biology and geology 3 - back-edupack.santillana.es

Table of contents

Education today . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Biology and Geology 3: principal features . . . . . . . . . . . . . . . . . . . . 5

Key competences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

Biology and Geology 3: organization

The Student’s Book: a new approach . . . . . . . . . . . . . . . . . . . . 8

The Teacher’s Book: solutions for many needs . . . . . . . . . . . . . 10

The Teacher’s Book: well-organized units . . . . . . . . . . . . . . . . . 11

Learner-centred classroom techniques . . . . . . . . . . . . . . . . . . . 12

Techniques for developing competences . . . . . . . . . . . . . . . . . 14

Teaching resources

1 The organization of the human body . . . . . . . . . . . . . . . . . . . . . 22

2 Food and health . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34

3 Nutrition: the digestive and respiratory systems . . . . . . . . . . . . 46

4 Nutrition: the circulatory and excretory systems . . . . . . . . . . . . 58

5 Interaction: the senses and the nervous system . . . . . . . . . . . . 70

6 Interaction: the endocrine and musculoskeletal systems . . . . . 82

7 Reproduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 94

8 Health and the immune system . . . . . . . . . . . . . . . . . . . . . . . . 106

9 Landforms and external geological processes . . . . . . . . . . . . . . 118

10 The creation and formation of landforms . . . . . . . . . . . . . . . . . 130

11 The internal dynamics of the Earth . . . . . . . . . . . . . . . . . . . . . . 142

12 Minerals and rocks . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 154

Audio transcripts and answer keys

Student audio transcript and answer key . . . . . . . . . . . . . . . . . 166

Class audio transcript and answer key . . . . . . . . . . . . . . . . . . . 169

EDUCATION TODAYToday, in our information society, in a world that is more and more global and subject to constant, rapid changes, education makes a difference. We live in a world that poses big questions which deserve big answers. Today’s citizens need education to be able to build tomorrow.

Traditionally, education has meant teaching content. It was about knowing. Today’s educators realize that we have to take a big step forward: knowledge is not enough. We need to KNOW HOW. Competence-based learning is the model that Santillana–Richmond has chosen to achieve the objectives that society believes are necessary: know how to communicate, interpret, deduce, hypothesize, evaluate, select, choose, decide and to make a commitment.

We need to work with ideas, be capable of solving problems and make decisions in changing contexts. We need to be flexible, versatile, creative, and we need to be able to do this in more than one language. Today's citizens need skills in their native language and at least one foreign language.

To meet this great challenge, Santillana is offering its KNOW HOW and will stand beside teachers and students providing materials, services and experience … to guarantee success in an increasingly more global context.

4

BIOLOGY AND GEOLOGY 3: PRINCIPAL FEATURESContent and Language Integrated Learning, CLIL, means learning a subject through English. This approach enables students to acquire key academic competences while at the same time developing their language skills. To achieve this goal, Biology and Geology 3 integrates these features:

LEARNER-CENTRED METHODOLOGY

• Students take an active role: they ask questions, do research, develop projects, etc.

• Activities develop real-life competences, critical thinking and problem-solving skills.

• Focus on cooperative learning: pair work, group work, projects.

• Learning situations that link study with service to the community and social commitment.

This variety of approaches turns the classroom into a starting point for experiences that are enriching and meaningful for the student.

ADAPTED TO LEARNER NEEDS

To achieve this goal, the Student’s Book has sections that reinforce skills such as interactive speaking, reading comprehension, writing and projects. The Teacher’s Book offers worksheets that reinforce key vocabulary and concepts and others that extend understanding and develop research and presentation skills.

ASSESSMENT OPTIONS

Continuous, formative assessment enables the teacher to detect difficulties that students may be experiencing and select appropriate solutions. For example, answer keys to all activities and unit tests serve as a reference for assessing achievement. A multimedia rubric facilitates assessment of student products such as slide shows, oral or written reports, posters or fact files, etc.

FOCUS ON TECHNOLOGY

Selected activities in the Student’s Book and the Teacher’s Book call for the use of technology: Internet searches using key words, slide presentations, etc. LibroMedia provides additional support for digital teaching.

DEVELOPMENT OF COMPETENCES

Learners are given many opportunities to develop competences. Activities that are especially relevant for a specific competence are labeled with the corresponding icon.

5BIOLOGY AND GEOLOGY 3.

KEY COMPETENCESKey competences are a combination of knowledge, skills and attitudes appropriate to different contexts and situations. These competences have the following characteristics:

• They encourage the development of skills rather than the assimilation of theoretical content: individuals become ‘competent’ when they learn how to solve problems effectively.

• Competences develop progressively and can be acquired in different learning situations and institutions.

• They are interdisciplinary because they integrate knowledge that originates in different academic disciplines.

Biology and Geology 1 provides a well-organized CLIL learning environment that enables students to develop these competences through English.

Linguistic competence

This is the ability to interpret and use language as a tool for oral and written communication. Verbal communication is fostered by the exchange of opinions, the narration of personal experiences and oral expositions on different topics. The ability to search for and understand information is reinforced.

This competence is developed by reading simple texts, maps and graphics, and writing descriptions or short texts explaining experiments.

Digital competence

This is the ability to use computer programs to obtain, process, exchange and transmit information. Students learn how to use lists, tables, graphics and graphs to classify and present scientific information in an accurate way. They develop confidence in and an ability to use Information and Communication Technology (ICT).

Cultural awareness and expression

This competence involves the interpretation of different cultural manifestations as well as the appreciation of the visual arts, music and literature. It enables students to express themselves through literature, art, music, etc.

Social and civic competence

This competence refers to the ability to understand and participate successfully in the society in which we live. Students learn about different societies, their history and culture.

This competence promotes debate, negotiation and conflict resolution. There are activities to promote civic and values education: environmental awareness, healthy habits, responsible use of ICT, democratic principles, tolerance and respect towards others, multiculturalism, etc.

Competences in Mathematics, Science and Technology

These competences include the ability to use numbers, perform basic operations, understand symbols and images related to mathematical, scientific and technical areas, and solve problems in order to interpret the physical world. They include capacities and attitudes related to mathematical processes, logical thinking and the use of new technologies. These competences develop the ability to interact with the physical world and to explain natural phenomena by applying the scientific method. This includes performing simple experiments, working out solutions, analysing results and communicating them accurately.

