The biotechnology revolution - Xplore Health · Characterisation of the cell division process by mitosis. 20. Characterisation of the cell division process by meiosis. 21. Cell differentiation

The

biotechnology

revolution

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TEACHING GUIDE / THE BIOTECHNOLOGY REVOLUTION / 2

WORKING SCENARIO

Using this module, the idea is that students should become experts in biotechnology and that, after performing a series of activities, they should be able to develop a communication campaign as a final product to explain what biotechnologies are, focusing on the field of biomedicine.

With this aim, they cover different aspects of biotechnology: what it consists of, applications, advantages and disadvantages, etc. Although the focus of the work is mainly scientific, the legal and social aspects that often block the advance of particular lines of research in this field are not ignored.

The suggested activities in this module deal with current research issues and are dynamic, practical and experimental. In this way, the idea is that students should learn in a competence-based, meaningful way, controlling their own learning process and building a solid structure allowing them to apply the knowledge learned in many areas of their life, becoming citizens with opinions based on scientific evidence and critical reasoning.

CONTENT

The content worked on in this module could equally be aimed at year 11, 12 and 13 students. Although the student’s material specifies that this module is aimed only at year 11 students, its content is also suitable for Key stage 5. For this reason, reference is made to these two levels throughout the teaching guide.

Specific content of the module

The content worked on throughout the different activities making up the module is as follows:

1. Concept of biotechnology.

2. Fields of application of biotechnology.

3. DNA structure.

4. DNA composition.

5. Information storage in DNA.

6. Biological functions of DNA:

Replication.

Transcription.

Translation.

7. Concept of expression of DNA.

8. Concept and use of genetic code.

9. Concept of gene.

10. Concepts of genetic engineering (gene, DNA, restriction enzyme, PCR, amplification, duplication, protein, translation, recombinant DNA, special interest gene).

11. Characterisation of the transgenesis process.

12. DNA extraction process.

13. Genetic engineering techniques: introducing genetic material into an organism.

14. Use of organisms in industrial processes.


15. Types of pharmaceuticals and treatments provided by biotechnology.

16. Cancer:

Characterisation of cancer cells.

Dysfunction of cellular division in cancer cells.

Treatments.

17. Type 1 diabetes:

Characterisation of the disease.

Treatments.

18. AIDS:

Characterisation of the disease and of HIV.

Treatments.

19. Characterisation of the cell division process by mitosis.

20. Characterisation of the cell division process by meiosis.

21. Cell differentiation.

22. Stem cells (concept and application).

23. Application of stem cells in tissue engineering techniques.

24. Ethical and social implications of biotechnology.

25. Critical evaluation of the social and ethical implications of the use of stem cells.

26. Critical evaluation of the advances of biomedicine in the treatment of disease.

27. Argued evaluation of some contributions of genetics to human health: ethical dilemmas with early detection of genetic diseases and gene therapy.

The following curriculum content is covered throughout this module:

The curriculum content corresponding to year 11 Biology and Geology

Research and experimentation. Possible strategies for searching for answers to a question in a school science context: formulating researchable questions, hypothesis, experiment design, obtaining data, results and conclusions.

Mitosis and meiosis.

DNA. Composition, structure and biological functions.

Concept of gene.

Genetic engineering techniques and applications in different fields (transgenic foods, cloning, human genome) and the effects on human beings and ecosystems.

The curriculum content corresponding to year 12 Biology

Content block: From genotype to phenotype

Definition of the concept of gene.

Recognition of nucleic acids as carriers of hereditary characteristics.

Analysis of the composition and structure of nucleic acids.

Explanation and localisation of DNA duplication, transcription and translation processes. Use of computer animations and simulations and problem-solving in the study of these processes.

Providing evidence of the universality and meaning of the genetic code.

Argued evaluation of some contributions of genetics to human health: ethical dilemmas with early detection of genetic diseases and gene therapy.


Content block: From cell to organism

Identification of the phases of the cell cycle and dysfunction in cancer cells.

Recognition of the phases of mitosis in microscopic and/or microphotographic preparations and/or diagrams and animations.

Cell differentiation: totipotency and specialisation.

Explanation of meiosis. Recognition of the phases of meiosis in microscopic and/or microphotographic preparations and/or diagrams and animations.

Application of stem cells in biomedicine. Distinction between embryo and adult stem cells. Critical evaluation of the social and ethical implications of their use.

The curriculum content corresponding to year 13 Biology

Composition, morphology and bacterial structure. Recognition of the presence of bacteria in everyday life and their applications.

Use of microorganisms in industrial processes: agriculture, pharmacy, food and bioremediation Characterisation of the transgenesis process.

Recognition of the advances of biomedicine in the treatment of infectious diseases and critical evaluation of access to these resources.

The curriculum content corresponding to Science for the contemporary world

Content block: Biotechnology and society

Synopsis of the molecular and functional basis of genetics: nucleic acids, gene structure, coding and expression of genetic information.

Description of the principal techniques and applications of genetic engineering. Evaluation of the social and economic interest of transgenic organisms and cloning techniques and evaluation of associated risks.

Identification of some biotechnology applications in medicine and its social, ethical and legal implications. Arguments on the controversies related to gene therapy and the use of stem cells.

TEACHING OBJECTIVES

A list of the learning objectives that students must reach by working through this module is detailed below. The aims are normally broken down into three categories (conceptual, procedural and behavioural). In the case of the objectives corresponding to a particular educational level and/or a specific activity, these are specified in brackets after the objective. These objectives are cross-disciplinary: in other words, they are achieved through various activities from the module, not including any additional reference.

Conceptual objectives

To be specialists in biotechnology:

Specifying their initial ideas about biotechnology (activity 1: What is biotechnology?).

Knowing the fields of application of biotechnology.

To characterise DNA structurally and functionally:

Describing what the DNA molecule is like in terms of components and structure (activities 5: DNA, the essence of biotechnology).


Building a three-dimensional model of a DNA molecule (activity 6: DNA, the essence of biotechnology).

Deducing how information is stored in DNA (activity 7: DNA, the essence of biotechnology).

Explaining what replication, transcription and translation consist of (activities 8, 9 and 10: The biological functions of DNA).

Using genetic code to express a fragment of DNA (activity 10: The biological functions of DNA).

To relate biotechnology to DNA:

Inventing a gene and the function it develops in the organism (activity 11: How can DNA be manipulated?).

Understanding the steps in the DNA manipulation process (activities 12 and 14: How can DNA be manipulated?).

Designing the protocol for laboratory practical making it possible to visualise DNA (activity: Laboratory practical: DNA extraction).

Extracting and visualising DNA (activity: Laboratory practical: DNA extraction).

Giving reasons for what is observed after mixing mouth cells with sodium chloride and with soap and after mixing DNA with ethyl alcohol, with scientific arguments (activity: Laboratory practical: DNA extraction).

Relating DNA to biotechnology based on the virtual production of a pharmaceutical using different organisms (activity 19: Use organisms to develop a pharmaceutical!).

To relate biotechnology to pharmaceutical synthesis and the development of treatments making it possible to cure diseases:

Deciding which is the best treatment for each patient in a virtual hospital, depending on their disease and the symptoms presented (Key stage 5 only; activity 21: Become a doctor!).

Describing the active mechanism of a treatment (Key stage 5 only; activity 21: Become a doctor!).

Characterising cancer, type 1 diabetes and AIDS and their treatments (Key stage 5 only; activity 21: Become a doctor!).

Identifying the basic types of pharmaceuticals and treatments provided by biotechnology (activity 22: Help me cure Nadia’s cancer!).

Explaining what the process of cell division by mitosis consists of (activity 22: Help me cure Nadia’s cancer!).

Explaining what the process of cell division by meiosis consists of (activity 22: Help me cure Nadia’s cancer!).

Differentiating cell division from cell differentiation (activity 22: Help me cure Nadia’s cancer!).

Providing arguments for the changes medicine has undergone from the 19th C to the 21st C (activity 22: Help me cure Nadia’s cancer!).

