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BIOLOĢIJA ANGLISKI mācību stundu piemēri Atbildīgā par izdevumu Rita Kursīte Inese Barkovska, Daugavpils Valsts ģimnāzija, 2012. Stundu plāni bioloģijā angļu valodā. 1.NUTRITION(Barošanās) Mērķis: Atkārtot, padziļināt un sistematizēt zināšanas par tēmu „Nutrition” (Barošanās). Skolēnam sasniedzamais rezultāts : Lietot plašu valodas struktūru un vārdu krājumu dabiski-integrētā veidā tēmas ‘Nutrition’ ietvaros. Galveno ideju un detaļu izpratne tekstos, kas saistīti ar tēmu’Nutrition’. Nepieciešamie resursi: (tai skaitā izstrādātie metodiskie materiāli, kurus tagad veidojam) tabulas, teksti, darba lapas, prezentācijas. Mācību metodes: darbs ar tekstu, demonstrēšana, vizualizēšana, saruna, jautājumi, prāta vētra. Mācību procesa organizācijas formas: frontāls darbs, grupu darbs. Stundas gaita: Skolotāja darbība Metode (laiks) Ierosināšana : Saruna par dzīvo un nedzīvo. Barošanās nozīme. 10 min. Metode (laiks) Apjēgšana : Prezentācijas demonstrācija. Jautājumi. Uzdevumu veikšana.20 min. Metode (laiks) Refleksija: Jautājumi.(Personīgā pieredze. Vietējās īpatnības) 1 Skolēnu darbība Klausīšanās, runāšana. Skatīšanās, lasīšana, klausīšanās, rakstīšana, runāšana. Klausīšanās, runāšana. Detalizēta stundas gaita: Ierosināšana. Skolotājs piedāvā padomāt ar ko dzīvs organisms atšķiras no nedzīva priekšmeta. ( Frontāli apspriežot jautājumu nonākam pie secinājuma, ka dzīvu organismu raksturo šādi procesi: Movement Respiration Sensitivity Nutrition Excretion Reproduction Growth (jebkurā secībā) Lai to labāk iegaumētu, var lietot anagrammu Mrs Nerg, kur katrs burts apzīmē kādu procesu: movement, respiration, sensitivity, nutrition, excretion, reproduction, growth. Kontroljautājums: Is a car a living thing? Why not? (Nonākam pie secinājuma, ka dzīvam jābūt raksturīgam visiem procesiem, nevis daļai, jo augt var arī akmens).*Avots Nr.2. Paziņojam, ka šodien tēma būs - „Nutrition”. Apjēgšana Skolotājs jautā vai visi dzīvie organismi barojas vienādi. Te jānonāk pie secinājuma, ka atšķiras augu un dzīvnieku barošanās. Jautājums:ar ko atšķiras augu un dzīvnieku barošanās? Var strādāt pāros un padomāt. (Uzvedinošs jautājums: Kādas barības vielas ir nepieciešamas augiem un cilvēkiem? Noskatās prezentācijas ”Plant Nutrition” (pēc skolotāja izvēles) un „Nutrition” un atbild uz jautājumiem, kas ir prezentācijās. Skolēni pilda uzdevumus.*Avots Nr.1. Refleksija Apkopo secinājumus. Dzīvs/nedzīvs. Kopīgais/atšķirīgais. Var veidot kā mazu tabulu. Augu un dzīvnieku barošanās. Kopīgais: minerāli un ūdens. Atšķirīgais: cilvēkam nepieciešams vairāk barības vielu: proteīni, tauki, ogļhidrāti. Cilvēki nevar fotosintezēt. Uzskates /uzziņu materiāls: 1.Materiāls „Nutrition”. Avots – 8.lpp.„Key Stage Three Science.The revision guide.Levels5-7.Edited by Richard Parsons. 2.”Variety of life”. Avots – 2.-3.lpp., Mary Jones. Biology for IGCSE, Heinemann,1994.(Šis materiāls domāts skolotājam, gatavojoties stundai). 2 3 Ar šo materiālu var veidot uzdevumus: 1. - Var izkopēt un aizkrāsot vārdus, liekot skolēniem „restaurēt” iztrūkstošo. 2.- Var skolēniem piedāvāt pašiem veidot uzdevumu ar patiess/nepatiess (T/F) apgalvojumiem. 3.- Var skolēniem piedāvāt izveidot piecus jautājumus par doto materiālu un uzdot tos klasesbiedriem. For example, we can remove and number words: 1. ‘lots’- in the text about carbohydrates 2. ‘for’ – in the text about proteins 3. ‘out’ – in the text about fats 4. ‘keep’- in the text about vitamins 5. ‘your’- in the text about roughage 6. ‘place’- in the text about water. 4 5 Key 1.1. a The similar characteristics: a car can move, it consumes energy, it „excretes’ exhaust fumes. b A car is not a living organism because it does not grow, reproduce. A living thing should possess all 7 qualities which distinguish them from non-living things. 6 Inese Barkovska, Daugavpils Valsts ģimnāzija, 2012. Stundas plāns bioloģijā angļu valodā. 2.DIGESTION (Gremošana) Mērķis: Padziļināt un sistematizēt zināšanas par tēmu”Nutrition” Skolēnam sasniedzamais rezultāts : Lietot plašu valodas struktūru un vārdu krājumu dabiski-integrētā veidā tēmas „Cilvēka organisms - gremošanas sistēma” ietvaros. Galveno ideju un detaļu izpratne tekstos, kas saistīti ar tēmu ”Gremošanas sistēma”. Nepieciešamie resursi: diagrammas, teksti, darba lapas, interneta avoti. Mācību metodes: Darbs ar tekstu, demonstrēšana, vizualizēšana, saruna, jautājumi, prāta vētra. Mācību procesa organizācijas formas: frontāls darbs, pāru darbs. Stundas gaita: Skolotāja darbība Skolēnu darbība Metode (laiks) Ierosināšana : Saruna par iekšējiem Runāšana, klausīšanās orgāniem, kas piedalās gremošanā un izvadīšanā 10 min. Metode (laiks) Apjēgšana : Filmas noskatīšanās. Diagrammas Klausīšanās, lasīšana, rakstīšana. aizpildīšana. Uzdevumu veikšana.20-25 min. Metode (laiks) Refleksija: Jautājumi.