6 BIOLOGY AND GEOLOGY 3.

These key competences are developed throughout Biology and Geology 3. Examples for two competences may help to clarify how they are integrated into the study of biology and geology in a CLIL context:

• Linguistic competence: students use English as a tool for oral and written communication, exchanging opinions and presenting the results of their research.

• Competence in Mathematics, Science and Technology: students apply their knowledge of landforms and geological agents to label photos; they make a video to show habits that promote good posture; they carry out an experiment to determine perception thresholds; they analyse their lifestyle to apply healthy habits for the circulatory system and do research to prepare reports, all in English.

Learning to learn

This competence is acquired by learning how to apply different techniques aimed at selecting, organizing, interpreting and memorizing information. Students have the opportunity to summarize what they have learnt and put it into practice at the end of the unit. They reflect on and evaluate their own learning process and their classmates’ through group work and cooperative learning techniques.

Initiative and entrepreneurship

Students are provided with the strategies they need to plan, organize, communicate and evaluate their own personal or social projects. This competence develops creativity, innovative thinking and the ability to turn ideas into strategies to solve specific problems.


BIOLOGY AND GEOLOGY 3: ORGANIZATIONTHE STUDENT’S BOOK: A NEW APPROACH

The CLIL teaching sequence proposed in Biology and Geology is learner-centred and designed to foment the acquisition of competences and creative thinking. Most activities develop content through the use of several language skills: reading, listening, etc., thus supporting simultaneous language and content development. Content is developed through 12 units, each with these sections:

• Unit opener: a full-colour image that captures the student’s attention and stimulates thinking about the unit topic.

– How do we know? Students are encouraged to express opinions on the unit topic.

– Starting points. Questions to activate prior knowledge.

– Work with the image. Guided activities help students, in pairs, to discuss the images. To do so, they use a variety of thinking skills: observing, comparing and giving opinions.

• Unit development: a well-coordinated combination of text plus image.

– Carefully written texts present content in English using grammar and syntax comparable to level B1+ of the Common European Framework of Reference (CEFR).

– Abundant visual input supports textual information, and makes it easier for students to understand the concepts.


Several innovative sections help students to work with the content. CLIL teachers are encouraged to select the most appropriate ones for their goals and learners.

– Learning objectives. Simply stated objectives guide teaching and help students to monitor their learning.

– Work with the image. Using the key language and prompts provided, students, usually in pairs, develop content and language skills orally. For example, they formulate questions, answers or statements, as they discuss visual input.

– Did you know? Curious facts that keep interest levels high.

– Think about it. Brief, thought-provoking nuggets of content stimulate higher order thinking skills like hypothesis, analysis and creativity.

– Activities. A wide range of activities develops several levels of critical thinking, for example, remembering, comparing, classifying, analysing, making models, drawing or carrying out simple experiments. In addition, activities like the following offer valuable opportunities for students to develop competences through English.

■ Scientific analysis. ■ Mathematical reasoning.

■ Ethical analysis. ■ Creative thinking.

– Listening activities. Each unit offers two recorded activities to develop pronunciation, comprehension and note-taking skills in English.

■ Student audio tracks. Brief tracks that define or describe key terms which students are probably meeting for the first time. Illustrations in the Student's Book serve as visual support to focus attention on the description or definition of a key term. After a brief pause, the answer is given. These activities reinforce meaning while also providing reliable pronunciation models.

■ Class audio tracks. Longer tracks that present aspects of unit content in real-life contexts: interviews, podcasts, dialogues and quiz shows. Some tracks use the illustrations in the Student's Book for visual support. Students carry out brief tasks for each track: answer questions, take notes, make a table, etc. These tracks often provide an extension of unit content.


– ACTIVITY ROUND-UP. A bank of activities at the end of the unit provides additional review of unit content, but in a different way.

– KNOW HOW TO. One or more activities per unit that develop scientific competence through practical experiences: laboratory work, experiments and problem-solving through research.

– COOPERATIVE PROJECT. Students working in groups create slide shows, videos, posters, plays, radio spots, etc. around a topic from the unit. Each project develops several content, language and digital skills. Two longer projects are offered on the final pages of the Student's Book. Group presentations foster self-esteem and respect for others.

THE TEACHER'S BOOK: SPECIAL SOLUTIONS FOR MANY NEEDS

• Resources for every unit:

– Introduction and resources such as books, websites, apps, etc.

– Reinforcement worksheets to revise key vocabulary and content.

– Extension worksheets to extend knowledge through research and projects.

– Assessment: a model test to use as a starting point for adaptation to a specific group of students.

• Language focus: examples of language functions that appear in each unit are summarized on pages 16 and 17. Awareness of functions and language forms can help to focus attention on how content is communicated in English, and guide language use in class, thus supporting the development of linguistic competence.

• Audio transcripts and answer keys to audio tasks.

• Rubrics and templates:

– Vocabulary organizer to make vocabulary acquisition more comprehensive.

– Project rubric to guide evaluation of student production: slide shows, reports, etc.


THE TEACHER'S BOOK: WELL-ORGANIZED UNITS

UNIT INTRODUCTION

• Introduction to unit content accompanied by unit objectives: Find out about, Know how to, Be able to. This last section includes reference to the Language focus, pages 16 and 17.

• Special attention. Areas that may be challenging for students with suggestions on how to deal with them.

• Digital resources. The audio tracks and LibroMedia resources for the unit.

• Recommended resources in English. Websites, books, apps and documentary films with content relevant to the unit. Using materials like these enhances the CLIL context.

REINFORCEMENT WORKSHEETS

• Diagrams and photos that revise unit content. Students complete the labels using key terms from the unit.

• Some worksheets include simple activities that reinforce content and language through writing at the sentence level.

• Photocopy and distribute the worksheets. Students can submit them for grading or self-correct them using the Student's Book.

REINFORCEMENT AND EXTENSION WORKSHEET

• Unit summary. A short guided completion activity sometimes accompanied by questions. Students work on the sheet provided. This activity revises content and stimulates writing skills.