Illustrating the process of obtaining stem cells using a poster (Key stage 5 only; activity 23: We can cure with cells).

Knowing about some current lines of research concerning the specialisation of stem cells and obtaining them (Key stage 5 only; activity 23: We can cure with cells).

Using stem cells in a virtual laboratory to produce skin (Key stage 5 only; activity 23: Produce skin).

To argue about the advantages and disadvantages of biotechnology in terms of its scientific, ethical and social aspects:


Having a critical attitude concerning controversial aspects surrounding biotechnology (such as transgenesis, cloning, gene therapy and the use of stem cells), evaluating the ethical, legal and socioeconomic implications.

To develop a communication action offering an objective image of biotechnologies.

Procedural objectives

To work collaboratively, sharing and constructing knowledge with other group members.

To control their own knowledge and become aware of the learning process.

To self-evaluate their own learning and co-evaluate that of classmates.

To extract information from different sources (explanations from the teacher or classmates, diagrams, videos, animations, simulations, computer games, laboratory practicals, etc.).

To schematise the basic concepts of biotechnology on a conceptual map.

To use text editing applications (to draw up the practical report) and multimedia presentations (to create the posters).

To use virtual laboratories to make contact with the world of research and to find out about some of the equipment necessary for carrying it out.

To use computer games to find out about some applications of biotechnology.

To find out the pros and cons of some lines of research through video reports.

To carry out a communication action to offer an objective image of biotechnologies, bringing science closer to the public.

Behavioural objectives

To be autonomous in terms of organising work and time management.

To show participative behaviour in the classroom.

To be respectful with classmates, making everyone feel part of the group.

To interact properly with classmates properly, following the corresponding classroom management system at all times.

To have the judgement to argue their own opinions on scientific controversies related to biotechnology (creation of transgenic organisms, application of gene therapy, use of stem cells, etc.).

COMPETENCES ACQUIRED

Level Key stage 4 (year 11)

Contributions to key cross-disciplinary competences

Linguistic sphere

Linguistic and communication competences are constantly covered throughout the module, as in each of the activities the students need to interpret and/or express concepts, thoughts, facts and opinions, both orally and in writing.


Personal and social sphere

So that students acquire a sufficient level of awareness of their own intellectual, emotional and physical capacities, throughout the module there are activities allowing them to direct their own learning (Review of the definition of biotechnology, Table 13) and control it (creating the conceptual map, Table 8). In this way, they are helped to acquire the skills, strategies and procedures necessary to continue learning increasingly effectively and autonomously.

During the module, many activities are carried out in small groups (What is biotechnology, Table 2; DNA, the essence of biotechnology, Table 3, etc.). This allows interaction between the students and the consequent acquisition of values such as respect, comradeship and cooperation.

Most activities, with their corresponding discussions, allow students to learn from their own mistakes and those of others, as well as developing personal attitudes and values, such as responsibility, perseverance and self-knowledge.

Digital sphere

A great deal of use of digital technologies is made throughout this module: almost all the activities begin by showing a video (DNA, the essence of biotechnology, Table 3 and How can DNA be manipulated?, Table 5) or with a computer game (Help me cure Nàdia’s cancer!, Table 10). Other activities also use virtual laboratories to bring research into the classroom (Use organisms to develop a pharmaceutical!, Table 7). The idea of this is that students should develop the capacity to search for and select information which can then be turned into knowledge.

In addition, they work on the capacity to use computers and the applications included in them autonomously, effectively and efficiently.

Specifically, the competences worked on are as follows:

Competence 2. To use text editing applications and multimedia applications to produce documents.

Students are often asked to use digital technologies to create documents, either to share information with classmates or to summarise particular content.

Competence 4. To search for, check and select appropriate digital information for the job to be done, considering various digital sources and media.

Throughout the module, students have to extract information based on various digital sources such as: animations, simulations, video reports, computer games and virtual laboratories.

Competence 7. To participate in virtual interpersonal communication and publication environments to share information.

Students are invited to share what they produce virtually using the Xplore Health blog or other digital platforms chosen by the teacher. In addition, the final aim of the module – to carry out a campaign on biotechnologies – leads to the students undertaking a communication action aimed at society (whatever the means of communication they chose to do it: exhibition at the school, reader’s letter in a newspaper, blog, etc.)

Contributions to scientific and technological competences

The competences in this sphere are intended, on one hand, to use knowledge and a particular methodology to explain nature and, on the other hand, to apply this knowledge and methodology in response to human needs.

Specifically, the competences worked on in this module are as follows:

Competence 2. To identify and characterise biological systems from the point of view of the models for communicating and predicting the behaviour of natural phenomena.


The use of models is necessary and fundamental for understanding what DNA is and how it works (Table 3 and Table 4), how DNA can be manipulated (Table 5), what the lipid bilayer of a cell is like and what happens when it is mixed with soap (Laboratory practical, Table 6), how the cell cycle goes and the stages that make up the processes of cell division by mitosis and by meiosis (Help me cure Nàdia’s cancer!, Table 10), etc. It is also possible to refer to the model living creature, one of the key biological models, to remember that cells are the fundamental units of life.

Competence 4. To identify and solve scientific problems suitable for investigation in a school context, involving the design, carrying out and communication of experimental research.

This competence is worked on in the laboratory practical (Table 6), in which the students carry out an experimental process allowing them to extract their own DNA.

With a low level of investigation, the practical can be carried out with students only having to follow the protocol to observe a certain phenomenon. If you wish to increase the level of investigation in the practical (and make the work on this competence more meaningful), the students can be made to ask a research question (such as: “How can DNA be extracted from mouth cells?”) and design the most suitable protocol to do this.

This competence is also covered in the virtual laboratory, in the activity Use organisms to develop a pharmaceutical! (Table 7).

Competence 5. Use scientific reasoning to solve everyday problems.

The computer game Help me cure Nàdia’s cancer! (Table 10) means students have to apply different treatments against cancer to help cure Nàdia’s leukaemia. Although this does not take place in an environment very close to students’ lives, they adopt a role in which they have to solve a real life problem by applying scientific reasoning.

Competence 6. Recognise and apply the processes involved in creating and confirming scientific knowledge.

The laboratory practical (Table 6) allows space for the teacher to deal with aspects concerning the nature of science: multidisciplinary teams, work in groups, presence of women in the world of research, etc. It can also be acknowledged that established scientific knowledge, beliefs, expectations, values, conditions and the circumstances of the sociocultural context in which they are developed have an effect when it comes to planning experiments and compiling and interpreting data.

In the case of the activity Help me cure Nàdia’s cancer! (Table 10), it is noted that there is not yet a 100% effective treatment to cure cancer, so reference can be made to the limits currently shown by science or the evolutionary nature of science.

Also during the debate (Table 14) on controversial aspects surrounding biotechnology (gene therapy, cloning, stem cells, etc.) the interpretations and statements related to science published in the media can be evaluated.

Level Key stage 5

Contributions to general Key stage 5 competences

The competences covered in this module are as follows:

Communication competence:

This competence is covered in a cross-disciplinary way throughout the module because in all the activities students have to master both comprehension and expression in oral and written language.

Competence in managing and dealing with information:

The capacity to obtain information from videos is covered in the activities: What is biotechnology? (Table 2), DNA, the essence of biotechnology (Table 3), The biological functions of DNA (Table 4), How is DNA manipulated?(Table 5) and We can cure with cells (Table 11).


With activities like Use organisms to develop a pharmaceutical! (Table 7), Become a doctor! (Table 9), Help me cure Nadia’s cancer! (Table 10) or Produce skin (Table 12), the information is obtained from computer games.

In either case, students need to turn this information into useful knowledge.

Digital competence:

This competence is covered in a cross-disciplinary way, as each activity in the module uses technological tools, either to process information or provide interaction with virtual networks (like the Xplore Health blog).

As well as providing students with information in the form of videos or computer games in most cases, they are also asked to produce work in which technological tools have to be used. This is the case with the production of a poster (Table 11) or the conceptual map (Table 8) or the dossier with the laboratory practical (Table 6).

