science for the modern world: from macro to micro...science for the modern world: from macro to...

Science for the modern world: From macro to micro INTRODUCTION

Science for the modern world: from macro to micro is a project with a double aim. On

the one hand, it wants to show the interconnectedness of the progress of science and

society to the citizens of the cyber-generation. On the other, it tries to deliver science

to all the students in a dynamic and interactive way, working with things that really

could be fascinating for everybody.

The contents are aimed at students of 1st of batxillerat, and they cover more or less the

first term of the Catalan curriculum in the subject “Science for the contemporary

world”. Despite the fact that the whole project needs at least 15 hours of class to be

taught, the timing is flexible and in the teaching notes there are proposals to enlarge

some of the activities, if necessary. On the other hand, some of the activities can be

chosen and worked on in an isolated way, and it is not necessary to have worked on

the previous activity to have a good understanding of the contents.

These materials are divided into three parts. Every part is developed around an

important scientific discovery: The theory of big-bang in the first part, the first vaccine

in the second part, and the discovery of the DNA double helix structure in the third

part.

A general overview is shown below:

UNIT 1: ORIGIN OF THE UNIVERSE AND LIFE. EVOLUTION THEORIES

UNIT 2: HEALTH AND MEDICAL RESEARCH

UNIT 3: BIOTECHNOLOGY

Knowing the age of the students, the majority of the activities start with situations that

try to activate their prior knowledge and some of them include some kind of WOW

factor, in order to capture their attention. Some examples of these activities are: an

investigation with some data about cancer in different countries in order to draw

conclusions about the differences, a role-playing drama activity in which students

show both sides in a transplant case and a lab experiment consisting of extracting DNA

from onions.

I hope that with these materials, teachers and students enjoy science, and realize that

there is real poetry in the real world, because science is the poetry of reality.

Science for the modern world: From macro to micro SESSION 1: THE UNIVERSE

SESSION 1: THE UNIVERSE (1h)

ACTIVITY 1 INTRODUCTION: PPt AND CROSSWORD

Grouping

Plenary

Individual

Pairs

Resources

Power Point Presentation

Crossword

Management

Present a list of pictures related to Universe with a PPt presentation.

Ask Ss if they can say the names of the pictures in the PPt in L2.

Compare answers with the right names, that will appear below the pictures.

Ss complete a crossword individually. The majority of words appeared in the PPt presentation.

Ss compare the answers in pairs.

Check the answers in the blackboard.

Language

What was your answer for ….?

ACTIVITY 2 MULTIPLE CHOICE: CHARACTERISTICS OF THE UNIVERSE

Grouping

Individual

Pairs

Plenary

Resources

Multiple choice

Management

Ss answer a multiple choice test individually

Ss compare the answers in pairs

T check the answers in the blackboard

Language

That’s wrong

I don’t agree with

I think the correct one would be …


ACTIVITY 3 JIGSAW-DICTATION: RELATIVITY THEORY

Grouping

Groups of 4

Plenary

Resources

Cut sentences

Box dictation

Word bank (Support)

Management

Hand out cut sentences to each member of every group.

Ss look for the other part of their sentence around the class asking and talking to their classmates.

When Ss guess the complete sentence, they come back to the original group, and dictate to the others their own sentence.

Finally every student will have in a box 4 consequences of relativity theory.

Check the answers in the blackboard and explain the meaning of each one.

Language

What is your sentence about?

I don’t understand …. very well

Could you say it again, please? WORD SYNONYM/DEFINITION

Speed Velocity

Spread Propagate

Delay Retardment

Quanta A very small quantity of electromagnetic energy

Photon A particle of light

Divert To divert vehicles or travellers means to make them follow a different route or go

to a different destination than they originally intended

Gravitational

(field)

Is a model used within physics to explain how gravity exists in the universe

ACTIVITY 4 REVISION: AT RANDOM…

Grouping

In pairs

Resources

List of key words/concepts

Dice

Management

Hand out to every couple one list of key-words related to the Universe.

Alternately, one of the Ss rolls the dice, and the other asks him about the corresponding key word. The student that asks the question, can check the answer in his notes.

Monitor the feed-back in each pair.

Language

I think you are wrong

I (don’t) agree with you


KEY:

A1- CROSSWORD

Across

Down

4. FUSION 5. BLACKHOLE 8. GALAXY 10. NEUTRONSTAR 11. SATELLITE 13. METEOR 14. ASTEROID

1. SUPERNOVA 2. BIGBANG 3. SATURN 6. ECLIPSE 7. EXPANSION 9. SUN 12. EARTH

A2- MULTIPLE CHOICE

1A-2D-3B-4C-5C-6A-7C-8A

A3- JIGSAW

Ordered in pairs, from top to bottom.

Science for the modern world: From macro to micro SESSION 2:COSMOLOGICAL THEORIES.BIG-BANG

SESSION 2: COSMOLOGICAL THEORIES. BIG-BANG (1h 30 min)

ACTIVITY A1.1 -2

INTRODUCTION:TALKING ABOUT CREATION MYTHS

Grouping

Pairs (Student A-Student B).

Plenary.

Resources

Worksheet with picture A1.

Management

Hand out the worksheet to student A.

Student A describes the picture to student B, who draws what he imagines is in the picture.

When Student B has finished, both students comment on the picture: they have to think about what is the relationship between the picture and the Big-Bang theory, and the meaning of the concept “cosmological theory”.

Monitor how they describe and talk about the picture.

Ss report their hypotheses, and there is a feed-back in which you clarify the idea of cosmological theory and the importance of it in history and in different cultures. Highlight the theory of the Big-Bang as the current explanation of how the Universe was created.

Language

Underneath, above, under, below…

At the top, at the bottom of the picture

One cosmological theory could be… * ON THE BLACKBOARD]

ACTIVITY A1.3 READING AND WRITING ABOUT CREATION MYTHS

Grouping

Individual.

Pairs.

Plenary.

Resources

Worksheet with activity A1.3.

Management

Hand out the text of activity A1.3.

Ss read the text individually.

After reading the text, Ss complete the table below it writing the three different visions of the Universe that the three cultures in the text had. They have to guess what “peoples” in the text means.

In pairs they check their answers.

Ss report their answers in plenary.

Language

Goddess = female God

To arch = If you arch a part of your body, you form a curve


ACTIVITY A1.4 ORDERING A CHEROKEE MYTH

Grouping

Individual

Pairs

Plenary

Resources

Worksheet with the Cherokee myth text mixed up (A.1.4).

Management

Hand out the worksheet A.1.4 with 6 sentences in the wrong order.

Ss order the sentences in order to obtain a text about how Cherokees imagined the creation of our planet.

In pairs Ss check their answers.

Check understanding by asking some students to explain the story in their own words. They can express their own opinion about the story.

Language

Words mud and beetle translated on the blackboard.

ACTIVITY 2 MINDMAPPING THE BIG-BANG

Grouping

Individual

Pairs

Plenary

Resources

Mind map A.2. about Big-Bang with only one box filled

Management

Hand out the worksheet A2 with the mind map and the boxes.

Ss try to complete the mind map individually.

Ss check the answers in pairs.

Some Ss report their answers.

Correct it on the blackboard.

Explain the main points of Big-Bang. Note: The aim of this activity is to activate prior knowledge about Big-Bang theory. The activity can be adapted to your students. If it’s difficult for them to complete it with no explanation, this can be explained beforehand, trying to highlight the points that appear in the mind map.