• Scientific analysis. A short illustrated text that extends content from the Student's Book. Unlike the unit summary, activities are done in a notebook, digital file, etc. Students can work in pairs, small groups or individually. Work can be presented to the class to generate discussion.

EXTENSION WORKSHEETS

• Research activities and projects that lead to in-depth exploration of topics covered briefly in the Student's Book.

• Students, usually working in pairs or groups, produce slide shows, posters, murals, drawings, slides for use with microscopes and models.

• Work is shared with the class to enhance language skills.

• Media rubrics can facilitate feedback and evaluation. See page 21.

ASSESSMENT MODEL AND RUBRIC

• Assessment necessarily reflects teaching, so a two-page model of objective assessment and a rubric for evaluating student work are provided as starting points for personalized assessment tools.


LEARNER-CENTRED CLASSROOM TECHNIQUES

These techniques encourage students to observe, analyse, hypothesize, draw conclusions and discuss content. These thinking skills foment the development of content and language that is the essence of CLIL. As a result, students can take an active role in their learning. Suggestions for applying these techniques with the Student's Book are offered below.

UNIT OPENER

• Title and learning objectives.

– Read the title. Ask students what they think the unit will be about.

– Have students read Find out about and Know how to sections. Have them rank the topics by order of interest or familiarity.

• Work with the image.

– Point out the symbol for linguistic competence and ask students how they think the activity will develop language skills: ask questions, use language in italics, etc.

– Help students to describe the images and clarify doubts about any captions.

– Put students in groups or pairs to do the activities. Call attention to any language support provided in italics.

– Set a time limit. Afterwards, volunteers share their responses or questions.

• How do we know?

– Encourage students to share opinions in pairs or groups before class discussions.

• Starting points.

– These questions revise previous knowledge. Answers can be prepared in groups and then a competition can be set up between groups.

CONTENT PAGES

• Learning objectives. Students read and relate each one to a section on the page.

• Images. Students observe and describe the images, even in their native language, as a stress-free first contact with the page.

• Section title. Encourage students to relate the title to the images on the page, sharing any prior knowledge.

• The main text.

– Read text aloud or assign paragraphs to volunteers.

– The words in bold are key terms. They could be used to create a personalized or class vocabulary list.

– Students first try to deduce the meaning of unfamiliar words from the context, and then use dictionaries as needed.

– To check comprehension, students can provide examples of key concepts.

– Help students to find examples of the key language functions for the unit in the text. See Language focus, pages 16 and 17.

– After reading a section, students can build up a mind map or outline to summarize content on the IWB, blackboard or in notebooks.


• Activities including Work with the image, Did you know? and Think about it.

– Select the activities that meet your goals and the aptitudes and interests of your class.

– Focus activity objectives by calling attention to any competence symbols: digital competence, linguistic competence, etc.

– Clarify activity procedure and call attention to any language support: terms in italics and examples, etc.

– Put students in pairs or groups to enhance understanding and generate more language.

• Listening comprehension activities: Student audio and Class audio.

– Student audio

■ Explain the objective: reinforce key vocabulary, and the procedure: listen and say or write the word(s) described.

■ Books should be open at the illustrations for visual support.

■ Use the 'pause' button to allow more time to respond.

■ Replay answers if needed, to reinforce pronunciation.

■ Students, in groups, use the recorded descriptions and definitions as models to produce others for additional revision.

– Class audio

■ Explain the objective: revision and extension of unit content.

■ Optional: use the transcript, see pages 169–173, to explain the specific task objective. Put questions, tasks, table headings, etc. on the IWB or blackboard as support.

■ I f the track includes visual support, students open their books and refer to this as preparation and support for listening.

■ Group correction can lead to further discussion of the topic.

• KNOW HOW TO.

– Ask students to skim the text and say what material, if any, is needed.

– Proceed as with other texts and activities.

– Whenever possible, have students give examples of how these activities further scientific understanding and how they can be useful in real life.

• ACTIVITY ROUND-UP and COOPERATIVE PROJECT. Although situated at the end of the unit, these activities can be used during the unit as soon as content has been presented.

– Students can work individually, in pairs or in groups. Encourage sharing of information and foment language use.

– Students can present their work to other groups or to the whole class. Encourage constructive comments.

• Answer keys. Available on the Richmond webpage.


TECHNIQUES FOR DEVELOPING COMPETENCES

The following techniques are aimed especially at developing linguistic and digital competence, initiative and entrepreneurship, and learning to learn.

TERMINOLOGY FOR DISCUSSING VISUAL INPUT

Photos, graphs, tables and diagrams enable students to do many things: grasp content quickly, meet key vocabulary in context, develop observation skills, understand a process, predict an outcome, etc. In general, they provide support and improve understanding of content presented as text.

• Familiarity with these terms will enable students to refer to visuals correctly: diagram, photo, close-up, magnified image, cross-section, bar graph, pie chart, table, map, flow chart, climograph. Students can prepare an illustrated class glossary of terms. To discuss an image, students identify it first: This is a graph.

Next, they describe its function, referring if necessary to captions or labels: This graph shows the mortality rate in four cities due to the flu epidemic of 1918.

• Online dictionaries that include pronunciation of terms as an audio file and pronunciation apps are helpful classroom tools. Many are available, so students can be given the URL of those that are most appropriate for their needs.

LANGUAGE DEVELOPMENT USING TEXT IN THE STUDENT'S BOOK

• Refer to Language focus, pages 16 and 17 to see key functions and examples of language in the unit.

– Ask students to find examples in the text for each function.

– When several different language forms are provided for the same function, ask students to rephrase the information:

Sometimes this happens due to a lack of hygiene or poor eating habits Sometimes this happens because there is a lack of hygiene or poor eating habits.

• Help students to understand that words can express different functions. For example, between can express time: Lifespan: between 8 and 12 days. It can also express physical location: Fibrous cartilage located between two vertebrae ...

• Students, individually or as a class, can prepare a vocabulary file of key words from each unit. The Vocabulary organizer, page 15, can be adapted to suit particular needs.

80

60

40

20

0JUN OCT MARAUG DECJUL NOVSEPT FEBJAN

Mortality rate

Berlin London París New York


English My language Pronunciation Association

Unit _______________________

Vocabulary organizer


BIOLOGY AND GEOLOGY 3. Photocopiable material © 2015 Santillana Educación, S. L.