Personal and interpersonal competence:

This competence is covered throughout the module, as activities are carried out in pairs or groups of 4 based on cooperative work. This contributes to the development of skills such as self-control, creativity, enterprise and flexibility, allowing each student to achieve self-knowledge and knowledge of others.

Competence in knowledge and interaction with the world:

All activities in the module are intended to provide the students with real situations so that they mobilise their knowledge to carry out actions to solve problems, some of which may be real ones. In this way, throughout the module, students are encouraged to learn from the world (observing it, understanding it and asking themselves questions) and for the world (providing answers to real problems and carrying out actions to improve it). Some of the activities allowing knowledge transfer between the school world and the physical world are: Become a doctor! (Table 9) and Help me cure Nàdia’s cancer! (Table 10).

Contributions to specific subject competences (Biology)

The competences covered in this module are as follows:

Competence in investigation and experimentation:

In the activities Use organisms to develop a pharmaceutical! (Table 7) and Produce skin (Table 12), students find out about laboratory working methods, as well as some of the equipment needed for carrying out research.

Also, the laboratory practical (Table 6) promotes students’ capacity to follow a protocol and acquire habits in the laboratory.

Competence in comprehension and capacity to affect the physical world:

Of all the competences covered, this is the one that best fits with the overall nature of the module, as the ultimate aim of all the activities is for students to be capable of transferring school knowledge into the physical world so they can ask themselves questions, solve real problems and undertake actions with a critical mind, values and ethical criteria.

For example, in the activities Become a doctor! (Table 9) and Help me cure Nàdia’s cancer! (Table 10), students have to make a series of informed decisions to solve a series of problems from the physical world. The debate activity Is biotechnology good for us? (Table 14) promotes students’ critical capacity as, once they have made the fundamental concepts and principles of science their own, they have to position themselves when faced with a series of controversial ethical and social aspects. This subsequently determines their effect on the physical world.


PROPOSALS FOR TEACHING SEQUENCE

In this section, we present various teaching sequences that can be carried out with the set of activities in the module The biotechnology revolution. Each of them is accompanied by a brief description of its characteristics and a teaching justification for the proposal.

COMPLETE teaching sequence of the module The biotechnology revolution

Figure 1. Proposed teaching sequence containing all the activities from the module The biotechnology revolution.

The full teaching sequence allows students to acquire a very broad view of biotechnology. In this way they look in depth at the two great blocks forming this module: 1) the relationship between DNA and biotechnology and 2) the types of pharmaceuticals and therapies provided by biotechnology.

Session

1

Session

2

Session

2

Session

2

Session

3

Session

2

Session

2

Session

4

Session

2

Session

2

Session

5

Session

2

Session

2

Session

6

Session

2

Session

2

Session

7

Session

2

Session

2

Session

8

Session

2

Session

2

Session

9

Session

2

Session

2

Session

10

Session

2

Session

2

Session

11

Session

2

Session

2

Task (Table 1)

What is biotech-nology?

(Table 2)

DNA, the essence

of biotech-nology

(Table 3)

The biological functions of DNA (5

min) (Table 4)

The biological functions of DNA (55 min) (Table 4)

The biological functions of DNA (10 min) (Table 4)

How DNA is

manipula-ted

(Table 5)

Laboratory practical:

DNA extraction (Table 6)

Use organisms

to develop a pharma-ceutical! (Table 7)

Become a doctor!

(Table 9)

Help me cure

Nadia’s cancer!

(Table 10)

We can cure with

cells (Table 11)

Produce skin

(Table 12)

Conceptual map

(Table 8)

Debate: is biotechno

-logy good for

us? (Table 14)

What is biotechno

-logy? (Table 13)

For a fair image of biotechno

-logies (Table 15)


ALTERNATIVE teaching sequence (DNA and biotechnology)

Figure 2. Proposed teaching sequence focusing on the relationship between DNA and biotechnology.

This sequence (Figure 2) allows interest to be focused on the relationship between DNA and biotechnology. Therefore, there is an emphasis on the manipulation of DNA and some applications of biotechnological techniques in the area of biomedicine.

Session 1

Session 2

Session 3

Session 4

Session 4

Session 5

Session 4

Session 6

Session 4

Session 7

Session 4

Session 8

Session 4

Task

(Table 1)

What is

biotechnology? (Table 2)

DNA, the essence of biotechnology

(Table 3)

The biological

functions of DNA

(5 min)

(Table 4)

The biological

functions of DNA

(55 min)

(Table 4)

The biological functions of DNA (10 min)

(Table 4)

How DNA is

manipulated

(Table 5)



Use organisms to develop a pharma-ceutical!

(Table 7)

Conceptual map

(Table 8)

What is biotechnology?

(Table 13)

Debate: is

biotechnology good for

us? (30 min)

(Table 14)

Debate: is

biotechnology good for

us? (15 min)

(Table 14)

For a fair image of biotech-nologies

(Table 15)


ALTERNATIVE teaching sequence (The pharmaceuticals and therapies provided by biotechnology)

Figure 3.Proposed teaching sequence focused on the pharmaceuticals and therapies provided by biotechnology.

This sequence (Figure 3) emphasises the importance of red biotechnology, in other words, the biotechnology applied in medical processes, for example the study of the causes of disease, the design of organisms to produce pharmaceuticals or treatments based on stem cells.

Session 1

Session 2

Session 3

Session 4

Session 5

Session 6

Task (Table 1)


(Table 2)

Help me cure Nadia’s

cancer! (Table 10)

Become a doctor!

(Table 9)

We can cure with cells (25

min) (Table 11)

We can cure with cells (30

min) (Table 11)

Produce skin (Table 12)

Debate: is biotechnology good for us?

(Table 14)


(Table 13)

For a fair image of

biotechnologies (Table 15)


Teaching sequence for year 11 Biology and Geology

Figure 4.Proposed teaching sequence for year 11 Biology and Geology.

The proposed sequence for year 11 (Figure 4) is suitable for the content appearing in the curriculum corresponding to this year and educational stage.

Session 1

Session 2

Session 3

Session 4

Session 5

Session 6

Session 7

Session 8

Session 9

Task (Table 1)


(Table 2)

DNA, the essence

of biotech-nology

(Table 3)


(Table 4)


(Table 4)


(Table 4)

How is DNA

manipulated? (Table 5)




(Table 7)

Conceptual map

(Table 8)

Help me cure

Nadia’s cancer!

(Table 10)

Debate: is biotech-nology

good for us?

(Table 14)


(Table 13)


(Table 15)


Teaching sequence for year 12 Biology

Figure 5. Proposed teaching sequence for year 12 Biology.


Session 1

Session 2

Session 3

Session 4

Session 5

Session 6

Session 7

Session 8

Session 9

Task

(Table 1)


(Table 2)

DNA, the essence

of biotech-nology

(Table 3)


(Table 4)


(Table 4)


DNA extraction

(Table 6)

Help me cure

Nadia’s cancer!

(Table 10)

We can cure with

cells

(Table 11) Conceptual

map (Table 8)

Produce skin

(Table 12)


good for us?

(Table 14)


(Table 13)


(Table 15)


Teaching sequence for year 13 Biology

Figure 6.Proposed teaching sequence for year 13 Biology.


Session 1

Session 2

Session 3

Session 4

Session 5

Session 6

Task

(Table 1)


(Table 2)

How is DNA manipulated?

(Table 5)

Laboratory practical: DNA

extraction

(Table 6)

Use organisms to develop a

pharmaceutical!

(Table 7)

Conceptual map

(Table 8)

Become a doctor!

(Table 9)


(Table 13)

Debate: is biotech-nology good for us?

(Table 14)

For a fair image of

biotechnologies

(Table 15)


Teaching sequence for Science for the contemporary world (Key stage 5 optional subject)

Figure 7. Proposed teaching sequence for Science for the contemporary world.

The proposed sequence for Science for the contemporary world (Figure 7) is suitable for the content appearing in the curriculum corresponding to this year and educational stage.