Language

Quasar = Object far away in the space that produces bright light and radio waves.

Redshift = A change in the wavelength of light, in which the wavelength is longer than when it was emitted at the source.

Word wavelength translated on the blackboard.


KEY:

A1.4. ORDER OF THE TEXT:

1. In the beginning, there was just water.

2. All the animals lived above it and the sky was full.

3. The animals were curious about what was inside the

water and one day Dayuni'si, the water beetle,

volunteered to explore it.

4. He explored the surface... but nothing, he could not find

any solid ground.

5. He explored under the surface to the bottom and finally

he came back to the surface with a piece of mud.

6. After collecting the mud, it began to grow in size until it

became the Earth as we know it.

Science for the modern world: From macro to micro SESSION 3:ORIGIN OF FIRSTS ORGANISMS AND LIFE.EVOLUTION THEORIES

SESSION 3: ORIGIN OF FIRSTS ORGANISMS AND LIFE. EVOLUTION THEORIES (1h)

ACTIVITY A1 INTRODUCTION: THE CREATION OF ADAM

Grouping

Pairs

Plenary

Resources

Worksheet A1 with the painting “The Creation of Adam”

Management

Hand out the worksheet A1. Ss can share the same worksheet, because the activity is in pairs.

In pairs, Ss comment on the picture, answering the questions about it.

Ss report their answers.

During the feed-back, focus on the relationship between the painting and the need that human beings have always had about knowing about our origin.

Language

… Could be… … must be…

According to the picture… [ON THE BLACKBOARD]

ACTIVITY A2 (10’)

HOW DID LIFE APPEAR ON EARTH? [OPTIONAL ACTIVITY] *

Grouping

Individual

Pairs

Plenary

Resources

Worksheet with table A2 (Hypotheses about the origin of life) incomplete.

Management

Hand out worksheet with table A2.

Brief explanation before reading about the content and how it is presented (in a table).

Read it carefully. Ss fill in the gaps with as many words as they are able to catch. (Note: The words in bold are the missing words).

Ss compare the answers with their partners.

Read again.

Ss finish the gap fill.

Ss report their answers in plenary.

Correct the answers on the blackboard.

Text (Table)

HYPOTHESIS YEAR SCIENTIST Spontaneous generation: “Some living things could appear from inert materials like mud, sweat, rotting flesh, and so on”

384-322 BC

Aristotle

Demonstration that the theory of spontaneous generation of life was false

1860 Louis Pasteur

Origin of life from the coacervates:the emergence of life was preceded by a chemical evolution

1924-1929

Oparin-Haldane

Confirmed experimentally Oparin hypothesis by synthesizing simple organic matter

1952 S Miller

Artificial synthesis of complex organic matter 1958 S Fox

Nucleic acids synthesis: the first organic compounds might have formed in part on land and partly in meteorites and comets that fell on our planet

From 1959

Joan Oró

Protobionts: first unit independent living which is the common ancestor to all living beings

From 1980

M. Eigen, A.G. Cairns-Smith


ACTIVITY 3 EVOLUTION KEY WORDS

Grouping

Groups of 4

Plenary

Resources

Dictionaries

Worksheet A3 with EVOLUTION words and sentences to complete

Management

Hand out worksheet A3. Divide students into groups of 4.

Every member of the group looks up two words in the dictionary.

Ss write the meaning of the words in his/her table .

When the table is complete, in turns, Ss read aloud the eight words with their definitions. In the meanwhile, the others write the missing definitions.

Individually Ss complete the sentences with the words they have just learnt.

Ss compare their answers with the other members of their group

Monitoring the process.

Correct the answers on the blackboard activating feed-back with the different groups.

ACTIVITY A4 .1-A4.2

EVOLUTION THEORIES: CREATIONISM, LAMARCKISM AND DARWINISM

Grouping

Individual

Pairs

Plenary

Resources

Worksheet A4

Management

Hand out worksheet A4.

Ss match the evolution headings with the corresponding quotation.

After that, they have to order 4 the words in four sentences.

Once ordered correctly, Ss sequence the sentences, in order to obtain the main ideas of the theory of Evolution of Lamarck.

Ss compare their answers with their partners.

Ss report their answers in order to correct them.

Some of them can write the sentences on the blackboard.

ACTIVITY A4 .1-A4.2

LAMARCKIAN OR DARWINIAN?

Grouping

Individual

Plenary

Resources

Worksheet A5

Management

Hand out Worksheet A5

Ss read and complete it with the word Lamarckian or Darwinian.

Some Ss can read the texts aloud, in order to correct them.

Possible debate about what’s the most intuitive idea of evolution.

*ACTIVITY A2 COULD BE AVOIDED DUE TO ITS HIGH LEVEL.


KEY:

A1:

1/ Who is represented by the figure on the left? Adam (the first man

according to the Bible)

2/ Who is represented by the figure on the right? God

3/ Where is this painting? In the Sistine Chapel (Vatican Museums)

4/ What message was trying to transmit the painter? As the title says, the creation of the first man (Adam)

A3:

1. Adaptation 2. Organisms

3. Species 4. Traits

5. Generation 6. Evolution

7. Inheritance 8. Variation

A4.1:

CREATIONISM A supernatural being created humanity, life, the

Earth and the Universe.

LAMARCKISM The function creates the organ.

DARWINISM Organisms change over time as a result of natural

selection.

A4.2:

LAMARCKIAN THEORY

1. Environmental changes generate some new needs

2. These needs determine the use or disuse of organs

3. Such organs develop or are diminished

4. The characters are acquired hereditary

A5:

Lamarckian

Darwinian

Science for the modern world: From macro to micro SESSION 4:SPECIES ORIGIN

SESSION 4: SPECIES ORIGIN (1h 30min)

ACTIVITY 1 THEORY OF EVOLUTION OF DARWIN-RUNNING DICTATION

Grouping

Groups of 4

Individually

Resources

Sentences related to the Theory of Evolution of Darwin hanging on the walls (numbered 1 to 4)

Management

Every group has a writer and the others are runners.

All the groups have to read the information from the walls. Decide a cyclic order.

In turns, the first runner goes as fast as he can and tries to remember the most of the information in the right paper. The student goes back and reports the information to the writer.

The writer becomes a runner, and one of the runners becomes a writer.

When the table with the information is completed, individually Ss read the information, and in his own words, produce a text.

Sentences

Language

Specific vocabulary in the walls: Ancestor = predecessor, Offspring = descendant

“All living things on Earth come from a

COMMON ANCESTOR” (= progenitor)

“The best adapted have the best chance to

survive. The less well-adapted tend not to

survive. This is called: NATURAL SELECTION”

“Although young plants or animals are very

similar to their parents, no two are exactly

the same .Some of these differences are

caused by MUTATIONS”

“When the differences caused by mutations

make an organism more able to live in the

wild, it has a better chance to survive, and

pass on its genes to its OFFSPRING”

OFFSPRING = DESCENDANT


ACTIVITY A2 CHARLES DARWIN-READING (Fill in the gaps)

Grouping

Individually

In pairs

Resources

Worksheet with text A2

Management

Hand out a sheet with a text. Ss fill the gaps with a suitable word from a box.

Ss compare the answers with their partners.

Check the correct answers in the blackboard.

Language

Words to fill in

ACTIVITY A3 LISTENING

Grouping

Individually

In pairs

Resources

Text about the voyage of the HMS Beagle

Management

Read the text.