Language focus 1 Language focus 2 Other language in unit

1 Defining:

The molecules ... are called biomolecules.

Cellular reproduction is the process by which a parent cell divides into two ... new cells, called daughter cells.

Giving examples:

... organs, such as the ... spleen ...

Some ... proteins ... are involved in processes like digestion ...

The heart, skin and muscles are examples of organs.

Expressing contrast:

Some are surrounded by membranes; others ...

The outer one is smooth while the inner one folds ...

Classifying:

Organ systems can be grouped by function: ...

These can be classified into two types ....

2 Expressing amounts:

... the composition of 100 g of whole milk.

1 kcal = 4.18 kJ.

Pasteurization is carried out at temperatures lower than 100 °C

Expressing possibility:

... excess vitamins can cause disease.

... is less likely to lead to obesity.

... allergic to gluten, you may suffer from celiac disease.

Comparison:

Unlike eating, nutrition is an ... unconscious process.

Like water, minerals are lost in urine ...

Expressing necessity:

... the body has to maintain a balance between ...

... biomolecules ... must be obtained from ... foods

3 Giving reasons:

For this reason, they need to ascend slowly ...

Sometimes this happens due to a lack of hygiene ...

Coughing is a defence mechanism because it expels harmful substances.

Describing a change in state:

At certain levels both nitrogen and oxygen become toxic ...

The digestive system transforms food into nutrients ...

... the amylases break down starch into sugars ...

Describing simultaneous action:

As food moves through the digestive tract, the organs involved participate in various digestive processes ...

At the same time, the blood absorbs oxygen ...

Expressing manner:

A regulator allows air to be taken little by little ...

This ... begins the digestion of proteins by cutting them into short chains ...

4 Describing functions:

This enables the technician to monitor oxygen consumption

... haemoglobin, responsible for its red colour.

The lymphatic system ... has three main functions ...

Expressing amounts and quantities:

Red blood cells, white blood cells and platelets make up the remaining 45% of blood.

Lifespan: between 8 and 12 days.

Two organs about 12 cm long.

Expressing results:

... heavy menstrual bleeding may result in anaemia.

... produce waste ... as a result of cellular metabolism.


Pieces of plaque can break off ...

... if ..., tissues may not receive enough ... oxygen.

5 Describing composition:

This system consists of glands ...

The eyeball is a sphere made up of three layers ...

The ear has three parts: external, middle and internal.

These cross-sections show white matter, composed of myelin-covered axons ...

Expressing direction:

... directs them to the ... canal.

These nerve impulses travel along the neuron.

A long fibre that transmits nerve impulses away from the cell body to the axon terminals.

... travel across the synaptic cleft ...

Expressing frequency:

Two coordinated systems interact continuously ...

Look into the distance regularly ...

Rest your eyes periodically by looking into the distance ...

Expressing contrast:

... the sympathetic nervous system increases heart rate, while the parasympathetic nervous system decreases it.

6 Expressing location:

The hypothalamus ... located on top of the brain stem ...

The pituitary gland is attached to the bottom of the ...

Located in ... long bones and inside most other bones.

Expressing manner:

Exercise regularly.

... glands respond to stimulation by producing hormones.

... maintain body posture by means of ... involuntary contraction ...

Describing a process:

When a muscle contracts, it thickens ...

Defining:

Hormones are ... messengers that activate ...

These muscles are attached to the bones by tendons, which are fibrous cords of linking tissue.

BIOLOGY AND GEOLOGY 3: LANGUAGE FOCUS


Language focus 1 Language focus 2 Other language

7 Expressing necessity:

Children are needed to help humans survive.

We need the support of ...

It is necessary for two individuals of different sex ... These organs must mature ...

Making recommendations:

Sexuality should be accompanied by values.

Who should answer your questions about sexuality?

... one ... should know how to use a digital slide program.


They may have had a ritual function.

Female infertility can be due to lack of ovulation.

Fertilization cannot take place.

It may be due to lack of ovulation.

8 Reporting recent events:

The concept of health has changed over the years.

... donors who have been declared brain dead ...

The monocytes that have left the blood vessels ...

Never move a victim who may have suffered an injury ...

Expressing cause and result:

As a result, the skin becomes red and warm.

Since the antibodies are ... present ..., the attack will be faster ...

Overuse can result in resistant bacteria.

Expressing purpose:

Some treatments ... are injected so that

so that they reach internal organs ...

Women ... should visit a gynaecologist regularly in order to check for asymptomatic infections.

Expressing necessity:

The dosage must be respected.

Donors must be in good health ...

9 Expressing contrast / concession:

By contrast, the Earth has ... many different climates ...

The Earth, however, receives ... a fraction of this energy ...

On the contrary, when they warm up, they become ...


These agents ... can be identified ...

Digital data can be used to plan roads ...

The answer can be found by comparing the Earth with Mars.

Giving reasons:

... changes made in the surface of the Earth are due to water ...

Expressing cause and result:

... solar radiation reaches the surface, so these areas are very hot.

It causes water ... to evaporate.

10 Describing temporal relations:

Over millions of years, these ... valleys become wider ...

... the Himalayas are ... about 5 mm higher every year.

... water would have been released every 2 000 years.

... reduced in thickness by about 40 mm a year.

Expressing direction:

Coastal erosion removes material from the coastline.

... these agents ... move rock materials from the land surface to sedimentary basins.

... ice moves slowly downhill ...

When rivers flow down ..., erosion is downward.

Describing a simultaneous process:

As layers of snow accumulate, the lower layers are compressed ...

As the gradient decreases, the river erodes laterally ...

Reporting recent and past events:

... masses of limestone rock have been lifted, fractured into blocks and exposed to erosion.

Extensive channels were cut into the mountains.

11 Expressing size:

6 cm to 1 m in diameter

It has a thickness of 35–70 km.

... eruption columns ... more than 20 km high.

Making comparsions:

Just as wax and honey become more fluid ..., so does lava.

... lava is almost as fluid as water.

They resemble pyroclastic flows ...

Expressing a condition:

if ... close to the surface, tremors will be greater ...

Expressing concession:

Even though the Earth has been cooling ...

... lithosphere, however, remains on the surface.