Session 1 Session 2 Session 3 Session 4 Session 5

Session 6

Session 7

Session 8

Session 9

Session 10

Task (Table 1)


(Table 2)

DNA, the essence

of biotech-nology

(Table 3)


(Table 4)

The biological functions

of DNA (55 min)

(Table 4)

How is DNA

manipulated? (Table 5)


DNA extraction

(Table 6)


(Table 7)

Conceptual map

(Table 8)

Become a doctor!

(Table 9)

We can cure with

cells (25 min)

(Table 11)

We can cure with

cells (30 min)

(Table 11)

Produce skin

(Table 12)


good for us?

(Table 14)


(Table 13)

For a fair image of

biotechnologies

(Table 15)


TEACHING ACTIVITIES

We will now explain the different teaching activities proposed in the general sequence: they are placed at the relevant level, an accurate description is made of each one, the content covered is listed, different classroom dynamics are proposed (which you will find described in Appendix 1), as well as control and evaluation activities (see evaluation tools in the section of the same name). Finally, a timing is suggested for each activity. In this sequence, the activities correspond to the numbering in the students’ guide.

For each activity proposed in the module (or small groups of closely related activities), an explanation has been developed, which you will find in the following tables:

LEVEL KEY STAGES 4 AND 5 TITLE: Task

DESCRIPTION CONTENT COVERED* PROPOSAL FOR CLASSROOM TEACHING CONTROL AND EVALUATION

TIMING

Reading (1) – Task.

To begin the module, the students read the task suggested to them; they need to become experts in biotechnology to organise a communication campaign offering a more objective image of biotechnologies.

1.Concept of biotechnology.

24.Ethical and social implications of biotechnology.

*In this introductory text the content is not covered in depth, only certain aspects are mentioned.

The reading is done in groups of 4. Each group member reads a paragraph. The member to the right of the one who has read summarises what has just been read and the other two confirm that it has been understood properly.

Finally, the teacher makes an overall explanation summarising the task and placing its importance in context. The teaching intention of this activity must be borne in mind: to motivate students to acquire all the knowledge in the module, as only in this way can they carry out the task.

In Appendix 1 you will find a description of the teaching methods mentioned in this table.

8 minutes

Table 1. Reading the task (student’s material, page 2).


LEVEL KEY STAGES 4 AND 5 TITLE: What is biotechnology?

DESCRIPTION CONTENT COVERED PROPOSAL FOR

CLASSROOM TEACHING CONTROL AND EVALUATION TIMING

Activity 1.In this introductory activity, the students are asked what they think biotechnology is.

Activity 2 and 3.They are then shown a video allowing them to improve their expertise on the topic.

Activity 4.They create a description defining what biotechnology is and the applications it has.

Reading (2).They read a text from the student’s material classifying the types of biotechnology depending on their applications.

1. Concept of biotechnology.

2. Fields of application of biotechnology.

Groups of 4 members are set up and all the activities are resolved following the 1-2-4 technique. In addition, at the end of each activity there is a discussion with the whole group/class.

The final reading is done in the same groups of 4. Each group member reads a point. The member to the right of the one who has read summarises what has just been read and the other two confirm that it has been understood properly.


Control: this activity at the beginning of the module tries to get the students to externalise their previous ideas and become aware of what they know and what they do not.With this aim, they have to fill in the table in exercise 2 in which they have to write the topic they consider most important and the aspects they do not yet understand.

In addition, in the group work they compare their initial knowledge with that of the classmates, which also promotes control and comparison of this knowledge.

47 minutes:

8 min act. 1.

15 min act. 2.

8 min act. 3.

8 min act. 4.

8 min reading

Table 2. Activities 1, 2, 3 and 4 of the student’s material (pages 2, 3 and 4).


LEVEL KEY STAGES 4 AND 5 (YEAR 12)

TITLE: DNA, the essence of biotechnology

DESCRIPTION CONTENT COVERED

PROPOSAL FOR CLASSROOM TEACHING

CONTROL AND EVALUATION TIMING

Activity 5. In this activity, the students describe what the DNA molecule is, based on seeing a video.

Activity 6. They then make a three-dimensional representation of the DNA molecule.

Activity 7. Finally, they are led to ask how genetic information is stored in DNA.

3. DNA structure.

4. DNA composition.

5. Information storage in DNA.

Groups of 4 members are set up (these can be the same ones as in the previous session).

After the whole group/class has seen the video, the students describe what the DNA molecule is like, in groups of 4. The answer is then talked about with the whole group/class, using the Number technique.

The three-dimensional representation of the DNA molecule is made in pairs within the group of 4. When it is finished, the 2 pairs from the same group of 4 exchange their 3D structures. Each pair has to check that the other pair’s molecule has no errors in its structure.

The students resolve how information is stored in DNA using the Socratic method directed by the teacher.


Control: the construction of the three-dimensional model of the DNA molecule allows students to consolidate the concepts from the previous activity and check whether they have understood what the DNA structure is like or whether, on the other hand, there is an aspect they are still not sure about.

In addition, using the Number technique, there is a discussion, based on which the students can compare their answers with those of the other class members.

Co-evaluation: each pair of students constructs a three-dimensional DNA molecule and corrects what the other pair in the initial group of 4 has built.To make this correction easier, the students can use the Co-evaluation sheet.

You will find the tools mentioned here in the evaluation section.

45 minutes:

15 min act. 5.

20 min act. 6.

10 min act. 7.

Table 3. Activities 5, 6 and 7 of the student’s material (page 5).



TITLE: The biological functions of DNA


PROPOSAL FOR CLASSROOM TEACHING CONTROL AND EVALUATION TIMING

Based on seeing some animations they cover the replication, transcription and translation of DNA.

Once the 3 biological functions of DNA have been covered, the following aspects are emphasised:

The replication of a fragment of DNA (activity 8).

The meaning of expression of DNA (activity 9).

The expression of a fragment of DNA using genetic code (activity 10).

Finally, they see a video of these 3 DNA processes.

6. The biological functions of DNA.

Replication.

Transcription.

Translation.

7. Concept of expression of DNA.

8. Concept and use of genetic code.

The replication, transcription and translation of DNA are covered using the Puzzle technique.

So, each base group is formed by 3 students and each of them has to specialise in one of the 3 DNA processes. The specialisation process is carried out with the group of specialists, formed by 4-5 students. Depending on the total number of students in the group/class, there will be one or more in a group specialising in each of the 3 DNA processes.

When the students are experts on a topic, they go back to their base group and exchange the information with their fellow members. All 3 members of the base group end up understanding all the DNA processes.

The activities are carried out in the same groups of 3 and they are corrected jointly with the group/class using the Number technique.

The final video is seen by the whole group/class.


Control: in the base groups, the students discuss what they have already covered with the group of specialists, asking questions about aspects they do not understand.This encourages students to control their own learning.

Carrying out activities 8 and 10 (after having covered the 3 DNA processes) helps students put into practice what they have just learned, making them aware of what they have understood and what they have not.

The discussion of the answers to the activities also allows each student to control his or her own learning.

Evaluation: the teacher corrects exercises 8, 9 and 10, giving a mark (forming part of the summative evaluation).

70 minutes*:

5 min for the contextualisation of the topic and the explanation of the dynamic

20 min for the specialists

20 min for the discussion with the base group

15 min for doing and correcting the activities

10 min for the final video

Table 4. Activities 8, 9, and 10 of the student’s material (pages 5 and 6).



TITLE: How can DNA be manipulated?

DESCRIPTION CONTENT COVERED PROPOSAL FOR CLASSROOM

TEACHING CONTROL AND EVALUATION TIMING

Activity 11. After seeing the video What is a gene? the students are asked to invent a gene for themselves, together with the function it could perform in an organism.

Activity 12 and 14. The students explain the diagram on the manipulation of DNA.They then see animations about this process and, finally, complete their initial explanation.

9. Concept of gene.

10. Concepts of genetic engineering (gene, DNA, restriction enzyme, PCR, amplification, duplication, protein, translation, recombinant DNA, special interest gene).