Ss only listen in order to identify key words.

Hand out a worksheet with a table with places Darwin visited during the voyage and the evidence that he found, disordered.

Match places with evidence.

Check the correct answers on the blackboard.

Text

Language

Word platypus translated on the blackboard

The Beagle crossed the Atlantic Ocean, rounded the coasts of South America

and returned via Tahiti and Australia having circumnavigated the Earth. While

the expedition was originally planned to last two years, it lasted almost five.

Darwin started writing his diary on the volcanic island of St. Jago, in the Cape

Verde islands. There, he saw a white rock formed from crushed coral and

seashells high on the black lava cliffs, and interpreted this in terms of Lyell's

thesis. Darwin had evidence of evolution in the human species after his

encounter with the natives at the Tierra del Fuego. Darwin climbed the Andes

and on 21 March reached the continental divide at 4,000 m: even here he found

fossil seashells in the rocks. After visiting a lot of other places in South America,

the Beagle reached the Galapagos Islands on 15 September 1835. There he

noticed that on every island, some animals, especially birds and tortoises, had

big differences. The first sight of Australia was on 12 January 1836. There he saw

for the first time two marsupials very strange for him: the platypus and a rat-

kangaroo. He wrote in his diary, after seeing those two bizarre animals: “Surely

two distinct Creators must have been *at+ work”


ACTIVITY 4 TALKING ABOUT DARWIN

Grouping

Groups of 4

Plenary

Resources

Questions about Darwin, natural selection and living conditions in XIXth century.

Word bank

Management

Hand out the questions.

In groups, Ss talk about them, with the help of a word bank.

Monitoring how the students talk.

One of the members report to the class the main ideas they have been talking about.

Language

Word bank

KEY:

A2-

1. Naturalist 2. Evolution 3. Evidence 4. Selection 5. Diversity

6. HMS-Beagle 7. Geology 8. Crew 9. Empire 10.Mammals

11.Earthquake

12.Andes

13.Cambridge

14.Galapagos

15. Cambridge

16. Species

A3-

PLACE EVIDENCE OF EVOLUTION

ANDES Fossils seashell

TIERRA DEL FUEGO Evolution of human species after meeting natives

GALAPAGOS ISLANDS Big differences between tortoises/birds

ST JAGO, CAPE VERDE Crushed coral and seashells forming a rock

AUSTRALIA Platypus* and rat-kangaroo

Science for the modern world: From macro to micro SESSION 5: REVISION ABOUT THE UNIVERSE, ORIGIN OF LIFE AND EVOLUTION THEORIES

SESSION 5: REVISION ABOUT THE UNIVERSE, ORIGIN OF LIFE AND EVOLUTION THEORIES.(1h)

ACTIVITY 1 KEY VOCABULARY AND CONCEPTS REVISION: PASSWORD

Grouping

Groups of 4

Resources

Definitions of the concepts in the Teaching notes/ PPt Presentation

Worksheet with the letters and a column to write the answers

Management

Make groups of four, numbering Ss from one to four.

Ss go round the class and say their number aloud in order to form the groups.

Explain the rules of the game. There are different possibilities for playing, depending on the characteristics of the group:

OPTION A: Ss complete the table on the student’s worksheet. At the end of the game, correct it with the help of the Power point presentation. Ss make the total count.

1. Every correct word, the group gets 10 points 2. Every correct word, but spelled wrong, the group gets 5 points 3. Every incorrect word, the group loses 10 points

OPTION B: After listening to the definition, Ss write on a piece of paper the answer, and give to the teacher it as quickly as possible. With this option, there is a risk: Ss might not discuss the answer before delivering it. The scoring will follow the same rules explained above.

OPTION C: In turn, every group is asked one question. After discussing the definition, only the spokesman of each group can answer. Ss have the option of answering or, if they are not sure, they can say aloud “PASSWORD”. That means that the following group has the opportunity to answer. Write the score of each group on the blackboard.

1. If they say the correct answer, the group gets 5 points 2. If they say the correct answer, but spelled wrong, the group

gets 3 points 3. If the answer is incorrect, the group loses 5 points

With this option, you ensure that the entire group participates, not only the quickest.

Notes:

In order to work on HOTS, you can add the questions marked with # EXTRA BONUS OF 20 POINTS!. Decide the way Ss answer them.

In order to help the weaker Ss you can use the Ppt presentation with some of them, or you can use it as a general support for the whole class, reading firstly the definitions, and projecting it later.

Depending on the timing, you can finish the activity focusing on pronunciation. If they don’t know anything about phonetics, it could be a chance to explain it as a kind of introduction. They can repeat the words after you, repeat them in pairs, by turns...


Definitions

ADAPTATION The act of changing

something to make it

suitable for a new purpose

or situation

/'ædæpt'eɪʃən/

BLACKHOLE

Region of space in which

the gravitational field is so

powerful that nothing,

including light, can escape

its attraction

/bl'æk//h'oʊl/

CREATIONISM The belief that the

explanation of the creation

of the Universe in the Bible

is true, and that the theory

of evolution is incorrect

/kri'eɪʃənɪzəm/

DARWIN English natural scientist

who formulated a theory of

evolution by natural

selection

# What was the

name of the ship

in which Darwin

spent 5 years

observing nature?

(The Beagle)

EVOLUTION Process during which

species change some of

their physical

characteristics

/'iːvəl'uːʃən, 'ev-/

FUSION The process in which

atomic particles combine

and produce a large

amount of nuclear energy

/fj'uːʒən/

GENERATION All the people in a group or

country who are of a

similar age

/dʒ'enər'eɪʃən/

HYDROGEN Most common element in

the universe, one proof of

the veracity of theory of

big-bang

/h'aɪdrədʒən/

# Why is the

amount of

hydrogen in the

universe evidence

of the veracity of

Big-Bang?


INHERITANCE The particular

characteristics or qualities

which your family or

ancestors had and which

you are born with

/ɪnh'erɪtəns/

JUPITER The largest planet of the

solar system, fifth in order

of distance from the sun

/ˈdʒuːpɪtə(r)/

KELVIN A unit for measuring

temperature in scientific

phenomena

/ˈkelvɪn/

LAMARCK French naturalist who

proposed that the function

creates the organ

# How would

Lamarck explain

the long neck of

giraffes?

MOON Satellite that goes round

the Earth once every four

weeks

/m'uːn/

NEBULA A cloud of dust and gas in

space where stars are

formed

/n'ebjələ/

ORGANISM Living being /'ɔːʳɡənɪzəm/

PLANET Round object in space that

moves around a star

/pl'ænɪt/

QUASAR Quasi-stellar radio source.

Very distant objects, that

emit more Energy than

normal galaxies

/kw'eɪzɑːʳ/

RELATIVITY Einstein's theory

concerning space, time,

and motion

/r'elət'ɪvɪti/

# Explain, AT

LEAST, two of the

consequences of

the Theory of

Relativity

SPECIES A class of plants or

animals whose members

have the same main

characteristics

/sp'iːʃiz/


TRAITS A particular characteristic,

quality, or tendency that

someone or something

has.