12 Making impersonal statements:

Huge blocks are extracted ...

... material can also be found in water ...

... fragments that have been been ... deposited in ...

Expressing conditions:

This occurs when ... minerals have ... similar ... compositions

If crystallization is slow, ...

These structures vary depending on conditions like pressure ...

Giving examples:

... looks like foam, as in the case of pumice stone.

In some cases ... magma forms volcanic glass ...

Expressing temporal relations:

Historically, the Iberian Peninsula was ...

At present, Spain still has ... deposits.

Until recently, Spain was ... producer of mercury.


CLASSROOM LANGUAGE FOR TEACHERS AND STUDENTS

Interactive classrooms require considerable use of procedural language by teachers and students alike: for example, how to direct attention, ask for help, express and request opinions. The actual forms that are needed will vary depending on the language level of the classroom and personal speaking style.

The following examples were inspired by Class Talk, created by the Universitat Politècnica de Catalunya (CLIL Resources) and Teaching English through English by J. Willis (Longman, 1982). More can be found online using key words such as CLIL classroom language.

• Starting the class or a presentation

– Hello, everyone.

– Good (morning), class.

– It's time to start. Are you ready?

– Please pay attention.

• Setting objectives

– First, we are going to ... Next, we will ...

– Yesterday we looked at ... Today ...

– Today we are going to continue ...

– We are going to revise ...

– Today we start a new topic ...

– This presentation is about ...

Clarifying organization

– There are two parts to today's topic / this presentation: infectious and non-infectious diseases.

– First, we'll revise ..., and then we'll look at ...

– We'll begin looking at the microscope and then we'll look at some slides.

– Towards the end of class, we'll summarize our results.

– You can ask questions at the end.

• Signalling a new topic

– We've finished part 2; let's go to part 3.

– Let's look now at a new topic.

– Are you ready to continue with part 2?

• Giving examples

– Many invertebrates are aquatic, for example, ...

– Vertebrates such as ... are aquatic.

– Monotremes are an example of ...

• Expressing alternatives and options

– Although there are two options, this one ...

– There are two options, ...

– These results seem conclusive, however, ...

– What other alternatives are there?

• Expressing conditions

– If you have done this correctly, your conclusions are true.

– If there had been more light, the plants would have grown more.

– What will happen if we ...?

– Will the results be the same if we change the variables?

• Expressing cause/effect, conclusions

– As a result, we can conclude that ...

– This experiment proves that ...

– Draw your conclusions.

• Giving additional information

– For more information, read ...

– In addition to this, consider ...

– Furthermore, we can see that ...

• Making comparisons

– Are all the results the same?

– Which group is different?

– These results are more complete.

– That example is better.

• Rephrasing

– In other words, the Sun ...

– Let's say this a different way.

– We can look at the problem this way ...

• Requesting or providing clarification

– Could you explain that further, please?

– I couldn't hear that: could you repeat it?

– Do you mean ... or ...?

– I meant X, not Y.

– I didn't understand/hear your question.

– Can you speak louder please?

• Thinking

– This contradicts your hypothesis.

– We can deduce X from Y.

– How do you know that is correct?


• Directing attention to materials

– Please look at the screen/slide/diagram.

– We're going to watch a film about...

– Look at the first slide ...

– Look at the image at the top of the page.

– Let's read the paragraph at the bottom.

– In the centre of the screen, we can see...

• Expressing or requesting opinions

– In my opinion, ...

– What do you think about this issue?

– I agree with ... . I disagree with that.

• Encouraging feedback

– Do you understand what I'm saying?

– Can you follow the presentation?

– Can you add something to that?

– Do you have any questions?

– Am I going too fast?

– Can you hear/see me well?

– Does anyone have any questions?

– Would you like to make a suggestion?

– Who can answer this?

– Why do you think this is true?

– Why is this important?

– Can you see the screen?

– Can you all read this?

• Linking ideas or concepts

– There is a connection between the two theories.

– This theory links to Wegener's work.

– Can you see how this relates to your experiment?

• Postponing response or redirectling

– Can you save that question for later?

– Let's not talk about that now.

– I can't answer that now. I'll tell you later.

– Let's consider other alternatives to that.

– Group 2 answered that question. Can you repeat your answer, Group 2?

• Organizing group work

– Get into groups of three.

– Work with a partner.

– Share with the person next to you.

• Managing group work

– You have ... minutes to do Activity 2.

– You can use your notes.

– Each group member has a specific role.

– Assign roles: recordkeeper, reporter...

– Work silently for 10 minutes, then share your answers.

• Asking about group work

– How many people do we need in a group?

– Do we have to work individually?

– How much time do we have?

– Can we use the computer?

– How long should this be?

– Have you finished Activity 3?

• Discussing work

– Let's hear from group 1 first.

– Would anyone like to volunteer?

– How did you arrive at that conclusion?

– Did everyone get the same results?

– Can I make a suggestion?

– Can we look at Activity 2?

– I have a question on the presentation.

• Providing feedback

– Well done. That was very clear.

– That is correct. / correct in part.

– You are on the right track.

• Citing sources

– This theory was developed by Wegener.

– The map was made by NASA.

– Here are the sources for each photo.

– According to Darwin, ...


THE INTERNET AS A RESEARCH TOOL

• Before starting. Explain that activities with this symbol require research on the Internet.

• Collecting information.

– To locate relevant information, students can input the questions posed in the activity or formulate their own: How many different species of owls are there?

When key words are provided, they should be typed into the browser using commas or the + symbol to locate relevant results: owls + species.

– Students should keep a record of the sources of the information they collect (visual and print) and include it as the bibliography for reports or projects.

• Processing information.

– Students will need to express content in their own words, so reference to dictionaries, key language functions, etc. can be helpful.

– It may be helpful to provide examples of how type size, headings, captions, correct spelling and simple uncluttered layouts facilitate understanding.

• Communicating information.

– Rubrics can be used to clarify presentation goals and evaluation.

– Set time limits and encourage students to rehearse their presentations beforehand.

– Presenters should allow time to answer questions from the class after a presentation.

RUBRICS TO GUIDE ASSESSMENT

• The Project rubric, page 21, can be personalized to suit specific classroom needs. For example, categories to be evaluated can be added or deleted; the requirements for obtaining points can be edited to correlate more directly to the students' levels of expertise and learning goals, etc.