(Apgūtā atkārtojums) 5min Klausīšanās, runāšana. Detalizēta stundas gaita: Ierosināšana. Skolotājs piedāvā pāros padomāt un uzrakstīt, kādi orgāni piedalās gremošanā. Piedāvā darba lapu*, kurā skolēni ieraksta orgānu nosaukumus dzimtajā valodā. Pēc tam aizpilda angļu valodā.To var darīt, skatoties Youtube filmu „Digestive system” (ilgums - 6 min 55 sek.) ( http://www.youtube.com/watch?v=XxvRbxhqoZk) Apjēgšana : Skolēni pilda valodas lietojuma uzdevumus.*(K.Kelly, Science) Refleksija: Skolotājs uzdod jautājumus par to, kādas problēmas un traucējumi var būt šīs sistēmas darbībā. - What problems of digestive organs can we have?( piemēram: indigestion gremošanas traucējumi; diarrhoea – caureja; stomach cancer – kuņģa vēzis). - How do we call eating disorders when a person eats too much / too little?(bulimia /anorexia). *Uzskates/uzziņu materiāls.Avots: Keith Kelly,Science.Macmillan,2008. (Skolotājs izvēlas no piedāvātā uzdevumu klāsta.) 1 Atbildes 4.lpp. 2 Darba lapa tēmai “Gremošanas sistēma” (Digestive System). Tasks for vocabulary revision and sentence structure. (Can be used in tests as well) 1.Match the terms with their definitions. (Can be cut and read out by students) 1digestion A Enzymes are also described with this term 2.the epiglottis B These are finger like projections which increase the surface area of the ileum to increase the rate of absorption of digested foods 3.the ileum and and the duodenum C These are the four types of teeth humans have D These are the organs which are part of the small intestine E This is the instrument which prevents swallowed food from entering the windpipe 4.the ileum 5.the villi 6.defecation 7. incisors, canines, premolars, molars 8.enamel 9.the pulp 10.biological catalysts 11.to slow down biological processes 2. 3 F This is the job of inhibitors G This is the name of the hard white coating on the teeth H This is the only living portion of the tooth with nerves I This is where the absorption of digested food takes place J This is the process by which faeces are eliminated from the body K This is the process by which food is broken down to smaller molecules, which the body can easily absorb Keys 1 K 1. Matching 2 3 E D 2. Open close 1 2 mouth anus 4 I 5 B 3 gut 6 J 7 C 4 enzymes 8 G 5 small intestine 9 H 6 physical 10 A 11 F 7 chemical Keys for Working with words A (scanned diagram). 1. a gastric juices 4 b teeth c d Premolar enzymes (priekšdzeroklis) e f Inhibitors(enzīmi,kas digested palēnina bioloģiskos food procesus) g anus 3. a teeth cut and grind food b tongue mixes food with saliva (siekalas) c epiglottis closes entrance to trachea when food is being swallowed d salivary glands produce saliva e trachea(breathing tube into lungs) f oesophagus (barības vads) g diaphragm h stomach mixes food with gastric juice i liver produces bile (žults) j gall bladder (žults pūslis) stores bile k pancreas (aizkuņģa dziedzeris) l duodenum (divpadsmitpirkstu zarna) m ileum (tievā zarnu trakta nobeigums) n small intestine (tievās zarnas) digests and absorbs food o large intestine (resnās zarnas) removes water from undigested food p caecum (aklā zarna) q rectum (taisnā zarna) r appendix s anus Key 3. Insertion 1 2 3 4 human digestion incisors canine Glossary for tasks: villi - „bārkstis” zarnu sienās guts– zarnas molars – dzerokļi to crush – sasmalcināt to grind – samalt incisors – priekšzobi canines –acu zobi 5 5 6 premolars crush 7 grind 8 molars 9 jaw 10 wisdom ©Daugavpils Valsts ģimnāzija, Inese Barkovska,2012. 3.HEALTH AND FOOD Mērķis: - Nostiprināt un apkopot zināšanas, kas iegūtas par barošanas. - Prast izteikties par tēmu “Veselīgs dzīvesveids”. - Apzināties, cik svarīgi ir rūpēties par veselību jau no jaunības. Sasniedzamais rezultāts (atbilstoši mācību priekšmeta programmas paraugam): Lietot plašu valodas struktūru un vārdu krājumu dabiski-integrētā veidā tēmas ‘Veselīgs dzīvesveids’ ietvaros. Izprast galveno domu un detaļas tekstos, kas saistīti ar tēmu’Veselīgs dzīvesveids’. Nepieciešamie resursi: materiāls, kas iegūts pirmo divu stundu laikā, prezentācija, izteicienu saraksts diskusijai. Mācību metodes: prāta vētra, jautājumi,diskusija. Mācību procesa organizācijas formas: frontāls darbs, grupu darbs. Vērtēšana: summatīvā* Stundas gaita: Skolotāja darbība Skolēnu darbība Metode (laiks) Ierosināšana Skolotājs ierosina sarunu par veselīgu dzīvesveidu. Runāšana, klausīšanās. Skolēni nelielās grupās atsauc atmiņā veselīga dzīvesveida nosacījumus. 