/tr'eɪt, tr'eɪ/

URANUS The 7th planet from the

sun. Has a blue-green

colour and many satellites

/ˈjʊərənəs//jʊˈreɪnəs/

VARIATION A change or slight

difference in a level,

amount, or quantity

/v'eəri'eɪʃən/

WAVELENGTH The size of radio wave

which a particular radio

station uses to broadcast

its programmes

/w'eɪvleŋθ/

EXTINCTION The death of all the

members of a species

/ɪkst'ɪŋkʃən/

# Give an example

OXYGEN Gas that exists in large

quantities in the air

/'ɒksɪdʒən/

ZOOLOGY The scientific study of

animals

/zuː'ɒlədʒi, zoʊ-/

Science for the modern world: From macro to micro SESSION 6 :HEALTH AND ILLNESS.INFECTIOUS ILLNESSES.PANDEMICS

SESSION 6: HEALTH AND ILLNESS. INFECTIOUS ILLNESSES. PANDEMICS (1h 30 min)

ACTIVITY 1 HEALTH AND ILLNESS. ACTIVATING PRIOR KNOWLEDGE

Grouping

Individually

Resources Worksheets A1 and A1.1

Management

Hand out the worksheet with table A1.

Ss write in the table all they know about the topics, in order to activate prior knowledge. If they don’t know how to express it in L2, allow them to write in L1. It can be decided who needs it or not.

Explain in general the following key points related to health and illness:

1. Illness classification (toxic, infectious, environmental, non-infectious)

2. General prevention methods: disinfecting, sterilization, antiseptics, vaccination.

3. General treatments: antibiotics, antiserums.

While it is being explained, and with the help of the table, Ss can take notes.

Hand out the worksheet with activity A1.1 (True/False test about the previous concepts) and A1.2 (Dictation columns of substances or methods of sterilization, disinfecting and antisepsis).

Students complete it individually.

Comment on the answers from the front.

ACTIVITY A2 INFECTIOUS ILLNESSES. VACCINES

Grouping

Pairs

Plenary

Resources

Worksheet A2 with images related to the history of the first vaccine, one table to write the story, and the original text with blanks.

Management

Hand out worksheet with activity A2.

In pairs, Ss have to “rebuild” the story of the first vaccine created by Edward Jenner with the help of the images and the box with the words: Edward Jenner, cowpox, smallpox and vaccine. They also have to guess that this was the first vaccine.

They write the “hypothetical” text.

Filling in the gaps of a text, Ss can know if their hypothesis was right or wrong.

Correction of the text from the blackboard.

Emphasise the importance of vaccines related to infectious illnesses, and how this discovery helped to decrease the human mortality. Ss can be asked to talk about current illnesses that they have been vaccinated against, or current infectious illness and the decision to be vaccinated or not.

Language

Words smallpox, cowpox and milkmaid, translated on the blackboard

A long time ago… Past forms....


ACTIVITY 3 PANDEMICS

Grouping

Plenary

Individually

Pairs

Plenary

Resources

Worksheet A3 with data related to pandemics in history, and an incomplete bar chart.

Management

Ask Ss about the concept of pandemic. They can answer aloud what they know about it.

Clarify the concept emphasising the two conditions of pandemics: same cause of the disease and the spread of it worldwide. [Note: An example can be given. Cancer is an illness that affects a lot of people around the world, but there is not only one reason for having cancer. Because of that, cancer cannot be considered a case of pandemic).]

Hand out Ss the worksheet A3 with data related to different pandemics in history.

Ss transfer the information onto a bar chart.

In pairs, students talk about the information they get from the bar chart, with the help of a key sample phrases.

Monitor the speaking activity.

Ss report some of the conclusions they have arrived at from the data.

You can talk about the current debate with avian flu and why they think it was considered a pandemic by WHO (World Health Organisation).

Language

Writing frame with the following sentences:

ACTIVITY 4 FORGOTTEN ILLNESSES: MALARIA

Grouping

Individual

Plenary

Pairs

Plenary

Resources

Worksheet A4 with the malaria transmission cycle and questions about forgotten illnesses and the previously mentioned cycle.

Management

Write on the blackboard “forgotten illnesses”.

Ask students what they think it means. They think about it individually for a few minutes and write it on worksheet A4.

Using brainstorming methodology, make note of their ideas on the blackboard.

The most devastating pandemic in history has been …

The Black Death was … …. than Asian Flu.

The … pandemics in history was Antonine plague

Cancer cannot be considered as a pandemic, because …


[Note: It can be done more interactively and dynamically making them pass an object between them. Only the student with the object in his hands can talk].

Explain the meaning of the concept, emphasising that forgotten illnesses are diseases that cause thousands of deaths every year, but given that they are not a business for pharmaceutical industries, because the patients can’t afford to pay for the medicines, they are not a research priority for them.

As an example of forgotten illness, talk about malaria. Give general information related to: number of people infected per year, countries where it is more frequent, symptoms, possible treatments…

Tell the students to analyse the malaria transmission cycle in pairs. If they are not able to do it in L2, allow them to use L1, and finally try to report it in L2. They can use the word bank below.

Ss answer the questions about the cycle on worksheet A4. Check if Ss have understood that malaria is not caused by mosquitoes, otherwise the cause is the plasmodium sporozoites. Mosquitoes (female of mosquito ANOPHELES class) are only the VECTOR (they spread the illness).

Comment and correct the answers from the blackboard. [Note: It could be interesting to debate the paper that International organisations like WHO (World Health Organization) have in the research of treatments for forgotten illnesses].

Language

When a mosquito bites...

Liver infection

Blood infection

Transmit

Host

Utero transmission

Plasmodium sporozoites

KEY:

A1.1.

1. TRUE 6. FALSE (Is a disinfectant substance)

2. FALSE (pathogen species hurts the

organisms)

7. FALSE (Antibiotics can’t fight against virus)

3. TRUE 8. FALSE (the effect is of short duration)

4. TRUE 9. FALSE (Cancer is an example of non-

infectious illness)

5. TRUE 10. TRUE


A1.2.

Sterilization methods Antiseptic methods Disinfection methods

Formaldehyde

Gamma rays

Filters

Dry heat

Iodine solutions

Ethyl alcohol

Silver salts

Ozone

Bleach

A2.

At the end of the eighteenth century smallpox was one of the greatest killer illnesses,

particularly among children. Edward Jenner, a British doctor, had heard from the folklore of

the countryside, that milkmaids who suffered from cowpox, never contracted smallpox. In

1976, in order to test this theory, he inserted pus taken from a cowpox pustule and inserted it

into an incision on eight-year-old James Phipps’ arm. And having been inoculated with cowpox,

Phipps was immune to smallpox. He sent a paper to the Royal Society in 1797 describing his

experiment, but was told that his ideas were too revolutionary and that he needed more

proof. Jenner experimented on several other children, including his own 11-month-old son. In

1798, the results were finally published and Jenner coined the word vaccine from the Latin

'vacca' for cow.

Science for the modern world: From macro to micro SESSION 7:NON-INFECTIOUS ILLNESSES (I).CANCER

SESSION 7: NON-INFECTIOUS ILLNESSES (I). CANCER (1h 30 min)

ACTIVITY 1 DEVELOPMENT OF CANCER

Grouping

Individually

Pairs

Plenary

Resources

Worksheet A1.

Management

Introduce that three non-infectious illnesses are going to be dealt with: cancer, cardiovascular and mental illnesses.

Hand out the worksheet with activity A1.

Ss fill in the gaps in four boxes with the headings: metastasis stage, local invasion stage, “in situ” stage and induction stage. They have a box with the right words.

Ss order the four stages to know the general development of cancer.


Comment on the answers from the front.