• Rubrics can be used more successfully if students participate in elaborating them: suggesting points, defining behaviours, etc.

• Providing students with the rubric before they carry out tasks will guide their work.

• For self-, class- or teacher-evaluation, distribute photocopies of the rubric.

• Class-evaluation of student products can be done individually or in groups. Done in groups, students need to explain their criteria and agree on points, which stimulates self-expression.


Project objective: Find and communicate information on

• Information to be communicated with slides, poster, pre-existing graphics,

original graphics, video, drawings, other:

Beginner: 1 point

Novice: 2 points

Junior expert: 3 points

Expert: 4 points

Self-evaluationClass/Teacher

evaluation

Co

nte

nt

Little essential information: few facts.

Some essential information and basic facts. Some sources cited.

Sufficient essential information. Elaboration sufficient to aid understanding. Sources cited.

Very complete coverage. Sources well cited. Stimulating presentation.

Req

uir

emen

ts

Includes slides, images, etc. or less. Few graphics: outside sources or original. Text size and images not appropriate size, or hard to read.

Includes slides, images, etc. or less. Fewer than 3 graphics, slides, etc.

Text size and images may not be appropriate size, or hard to read.

Includes at least slides, at

least 3 graphics from outside sources. Some advanced features: transitions, video, etc.

Good sized images and legible text.

Includes at least slides, 5 or

more graphics from outside sources. Has 5 or more advanced features. Well-sized images and legible, attractive text and layout.

Lan

guag

e

More than 5 grammatical errors, misspelled words, capitalization or punctuation errors.

3–4 grammatical errors, misspelled words, capitalization or punctuation errors.

2–3 grammatical errors, misspelled words, capitalization or punctuation errors.

No errors in grammar, spelling, capitalization or punctuation.

Coo

per

ativ

e w

ork In general, does

not work with others. Does not share decisions or take responsibility.

Works with others, but finds it difficult to share decisions or take responsibility.

Works well with others. Participates in decision-making. Contributes his/her share to group work.

Works well with others. Can carry out group role and fulfill responsibilities. Motivates others to work well.

Ora

l ski

lls

Communicates with difficulty. Speaks too softly. Work is incomplete or not prepared.

Some difficulty due to voice, incomplete work or not prepared.

Communicates reasonably well. Can be heard. Work is prepared.

Communicates very well. Good voice. Good delivery skills: pauses, gestures, etc.

Points: 18–20 = Expert; 15–17 = Junior expert; 10–14= Novice; 6–9 = Beginner Total points

Adapted from: Multimedia Project Rubric. C. McMullen, SAS in School, Cary, N.C.

Project rubric


INTRODUCTION TO THE UNIT

To teach science, various approaches can be used in the study of physical objects. Many of them show us how matter is organized into different levels of complexity. Students seem to have an intuitive understanding of what is visible in the world and what is invisible to them. Fortunately, the use of criteria and technologies that take us from the extraordinarily small subatomic particles and atoms to the universe and all-encompassing Cosmos can facilitate understanding.

In this increasing scale of complexity, various levels belong to the domain known as living matter. The lowest levels include organic biomolecules; the highest levels are organisms and, sometimes, ecosystems and the biosphere.

The levels of biological organization contain some emergent properties that define life. To facilitate their study, they can be divided up into the functions of nutrition, interaction and reproduction.

These functions are carried out in unicellular organisms, where one cell undertakes all the functions of life, and also in the different organ systems in more evolved animal organisms. In the latter case, the basic principle of efficiency results in an increase in one function to the detriment of others, some of which may even be lost. Classic examples include the loss of the reproductive capacity of more specialized cells, such as nerve tissue, filtering nephrons, etc.

In the Spanish language, a group of organs that work together to carry out life functions is referred to as a system if the organs are similar, and an apparatus if the organs are different. However, in the English language, the organs that make up an organ system can be similar or different.

The ability to use and care for an optical microscope is an important skill. Students should improve their skills.

CONTENTS

FIND OUT ABOUT • Levels of organization.

• The chemical composition of living things.

• Cells: the basic unit of living things.

• Prokaryotic cells.

• Eukaryotic cells.

• Cell organelles and structures.

• Human tissue.

• Organs and organ systems.

KNOW HOW TO • Observe animal cells under the microscope.

• Identify cells and cell structures in micrographs.

• Define terms and give examples. See Language focus, page 16 of this Teacher's Book.

BE ABLE TO • Give your opinion on artificial organ technology.

• Assess the use of human embryos for research.

THE ORGANIZATION OF THE HUMAN BODY

INTRODUCTION AND RESOURCES

1

22 BIOLOGY AND GEOLOGY 3. Photocopiable material © 2015 Santillana Educación, S. L.

SPECIAL ATTENTION

Content

• The illustrations on page 8 of the Student’s Book can be used to review the metric units of measurement such as nanometres (nm), microns (μm), millimetres (mm), centimetres (cm), metres (m), etc.

Moving from molecules to prokaryotic cells is a major conceptual leaps for students. It involves the leap from inert matter (non-living) to living things. This subject cannot be fully addressed at this level.

It is important for students to understand that cells are the sum of all the functions that define life, and that unicellular organisms perform the basic life functions.

Some of these functions may atrophy or even be lost in cells that work together to form organs and tissue.

• When cells are observed under a microscope and in photographs, they appear extremely flat. To clear up this misconception, use 3D graphics, animations or physical models.

Digital resources

• Audio tracks. See transcripts on pages 166 and 169. Reinforcement: Student audio. Unit 1. Page 14. Activity 1. Extension: Class audio. Unit 1.

• LibroMedia. Unit 1. The organization of the human body.

RECOMMENDED RESOURCES IN ENGLISH

INTERNET RESOURCES

WEBSITES

Interactive histology atlas. Website on histology developed by the University of Oklahoma.

Key words: interactive histology atlas.

Human histology (microscopic anatomy). A list of histology websites ranging from general and systems histology images to highly specialized topics.

Key words: human histology, Paul Wissmann.

Exploratorium. Excellent website of the San Francisco Science Museum that explores how the world works. It includes creative, thought-provoking information, experiments, practical tools and connects with art and culture.