11. Characterisation of the transgenesis process.

The video What is a gene? is seen by the whole group/class together.

Each student then invents their gene and, using the1-2-4 technique, they discuss them with their fellow group members. The discussion with the group/class is carried out with the Plenary technique.

The explanation of how DNA is manipulated is made using the 1-2-4 technique.

The videos on the manipulation of DNA are seen together with the whole group/class. A few minutes are then left for complementing the previous explanation and, finally, a discussion is held on this process using the plenary technique.


Control: exercise 12 explains a process to students who do not know much about it, so it is quite possible that some previously held ideas will be expressed. After finding out about the process through videos, they can modify and/or complement the explanation they gave earlier. In this way, by comparing what they knew before and after seeing the videos, they become aware of their own learning process.In order to demonstrate this to the students, the teacher needs to give an oral commentary.

45 minutes:

5 min video

10 min act. 11.

10 min act. 12.

12 min videos

8 min act. 14.

Table 5. Activities 11, 12 and 14 of the student’s material (page 7).


LEVEL KEY STAGES 4 AND 5 TITLE: Laboratory practical: DNA extraction




The idea of the practical is for the students to extract and see their own DNA. To do this they have two possible protocols: a simple one (carried out with domestic products) and a complex one (which can be found on the Xplore Health website). If the simple one is chosen, they have to complete exercise 15.

In all cases, the students will do the practical and answer questions in relation to what has happened and the application of this technique in real cases.

The teacher can make use of this practical to highlight aspects of the Nature of Science such as: working in a research team, the presence of women, etc.

12. DNA extraction process.

The laboratory practical is carried out in groups of 4 members, in which everyone has a role that they have to play throughout the practical. The 4 roles that have to be distributed among the students are as follows:

Researcher: the person who handles the materials and reagents.

Research assistant: responsible for making sure the protocol is strictly followed.

Secretary: takes care of making sure the questions on the protocol are answered while the practical is being done. Although everyone has to think about the answer, the secretary has to write it down.

Laboratory technician: in charge of providing the material the researcher needs.

If you wish, roles can be swapped during the course of the practical.

Evaluation: the students are asked for a practical report in which they basically explain the procedure followed, give reasons why each step is carried out and provide a response to the questions raised. To draw up the practical report, the model suggested in Appendix 1 of the student’s materials can be followed. Ultimately, as it is a practical in which nothing is investigated, the students merely follow a protocol for extracting and observing DNA, there are sections that cannot be filled in (such as the research question, the hypotheses, etc.).In all cases, it is up to the teacher to provide the practical with a research aspect by generating a question, hypothesis, etc.

This report is evaluated individually, using Rubric 1.


55 minutes*:

5 min for the initial explanation of the session

10 min for reading and understanding the protocol

30 min for doing the practical and answering the questions

10 min for the discussion of the answers

*Assuming the protocol has been prepared at home.

Table 6. Laboratory practical (optional).It can be found in the student’s material (page 8) and in an additional document on the Xplore Health website.



TITLE: Use organisms to develop a pharmaceutical!



CONTROL AND EVALUATION

TIMING

Activity 19. The idea is that, through a computer game, the students should understand the relationship between DNA and biotechnology.

Specifically, using the virtual laboratory they can produce pharmaceuticals inside organisms (bacteria, animals and plants) and later check whether they have been able to manage to produce them in each case and in what quantities.

13. Genetic engineering techniques: introducing genetic material into an organism.

14. Use of organisms in industrial processes.

Depending on the conditions at the school (number of computers, etc.), they play the computer game individually or in pairs.

In the case of year 11 students, only the first phase of the virtual laboratory game is played. Year 13 students can play the three phases of the game, but they perhaps ought to finish it at home if time is short.

The question in exercise 19 is answered individually and afterwards they each discuss it with their partners.

Finally, the answers are discussed with the whole group/class.

30 minutes:

20 min for the computer game

5 min act. 19.

5 min discussion

Table 7. Activity 19 from the student’s material (page 9).


LEVEL KEY STAGES 4 AND 5

TITLE: Conceptual map


PROPOSAL FOR CLASSROOM TEACHING CONTROL AND EVALUATION TIMING

Activity 20. The students summarise all the concepts, processes and techniques they have dealt with on a conceptual map.

All the content already covered.

The conceptual map is made in pairs following this methodology:

Each student makes an individual map (limited time).

Pairs are formed to discuss the two versions, exchange opinions, etc.

Finally, the pair makes a new conceptual map including the ideas of both group members.

When finished, the conceptual map is handed in and returned with a mark and comments for improvement. The teacher can also make another map and give it to the students so they have it as a model.

While the map created by year 11 and year 13 students follows the pattern of activity 20, the map created by the year 12 students is intended to be a summary of the teaching activity (as it is made at the last but one session of the proposed teaching sequence instead of doing it half way through, as is done by the year 11 and year 13 students).

Control: the summary activity of making a conceptual map allows the students to evaluate their own learning process. The working system (first individually and then in pairs) means it can be the students who, firstly, bring out their knowledge and, secondly, enrich their ideas based on exchanging knowledge with their partners.Finally, with the improvement comment that the teacher includes and the conceptual map they have as a model, they can complement their own map.

Evaluation: the conceptual map of each pair of students is evaluated according to Rubric 2. Optionally (and with a bonus of +X points) students can be offered the chance to hand the map in again after incorporating all the corrections.


30 minutes:

20 min act. 20.

10 min discussion



LEVEL KEY STAGE 5 (YEAR 13)

TITLE: Become a doctor!

DESCRIPTION CONTENT COVERED PROPOSAL FOR CLASSROOM TEACHING CONTROL AND EVALUATION

TIMING

Activity 21. Using a computer game, the students adopt the role of doctor and have the responsibility of giving each patient the best treatment depending on their disease and the symptoms they present.

In this way, they have to describe the action mechanism of some of the treatments and present them to the rest of the group/class.

Alongside this, they need to fill in the table in Appendix 2 of the student’s materials.


16. Cancer:



Treatments.

17. Type 1 diabetes:

Characterisation of the disease.

Treatments.

18. AIDS:

Characterisation of the disease and of HIV.

Treatments.

The students play the computer game individually at home. The teacher suggests that they work with all kinds of treatments, but allocates a specific one to each student so they can study it in depth and explain it to the group/class.

With the allocated treatment, they have to make a poster explaining the action mechanism of the chosen treatment.

In class, the students share the information on their posters using the gallery technique.

So, in class, each student has the objective of filling in the Classes of pharmaceuticals available on the market table (Appendix 2 of the student’s material), bringing together the information presented overall by their classmates. Each student also answers any queries their poster has generated among classmates.

The session ends with a discussion.


Control: thanks to the discussion after the gallery, the students have the chance to compare the information they have been compiling individually on the different kinds of pharmaceuticals with the overall comments of the group/class.

Evaluation: a co-evaluation activity is carried out in which each student has to evaluate another without that student knowing he/she is being evaluated. The co-evaluations are made following Rubric 3.


30 minutes:

20 min for the gallery

10 min for the discussion




TITLE: Help me cure Nadia’s cancer!

DESCRIPTION CONTENT COVERED PROPOSAL FOR CLASSROOM TEACHING CONTROL AND EVALUATION

TIMING

Activity 22. Through a computer game, the students discover a group of pharmaceuticals (with different action mechanisms) that could help cure Nàdia’s cancer.Specifically, there are pharmaceuticals blocking the cell division process, which is used to cover the concept of cell division and also cell differentiation.

Finally, they have to write an argued text defending their opinion on the development of medicine from the 19th C to the 21st C.

In addition, they need to fill in the table in Appendix 2 of the student’s materials.


16. Cancer:



Treatments.

19. Characterisation of the cell division process by mitosis.

20. Characterisation of the cell division process by meiosis.


Before the session, the students individually play the computer game from home and answer section 22.1. While they play, they also fill in the table in Appendix 2 of the student’s material with the pharmaceuticals that appear in the game.