Language Uncontrolled

Longest

Symptoms

Cancerous

Adults

Discomfort

Extends

Lasts

Growth

Complex

Spread

ACTIVITY A2 CANCER TREATMENTS

Grouping

Individually

Plenary

Resources

Worksheet A2

Management


Ss match cancer treatments with definitions.

In order to activate prior knowledge, Ss write things they know about these treatments. They can just write words. If they are not able to write ideas in L2, they can be allowed to use L1.

Ss read three texts related to cancer treatments. After reading them, Ss complete/correct the previous information

Some Ss can report their answers. Note: Depending on the timing, a Venn-Diagram activity could be added to compare differences and similarities between the different cancer treatments.


ACTIVITY 3 RESEARCH

Grouping

Groups of 3

Plenary

Resources

Worksheet A3 with data related to: Economy, population and life expectancy and mortality in three different countries: Spain, Dominican Republic and Haiti.

Management


In groups of three, Ss analyse the data.

Student A = analyses economic data

Student B = analyses population and life expectancy data

Student C = analyses mortality data

After looking at the data, every student explains to the others the main information.

Ss draw conclusions and make hypotheses relating to all the data. Note: The weakest Ss can be helped allowing them to use the substitution table below. Also you can suggest that they build a table in order to summarize the different data country by country.

Ss expose their conclusions. Depending on timing, they can do it in an informal or more prepared and formal way. If opinions between the different groups are different, Ss can debate them.

Monitor the report of conclusions and the possible debate. Check understanding, and paraphrase when it is need for assuring the comprehension of general ideas.

Language

Comment on the following sentence:

“Cancer is one of the biggest and most researched causes

of death in developed countries”:

In my opinion

From my point of view

I think (that)

cancer

is more common in developing countries because of

is more researched because of

the diet

the lifestyle

the longer life expectancy

pharmaceutical industry expectations


KEY:

A1:

A2:

1. INDUCTION STAGE

Cell changes that provoke ___uncontrolled__ multiplication and invasiveness

It’s the _longest_ phase. It can last up than 30 years.

Is not diagnosable, and doesn’t produce __symptoms___

2. “IN SITU” STAGE

Microscopic _cancerous__ lesion in the tissue in which it was originated

Among __adults__ it usually lasts between 5 and 10 years

Neither symptoms nor____discomfort____ appear but some types of cancer

can be detected at this stage

3. LOCAL INVASION STAGE

The lesion ____extends___ into adjacent tissues

Among adults it usually __lasts_ between 1 and 5 years

Symptoms may appear depending on the type of cancer, __growth__ or

location

4. METHASTASIS STAGE

More widely __spread__ tumoural lesions appear

__Complex__ symptomatology depending on the location and extent of tumour

metastasis

Is the treatment of

diseases such as

cancer by using

radiation

Is the treatment of

disease using

chemicals. It is

often used in

treating cancer

Stimulate the

immune system to

reject and destroy

tumours

IMMUNOTHERAPY RADIOTHERAPY

IMMUNOTHERAPY

Science for the modern world: From macro to micro SESSION 8:NON-INFECTIOUS ILLNESSES (II).CARDIOVASCULAR AND MENTAL ILLNESSES

SESSION 8: NON-INFECTIOUS ILLNESSES (II). CARDIOVASCULAR AND MENTAL ILLNESSES (1h)

ACTIVITY 1 CARDIOVASCULAR ILLNESSES

Grouping

Individually

Pairs

Plenary

Resources

Worksheet A1 with a picture of an obese man and some blank thought bubbles and two other questions.

Management


Ss match risk factors for having cardiovascular illnesses with the part of the body. After that they answer questions 2 and 3, in order to increase their vocabulary about cardiovascular illnesses.


Comment on the answers from the front. It could be a good idea doing a brainstorming about more risk factors of cardiovascular illnesses, apart from obesity. Check that Ss talk about smoking, because sometimes they only relate it with cancer.

Language Words pump and tissue translated on the blackboard.

On the worksheet: Chest = thorax

Supply = administrate

ACTIVITY A2 ANGINA ATTACK VS HEART ATTACK. VENN DIAGRAM

Grouping

Pairs

Plenary

Resources

Worksheet A2

Management


Student A and Student B read their own text.

Ss discuss and label the two texts with the right cardiovascular event: ANGINA ATTACK and HEART ATTACK.

Correct the answers from the front.

Check the understanding of the general meaning of each cardiovascular accident. One scheme or simple drawing could be helpful.

Ss make a Venn-Diagram in order to show the differences and similarities between both.

Draw a Venn-Diagram on the blackboard. Some Ss can write on it the ideas they have developed in pairs. Focus on the ISCHEMIA concept as the main similarity, and the DIE OF CELLS in heart attack as the main difference.


ACTIVITY 3 MENTAL ILLNESSES

Grouping

Individually

Pairs

Plenary

Resources

Worksheet A3

Management


Individually Ss fill the first column of the table with the symptoms they know of the following illnesses: depression, schizophrenia, anxiety, bipolar disorder, attention-deficit hyperactivity, obsessive compulsive disorder, Alzheimer’s disease, Parkinson disease.

Ss match every illness with the main symptoms.

In pairs, Ss compare the answers.

Correct from the front.

Ss complete the second column of the table with the new things they have learnt, and possible mistakes.

Ss report their answers.

As a conclusion, and depending on the timing, a reflection about the importance of mental illnesses nowadays could be done. Also it could be interesting to get the Ss to hypothesise about the relationship between lifestyle in developed countries and mental illnesses.

Language

On the text: impairment = deterioration flee = escape

Word patterns translated on the blackboard.

ACTIVITY 4 STATEMENTS FOR THE REFLECTION

Grouping

Groups of 4

Plenary

Resources

Worksheet A4

Management


After reading the two quotations related to the importance of cardiovascular illnesses in Spain (Primary cause of mortality, 33%) and our economically imbalanced world, Ss have to comment on what they think about that in their groups.

One of the Ss (the reporter) takes notes.

Monitor the speaking activity.

Reporters comment on their conclusions.

In groups Ss think about 5 individual measures to try to decrease the mortality due to cardiovascular diseases.

Feed-back and conclusions from the front. Note: If time allows to expand the activity, every group could do a dramatic performance of their proposals, and the others have to guess it.

Language

The richer a country is, the more risk of... It is fair/unfair


KEY:

A1-3.

HEART The organ in your chest that pumps the blood around your body

BLOOD VESSELS The part of the circulatory system that transport blood throughout the body

CHOLESTEROL Is a substance that exists in the fat, tissues, and blood of all animals. Too much of this

substance, can cause cardiovascular diseases.

ATHEROMA A fatty deposit inside of an artery; can obstruct blood flow

ARTERIES The tubes in your body that carry blood from your heart to the rest of your body

VEINS Thin tubes in your body through which your blood flows towards your heart

ISCHEMIA Decrease in arterial blood supply to an organ

A2:

STUDENT A: ANGINA CHEST

STUDENT B: HEART ATTACK

A3-2:

DEPRESSION Sadness, decreased energy level and interest in life, physical discomfort and changes in eating

patterns or sleep

SCHIZOPHRENIA Delusions or hallucinations. The patient believes that others will read his mind or conspiring

against it. Sometimes they hear or see things that are not real

ANXIETY Sudden attacks of panic with physical symptoms such as palpitations, sweating, trembling,

shortness of breath, chest pain, nausea, dizziness, disorientation, etc.. Patients have a feeling of

imminent danger and a strong desire to flee (escape)

BIPOLAR DISORDER Alternating phases of unbridled joy with others in which the person has an intense depression

ATTENTION-DEFICIT

HIPERACTIVITY

Inattention, hyperactivity and impulsivity. It is said that affects 5% of school children

OBSESSIVE COMPULSIVE

DISORDER

Unwanted ideas or impulses come up repeatedly in the mind of the person. Actions as: hand

washing, counting, checking, hoarding, or arranging are repeated continuously

ALZHEIMER’S DISEASE Patients don’t recognize familiar people or places. Cause problems to speak, understand or write.

