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Research Best Practices
Instrumental Language and ICT Resources
Content and Language Integrated Learning
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
Research Best Practices
CLIL and ICT Group
http://www.uv.es/clil
University of Valencia
Copyleft, 2017 – Maria Torres
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
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.
Communication Language for the Topic AND for Interaction
CONTENT
OF (WHAT)
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
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.
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.
LESSON DESCRIPTORS
Unit The Cells
Lesson 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?
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.
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.
WANT TO KNOW
Students will be given an evaluation form of the Teaching and Self-
Assessment Unit of their participation in class and all together will
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:
OTHERS
RESOURCES
PRIMARY Notebook with several kinds of activities.
Information science books.
SECONDARY Videos to consolidate the Cell theory:
https://youtu.be/dscY_2QQbKU
https://youtu.be/4OpBylwH9DU
OTHERS
Cross Curricular Learning
Unit(s) The Cell
Observations Interaction with the physical world.
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.
CONTENT
The Cell 1. The Cell Theory:
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 pre-
existing 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).
- 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.
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.
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.
INDEX
Cell .............................................................. viii Chromosomes .......................................... 10 cilia and flagella ...................................... 10 eukaryotic .................................................... 9 meiosis ....................................................... 10 membrane ................................................. 10 microorganisms ......................................... 9
mitosis ........................................................ 10 nucleus ....................................................... 10 organelles .................................................... 9 prokaryotic.................................................. 9 ribosomes .................................................... 9 vacuoles ..................................................... 10
APPENDIXE
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.
DOUBLE BLIND PEER REVIEW
FIRST REVIEWER
SECOND REVIEWER
Research Best Practices
University of Valencia
http://www.uv.es/clil
Copyleft 2017
