and 6croundtable. Bartella De CiccoNatural Science.CLIL Zanichelli Communication skills: Giving short answers Learning some linking words 4 Osmosis in the kitchen (experimental activity) Bartella De Cicco- Natural Science. CLIL- Zanichelli To make the learners aware of physical and chemical processes involved in some biological phenomena, some of which can be commonly observed Cognitive skills Identifying different osmotic conditions Predicting the results of an experiment Hypothesising, Reasoning Learning skills Cooperating with others Observing using senses Processing knowledge Interpreting information Using knowledge to decide the best way of salting cooking meat Students learn the "prelexis" (pictures or objects to define) Group discussion and round robin to do exercise n° 6a Groups make experiment shown on page 5 to verify their predictions. Groups do exercise n° 6b(think/pair/share and simultaneous numbered heads together) and 6croundtable.