Research Best Practices Instrumental Language and ICT Resources. Content and Language Integrated Learning

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1 Research Best Practices Instrumental Language and ICT Resources Content and Language Integrated Learning 1

3 RESEARCH BEST PRACTICES INSTRUMENTAL LANGUAGE AND ICT RESOURCES FOR CONTENT AND INTEGRATED LANGUAGE LEARNING An Educational Proposal by Maria Torres CONTENT Biology and Geology LEVEL Secondary, 4 Course

4 Research Best Practices CLIL and ICT Group University of Valencia Copyleft, 2017 Maria Torres

6 Table of content BASIC DESCRIPTORS I UNIT DESCRIPTORS... I LESSON DESCRIPTORS... V ABSTRACT IX CONTENT... 7 GLOSSARY (A Z)... 9 INDEX.11 SELF-ASSESSMENT 13 DOUBLE BLIND PEER REVIEW...14 FIRST REVIEWER 14 SECOND REVIEWER..14

7 BASIC DESCRIPTORS UNIT DESCRIPTORs Educational Level(s) 4 of ESO Area(s) Biology and Geology Unit(s) The Cell Number of Lesson(s) 5-6 STUDENT LEARNING OUTCOMES (4CS FRAMEWORK) Content Levels of biological organisation. Cell theory. Functions and structure of cells. Types of cells. Eukaryotic cells: structure and types. Reproduction of cells: mitosis. Meiosis. Cognition Observe and interpret cells using images produced by microscopes. Draw diagrams of cellular organelles. Interpret images that show cellular organelles. Debate the similarities and differences between the functions of nutrition, interaction and reproduction of prokaryotic and eukaryotic cells. Draw comparative diagrams of animal and plant cells. Create conceptual diagrams that compare mitosis and meiosis. Culture Recognise and accept that all living things have the same chemical, structural and functional units, despite the variety of organisms. Present the basic concepts of cell theory correctly in both oral and written forms. Be rigorous in experimental work. Reflect on the existence of single-celled organisms that carry out the same fundamental functions as multicellular organisms. Reflect on the consequences of the differences between prokaryotic and eukaryotic cells. Value the fundamental importance of reproduction in maintaining life.

8 Communication CONTENT OF (WHAT) Language for the Topic AND for Interaction Components of the Cells: names of cells, kind of cells, organelles, process of Eukaryotic cells. Specific terminology: mitosis, meiosis, chromosome Tasks (search information, work in pairs, work in groups, elaborate power points with meiosis and mitosis diagrams ) META-COGNITION & GRAMMAR SYSTEM FOR (HOW TO) Present simple Present perfect Present continuous Past Simple Past Continuous Imperatives Future Simple Future Continuous First conditional Second conditional Third conditional COGNITION THROUGH (WHY) Could you repeat, please? When should I clap? Could we try this? I think/ in my opinion... How many activities have we to do homework? What are we going to do? And how are we going to do it? Can I go to...? I don t understand I would like to I agree / I don t agree... KEY COMPETENCES (KNOWLEDGE, SKILLS AND ATTITUDES) FOR LIFELONG LEARNING (EU ACT) 01 Competence in knowledge and interaction with the physical world 02 Communication in foreign languages 03 Mathematical competence and basic competences in science and technology 04 Digital competence 05 Learning to learn 06 Social and civic competences

9 07 Sense of initiative and entrepreneurship 08 Cultural awareness and expression TEACHING OBJECTIVES Know about the different levels of biological organisation. Value the importance of cell theory related to living things. Know the basic parts of a cell and the importance of each one. Explain cellular functions. Describe the structure of a eukaryotic cell. Know about the different organelles in the cytoplasm. Describe the components of the nucleus. Differentiate animal cells from plant cells. Understand why cells need to reproduce. Know the stages of mitosis. Know the stages of meiosis. ASSESSMENT CRITERIA HETERO Differentiate animal cells from plant cells. Know the stages of mitosis. Know the stages of meiosis. Differentiate between mitosis and meiosis when the students watch several cells diagrams INITIAL Knowledge about the Eukaryotic cells, both kinds ( Animal and Plants) Define the basic concepts of genetics. Understand the relationship between dominant, recessive and co-dominant genes. Know and explain Mendel s laws and evaluate their importance in genetic studies. CONTINUOUS Create simple diagrams of genetic transmission. Indicate and describe some special genetic cases, such as multiple alleles and quantitative inheritance. Describe the basic points of the theory of chromosome inheritance. Differentiate between linked genes and independent genes, establishing the relationship of their exception in relation to Mendel s principle of independent assortment. FINAL Solve simple Mendelian problems. Know about the different types of sex determination systems.