10 min. Metode (laiks) Apjēgšana Skolēni noskatās prezentāciju. Gatavojas diskusijai lielās Lasīšana, runāšana, klausīšanās. grupās. Skolotājs vada diskusiju. 20-25 min. 1 ©Daugavpils Valsts ģimnāzija, Inese Barkovska,2012. Refleksija Metode (laiks) Skolotājs aicina apkopot diskusijas rezultātu. Detalizēta stundas gaita: Ierosināšana. Skolotājs piedāvā padomāt grupās, ko nozīmē piekopt veselīgu dzīvesveidu. Skolēni ģenerē idejas, viens pieraksta tās uz tāfeles.(Noteikti jāievirza doma par veselīga uztura lomu). Skolotājs piedāvā noskatīties prezentāciju par veselīgu dzīvesveidu ”Healthy lifestyle”. Apjēgšana. 1.variants. Skolotājs jautā vai zinām, kādas problēmas var būt, lietojot nepareizu uzturu. Vēlams nonākt pie bulīmijas un anoreksijas. Mūsdienās ir izplatīta aizraušanās ar diētām, it īpaši meiteņu vidū. Cik tas ir labi vai slikti? Skolēni tiek mudināti veidot divas lielas grupas, kuru ietvaros var veidot arī mazākas. Viena grupa debatē pārstāvēs „par” idejas par labu diētām. Otra – pret. Variants: Var to veidot kā tiesas prāvu, kurā apsūdzēta ir diēta. Kāds skolēns varētu tēlot „apsūdzēto” un teikt pēdējo runu. Skolotājs var būt tiesnesis. Diskusijas norisei izmanto parasto izteicienu klāstu, ko lieto izsakot domas. 2.variants. Skolotājs aicina padomāt, kādi kaitīgi faktori ietekmē mūsu veselību, no kā jauniešiem būtu jāpasargā sevi. Skolēni izsakās. Skolotājs piedāvā darba lapu, kurā skolēni pilda vārdu atvasināšanas uzdevumu. Pēc tā pārbaudes skolotājs aicina izdalīt pašu galveno. *Individuālam darbam (vai pāra darbam) spēcīgākiem skolēniem var piedāvāt palabot neveiksmīgu prezentāciju, pēc tam parādot pārējiem abus variantus: oriģinālo un uzlaboto. Refleksija. Pēc uzdevuma pārbaudes skolotājs aicina izdalīt pašu galveno. Skolēniem jāatgādina par faktoriem, kas ietekmē veselību un no kā jauniešiem būtu jāizvairās. Beigās vēlreiz ieteicams uzsvērt galveno, kas jāievēro, lai piekoptu veselīgu dzīvesveidu: - Healthy food - Physical activities 2 ©Daugavpils Valsts ģimnāzija, Inese Barkovska,2012. - Enough sleep - Positive emotions - Regular visits to your dentist and doctor Uzskates /uzziņu materiāls:. 2.variantam – 18.lpp.„Key Stage Three Science. The revision guide. Levels5-7. Edited by Richard Parsons. Pielikumā:* Pārbaudes darbs par tēmu „Nutrition”.(2 varianti) ar atbildēm un vērtēšanas tabulu. 3 ©Daugavpils Valsts ģimnāzija, Inese Barkovska,2012. Daugavpils Valsts ģimnāzija. Pārbaudes darbs dabas zinībās angļu valodā. 12.kl. Veselīgs uzturs. Diētas.Variants A. Task I. Use The correct form of the word: 1. 2. 3. 4. 5. NURTURE DESERT SHORT POOR NURTURE 1. ….. is what we eat. 2. ….. of large areas of formerly arable lands causes 3. …. of food. 4.People live in extreme …. in many regions of the world. 5.Lots of children suffer from …… in Africa. (5 points) Task II Join the part of the digestive system and its function: 1. 2. 3. 4. 5. 6. 7. Mouth Gullet Stomach Liver Rectum Small intestine Large intestine A produces more enzymes, here food is absorbed into blood. B makes bile which breaks up fat. C indigestible material is collected here, egestion starts here. D we chew and mix food with saliva here. E here water is absorbed. F food travels to stomach here. G food mixes with enzymes, HCl is present here… (7 points) Task III What disorders and diseases can a wrong diet cause? …………………………………………………………………………………………… (6 points) Task IV Read the text. Replace the underlined words with one of these words: Bacteria, cycle, decay, ill, organisms, plants, rot, unpleasant. Have you ever had food stored at room temperature for a long time? What happens to it after a while? It begins to 1.develop or decay. Microorganisms, including 2.mould and fungi, feed on organic materials. During this process they cause the 3.erosion or breakdown of the materials.They are an important part of the 4.circle of minerals and nutrients between living 5.organs because they break down complex substances into simpler ones that 6.animals can use at the start of a food chain. Decay can cause problems for us because it makes our food 7.appaling to eat. It can also make us 8.better because the microorganisms can release chemicals that are toxic or poisonous to us as they feed on it. (8 points) TaskV. Writing. Express your opinion on diets and dieting. Use some 150-180 words. (9 points Content - 2; Organisation - 2; Accuracy - 2; Vocabulary - 2; Spelling - 1 ). 