It starts slowly and patients need constant attention

PARKINSON DISEASE Muscle rigidity, difficulty walking. Tremor and difficulty writing, eating or doing precise

movements. Patients, sometimes present intellectual impairment.

A4-2: Main measures to reduce the risk of suffering cardiovascular illnesses: Physical activity,

controlling blood pressure (hypertension), reduce consume of salt, control cholesterol levels

with a healthy diet with more vegetables and less fat, avoid smoking and alcoholic drinks.

Science for the modern world: From macro to micro SESSION 9:TRANSPLANTS.ETHICAL IMPLICATIONS

SESSION 9: TRANSPLANTS. ETHICAL IMPLICATIONS (1h)

ACTIVITY 1 ADVERTISING CAMPAIGNS ON TRANSPLANTS

Grouping

Individually

Plenary

Resources

Worksheet A1 with a table to take notes about the videos

Management

Hand out worksheet A1 with the things that the students have to focus on in every video: country/association, plot/situation and personal opinion/utility of the advertising campaign…

Project three advertising campaigns on transplants. The most useful/interesting for the Ss could be chosen. There are plenty of them on the internet.

If language is difficult, every advert can be projected more than once.

After watching the videos, Ss discuss in groups (it will provide support for the weaker students). Finally Ss report their opinions/answers.

Information about transplants could be given: Spain as one of the countries always at the top of number of transplants and donors, the organs that are more frequently transplanted (liver, lungs, kidneys, pancreas and heart), the Spanish transplant law: “the extraction of organs of deceased persons for therapeutic purposes may be made in the case that these have not gone on record expressing its opposition”. What really happens is that families are always asked about of the deceased’s wishes.

A debate could be started.

ACTIVITY 2 ROLE-PLAY: LOOKING FROM THE OTHER SIDE

Grouping

Groups of 5

Plenary

Resources

Worksheet A2 with role-playing situations A or B

Management

Hand out worksheet A2

Tell students they are going to act out a situation.

Every group can choose the ending of their situation. If possible, it would be better to have the four different stories.

Ss prepare their role-play drama performances, decide the character that everyone is going to perform and think about the information they are going to transmit, with the help of a sentence starters frame.

Every group performs their drama role-play.

Finally, or between performances, there could be a debate about transplants and the different points of view depending on the side a person is On.

Try to draw a general conclusion about transplants.

Science for the modern world: From macro to micro SESSION 9:TRANSPLANTS.ETHICAL IMPLICATIONS

Language

SITUATION A

We regret to inform you that…

Mum, I feel really bad lately…

I feel so down lately...

I am losing hope because…

Lisa, you must be strong,

otherwise…

I can’t imagine my life without…

We are very pleased to inform you

that…

You saved our daughter’s life…

If only one person…

SITUATION B

We regret to inform you that…

I can’t imagine my life without…

I just don’t want to hear about it…

Each of our daughter’s organs

could save one life…

We don’t have the right to decide

in the name of our daughter…

My daughter is alive and you want

to rip out her organs…

Put yourself in my shoes… *

[* To put someone in the position

you're in to understand your

feelings, behaviour…+

Science for the modern world: From macro to micro SESSION 10:MEDICAL RESEARCH

SESSION 10: MEDICAL RESEARCH (1h)

ACTIVITY 1 MEDICAL RESEARCH. A LOOK AT THE PAST

Grouping

Individually

Pairs

Plenary

Resourc

Worksheet A1 with a text about the first clinical trial by James Lind in 18th century.

Management


Ss read the text about the first clinical trial by James Lind related to the curative power of vitamin C against scurvy. If necessary, translate the word scurvy into L1.

After discussing in couples, Ss answer two questions about what they think a medical trial is, and what preventive medicine means, in the context of the text.

Some students report their answers.

Correct the answers on the blackboard.

Language Scurvy = disease that is caused by a lack of vitamin C. Frequent among

sailors that spend a lot of time without eating vegetables and fruits.

Sailor = mariner

Cider = Cider is a drink made from apples which in Britain usually contains alcohol

ACTIVITY 2 DRUG DEVELOPMENT. READING COMPREHENSION

Grouping

Individually

Plenary

Resources

Worksheet A2 with information about Avicenna (Ibn Sina)

Management


Ss read the text in order to obtain information about the first book about experimental medicine “The Canon of Medicine”, written by Avicenna in ancient Persia more than one thousand of years ago.

Ss read the 7 rules that Avicenna proposed in his book as the oldest known drug development protocol.

Check understanding of the general meaning, asking some Ss to explain in their own words the information set out in the text. Emphasize the place where medicine started, in contrast with the situation of medicine at that moment in Europe (practically nonexistent). The book “The physician” of Noah Gordon could be mentioned, so it is so clear in it the advantage that Arabic medicine had in middle ages in comparison with European medicine.


ACTIVITY 3 A CATALAN CLINICAL SCIENTIST IN LONDON

Grouping

Individually

Plenary

Resources

Worksheet A3 with a picture of the purine’s research group of Saint Thomas Hospital (London) and an interview to Mònica Arenas, one Catalan scientist that works in London since 2000.

Management

Hand out worksheet A3, and the true/false test.

Ss read the interview to Mònica Arenas, with the help of some definitions (Pharmacogenetics, psoriasis, monitoring and cytotoxicity).

Ss answer the true-false test about the interview.

Hand out worksheet A3-2, with an article written by Mònica et al in a Scientific Journal (Cancer Chemotherapeutic Pharmacology) and the questions that they have to ask about it.

Ss read the article. Insist on an important aspect: the purpose is they look at a scientific paper, but they don’t need to understand the whole meaning of every single word, especially the meaning of some drugs, methods, etc.

Ss answer some questions about the article.

Correct all the answers from the front.

If timing allows, talk about research in Spain and in Europe. Barcelona Biomedical Research Park (PRBB) could appear in this part, as a centre of reference in biomedical research to Mediterranean countries, with more than a thousand researchers from over the world. Their corporate video is the demonstration that a picture is worth a thousand words. It could be a good idea to project it.

Language Pharmacogenetics: Division of

pharmacology that studies the

influence that genetic profile has on the

response to a drug.

Psoriasis: Skin disease.

Monitoring: To check regularly the

development or progress of something.

Cytotoxicity: The quality of being toxic

to cells.


KEY:

A3-2- TRUE-FALSE TEST:

1. F

2. T

3. T

4. T

5. F

6. T

7. F

8. F

9. T

A3-2:

1. When was published this article? JANUARY 2010 In what journal? CANCER CHEMOTHERAPEUTIC PHARMACOLOGY

2. What do you think is fluoropyrimidine? MEDICINE With what disease could you relate this substance? CANCER

3. How many patients were involved in the research? 47 (27 FEMALE, 20 MALE)

4. Order the following side effects/toxicities from the most frequent to the less frequent that patients experimented

during the clinical trial.