10 Understand simple cases of inheritance linked to sex and represent them using diagrams. Define and explain the concept of mutation, indicating the different types and causes. SELF-ASSESSMENT The students will complete a questionnaire of their own in which to evaluate their learning process. MATERIALS PRIMARY Book and activity book. Webpage with interesting science links. Computers and mobile phones to search information. Interactive PDF s. SECONDARY Videos You Tube and Documentaries from Science channels (Discovery Channel, BBC Science, etc.) OTHERS Laboratory materials for doing practice part of the Didactic Unit. RESOURCES PRIMARY Use Google Scientist. Computer Resources SECONDARY Guide of laboratory practices OTHERS FINAL TASK(S) CREATE a Power Point presentation in group of three students. o 10 minute duration of each presentation. o Groups of 3 persons o Information in presentation will be about mitosis and meiosis process.

11 LESSON DESCRIPTORS Unit Lesson The Cells 1. The Cell Unit of life LEARNING OUTCOMES (4CS FRAMEWORK) Content Levels of biological organisation. Cell theory. Kind of Cells in the Planer Earth. Characteristics between Prokaryotes and Eukaryotes Cells Communication Observe and interpret cells using images produced by microscopes. Draw diagrams of cellular organelles. Interpret images that show cellular organelles. Debate the similarities and differences between the functions of nutrition, interaction and reproduction of prokaryotic and eukaryotic cells. Draw comparative diagrams of animal and plant cells. Cognition Recognise and accept that all living things have the same chemical, structural and functional units, despite the variety of organisms. Present the basic concepts of cell theory correctly in both oral and written forms. Reflect on the consequences of the differences between prokaryotic and eukaryotic cells. Culture Be rigorous in experimental work. Value the fundamental importance of cells in maintaining life. INTRODUCTION Brief theoretical introduction of Importance of Cells and their characteristics. Brief theoretical introduction about Cell Theory. Brief theoretical introduction about kind of Cells. ACTIVITIES REVISION In this session will be used the methodology to work in pairs, to do activities about previous knowledge, where the students should to answer question like these: Do you remember what types of cell are there? Do you know the functions of organelles?

12 Why do you think that the nucleus is very important in the cells? Can you remember your function in the living creature? WARM UP ACTIVITIES Cells and Organelles QUESTION 1: Why do you think that cells - animal, plant, or bacteria - don't get any bigger than this? Why do you think we are made of 75 trillion very small cells, rather than just a bunch of very large cells? QUESTION 2: How do you think cells become specialized for their function? For instance, we all started our life as one single fertilized egg cell, but within weeks or months of conception, we had liver cells, heart cell, brain cells, muscle cells. How does one cell give rise to many cells with many different functions?? QUESTION 3: In what cells of your body would you expect to find a lot of mitochondria? Why? MAIN ACTIVITIES Question 1) Answer this questions: a) Why is the cell the organisational and functional unit of living things? b) What organisms are made up of prokaryotic cells? And of eukaryotic cells? Question 2) Choose the correct option: a) Prokaryotic cells have/don t have a nucleus. b) Prokaryotic cells are more/less primitive. c) Eukaryotic cells have/don t have a membrane around a nucleus. d) Eukaryotic cells can/can t be plant or animal cells. WANT TO KNOW Question 3) Fill in the gaps with the word which fits best: a) A group of cells with a similar structure and function is called an. b) We find tissues in organs, for example the and. c) perform specific functions and form systems. d) The stomach and intestine are part of the system. Students will be given an evaluation form of the Teaching and Self- Assessment Unit of their participation in class and all together will