4 ©Daugavpils Valsts ģimnāzija, Inese Barkovska,2012. Evaluation table 1 2 3 7 3 11 4 16 5 21 6 24 7 27 8 30 9 33 10 35 Daugavpils Valsts ģimnāzija. Pārbaudes darbs dabaszinībās angļu valodā. 12.kl. Veselīgs uzturs. Diētas. Variants B. Task I. Use The correct form of the word: 1.DIGEST 2.OBESE 3.LOUSE 4.VACCINE 5.NURTURE 1. The … system starts in mouth. 2. The problems of … start in childhood. 3. … are parasites that can transport diseases. 4. … can help to prevent serious diseases. 5. Water, minerals and vitamins are regulatory … . (5 points) Task II Match the nutrient and its function: 1.water A gives your digestive system internal workout. 2.proteins B needed in small amounts, keep vital processes happening. 3.fats C are like fuel for your body. 4.minerals D vital for growth and repair damaged areas. 5.carbohydrates E needed for your blood, bones, teeth, nerves and thyroid. 6.vitamins F act as store of energy, you use them when body runs out of carbohydrates. 7.roughage G all chemical reactions take place in it. (7 points) Task III Name the ways of protecting food from decay. ………………………………………………………………………… (6 points) Task IV Insert the following words in the text: Vegetarians, balance, pulses and nuts, nutrients, growth, food types, staples, legumes and nuts, diet. 5 ©Daugavpils Valsts ģimnāzija, Inese Barkovska,2012. A healthy diet needs to provide all the energy and 1. … that the body requires to stay healthy. It needs both variety and a balance of 2. … to provide everything that is neede. Foods are often grouped into six main groups: 3. … , vegetables, animal products, fruits, fats. It is also important to keep the overall 4. … of energy intake. A balanced diet will not be healthy if you are eating too much or too little to provide energy you use for 5. … . For example, many people choose to be 6. … through personal or religious beliefs. They can replace animal products with products such as 7. … which provide the proteins and minerals that they would get from the animal products. Any 8. … if it provides all nutrients is a healthy one. (8 points) Task V TaskV. Writing. Express your opinion on diets and dieting. Use some 150-180 words. (9 points :Content-2; Organisation -2; Accuracy-2; Vocabulary-2;Spelling-1 ) 1 2 3 4 5 6 7 8 9 10 3 7 11 16 21 24 27 30 33 35 Pārbaudes darbs dabaszinībās angļu valodā. 12.kl. Veselīgs uzturs. Diētas.V ariants C. Task I. Insert the words:carbohydrates, deficiency, energy, more quickly, peas, plant cell walls, provisions, significant, starch, sugars. Carbohydrates include sugars, starch and celuloze. Celulose is the material which forms 1. …. It is very tough and difficult to digest, so most of our 2. … come from food containing 3. …. and 4. …. . Carbohydrates are mainly found in plant foods, such as ground 5. … (potatoes), fruit, vegetables, 6. … and beans. Some animal products, such as milk, yoghurt and cheese, also contain 7. … of carbohydrates. They provide us with 8. … . We can get energy from protein and fats, but carbohydrates are important when we are very active as they give us energy 9. … . A 10. … in carbohydrates can result in a lack of energy. (5 points) 6 ©Daugavpils Valsts ģimnāzija, Inese Barkovska,2012. Task II Match the words with their explanations: 1.food colouring 2.monosodium glutamate (MSG) 3.emulsifiers 4.antioxidants 5.bleaching agents 6.preservatives 7.stabilisers A These are added to stop oil and water from separating out. B This is added to savoury foods to improve the flavour. C Are used to make food more attractive. D These maintain the physical state and preserve the texture and colour. EThey prevent the spoilage of foods on exposure to air. F These artificially whiten products. G These prevent the growth of microorganisms, prevent from decay. (7 points) Task III What disorders and diseases can a wrong diet cause? …………………………………………………………………………………………… (6 points) Task IV Put the phrases in the correct order to make sentences. 1. For growth, repair and reproduction, we eat, to provide energy needed, nutrition is the study of, from the food, how the body uses the nutrients. 2. Carbohydrates; proteins; fat; vitamins and minerals; these nutrients from; we get. 3. Our diet; the foods; make up; every day; we eat and drink. 