clil presentation cloning for 11th graders

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CONTENT CLASS GENETICS SCIENCE Elizabeth Vides Orozco 11th 07

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Page 1: Clil presentation cloning for 11th graders

CONTENT CLASS

GENETICS

SCIENCE

Elizabeth Vides Orozco

11th 07

Page 2: Clil presentation cloning for 11th graders

HUMAN GENOME

•What’s this?

•What do you know about the

human genome?

•If you were a scientist and knew

about the human genome, how

would you use this knowledge?

•What do you know about

cloning?

Page 3: Clil presentation cloning for 11th graders
Page 4: Clil presentation cloning for 11th graders

OBJECTIVES:

To improve oral communication and thinking skills.

To link knowledge and interest in science related

to cloning with English skills.

To discuss concepts and take a position about the

use of cloning.

Page 5: Clil presentation cloning for 11th graders

VOCABULARY

offspring:

children or young of a particular parent or progenitor.

Page 6: Clil presentation cloning for 11th graders

VOCABULARY

Egg cell (oocyte /oh-uh-sahyt/)

The roundish reproductive body produced by the female of

certain animals, as birds and most reptiles, consisting of an

ovum and its envelope of albumen, jelly, membranes, egg

case, or shell, according to species.

Page 7: Clil presentation cloning for 11th graders

VOCABULARY

Sperm:

a male reproductive cell; spermatozoon.

Page 8: Clil presentation cloning for 11th graders

VOCABULARY

Asexual:

having no sex or sexual organs.

Page 9: Clil presentation cloning for 11th graders

VOCABULARY

Embryo

The collection of cells that has developed

from the fertilized egg of a vertebrate

animal, before all the major organs have

developed.

Page 10: Clil presentation cloning for 11th graders

VOCABULARY

Somatic:

of the body; bodily; physical.

Page 11: Clil presentation cloning for 11th graders

VOCABULARY

Mitochondria:

an organelle in the cytoplasm of cells

that functions in energy production.

Page 12: Clil presentation cloning for 11th graders

VOCABULARY

Therapeutic: of or relating to the treating or curing of

disease; curative.

Misleading: guide wrongly.

Subsequent: happening or coming after something else

Stumbling: a problem or temporary failure when you are

on the way to achieving something

Epigenetic: relating to, being, or involving changes in

gene function that do not involve changes in DNA

sequence

Genetic imprinting: epigenetic phenomenon by which

certain genes are expressed in a parent-of-origin-specific

manner.

Page 13: Clil presentation cloning for 11th graders

SKIMMING

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Let’s read the text. While reading try find the answer to these questions. Please, underline, highlight or take notes.

Now, let’s answer. Try to use

words from the text. Paraphrase.

Page 20: Clil presentation cloning for 11th graders

READING TO GET KNOWLEDGE

1.What is cloning?

2. How does

therapeutic cloning

differ from

reproductive

cloning?

3. What is the

process of human

cloning?

4. Does cloning

produce an exact

genetic replica of

the donor?

5. How do the

harvested cells

from a cloned

embrio differ from

those produced by

sexual reproduction

or in-vitro

fertilization?

Page 21: Clil presentation cloning for 11th graders

Questions Arising Ethical Issues

What are the

ethical problems

concerning

human cloning?

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Page 23: Clil presentation cloning for 11th graders

Listen to this video:

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Re-representing

Now you are going to make a

concept map about cloning

(use the information in the

text).

Page 25: Clil presentation cloning for 11th graders

This concept map you just did, you are going to do it using bubble us or mindomo.

https://bubbl.us/

https://www.mindomo.com/es/

Page 26: Clil presentation cloning for 11th graders

Using your map, you are going to summarize the ideas in the text.

Determine what is

important in the text.

Page 27: Clil presentation cloning for 11th graders

FOLLOW UP:

Page 28: Clil presentation cloning for 11th graders

Reflecting About Cloning

23 24

Do you agree or disagree with

cloning? Why? Why not?

Do you think the implications of

cloning in society are beneficial or

harmful? Why? Why not?

Do you think experimenting on

animal and human cells lead to

benefits or harm? Why? Why not?

Do you agree that this procedure

could be the key to to cure/heal

terminal diseases, for example:

cancer or Alzeihmer? Would you

take it if you were having such

diseases?

Do you agree with the use of this

procedure to preserve endangered

species?How beneficial would this

procedure be to preserve

Different Groups

Page 29: Clil presentation cloning for 11th graders

Do you agree or disagree with Hittler’s intention of cloning?

I agree with you 100 percent.

I couldn't agree with you more.

That's so true.

That's for sure.

(slang) Tell me about it!

You're absolutely right.

Absolutely.

That's exactly how I feel.

Exactly.

I'm afraid I agree with James.

I have to side with Dad on this

one.

No doubt about it.

(agree with negative

statement) Me neither.

(weak) I suppose so./I guess

so.

You have a point there.

I was just going to say that.

A B

I don't think so.

(strong) No way.

I'm afraid I disagree.

(strong) I totally

disagree.

I beg to differ.

(strong) I'd say the

exact opposite.

Not necessarily.

That's not always true.

That's not always the

case.

No, I'm not so sure

about that.

Page 30: Clil presentation cloning for 11th graders

Reflecting About Cloning

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Self Evaluation

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