MUCOSITIS-MYELOTOXICITY-DIARRHOEA-HAND-FOOT SYNDROME-NEUROTOXICTY

MYELOTOXICITY AND DIARRHOEA 37,5%

MUCOSITIS 19.6%

HAND-FOOT SYNDROME 3.6%

NEUROTOXICITY 1.8%

5. Name the different parts that the article has, in terms of structure (e.g. title)

TITLE

REFERENCE

AUTHORS

RESEARCH DEPARTMENT

PURPOSE

METHODS

CONCLUSIONS

Science for the modern world: From macro to micro SESSION 11: NUCLEIC ACIDS

SESSION 11: NUCLEIC ACIDS (1h)

ACTIVITY 1 A GLOSSARY OF BIOTECHNOLOGICAL VOCABULARY

Grouping

Individually

Resources

Worksheet A1 with a glossary of biotechnological vocabulary

Management

Hand out worksheet A1 with a glossary with some important concepts related to biotechnology.

Ss take a look to have an overview. They don’t have to read all the information, but it is important they know it could help them during the explanation or while they are doing the activities (not only in this session, but in the whole lesson 3).

ACTIVITIES2-3 NUCLEIC ACIDS. DNA

Grouping

Plenary

Resources

PPt presentation with some images and general information about nucleic acids.

Management

Hand out worksheets A2 and A3.

Explain the following aspects related to nucleic acids from the front with the help of the PPt presentation and the worksheets: types (RNA and DNA) and differences-similarities between them. General structure of nucleotides, types of nitrogenous bases depending on the nucleic acid, structures and functions of RNA (superficially), structure and functions of DNA (in more detail).

Check understanding asking the Ss about the things you are explaining. Make them report some information in their own words. [Note: It could be useful to use a short video/ image simulator in order to explain the replication, transcription and translation of DNA. Also, a simple scheme drawn on the blackboard could be helpful].

Language Glossary

Science for the modern world: From macro to micro SESSION 11: NUCLEIC ACIDS

ACTIVITY 4 ACTIVITIES ABOUT NUCLEIC ACIDS

Grouping

Individually.

Pairs.

Plenary

Resources Worksheet A4 with 3 activities about nucleic acids.

Worksheet A2 and A3 with similar information than the previous PPt about nucleic acids.

Management

Hand out worksheet A4 with three activities related to nucleic acids: a Venn-Diagram comparing differences and similarities, and two more related to genetic code. Hand out worksheets A2 and A3 to help with the activities (can be decided who needs this extra-help).

Ss complete the activities individually. Weaker Ss could be allowed to work in pairs. Remind the Ss that the glossary and the worksheets A3 and A4 could be useful to do the activities. A brief explanation about the meaning of the inverse table could be done if necessary.

Ss compare answers with their partners.

Correct the answers from the front.

Activate feed-back in order to clarify possible doubts.

Language Glossary

KEY:

A4- ACTIVITIES ABOUT NUCLEIC ACIDS

2. One of the chains of human hemoglobin (chain) contains 146 amino acids. What is

the minimum number of nucleotides needed to synthesise this protein?

438 (Every codon is formed by 3 nucleotides, and correspond to an amino acid).

3. With the aid of the genetic code (Inverse code),

A- write the amino acid sequence that would have the peptide with a RNAm with the

following sequence:

GGC-UAA-UGC-GUG*-AUU-AUG-UGC-CCA

Gly-Stop-Cys-Val-Ile-Met-Cys-Pro

B- Imagine now than a mutation has eliminated the nitrogenous base marked with

the asterisk. Write the new sequence of bases, starting on the left, and find out

the amino acid sequence of the new protein. How is affected the cell by this kind

of mutations? GGC-UAA-UGC-GUA-UUA-UGU-GCC-CA

Gly-Stop-Cys-Val-Leu-Cys-Ala-

The cell is affected because the proteins that are synthesized have a different amino acid

composition, and it could change the function of the protein.

Science for the modern world: From macro to micro SESSION 12: DNA EXTRACTION FROM ONIONS

SESSION 12: DNA EXTRACTION FROM ONIONS (1h)

ACTIVITY 0 LAB INSTRUMENTS

Grouping

Individually

Plenary

Resources

PPt presentation with pictures of lab instruments, name in L2 and use.

Management

Project a PPt presentation with the main lab materials: beaker, Erlenmeyer flask, Florence flask, pipette, graduated cylinder, test tube, rack, spatula, dropper, funnel, stir rod, forceps, Bunsen burner, watch glass, wire gauze, wash bottle. In bold are the instruments Ss need to do the experiment. Emphasize them especially.

The PPt presentation could be projected more than once. Activate feedback asking the Ss about the names of lab instruments the second time.

ACTIVITY 1 EXPERIMENT: DNA EXTRACTION FROM ONIONS

Grouping

Groups of 4

Plenary

Resources

Worksheet A1 with the experiment protocol.

Onion solutions previously prepared, following: TEACHER PREPARATION:

1. Prepare a hot water bath at 55-60 ºC and an ice water bath.

2. For each onion, make a solution consisting of:

10 ml of liquid dishwashing detergent or shampoo and

1.5 g of table salt.

Put in a 250 ml beaker.

Add distilled water to make a final volume of 100 ml.

Dissolve the salt by stirring slowly to avoid foaming.

3. Chop one large onion with a knife and put into a measuring

cup (1000 ml). [For best results, do not chop the onion too

finely. It is better to have the pieces too large than too

small].

4. Cover chopped onion with the 100 ml of solution from step 2.

5. Put the measuring cup in a hot water bath at 55-60 ºC for

10-12 minutes. During this time, press the chopped onion

mixture against the side of the measuring cup with the back

of the spoon. [Caution! Do not keep the mixture in the hot

water bath for more than 15 minutes because the DNA will

begin to break down]


6. Cool the mixture in an ice water bath for 5 minutes. During

this time, press the chopped onion mixture against the side of

the measuring cup with the back of the spoon. This step

slows the breakdown of DNA.

7. Filter the mixture through a coffee filter or four layers of

cheese cloth placed in a strainer over a measuring cup. When

pouring the mixture into the strainer, avoid letting foam get

into the measuring cup. It can take more than an hour to

recover most of the liquid. The filtering can be done in a

refrigerator overnight.

8. Dispense the onion solution into test tubes, one for each

student. The test tube should contain about 1 teaspoon of

solution or be about 1/3 full, whichever is less. For most

uniform results among test tubes, stir the solution frequently

when dispensing it into the tubes. The solution can be stored

in a refrigerator for about a day before it is poured into the

test tubes. When the solution is removed from the

refrigerator, it should be gently mixed before the test tubes

are filled.

Management


Read/explain carefully the introductions and the purpose of the experiment. Tell the Ss to take note of all the things they do or observe during the experiment in order to complete the final report.

Ss prepare the materials they need to do the experiment.

Ss do the experiment.

Monitor the things they do and check Ss understand what they have to do.

Language Lab materials

I don’t know what I have to do…

I don’t understand this step…

Words starch, layer and shake translated on the blackboard.

ACTIVITY 3 PRACTICE REPORT

Grouping

Individually/Pairs.

Plenary.

Resources

Worksheet A2 with the pattern to make the practice report and language support to do that.

Management


Read the parts needed to be covered by the report.

Ss write the report with the help of a sentences starters frame. Weaker Ss could be allowed to work in pairs. Note: If there is no time, SS can finish their reports as homework.