4. We need to eat; to stay healthy; nutrients; the different kinds of; a good balance of. (8 points) TaskV. Writing. Express your opinion on diets and dieting. Use some 150-180 words. (9 points :Content-2; Organisation -2; Accuracy-2; Vocabulary-2;Spelling-1 ) 1 3 7 2 7 3 11 4 16 5 21 6 24 7 27 8 30 9 33 10 35 ©Daugavpils Valsts ģimnāzija, Inese Barkovska,2012. .Keys Variant A Task I 1.NUTRITION 2.DESERTIFICATION 3.SHORTAGE 4.POVERTY 5.MALNUTRITION Task II 1.D 2.F 3.G 4.B 5.C 6.A 7.E Task III They are diseases: GASTRISTIS, CANCER, DIARRHEA, PANCREATITIS; eating disorders caused mainly BULIMIA, ANOREXIA. Task IV 1.ROT 2.BACTERIA 3.DECAY 4.CYCLE 5.ORGANISMS 6.PLANTS 7.UNPLEASANT 8.ILL by psycological reasons: Variant B Task I 1.DIGESTION 2.OBESITY 3.LICE 4.VACCINATION 5.NUTRIENTS Task II 1.G 2.D 3.F 4.E 5.C 6.B 7.A Task III Food can be protected from fast decay in many ways. They are: vacuuming (putting in vacuum container so that the air cannot get in); salting, sugaring pickling, using vinegar, drying, baking boiling, adding stabilisers. Task IV 1.FOOD TYPES 2.NUTRIENTS 3.PULSES AND NUTS 4.BALANCE 5.GROWTH 6.VEGETARIANS 7.LEGUMES AND NUTS 8.DIET 8 ©Daugavpils Valsts ģimnāzija, Inese Barkovska,2012. Variant C Keys: Task I 1 Plant cell walls 2 Carbohydrates 3 Sugars 4 Starch(ciete) 5 Provisions 6 Peas 7 Significant 8 Energy 9 More quickly 10 Deficiency(trūkums) Task II 1 C 2 B 3 A 4 E 5 F 6 G 7 D Task III They are diseases: GASTRISTIS, CANCER, DIARRHEA, PANCREATITIS; eating disorders causedmainly by psychological reasons: BULIMIA, ANOREXIA. Task IV 1.Nutrition is the study of how the body usesa the nutrients from food we eat to prvide energy needed for growth, repair and reproduction. 2.We get these nutrients from carbohydrates, proteins, fat, vitamins and minerals. 3.The foods we eat and drink every day make up our diet. To stay healthy, we need to eat a good balance of the different kinds of nutrients. 9 ©Daugavpils Valsts ģimnāzija, Inese Barkovska,2012. 10 ©Daugavpils Valsts ģimnāzija, Inese Barkovska,2012. Piedāvato darba lapu var nokopēt, aizkrāsot vārdus, no kuriem var atvasināt jaunus vārdus, sanumurēt izlaistās vietas un piedāvāt kā valodas uzdevumu. Piemēram, ABSENT- (ABSENCE)…. , PROPER- (PROPERLY), USE-(ABUSING), LEGAL-(ILLEGAL), BEHAVE(BEHAVIOUR), DEPRESS-(DEPRESSANT), ADDICT-(ADDICTIVE), BOUND-(BOUNDLESS), GENERATE-(DEGENERATION). Assessment of a written piece of work (essay) Criteria Content Content (information) (organization) Excellent (5 points) Content completely relevant to the topic. Arguments supplied by examples. Good (4 points) The topic discussed successfully. One argument can lack support. Satisfactory (2-3 points) The attempt to discuss the topic has been made. 11 Language (vocabulary and spelling) Clearly and Vocabulary is logically relevant to the arranged. topic. A wide Linkers are repertoire of various and used vocabulary and successfully. terms. No Proportions spelling observed. mistakes. Clear layout. Appropriate Link words used use of topic though some vocabulary. may be Inappropriate repeated. use of synonyms may occur. A few spelling mistakes(1-3) It is possible to Basic follow the ideas. vocabulary is Paragraphing used. Language (grammar) No grammar mistakes except some (1-2) in articles Good grammar. Some mistakes (13) may be present. There are mistakes (5 -10) in structures, ©Daugavpils Valsts ģimnāzija, Inese Barkovska,2012. Does not give enough arguments or aspects of the problem. Unsatisfactory The topic is not (1 point) revealed or misunderstood. 12 may be wrong or absent. Proportions are not observed. Too long or short. ( The normal number of words +/10%) Organisation is hard to follow or trace. Too short. Vocabulary repertoire is limited. There are mistakes in using synonyms. prepositions and verb forms. Some mistakes (1-2) are disturbing. Inappropriate use of basic vocabulary. Sometimes (3and more cases) spelling disturbs understanding. Mistakes prevent fro understanding the content. Healthy lifestyle What is healthy lifestyle? The harmony between your body and your thoughts. Healthy lifestyle qualities Physical Good metabolism Healthy skin, nails, hair … Good eyesight, hearing … Mental Well brain work Social activity Love Healthy food Fruits Vegetables Cereals (graudaugi) Nuts Legumes(zirņi) Fish Dairy products (piena produkti) Fruits Types of fruit True berry Blackcurrant (upene), Redcurrant, Gooseberry (ērkšķoga), Tomato, Eggplant, (baklažāns) Chili pepper, Pomegranate, Kiwifruit, Grape Pepo (ķirbis) Pumpkin, Gourd, Cucumber, Melon Hesperi dium Orange, Lemon, Lime, Grapefruit False berry Banana, Cranberry (dzērvene) Blueberry Aggregate fruit Blackberry (mellenes), Raspberry (avenes), Multiple fruit Pineapple, Fig (vīģe) Other accessory fruit Apple, Apricot, Cherry, Green beans (pupiņas) Sunflower