The information on the website is grouped into topics such as Human Anatomy, Life Science, Geology, etc. and can be used with other units.

Key words: Exploratorium cell explorer, Exploratorium human anatomy.

BOOKS

Cells to civilizations: the principles of change that shape life. E. Coen. Princeton University Press, 2012. An interesting account of how life transforms itself, from the first unicellular organisms to complex multicellular structures that gave rise to plants, animals and human beings, and complex civilizations.

How we live and why we die: the secret lives of cells. L. Wolpert. W. W. Norton & Company, 2011. An excellent guide to cell biology. The human body consists of billions of cells, and their extraordinarily complex structure governs processes as essential to existence as growth, reproduction and ageing.

Horrible science: microscopic monsters. N. Arnold. Scholastic, 2008. An introduction to the tiny world of microbes and cells through fantastic fact files, quizzes and cartoons. It is part of a best-selling series of children’s science books.

Microbe hunters. P. de Kruif. Mariner Books, 3rd edition, 2002. A historical tour of the great discoveries and most relevant people in microbiology. A description of microorganisms and potential solutions to epidemics is provided.

The immortal life of Henrietta Lacks. R. Skloot, Broadway Books, 2011. The true story of a poor African-American woman whose cells were replicated and used for research all over the world. Henrietta Lacks died of cancer more than half a century ago, but her cells have saved millions of lives.

23BIOLOGY AND GEOLOGY 3. Photocopiable material © 2015 Santillana Educación, S. L.

Name: Class: Date:

REINFORCEMENT 1. THE ORGANIZATION OF THE HUMAN BODY

1 Label the levels of organization. Then complete the sentence: write highest, lowest, higher, lower.

The level of organization is the organism; the

level of organization is the cell. Tissues are a level than

organs, but organ systems are a level than organs.

SHEET

1


Name: Class: Date:

REINFORCEMENT 1. THE ORGANIZATION OF THE HUMAN BODY

1 Write the name of each cell: eukaryotic or prokaryotic. Then label its parts.

cell

cell

SHEET

2


Name: Class: Date:

REINFORCEMENT

1 Label the organ systems. For each organ system, label one or two main organs.

SHEET

31. THE ORGANIZATION OF THE HUMAN BODY


Name: Class: Date:

REINFORCEMENT AND EXTENSION

1. THE ORGANIZATION OF THE HUMAN BODYSHEET

4

1 Complete the summary.

a. All living things are organized into

of organization.

b. The cell is the unit, the unit

of all living things. organisms

are made up of one cell.

organisms are made up of many cells.

c. Cells can be such as bacteria,

or such as those in human beings.

Eukaryotic cells have three structures:

.

d. A tissue is a group of

that work together

to perform a specific function. There are four types:

e. A group of different tissues that work together to perform

a specific function is called an .

f. An is a group

of organs that work together to carry out one or more

functions.

g. The organ systems involved in nutrition are the:

.

h. The organ systems involved in interaction are the:

.

i. The organ systems involved in reproduction are the

systems.

SCIENTIFIC ANALYSIS The origin of eukaryotic cellsThe Serial Endosymbiotic Theory (SET) was developed by biologist Lynn Margulis. According to this theory, eukaryotic cells evolved from ancient prokaryotic cells between 2 and 1.5 billion years ago. The original prokaryotic cell lost its cell wall and became larger. As a result, the surface of the cell membrane increased, improving phagocytic capacity. In later stages, a pronucleus formed. These cells could ingest other smaller, free-living aerobic or photosynthetic prokaryotes and form symbiotic relationships with them.

According to the SET theory, successive symbiotic associations explain the presence of cell organelles such as mitochondria and chloroplasts in eukaryotic cells.

2 What do these terms mean: pronucleus, phagocytic, aerobic and symbiotic?

3 What does the SET theory try to explain?

4 Explain why this theory is called the Serial Endosymbiosis Theory.

5 Search for information on SET. Explain why two prokaryotic organisms were part of the first symbiotic association.

a. The prokaryotic cell loses

its cell wall.

b. The surface of the membrane

increases and inner membranes

are formed.

c. A pronucleus is formed.

Endosymbiosis with spirochete

bacteria could be the origin of

flagella.

d. Association with an aerobic

prokaryote could be the origin

of mitochondria.

e. Association with a

photosynthetic prokaryote could

be the origin of chloroplasts.


Name: Class: Date:

REINFORCEMENTSHEET


SUMMARY

Levels of organization

In order of increasing complexity, the different levels into which matter is organized are:

.

The chemical composition of living things

• Biomolecules can be inorganic, such as

or organic, such as

• Examples of organic biomolecules are:

The structure of human cells

All eukaryotic cells have three structures:

• A cell membrane:

• Cytoplasm:

• Nucleus:

The main organelles are:

.

Tissue

The four types of tissue are:

• Epithelial:

• Connective:

• Muscle:

• Nervous:

Organs and organ systems

• Organs are structures made up of

.

• Organ systems consist of

.

Examples of organ systems


REINFORCEMENT 1. THE ORGANIZATION OF THE HUMAN BODYSHEET

6

In multicellular organisms, the zygote and the cells produced during early cell divisions are embryonic stem cells: they can form complete new organisms. These embryonic stem cells can develop into different types of cells.

There are approximately 200 types of cells in the human body. During cell differentiation, cells acquire the appropriate morphological and chemical characteristics to perform specific functions.

Muscle cell Neuron Epithelial cell Blood cell Connective cell

CELL DIFFERENTIATION AND TRANSPLANTS

ACTIVITIES

1 Answer the questions. a. Explain what embryonic stem cells are. b. When a cell specializes to carry out different functions, it

loses its ability to become a new organism. Explain why this happens.

2 Describe the characteristics of each of the cells above. Find out the function of each cell.

3 Make correlations between the morphological and physiological characteristics of each cell and the cell's function.

4 Why was Japanese professor Shinya Yamanaka awarded the Nobel Prize for Medicine in 2012? a. What are iPS stem cells? b. Why are these cells important?

5 Explain the meaning of the following: Mature cells can be reprogrammed to become pluripotent cells.

Organ donation campaign

Task: Prepare posters on organ donation.