Activate feed-back while some Ss talk about the different parts of their reports.

Emphasise the conclusion: All living beings have DNA in their cells, and extracting it without damaging it is an important step in a lot of biotechnological processes. Some examples could be given.


Language

Organising instructions/putting points in order:

Previously…

First… Firstly … Initially…

To begin with…

Then… Next… Secondly…

After… Afterwards…

At last… Finally… In the end…

Making hypotheses:

Perhaps, maybe… it could…

If I add alcohol… the DNA will...

If I hadn’t added alcohol…the DNA wouldn’t have

Making predictions:

Probably… Certainly… For sure…

When… will…

Evaluating:

In my opinion…

I think…

According to…

Related to…

What I liked the most about the experiment was…

Highlighting points:

Above all…

In particular…

Especially…

Indeed…

Science for the modern world: From macro to micro SESSION 13: BIOTECHNOLOGY

SESSION 13: BIOTECHNOLOGY (1h)

ACTIVITY 1 CURRENT BIOTECHNOLOGICAL ISSUES: POSTER PRESENTATIONS

Grouping

Groups of 5

Plenary

Resources Different worksheets for groups 1, 2, 3 and 4.

Worksheet with language support for the poster presentations.

Management

Make groups of 5. It would be a good idea to try to mix Ss with different levels.

Hand out four different worksheets, one to each group, about current biotechnological issues: 1. HUMAN GENOME PROJECT (HGP) 2. BIOTECHNOLOGY AND GENETIC ENGINEERING 3. APPLICATIONS OF GENETIC ENGINEERING IN MEDICINE AND AGRICULTURE 4. CLONING AND BIOETHICS Note: If you think that it’s difficult to do the complete activity in one hour, the worksheets can be handed out the previous day and the Ss can take a look at home.

Hand out to every group a worksheet with language support.

Every group reads his worksheet. Ss can use the dictionary if they need it.

Ss divide the information they have to report into 5 parts, and decide which part is going to be explained by each student.

Ss prepare a presentation of 5 minutes, with the help of some language support. They can write notes and have a prompt while doing the presentation. Also, they can draw a poster with some phrases or schemes.

Ss present their posters.

At the end of the presentations, try to summarize and conclude the main key points of the information presented. Some ethical dilemmas could be discussed. Ss have to realize about the current and future importance of biotechnology, and also, about its dangers.

Language Words: yeast, slaughterhouse, cattle, ripening, soil, harmless and stem cells translated on the blackboard

Organising instructions/putting points in order:

Previously…

First… Firstly … Initially…

To begin with…

Then… Next… Secondly…

After… Afterwards…

Finally…

Science for the modern world: From macro to micro SESSION 13: BIOTECHNOLOGY

Making hypotheses:

Perhaps, maybe… it could…

If people were cloned… the world would ...

If the genetic code hadn’t been discovered… insulin wouldn’t have been.…

Making predictions:

Probably… Certainly… For sure…

When… will…

Evaluating:

In my opinion…

I think…

According to…

Related to…

What I liked the most about was…

Highlighting points:

Above all…

In particular…

Especially…

Indeed…

Science for the modern world: From macro to micro REFERENCES

WEBS:

BIOTECHNOLOGY:

http://www.heckgrammar.kirklees.sch.uk/old_site/content/departments/science/biology/ks5.

htm

http://www.cambridge2000.com/cambridge2000/html/0009/P9042329.html

http://en.wikipedia.org/wiki/Cavendish_Laboratory

http://www.biotech.iastate.edu/lab_protocols/DNA_Extraction_Onion.html

http://www.nsa.gov/academia/_files/collected_learning/high_school/science/dna_extraction_

onions.pdf

EVOLUTION:

http://www.youtube.com/watch?v=TME30pPBw58

http://classiclit.about.com/od/animalfarmgeorgeorwell/a/aa_animfarquote.htm

ORIGIN OF THE UNIVERSE:

http://www.bbc.co.uk/schools/gcsebitesize/science/aqa/radiation/originsrev1.shtml

SCIENTIFIC ARTICLES:

www.pubmed.com

http://www.ncbi.nlm.nih.gov/pubmed/19795123?itool=EntrezSystem2.PEntrez.Pubmed

.Pubmed_ResultsPanel.Pubmed_RVDocSum&ordinalpos=1

MEDICAL RESEARCH:

WHO (WORLD HEALTH ORGANISATION):

http://www.who.int/whr/2003/chapter1/es/index2.html

http://www.who.int/whr/es/index.html

TRANSPLANTS:

http://www.guardian.co.uk/media/video/2009/oct/30/organ-donation-tv-ad

www.organdonors.com.au

www.uktransplant.org.uk

www.donatelifeMn.org

http://www.heckgrammar.kirklees.sch.uk/old_site/content/departments/science/biology/ks5.htm

http://www.heckgrammar.kirklees.sch.uk/old_site/content/departments/science/biology/ks5.htm

http://www.cambridge2000.com/cambridge2000/html/0009/P9042329.html

http://en.wikipedia.org/wiki/Cavendish_Laboratory

http://www.biotech.iastate.edu/lab_protocols/DNA_Extraction_Onion.html

http://www.nsa.gov/academia/_files/collected_learning/high_school/science/dna_extraction_onions.pdf

http://www.nsa.gov/academia/_files/collected_learning/high_school/science/dna_extraction_onions.pdf

http://www.youtube.com/watch?v=TME30pPBw58

http://classiclit.about.com/od/animalfarmgeorgeorwell/a/aa_animfarquote.htm

http://www.bbc.co.uk/schools/gcsebitesize/science/aqa/radiation/originsrev1.shtml

http://www.pubmed.com/

http://www.ncbi.nlm.nih.gov/pubmed/19795123?itool=EntrezSystem2.PEntrez.Pubmed.Pubmed_ResultsPanel.Pubmed_RVDocSum&ordinalpos=1

http://www.ncbi.nlm.nih.gov/pubmed/19795123?itool=EntrezSystem2.PEntrez.Pubmed.Pubmed_ResultsPanel.Pubmed_RVDocSum&ordinalpos=1

http://www.who.int/whr/2003/chapter1/es/index2.html

http://www.who.int/whr/es/index.html

http://www.guardian.co.uk/media/video/2009/oct/30/organ-donation-tv-ad

http://www.organdonors.com.au/

http://www.uktransplant.org.uk/

http://www.donatelifemn.org/

Science for the modern world: From macro to micro REFERENCES

BOOKS:

SHEELAG DEHER, CHRISTINE PRICE

“Teaching other subjects through English”

RESOURCE BOOKS FOR TEACHERS

SERIES EDITOR. ALAN MALEY-OXFORD

PEETER MEHISTO, DAVID MARSH AND Mª JESÚS FRÍGOLS

“Uncovering CLIL”

CONTENT AND LANGUAGE INTEGRATED LEARNING IN BILINGUAL AND MULTILINGUAL

EDUCATION

MC.MILLAN BOOKS FOR TEACHERS

SERIES EDITOR: ADRIAN UNDERHILL

DAVID HILL AND ALAN PULVERNESS

“The best of both worlds?”

INTERNATIONAL PERSPECTIVES ON CLIL

NILE-CLIL CONFERENCE (NILE-NORWICH INSTITUTE FOR LANGUAGE EDUCATION)

APAC 2005

“CLIL in Catalonia, from Theory to Practice”

APAC MONOGRAPHS, 6

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