seeds(saulespuķu sēklas), Strawberry, plum, pear (bumbieris) Vitamins fat soluble K;E;D;A The vitamins are stored water soluble C B1 B2 ;B6;B12 The vitamins go through all the body Vitamins in different products A – dairy products, green vegetables, liver, carrot. B1 – yeast (raugs), egg yolk (olas dzeltenums), wheatgerm (kvieši), nuts, liver, red meat, cereals. B2 - dairy products, liver, vegetables, eggs, cereals, fruit, yeast. B12 - Liver, red meat, dairy products and fish C - Green vegetables and fruit. D - Fish liver oils, dairy produce.Vitamin D is formed in the skin when it is exposed (atvērts) to sunlight . E - Pure vegetable oils; wheatgerm, wholemeal(rupja maluma)bread and cereals, egg yoke, nuts, sunflower seeds. K - Green vegetables. You should eat different food every day. Remember – your look is a reflection of what you eat. Water There are a variety of reasons to drink plenty of water each day. Adequate water intake prevents dehydration (atūdeņošana) cleans out the body, and promotes (sekmē) healing (ārstējošus) processes. Substituting water for beverages (dzērieni) high in calories can also help control weight. Junk food Is an informal term applied to some foods which are perceived (uztvert) to have little or no nutritional value. Products with nutritional value but which also have ingredients considered unhealthy, when regularly eaten. Those considered unhealthy to consume at all. Sport : Keeps your body in vitality. Makes your muscles stronger. Makes you feel better in general. Love your body and your body will love you! Questions: Why is it better to choose water instead of other drinks? Why shouldn’t we eat junk food? Why should we eat different food every day? Nutrition Glossary 1. Nutrition – barošanās 2. Nutrients – uzturvielas 3. Photosynthesis – fotosintēze 4. Carbohydrates – ogļhidrāti 5. Fiber – šķiedrvielas 6. Protein – olbaltumviela 7. Metabolism – vielmaiņa 8. Raw – izejviela, jēls 9. Intestine - zarna 10.Food diet – uztura režīms What is nutrition? Nutrition is the provision of the materials necessary to support life to cells and organisms. Organisms Autotrophs organisms which produce food themselves Plants Heterotrophs organisms which use already made food Animals Plant nutrition Plant nutrition is the study of the chemical elements that are necessary for plant growth. Plants make their own food! They can photosynthesise. Photosynthesis is a chemical process which happens in every green plant. Photosynthesis makes energy from light. Photosynthesis Animal nutrition Animals can’t photosynthesise. Organisms produce energy from food, which they eat. Nutrients macronutrients micronutrients Carbohydrates Minerals Fats Vitamins Fiber Proteins Water Carbohydrates Give energy Make cells Help organism to use other substances Create reserve of energy. • Products: Rice Noodles Bread Grain-based products… Fiber Favour work of intestines Decrease effect of harmful substances Decrease level of cholesterol in blood Increase absorption of nutrients. • Products: Grains Fruit (plums, prunes, figs) Vegetables… Fat Gives energy Makes cells Creates reserve of energy Delivers in fat dissolving vitamins Provides thermal isolation • Products: Meat Cheese Seeds Nuts… Proteins Give energy Make cells Create organism protecting substances against infections Take part in metabolism process • Products: Eggs Milk products Meat… Minerals Provide life process in organism Provide metabolism Provide normal organism development Minerals are: Ca, Fe, Na, K, Mg, I2, Zn, Se, F, Cr, Mn, Cu... They are present in all products. Water Delivers nutrients to organism Cleans an organism Regulates body temperature Is included in cells and in liquid between cells Normally, about 20 % of water intake comes with food, while the rest comes from drinking water and assorted beverages. Vitamins Vitamins are essential for the normal growth and development of a multicellular organism. These nutrients facilitate the chemical reactions that produce among other things, skin, bone, and muscle. Different vitamins are in different products. Health is wealth Food groups: • Grain group • Vegetable group • Fruit group • Milk group • Meat group • Others category Conclusion Each nutrient has its specific task but all nutrients’ work in organism is closely connected. Food diet 1. Regular meals 2. Different menu 3. Breakfast (grain products + milk products + fruit) 4. Eat food which is rich in vitamins, minerals and protein, but be careful with products which are rich in fats 5. Much water 6. Eat many