The class begins with a brief reminder of the computer game. Groups of 4 are set up and the students talk about the answer to section 22.1. Then there is a discussion of the section.

The five questions then asked are resolved in the same groups of 4, using the pencil in the middle technique. So, the sections are distributed between the 4 students in the following way: (1) 22.2, (2) 22.3, (3) 22.4+22.5 and (4) 22.6.

The discussion is carried out with the Number technique.

The students write the argued text individually; then they answer 22.9. At the end, there is a discussion with the whole group/class.


55 minutes:

10 min for the reminder of the computer game and the discussion of 22.1

12 min for sections 22.2-22.6

13 min for 22.7 (argued text)

10 min for 22.8 (meiosis)

10 min discussion

Table 10. Activity 22 from the student’s material (pages 10, 11 and 12).


LEVEL KEY STAGE 5 (YEAR 12) TITLE: We can cure with cells


PROPOSAL FOR CLASSROOM TEACHING CONTROL AND EVALUATION

TIMING

Activity 23. A video is shown in which a series of researchers explain how different types of cells are obtained from stem cells as a treatment for regenerating tissues in patients.Based on this, the students design a poster to illustrate the process for obtaining stem cells.


22. Stem cells (concept and application).

The whole group/class see the video together.

The poster is made in groups of 4.

The discussion of the posters is carried out with the Plenary technique.

If you want to work with the GLOGSTER web application, you need to allow more time so the students can become familiar with the program.

Finally, the content of the posters is discussed by the whole group/class.


Evaluation: the teacher collects what each group of students has produced. Evaluate the poster following Rubric 4.The mark is given to the whole group.


55 minutes:

5 min video

30 min making the poster

20 min discussion

Table 11.Activity 23 from the student’s material (page 12).


LEVEL KEY STAGE 5 (YEAR 12) TITLE: Produce skin

DESCRIPTION CONTENT COVERED PROPOSAL FOR CLASSROOM

TEACHING CONTROL AND EVALUATION

TIMING

Activity 24. The students produce cells in a virtual laboratory to help heal a diabetic person’s ulcer.

Alongside carrying out this activity, they need to fill in the table in Appendix 2.

21.Cell differentiation.

22. Stem cells.

23. Application of stem cells in tissue engineering techniques.

The students play the computer game individually and fill in the table in Appendix 2 of the student’s materials.

At the end, a discussion is held with the Number technique.


25 minutes:

15 min for the computer game

10 min discussion



LEVEL KEY STAGES 4 AND 5 TITLE: Review of the definition of biotechnology


PROPOSAL FOR CLASSROOM TEACHING CONTROL AND EVALUATION

TIMING

Activity 25. Once almost all the content in the module The biotechnology revolution has been completed, the students are once again asked to review the definition they made of the first session on what biotechnology was.

1.Concept of biotechnology.

Individually, each student finds the definition of biotechnology they made in the first session and complements it with the new knowledge acquired throughout the module.

Groups of 4 are then set up to talk about the individual definitions.

Using the Substance technique, the idea is that the whole group/class ends up having a discussion about the definition of biotechnology, bringing out the key ideas on the topic.


Control: this exercise allows students to become aware of what they have learned throughout this module (as they compare their definition of biotechnology at the beginning and end of the module).The teacher must make them aware of their evolution throughout the teaching sequence.

20 minutes:

5 min individual work

5 min work in groups of 4

10 min of the Substance

Table 13.Activity 25 from the student’s material (page 12).


LEVEL KEY STAGES 4 AND 5 TITLE: Debate: is biotechnology good for us?




This activity covers the current controversies around biotechnology.

Firstly, ethical, legal and socioeconomic questions related to biotechnology are drawn up.

A debate is then held based on a series of statements.

Then a video is shown expressing arguments for and against the previous statements.

Finally, the initial questions are asked again to see if anyone has changed their opinion.

24.Ethical and social implications of biotechnology.

25.Critical evaluation of the social and ethical implications of the use of stem cells.

26. Critical evaluation of the advances of biomedicine in the treatment of disease.

27.Argued evaluation of some contributions of genetics to human health: ethical dilemmas with early detection of genetic diseases and gene therapy.

The questions are asked by the teacher and written on the board. The students answer them individually.

The debate is held following the Dialogue game rules. Groups of 5-6 students are set up and 6 cards are given to each group.

Firstly, each group places the cards in a line running from the “AGREE” end to the “DISAGREE” end. This exercise creates debate in the group of 5-6 members.

Afterwards, the different groups compare the order in which they have placed the cards and there is once again a debate with the whole group/class.

They watch the video together.

The students ask the initial questions and alter them if they think it appropriate. There is a discussion of the answers.


Control: the asking of a series of questions at the beginning and end of the activity makes it possible for students to become aware of the progression of their thoughts, as they have looked at the topic in greater depth (either using the video or exchanging opinions with their classmates). Under no circumstances must the initial answers be rubbed out. Instead, any answer will be positively valued, provided it is well argued.

Evaluation: the students self-evaluate and co-evaluate the group work and each member’s participation in the debate. Meanwhile, the teacher can also evaluate each student.Rubric 5 is used.


45 minutes:

10 min questions

20 min debate

5 min video

10 min questions

Table 14.Activity from section E of the student’s material (page 13).


LEVEL KEY STAGES 4 AND 5 TITLE: For a fair image of biotechnologies!



CONTROL AND EVALUATION

TIMING

The students need to develop a communication action from what they have learned about biotechnology throughout this module.

The ultimate aim of the students’ communication campaign has to be to give the public an objective view of biotechnology.

All the content already covered.

Using the Philips 66 technique, everyone is encouraged to give their opinion when it comes to deciding which communication action to undertake to promote a fair image of biotechnologies. Examples can be given such as contacting social actors, which may be an NGO, politicians, scientists, journalists, etc.


Evaluation: the product of the communication action is evaluated.This is done in different ways depending on the action carried out.

15 minutes*

*Here only the time for deciding which action to undertake is estimated, not the time needed to carry out the action itself.

Table 15.Activity from section F of the student’s material (page 13).


RECOMMENDATIONS AND TOOLS FOR EVALUATION

General evaluation criteria for the module

This sub-section covers all of the evaluation criteria for the activities in the module. If sequences are carried out incorporating only some of the activities, the corresponding criteria must be chosen from this list.

Actively participating in the activities.

Using digital tools both for extracting information (from videos, computer games, etc.) and for creating documents making it possible to share, present or summarise information.

Expressing themselves orally and in writing in clear, understandable language.

Getting involved in cooperative work, taking individual responsibility, always for the benefit of the group.

Constructing a three-dimensional model of the DNA molecule (understanding its components and structure).

Solving problems concerning the three biological functions of DNA: replication, transcription and translation.

Understanding the key concepts of genetic engineering: gene, DNA, restriction enzyme, PCR, amplification, duplication, protein, translation, recombinant DNA, special interest gene.

Carrying out a laboratory practical in which a biotechnology process is observed.

Drawing up a laboratory report, showing they have understood the reason for going through each stage of the procedure.

Summarising the key concepts of the teaching sequence on a conceptual map, showing they have understood their significance and interrelationships.

Individually designing a poster explaining a treatment and its action mechanism.

Filling the table with the difference categories of biotechnological pharmaceuticals available on the market.

Designing a poster in groups to illustrate the process of obtaining stem cells.

Knowing about the research currently being carried out around biotechnologies in order to better understand the strengths and limitations of this area of science.

Having a critical opinion concerning controversial social and ethical aspects related to biotechnology.

Exchanging points of view, opinions and knowledge with classmates to build learning together and do it in a richer, more meaningful way.

Respecting classmates’ opinions and turns to speak.

Self-evaluating and co-evaluating their own participation in the debate and that of classmates.

Developing a communication action to offer a fair image of biotechnologies.


Co-evaluation sheet. Co-evaluation of the three-dimensional DNA structure

Name of the correcting partner: ______________________________________

Name of the corrected partner: _______________________________________

What do we need to look at in our partner’s structure? What is wrong? What needs to be changed to make it

correct?