13 do a feedback in the first session of Cells Topic about the feeling and the information and knowledge. REINFORCEMENT Answer the question of reinforcement: What do all living creatures have in common? What mean that the cell is the genetic unit of living creatures? ASSESSMENT HETERO Differentiate animal cells from plant cells. Differentiate between functions of organelles when the students watch several diagrams Know the Cell Theory. INITIAL Detail and explain cellular functions. Differentiate between prokaryotic and eukaryotic cells and indicate which organisms have these cells. List the different cellular organelles and establish the relationship between their structure and function. CONTINUOUS Understand the importance of the cell nucleus as the place where genetic information is found. Establish the differences between animal and plant cells detailing their different characteristics. FINAL There is not final assessment because this is the first lesson of the Unit. SELF- ASSESSMENT Participate in all the activities and be polite and helpful with the classmates Feedback at the end of session. REFLECTIONS MATERIALS PRIMARY Book and Activity book Computer and Mobile Phone. SECONDARY Web Pages of internet with virtual material. Videos from You tube:

14 OTHERS RESOURCES PRIMARY Notebook with several kinds of activities. Information science books. SECONDARY Videos to consolidate the Cell theory: OTHERS Cross Curricular Learning Unit(s) The Cell Observations Interaction with the physical world.

15 ABSTRACT In this Didactic Unit the objective is that the students to know in more detail the most important characteristics of the cell. The students should to have the capacity to differentiate between different cell types, eukaryotes and prokaryotes must learn to differentiate between animal and plant cells and organelles for each of them. Finally they will learn the processes of cell division: Mitosis and Meiosis and the importance for the life of the living beings of planet Earth. In the other hand, to achieve all this, I will use a dynamic methodology, integrative and very didactic.

16 CONTENT 1. The Cell Theory: The Cell The first observations of cells date back to 1665, when Robert Hooke, using a very simple microscope handmade by himself, observed a thin slice of cork. He discovered on it geometrical tiny pores that he called cells. However, Hooke did not know their real structure or function. In 1674, Anthony van Leeuwenhoek observed and described for the very first time living cells. These cells were microorganisms (bacteria and protozoa) that he had discovered in pond s water, and that he called animalcules. Since the XIX century, the improvement of microscopes and the development of staining techniques, allowed to observe the internal structures of cells. Robert Brown discovered in 1831 a corpuscle inside the plant cells that he called nucleus. Seven years later, in 1838, Johannes Purkinje introduced the term protoplasm to refer to the liquid which fills the cells. Matthias Schleiden and Theodor Schwann, independently, came to the conclusion that all plants and animals were formed by cells. Finally in 1855, Rudolf Virchow, established that every cell came from a previous cell. With the postulates of Schleiden and Schwann, the development of the Cell Theory started. Today we can summarise it into the following points: - Cell is the vital unit of living beings. The cell is the simplest and smallest living being. - Cell is the structural unit of living beings. All living beings are made by one or more cells. - Cell is the functional unit of living beings. The cell is able to perform all metabolic processes that allow it stays alive, that is, carry out the vital functions. - Cell is the genetic unit of living beings. Every cell comes from other preexisting cell, from which it inherits its genetic material. 2. Types of cells. Living beings can have two different types of cell organization: prokaryotic and eukaryotic. - Prokaryotic cells: They do not have a nucleus. Their genetic material is inside the cytoplasm without a membrane that separates it from the rest of its content. In addition, they do not have organelles, except ribosomes. These cells are more primitive, simpler and smaller (from 1µm to 10 µm) than eukaryote cells and they are exclusive of bacteria (Monera Kingdom).