fruit and vegetables 7. Eat with delight and don’t hurry! Questions • How do plants nurture? • How do animals produce energy? • What is the difference between human and plant nutrition? • Name all 7 nutrients! Do you remember guide pyramid? Nutrition Glossary Roughage - rupjā barība Requirement – pieprasījums Approximately - apmēram To blend - maisīt Fiber - šķiedra Exertion - piepūle Deficiency - trūkums Excess - pārpalikums Redox - reducēšanās Disorder - traucējumi Suppress - apspiest Nutrition, nourishment, or aliment, is the supply of materials food - required by organisms and cells to stay alive. In science and human medicine, nutrition is the science or practice of consuming and utilizing foods. In hospitals, nutrition may refer to the food requirements of patients, including nutritional solutions delivered via an IV (intravenous) or IG (intragastric) tube. Nutritional science studies how the body breaks food down (catabolism) and repairs and creates cells and tissue (anabolism) catabolism and anabolism = metabolism. Nutritional science also examines how the body responds to food. In other words, "nutritional science investigates the metabolic and physiological responses of the body to diet". For every physical activity, the body requires energy and the amount depends on the duration and type of activity. Energy is measured in Calories and is obtained from the body stores or the food we eat. Glycogen is the main source of fuel used by the muscles to enable you to undertake both aerobic and anaerobic exercise. If you train with low glycogen stores, you will feel constantly tired, training performance will be lower and you will be more prone to injury and illness. Nutrient Balance - The human body requires seven major types of nutrients: Proteins Fats Carbohydrates Minerals Vitamins Water Roughage Other nutrients Fiber Potassium Chloride Sodium Calcium Phosphorus Magnesium Zinc Other nutrients Iron Manganese Copper Iodine Selenium Molybdenum What are the daily energy requirements? Basic energy requirements (BER) includes your basal metabolic rate (BMR) and general daily activities: - For every Kg of body weight 1.3 Calories is required every hour. (An athlete weighing 50Kg would require 1.3 × 24hrs × 50Kg = 1560 Calories/day). Extra energy requirements (EER): - For each hours training you require an additional 8.5 Calories for each Kg of body weight. (For a two hour training session our 50Kg athlete would require 8.5 × 2hrs × 50Kg = 850 Calories). An athlete weighing 50Kg who trains for two hours would require an intake of approximately 2410 Calories (BER + EER = 1560 + 850) Energy Fuel Like fuel for a car, the energy we need has to be blended. The blend that we require is as follows: 57% Carbohydrates (sugar, sweets, bread, cakes) 30% Fats (dairy products, oil) 13% Protein (eggs, milk, meat, poultry, fish) Questions: 1. Why do human beings need nutrition? 2. What is metabolism? 3. What is the main source of energy in humans? 4. How many major types of nutritions do we have? 5. How many calories does a normal human require daily? References http://en.wikipedia.org/wiki/Nutrition http://www.brianmac.co.uk/nutrit.htm http://www.nutrition.gov http://www.medicalnewstoday.com/article s/160774.php http://www.sciencedaily.com/news/health _medicine/nutrition/ http://jn.nutrition.org/ Thank you for your attention! Plant nutrition and photosynthesis Glossary Nutrition - barošanās Potassium - kālijs Essential - svarīgs, nepieciešams Fertilization - mēslošana Yield - raža Deficiency - trūkums Promote - sekmēt, veicināt Fertilizers - minerālmēsli Soil - augsne Toxicity - saindētība, toksicitāte Stomata - atvere, pora Starch - ciete Plant nutrition • Plant nutrition is the study of the chemical elements that are necessary for plant growth. • There are 16 essential plant nutrients. • Carbon and oxygen are absorbed from the air, hydrogen is obtained almost entirely from water, while other nutrients including water are obtained from the soil. Plant nutrition Plants must obtain the following mineral nutrients from the soil: • Seven elements that • Nine elements that are are used in relatively used in much smaller large amounts by the amounts and are called plant and are called micronutrients: boron macronutrients: (Bo), chlorine (Cl), nitrogen, phosphorus, manganese (Mn), iron potassium, calcium(Ca), (Fe), zinc (Zn), copper sulfur (S), magnesium (Cu), molybdenum (Mg), silicon (Si). (Mo) selenium (Se), and sodium (Na). Fertilization • Man artificially modifies soil through the addition of