Are all the components there?

Deoxyribose or “sugar”: pentose formed by a ring with 4 carbon atoms and one oxygen atom; it contains a methylene group (CH2) and two hydroxyl groups (OH).

Phosphate group: formed by phosphorus and oxygen.

Nitrogenated groups: adenine, guanine, cytosine and thymine)*.

*As for the nitrogenated base, it can be represented with a single point of figure (with different colours depending on whether it is

Methylene group

Hydroxyl group

Phosphate group

Nitrogenated base

Sugar


adenine, cytosine, guanine or thymine).

Are the nucleotide components properly bonded?

N-glycosidic: between the pentose and the nitrogenated base. This is established between the C1 of the pentose and the nitrogen (N).

Ester bond: between the pentose and the phosphate group. This is established between the hydroxyl group (-OH) of the C5 of the pentose and the phosphorus (P) of the phosphate group.

Are the nucleotides properly bonded together?

Phosphodiester bond: phosphate group of a nucleotide with the carbon C3 of the next nucleotide.

Ester bond

N-glycosidic bond


Is the double helix structure correct?

Two antiparallel single chains.

Nitrogenated base

Nitrogenated base

Phosphodiester bond


Adenine Thymine

Extreme 3’ Extreme 5’

Deoxyribose phosphate trunk

Extreme 5’

Extreme 3’

Guanine

Cytosine


Rubric 1. Evaluation criteria for the laboratory report

Evaluation criteria Excellent Very good Good/Pass Fail

Organisation The information is very well organised, with well-written paragraphs and subheadings.

The information is organised with well-written paragraphs.

The information is organised but the paragraphs are not well written.

The information provided is not well organised and is difficult to understand.

Design of the procedure

The steps of the procedure are established in correct order. The working methodology in the laboratory is adequate. All the material is mentioned.

The steps of the procedure are established in correct order. The working methodology in the laboratory is adequate. Not all the material is mentioned.

The steps of the procedure are not established in the correct order. The laboratory working methodology is adequate. Not all the material is mentioned.

The steps of the procedure are not established in the correct order or are incomplete. The laboratory working methodology is not adequate. Not all the material is mentioned.

Justification of each step of the procedure

The reason why each step of the procedure is carried out is clearly known. What is expected to be observed is mentioned and this fits in with the justification of the step.

The reason why each step of the procedure is carried out is known. What is expected to be observed is mentioned and this fits in with the justification of the step.

The reason why most steps of the procedure are carried out is known. Mentions what is expected to be observed. What is expected to be observed does not fit in with the justification of the step.

The reason why most steps of the procedure are carried out is not known. Mentions what is expected to be observed. What is expected to be observed does not fit in with the justification of the step.

Observation of the steps

What is observed is described clearly (adding a drawing if considered necessary). What is observed is related to what is expected to be observed.

What is observed is described with some errors. What is observed is related to what is expected to be observed.

What is observed does not fit in with what should have been observed. Reasons are given for the error. What is observed is related to what is expected to be observed.

There are errors in the description of what is observed. What is observed does not fit in with what should have been observed and no reasons are given to explain the mistakes that could have happened.


Communicative and digital competences (applied to the laboratory report)


Written expression Writes correctly, without spelling mistakes and using the right subject terminology.

Writes quite correctly but lacks some of the subject terminology or writes with some mistakes.

Writes inadequately. Makes some spelling mistakes. Has little knowledge of the subject terminology.

Writes incorrectly. Makes a considerable number of spelling mistakes. Does not use the subject terminology.

Use of digital technological tools

Uses the word processor correctly. Handles images well.

Uses the word processor correctly, but has some difficulties in handling images.

Uses the word processor with some difficulties and makes inadequate use of images.

Uses the word processor with difficulties. Cannot handle images.

Justification of the rubric

This rubric has not taken account of some fundamental sections of a laboratory report (such as the research question, the hypotheses, the objectives, the results and the conclusions). Instead, because of the type of practical involved, more emphasis has been placed on the procedure and the justification of the steps.

Concerning the justification of the steps, it is highly desirable that the students should associate their prior theoretical knowledge with what is observed in the practical. For this reason, it is a good idea for the students to make predictions of what they expect to observe before actually carrying out a step, so they can then compare it with what they have actually observed and can give reasons for it with their theoretical knowledge.

Usage recommendations

Share the rubric with students to get them involved with the criteria being evaluated.

Evaluate the student both for the report itself and for his/her competences that have (or should have been) developed while drawing it up.


Rubric 2. Evaluation criteria for the conceptual map


Main concept The main concept is adequate and relevant to the topic. It is the most overarching concept.

The main concept is relevant in the topic, but is not the most overarching concept.

The main concept belongs to the topic, but is not fundamental.

The main concept bears no relation to the main topic.

Linking words

They are precise, meaningful and do not contain extra information. They indicate the exclusive relationship between the concepts at above and below, forming a meaningful sentence.

They are precise and meaningful, but contain extra words. The relationship between the concepts above and below is clear.

They are precise and meaningful, but contain extra words. Three or more concepts are strung together, forming very long sentences.

They describe non-existent relationships between the concepts above and below. They are ambiguous and anodyne. Three or more concepts are strung together, forming very long sentences.

Arrows

The arrows link related concepts. They are drawn from top to bottom or horizontally. Cross-relationships are established.

The arrows link related concepts. They are drawn from top to bottom or horizontally.

The arrows link related concepts. They are drawn wrongly.

The arrows link concepts without relationships and there are concepts without arrows. They are drawn wrongly.

Verb

There is at least one verb in each group of linking words. The verb is relevant to define the correct relationship between the concepts.

There is at least one verb in each group of linking words. The verb is not meaningful in some cases.

There is at least one verb in each group of linking words. The verb leads to an error concerning the relationship between the concepts in some cases.

There is no verb in the group of linking words.

Number of related concepts

All the concepts in the topic appear and are properly

Not all the concepts in the topic appear, but the

All the concepts in the topic appear, but are not properly

Not all the concepts in the topic appear and the


related. relationship between those that do is correct.

related. relationship between them is wrong.

Structure

Presents a full, balanced, hierarchical structure with clear organisation that is easy to interpret. The more general or globalising concepts are placed at the top and the more specific ones at the bottom or in a properly ordered radial distribution depending on the hierarchy of concepts.

Shows a hierarchical structure, but it is not clear.

The map is untidy and the relationships are not clear.

Does not show a hierarchy matching the topic. Uses very long sentences or show an illegible, disorganised structure that is chaotic or difficult to interpret.


First cover the rules for drawing up a conceptual map with the students.



Rubric 3.Co-evaluation criteria for the poster drawn up INDIVIDUALLY and presented using the gallery technique


Content of the poster

The poster consists of all the elements necessary for interpreting it: title, name of the treatment, characteristic features of the disease, treatment action mechanism, advantages and disadvantages of the treatment and ideas for future research.

The poster consists of most of content previously established by students as essential.

The poster does not have all the necessary elements, but includes others that are not relevant and do not provide any information when it comes to understanding the key content being dealt with.

The poster lacks most of the essential content. The information needed for understanding it is lacking.

Image quality

The content is accompanied by images (or diagrams) making it easier to understand. The quantity and resolution of the images is correct.

The selected images are not the most appropriate but they make the content of the poster understandable. The resolution is correct.

There are too many images that do not provide useful information for making it understandable and images of important processes are lacking.

The images lead to errors in understanding the content.

Creativity Original, well made and attractive. Correct and well made but, not outstandingly original.

Very basic, simple design but basically tidy.

Lacking defined structure. Untidy.



Make the co-evaluation “secret”: in other words, make sure the students do not initially know who is evaluating them.

Establish the content the poster has to show with the students in advance: title, name of the treatment, characteristic traits of the disease, treatment action mechanism, advantages and disadvantages of the treatment and ideas for future research.


Rubric 4. Evaluation criteria for the poster made in GROUPS


Overall design Original, well made and attractive. Correct and well made but, not outstandingly original.