17 - Eukaryotic cells. They have a true nucleus that means that their genetic material is surrounded by a membrane that separates it from the rest of the cytoplasm. They have numerous organelles. These cells are more evolved, more complex and bigger (from 10µm to 100 µm) than prokaryote cells. The rest of living beings (Protoctists, Fungi, Plants and Animals Kingdoms) have this type of cells. There is two types of eukaryotic cells: - Eukaryotic plant cell: They are the cells of plants and algae. They have some exclusive organelles: chloroplasts and cellular plant wall. This is a rigid external cover of cellulose, which protects the cell and gives it a polyhedral shape. In addition, their vacuoles are large and little numerous. Usually there is only one. - Eukaryotic animal cell: They are the cells of animals and protozoa. They also have some exclusive organelles: the centrosome and the cilia and flagella. They have a flexible external cover. In contrast they have many little vacuoles. 3. Mitosis and Meiosis Learning about mitosis and meiosis in biology class can be challenging for students. Understanding how mitosis and meiosis work is essential for understanding independent assortment, genetics, and evolution so I spend a lot of time on this unit. I use a few different methods for helping students understand and really grasp the material. 1. I show a lot of animations: Mitosis is dynamic process. Chromosomes are moving in all moment It is really important for them to see the process in action. There are loads of great animations online for teachers. o Stages of Mitosis o How Meiosis Works o Independent Assortment (Meiosis Orientation of Chromosomes) o Stages of Meiosis Virtual Cell: Mitosis 2. A teacher at a school I used to work at does a really cool project during this unit. We will work making student groups create stop motion animation videos of either mitosis or meiosis. Students are allowed to use any materials they want and the video has to have pictures.

18 GLOSSARY (A Z) Chromosome A thread-like structure of nucleic acids and protein found in the nucleus of most living cells, carrying genetic information in the form of genes. Cellular wall It is a rigid and hard envelop formed by polysaccharides and proteins that gives shape to the bacterium. It has a protective function. Chloroplast A plastid in green plant cells which contains chlorophyll and in which photosynthesis takes place. Eukaryote An organism consisting of a cell or cells in which the genetic material is DNA in the form of chromosomes contained within a distinct nucleus. Eukaryotes include all living organisms other than the eubacteria and Achaea. Flagella They are thread-like organelles projected outside of the cell which allow its movement. Fimbria. They are rigid and short projections that are involved in the adherence. Meiosis. A type of cell division that results in four daughter cells each with half the number of chromosomes of the parent cell. Mitosis.

19 A type of cell division that results in two daughter cells each having the same number and kind of chromosomes as the parent nucleus. Nucleoid It is the bacterial chromosome, a single circular filament of DNA without a membrane. Nucleus A dense organelle present in most eukaryotic cells, typically a single rounded structure bounded by a double membrane, containing the genetic material. Plasmatic membrane. It is flexible envelop similar to eukaryotic cell membrane. It is located below the cellular wall and its functions are to control the pass of substances into and out of the cell. It presents numerous folds towards the cytoplasm. In these structures take place very important metabolic reactions, such as photosynthesis and respiration. Prokaryote A microscopic single-celled organism which has neither a distinct nucleus with a membrane nor other specialized organelles, including the bacteria and cyanobacteria. Ribosomes. They are organelles made up of protein and RNA that perform the protein synthesis. These ribosomes are similar to eukaryotic ones but they are smaller. Vacuole. A space or vesicle within the cytoplasm of a cell, enclosed by a membrane and typically containing fluid.

20 INDEX Cell... viii Chromosomes cilia and flagella eukaryotic... 9 meiosis membrane microorganisms... 9 mitosis nucleus organelles... 9 prokaryotic... 9 ribosomes... 9 vacuoles... 10

21 APPENDIXE

22 SELF-ASSESSMENT In my opinion, it is essential to make an evaluation of the teaching process. It is a tool that helps teachers to improve our work and to know what are the needs of our students, in order to help them as much as possible in their learning process and to help them for acquiring security in themselves when they have to go out and find work. In the other hand and respect to the didactic unit of the cell, I think it is very important that I know the contents studied so that they can understand the origin of the species that inhabit our planet and for that reason I consider that it is a matter of vital importance to impart it. My methodology is dynamic and integrative, very didactic for the use of audio visual resources, but I would like to wish I could have more time to practice in the laboratory.

23 DOUBLE BLIND PEER REVIEW FIRST REVIEWER SECOND REVIEWER

24 Research Best Practices University of Valencia Copyleft 2017

Cell Theory. The cell is the basic unit of structure and function for all living things, but no one knew they existed before the 17 th century!

Cell Theory. The cell is the basic unit of structure and function for all living things, but no one knew they existed before the 17 th century! Cell Notes Cell Theory All living organisms are made of. cells The cell is the basic unit of structure and function for all living things, but no one knew they existed before the 17 th century! In 1665,