fertilizers to promote growth and increase yield. • The plants are able to obtain their required nutrients from the fertilizers added to the soil. • Besides lack of water and sunshine, nutrient deficiency is a major growth limiting factor. • An element present at a low level may cause deficiency symptoms, while the same element at a higher level may cause toxicity. Photosynthesis • Photosynthesis is the process of converting sunlight energy to chemical energy into organic compounds, especially sugars, • Plants need only light energy, CO2, and H2O to make sugars. • The process of photosynthesis takes place in the chloroplasts, specifically using chlorophyll, the green pigment involved in photosynthesis • Photosynthesis takes place primarily in plant leaves. Chlorophyll absorbs the sunlight. From sunlight green plants combine carbon dioxide and water to make sugar and oxygen. There are tiny pores called stomata. Carbon dioxide and oxygen enter and leave through the stomata. Green plants use sugar to make starch, fats, and proteins. Things which are needed for photosynthesis 1) 2) 3) 4) Sunlight Chlorophyll Water Carbon dioxide And it gives Oxygen and Glucose. QUESTIONS TO YOU!!! 1. How many important nutrients are there for plant nutrition? 2. In what 2 parts do nutrients divide? 3. Where does photosynthesis take place? 4. What are the things needed for photosynthesis? 5. What do plants produce? Used sources • http://en.wikipedia.org/wiki/Plant_nutrition • http://www.ncagr.gov/cyber/kidswrld/plant/n utrient.htm • http://en.wikipedia.org/wiki/Photosynthesis • http://library.thinkquest.org/3715/photo3.ht ml • http://www.biology4kids.com/files/plants_ph otosynthesis.html • http://biology.clc.uc.edu/Courses/Bio104/pho tosyn.htm Plant nutrition Glossary Metabolism – vielmaiņa Soil – augsne Photoautotrophs – fotoautotrofi Cyanobacteria – ciānbaktērija Equation - vienādojums Plant nutrition Plant nutrition is the study of the chemical elements that are necessary for plant growth. There are several principles that apply to plant nutrition. Some elements are directly involved in plant metabolism. However, this principle does not account for the so-called beneficial elements, whose presence, while not required, has clear positive effects on plant growth. 17 essential plant nutrients. Macronutrients: N = Nitrogen P = Phosphorus K = Potassium Ca = Calcium Mg = Magnesium S = Sulfur Si = Silicon Micronutrients (trace levels) include: Cl = Chlorine Fe = Iron B = Boron Mn = Manganese Na = Sodium Zn = Zinc Cu = Copper Ni= Nickel Mo = Molybdenum Processes Plants uptake essential elements from the soil through their roots and from the air (mainly consisting of nitrogen and oxygen) through their leaves. Nutrient uptake in the soil is achieved by cation exchange, wherein root hairs pump hydrogen ions (H+) into the soil through proton pumps. These hydrogen ions displace cations attached to negatively charged soil particles so that the cations are available for uptake by the root. In the leaves, stomata open to take in carbon dioxide and expel oxygen. The carbon dioxide molecules are used as the carbon source in photosynthesis. Plant nutrition is a difficult subject to understand completely, partially because of the variation between different plants and even between different species or individuals of a given clone. Carbon and oxygen are absorbed from the air, while other nutrients are absorbed from the soil. Green plants obtain their carbohydrate supply from the carbon dioxide in the air by the process of photosynthesis. Photosynthesis Photosynthesis is a process that converts carbon dioxide into organic compounds, especially sugars, using the energy from sunlight. Photosynthesis occurs in plants, algae, and many species of bacteria, but not in archaea. Photosynthetic organisms are called photoautotrophs, since they can create their own food. In plants, algae, and cyanobacteria, photosynthesis uses carbon dioxide and water, releasing oxygen as a waste product. Although photosynthesis can happen in different ways in different species, some features are always the same. For example, the process always begins when energy from light is absorbed by proteins called photosynthetic reaction centers that contain chlorophylls. The general equation for photosynthesis is therefore: 2n CO2 + 2n H2O + photons → 2(CH2O)n + n O2 + 2n A Carbon dioxide + electron donor + light energy → carbohydrate + oxygen + oxidized electron donor http://www.youtube.com/watch?v=1gLa5EWn9OI&feature=related Can you tell how it happens?