Very basic, simple design but basically tidy.

Lacking defined structure. Untidy.

Presentation Clean and tidy.

Good overall, but with some details that could be improved (margins, titles, etc.).

Room for improvement: with some imperfections (background colour, margins, etc.).

Scruffy and untidy.

Images All appropriate and a suitable size. With an identifying caption.

Good overall, but some could be improved (what they show, the size, the caption, etc.).

Only some are appropriate. Others are not suitable for the topic, the wrong size, lacking captions, etc.

No images or a large majority of them inappropriate (content, size, captions, etc.).

Texts No mistakes. The right length and size. Summaries showing understanding.

Containing only isolated errors. Adequate overall in terms of length and size.

Containing some mistakes. Overall they are too long or too short and/or the wrong size.

Illegible and/or with many mistakes.

Content Rich and appropriate for the topic.

Overall appropriate for the topic, but with some details that could be improved.

Contains some mistakes and inaccuracies. They express only the minimum required content.

Not appropriate for the topic or largely incorrect.




Rubric 5. Self- and co-evaluation criteria for group work and debate participation

Evaluation criteria

Excellent (4) Very good (3) Good/Pass (2) Fail (1)

Name and mark for each student Teacher’s

mark (me)

Attitude in class

Always works on the activities. Is interested in what classmates are doing and in helping them.

Works on the activities most of the time. Does not distract others.

Thinking about other things most of the time.

Is easily distracted and tries to distract classmates.

Performance in the group

Cooperates very well with the group. Does individual work to promote the whole group’s work.

Cooperates well with the group, but is more focused on individual work.

Minimal cooperation with the group’s members. Works very irregularly.

Does not cooperate with the group’s members.

Participation in the debate

Participates in the debate giving his/her well-argued opinion and taking into account scientific, ethical and social aspects.

Participates in the debate but the arguments offered are not solid enough.

Participates in the debate but does not give arguments to justify his/her opinion.

Does not participate in the debate at all.


Respect for classmates

Respects the opinions of others and values points of view different to his/her own. Appears flexible.

Respects the opinions of others, but does not appear very flexible.

Respects the opinions of others, but does not appear at all flexible.

Imposes his/her opinion without listening to the others. Appears totally inflexible.

Oral expression

Expresses himself/herself fluently and is comfortable speaking in public. Has a wide vocabulary and shows meaningful and well correlated ideas.

Has a reasonable vocabulary and shows meaningful and well correlated ideas. Lacks fluency when expressing himself/herself.

Expresses himself/herself using quite a poor vocabulary and showing little connection between ideas. The meaning of what he/she says can be guessed.

Lacks expressive skills. Has a poor vocabulary and does not show connections between ideas. What he/she says is unintelligible.



Explain how to use this rubric. Students will write the mark they believe they deserve in each section in the “me” column. Each student will co-assess his/her classmates using the other columns. Finally, the teacher will also give the mark he/she sees fit.


APPENDIX

The classroom teaching methods mentioned above are described below:

1-2-4

1. Within a base team, everyone first thinks individually (1) about the right answer to a question or task set by the teacher.

2. They are put into pairs (2) and exchange their answers, talking about them and improving them.

3. Finally, the whole team (4) has to decide on the best answer to the question or task set.

The number

The teacher sets the whole class a task. The students, in their base team, have to do the task, making sure that all the members know how to do it properly.

Each student from the class has a number (for example the one corresponding to them in alphabetical order). Once the time allocated for doing the task has elapsed, the teacher draws a random number from a bag in which there are as many numbers as students.

The student with the number drawn has to explain the task they have done to the whole class.

The Socratic method

The use of Socratic dialogue is intended to be an alternative to the traditional teacher’s explanation intended to encourage each student’s active participation in the progress of the class and particularly to help construct and put into practice dynamic mental representations (models) that gradually become more satisfactory and scientific.

The dialogue is intended to turn more or less accepted prior knowledge which is normally passive into more mature, more dynamic knowledge, allowing students to make inferences.

It is therefore the teacher who, by questioning one student, gets him/her to induce scientific concepts and give arguments. The teacher notices the difficulties students find in making the new knowledge their own and can help them by rephrasing the questions.

Socratic dialogue with one student in front of the others contributes to capturing the students’ attention, as they identify more easily with what their classmate does in response to the situations raised by the teacher than with any reasoning the teacher might present.

Dialogue alone is not enough to guarantee learning, but constitutes a tool for blazing a trail which must later be consolidated.

The puzzle

The teacher assigns the students to the base team (varied group). With 3 to 5 members. This can be the normal classroom working team, so it can even have a name in order to strengthen its identity.

Each member of the base team is allocated to a group of experts, which has to learn part of the unit or carry out part of the task. The teacher must therefore divide the information on the unit or actions of the task into as many parts as there are members of the base teams. That means, if the team consists of 4 students, the unit is divided into four parts and each member will be assigned to a group of experts on the corresponding part.

In the group of experts, each student must ensure that his/her classmates become experts, working in depth and in detail on the task set by the teacher.


Finally, the students return to the base team. The students explain the parts on which they have become experts to their fellow team members. The teacher controls the time and pace of the explanations and can offer support for students who need more help in giving their presentations. If students do not understand their classmates’ explanations, extra time may be given. Sometimes it can be a good idea if the teacher closes this phase with a general comment to the group/class making it possible to clear up doubts, expanding the content covered or giving examples.

The plenary

Discussion in which one of the members, representing the team of 2, 3 or 4 members selected at random explains the processes and results of their teamwork.

The other subgroups ask the group spokesperson questions and make comments. If time allows, all the teams can give explanations; if not, only those selected at random are called on.

The aspects the teams need to highlight and the ones that will be taken account at the end in the self-evaluation and the group evaluation must be agreed at the start.

The gallery

A positive social interdependence strategy, also known as the exhibition. It consists of placing the results of the students’ work (posters) in different places in the classroom and inviting the whole group to visit the exhibition, promoting the exchange of knowledge among the group/class.

Pencil in the middle

The teacher offers each team a sheet with as many questions or exercises on the topic worked on in class as members of the base team (generally, 4).

Each student has to deal with one question or exercise:

He/she reads it aloud.

His/her classmates provide information and express their opinion.

They check that everyone knows and understands the agreed response.

When a student reads “his/her” question out loud and everyone discusses what to do and decides on the correct answer, everyone’s pencils are placed in the middle of the table to indicate that at this point they can only speak and listen but not write. When everyone is sure what they need to answer in each exercise, they all pick up their pencils and write the relevant answer on their sheets. At this point, they cannot speak, only write.

Then they put their pencils on the table again and proceed in the same way, but with another question directed by another student.

The substance

This is a suitable structure for determining the main ideas (the substantial part) of a text or a topic.

The teacher invites each student in a base team to write a sentence about the main idea of a text or topic. Once this has been written, they show it to their fellow team members and the team discusses whether it is right; they correct it; they add shades of meaning, etc. They can also discard it if they consider that it is incorrect.

They then do the same with each of the sentences written by all members of the team.

As many rounds as are necessary are carried out with the group/class so that the key or substantial ideas emerge.

In this way, a summary is made of the key ideas on the topic.

Philips 66


Technique intended to promote participation in a large group. It is one of the best-known forms of the small group discussion method. It consists of dividing a large group into subgroups of 6 people who interact for 6 minutes.

They are used both to discuss any topic and to make participative decisions in large groups when it is not possible for each member to give his/her opinion.

The subgroups set up discuss the same topic or similar and complementary topics. Each subgroup chooses its spokesperson. It is often a good idea for each subgroup to draw up a summary of their point of view on a piece of paper or in a digital document which can then be shared so everyone can see it.

AUTHORS OF THIS TEACHING GUIDE:

Judith Trepat Parra and Marcel Costa Vila

TEACHING CONSULTANTS:

Marcel Costa and Miquel Nistal

COORDINATION:

Rosina Malagrida

DATE:

March 2016

DEVELOPED BY:

www.xplorehealth.eu

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