Work in groups of five. Divide up the work in your group.

Group A: Who can be a donor? Which organs can be donated? Why is umbilical cord blood donated? What is living organ donation?

Group B: What are the criteria for organ and tissue transplants? What side effects does the patient experience? Why does rejection occur?

Group C: How are organ donations and transplants handled in Spain? What is a donor card and what is it for? Do organ donors receive any benefits?

Group D: Report on innovative transplant solutions, for example: stem cells and regenerative medicine, kidney paired transplants, a registry of intended kidney donor–recipient pairs.

COOPERATIVE PROJECT


EARLY OBSERVATIONS OF MICROSCOPIC LIVING THINGS

EXTENSION

Find out who was the first person to observe microscopic organisms.

Recommended research topics:

• Earliest forms of magnification up to the 16th century.

• Zacharias Jansen, the person and his contributions.

• Robert Hooke and his observations.

• Anton van Leeuwenhoek, the person and his contributions.

• Carl Zeiss and Ernst Abbé, their contributions and collaboration.

• Modern microscopes.

Research sources:

• Key words for various websites: history of the microscope, names of scientists, animalcule, optical microscope, simple optical microscope, compound optical microscope, The Royal Society of London.

• Kruif, P. de. 2002. Microbe hunters, 3rd edition. Mariner Books, 2002.

Prepare the poster:

1 Do research to complete the sentences. • 1608 Zacharias Jansen built… • 1611 Kepler suggested a way to… • 1665 Robert Hooke observed… • 1674 Leeuwenhoek reported his discovery of… Later, he observed… • 1828 William Nicol invented… • 1838 Schleiden and Schwann proposed the cell theory, which stated… • 1849 Quekett published… • 1876 Abbé showed how to… • 1881 Retzius described many animal… Ramon y Cajal and other histologists developed…

2 Present your information in chronological order as a timeline.

Development time: one week.

Organization: groups of five students.

Presentation: poster approximately 1.2 m by 2 m, with historical and cultural timelines and explanations.

PROCEDURE

PROJECT OBJECTIVE

Leeuwenhoek microscope

Hooke microscope Binocular microscope Compound

microscope

1. THE ORGANIZATION OF THE HUMAN BODYSHEET

7


ACTIVITIES

1 Make a fact file for four types of tissues:

a. Name of tissue.

b. Subtypes of these tissues.

c. Name of the principal cells in the tissue.

d. Function of the tissue in the human body.

e. Ability to regenerate or not after a destructive process.

f. The type of tumor that is produced when there is uncontrolled cell division.

g. Non-cellular elements, if any, that form part of the tissue.

INTERPRETATION OF TISSUE SECTIONS

EXTENSION 1. THE ORGANIZATION OF THE HUMAN BODYSHEET

8

• Adipose tissue. Adipose cells (adipocytes) are spherical when isolated, but polygonal when close together. They vary in size from about 50 to 150 microns. The nucleus appears flat and is not always visible because it is pushed to one side of the cell by the large vacuole of lipids (fats). A thin outer layer surrounds each cell. The extracellular matrix is made up of reticular fibres (type III collagen).

• Skeletal muscle tissue. A longitudinal section shows long parallel fibres (cells) and alternating light and dark bands (striations). During embryonic development, each skeletal muscle cell is formed by the fusion of many stem cells. In adults, skeletal muscle fibres (cells) are actually syncytia containing many nuclei. Each cell is surrounded by an outer layer: a cell membrane (sarcolemma). The cytoplasm of a muscle fibre is called sarcoplasm.

• Cardiac muscle tissue. Cells appear elliptical in a transverse section. In a longitudinal section, the branching fibres (cells) and nuclei are visible. Cells have a central nucleus. Between cells there are thick fibrocollagenous membranes. Desmosomes are structures that hold the cells together.

• Osseous or bone tissue. The basic unit called the osteon is visible in a transverse section. In the centre of each osteon is the Haversian or central canal. Concentric layers of bone matrix surround the canal. The osteocytes within the bone matrix are organized around the central canal. Osteocytes have cytoplasmic extensions that connect them to other osteocytes to obtain nutrients. Osteocytes are enclosed in small cavities within the mineralized bone matrix.

• Nervous tissue (cerebral cortex). Neuron cell bodies are visible including some axons and dentrites. Neurons vary in size and shape according to their function. In most of the cerebral cortex, there are six layers with different types of cells. Capillaries are abundant. The darkly stained circles are the nuclei of glial cells; oligodendrocytes are the most visible. The background is a network of neuronal and glial cell processes (axons and dendrites).

• Smooth muscle tissue. Long fibres (cells) are visible. The cytoplasm is abundant and pink. Many cells have no visible nucleus. When visible, nuclei are elongated and centrally located.


Name: Class: Date:

1 Read and write prokaryotic cells or eukaryotic cells:

a. They are the largest and most complex cells.

b. Their genetic material is dispersed in the cytoplasm.

c. The only organelles they contain are ribosomes.

d. They have a nucleus and a nucleolus.

e. They contain mitochondria.

f. Bacterial cells.

2 Make pairs of related concepts: use these words. Explain why they are related.

Glucose – Protein – DNA – Polysaccharide – RNA – Amino acids – Glycerol – Fatty acid

3 Define metabolism, anabolism and catabolism. Are the following reactions anabolic or catabolic?

a. amino acids + energy → proteinsb. glucose → inorganic molecules + energy

4 Label the diagram and answer the questions.

a. What type of cell is it?

b. Which two organelles are visible?

c. What are the membranes like?

d. What is the difference between chromatin and chromosomes?

ASSESSMENT1


Name: Class: Date:

5 What is the relationship between the endoplasmic reticulum, the Golgi apparatus and secretory vesicles?

6 Complete the table.

Cells Tissue and type Tissue function

Red blood cells

Osteocytes

Neurons

Chondrocytes

7 What are the differences between tissues and organs? And between organs and organ systems? Give examples.

8 Write the parts of the body where each tissue is found.

Endothelium Epidermis Connective Smooth muscle Nervous Cartilaginous

9 Name the organ systems involved in nutrition. Name two parts or organs in each system and their function.

10 Identify the following micrographs and describe what you see. What type of microscope was used for each observation?

a. b.



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