CLIL LESSON PLAN GLOBAL GOAL: Understand how is the human being. UNIT 1. The human being, a multicellular organism. organism. LEVEL: 3º ESO TIMING: 10 lessons
AIMS To present the content of the Unit. To introduce the concept of Human being and its main features. To make learners aware of and build a prior knowledge of cell and the human being as a multicellular organism. To help learners understand that learning can be achieved in a second language. To help learners understand that keeping a record of new words is important. To help learners understand that humans being are formed by millions of cells. To help learners get closer to scientific method. CRITERIA FOR ASSESSMENT Teacher, peer and self-assessment processes will be used to assess how well learners: - Understand the levels of organization of the matter. - Understand the concept of biomolecule. - Differentiate the organic biomolecules from the inorganic ones. - Understand the characteristics of human ce lls and identify the function of cellular organelles. - Classify the different types of human tissues. - Differentiate the concepts of organ and system. TEACHING OBJECTIVES (what I plan to teach) Content: Cognition: - Levels of organization. - Provide learners with opportunities to understand the key concepts - Bioelements and biomolecules. and apply them in different contexts. - The cell. Cell types. - Identify cells and cellular structures in microphotographs. - The organelles of the a nimal eukaryotic cell. - Identify the type of human tissue using the microscope. - Tissue, organs, apparat and systems of the human body. - Vocabulary building, learning and using. - Arouse learner curiosity-creative use of language and learner questions. -
Culture: - Opinion on the technology referred to donations. - Be aware of the use of embryonic stem cells for the cure of diseases. - Understand that they can learn, no matter which language they are using. COMMUNICATION Language of learning Language for learning - Adipose tissue. - Asking each other questions: What do - Atomic level. you know about…? Can you tell me - Bacterial capsule. something about…? - Bacterial chromosome. - Classifying: The different levels of - Blood tissue. organization. The different kinds of cells. - Bone tissue. The different kind of tissues and systems - Cartilaginous tissue. of the human body. Bioelements and - Cell. biomolecules present in living things. - Cell envelope. - Comparing and contrasting: Components - Centrosome. of a eukaryotic and prokaryotic cell. - Chromosome. - Debating: What do you think about - Cilia. donations? - Circulatory system. - Others: How do you spell…? What does… - Connective tissue. mean? - Cytoplasm. - Cytoskeleton. - Digestive system - Endoplasmic reticulum. - Epithelial tissue. - Excretory apparat. - Flagella. - Golgi complex. - Guts. - Lipids. - Mineral salts. - Mitochondria. - Molecular level. - Muscle tissue. - Nerve tissue. - Nucleic acids.
Language through learning - Distinguish language needed to carry out activities. - Retain language revised by both the teacher and learners. - Make use of peer explanations. - Record, predict and learn new words that arise from activities.
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Nucleus. Organ. Organelle. Organism. Proteins. Reproductive apparat. Respiratory system. Ribosomes. System. Tissue. Vasculature. Water.
LEARNING OUTCOMES (What learners will be able to do by the end of the lessons) By the end of the unit learners will be able to: - Demonstrate understanding of the concept of cell. - Describe the levels of organization o f living organisms and the characteristics of inorganic biomolecules and organic biomolecules. - Distinguish between eukaryotic and prokaryotic cell. - Know the characteristics of the human cell and identify different elements of the cell. - Explain the functions of the mem brane, cytoplasm, nucleus and cellular organelles. - Define the concepts of cell differentiation and tissue, and know the main human tissues. - Know the apparatuses and the systems of the human body. - Classify the apparats and systems o f the human body according to their function. - Outline the parts of the optical microscope and the electron microscope, and use the optical microscope with correction. - Use different ICTs to investigate and extend knowledge about the characteristics of living things. - Acquire specific vocabulary about the contents of the unit to express the oral and written knowledge about them. - Distinguish different types of tissues. - Recognize the different systems that make up the human body. - Classify information. - Successfully engage in visual marching between concepts and images. - Interpret visual information. - Use language creatively. - Ask and respond to wh- questions about their work. - Use a class vocabulary record of new words.
Key competence Competence in Linguistic Communication
Mathematic competence
Competence in knowledge of interaction with the physical world Competence in processing information and ICT Competence in social skills and citizenship
Autonomy and personal initiative
Descriptor Use appropriate vocabulary, linguistic structures and orthographic and grammatical rules for writing and oral texts.
Achievement Define in your notebook and correctly use concepts related to the knowledge acquired as biomolecule, cell differentiation, tissue, organ, etc. He writes brief reports about the cell as an anatomical and functional unit, cell differentiation and nucleus structure. Correctly performs oral exposure on cell regeneration Understand the meaning of written Achieve the comprehensive reading of the text “How many ce lls are in your and oral texts. body” and extract the main idea. Know and use the basic mathematical Calculate the size of cells using mathematical elements. elements: operations, magnitudes, percentages, proportions, geometric forms, measurement criteria and numerical coding, etc. Understand and interpret the He knows the structure of the cell and the main human tissues, organs and information presented in graphic apparats when he draws or explains in his notebook the functions of these format. structures. Manage knowledge about science and Know the correct use of the microscope and its need for the study of cells technology to solve problems, when carrying out a laboratory practice. understand what is happening around us and answer questions. Handle digital tools for building Use the resources provided by the teacher to obtain information for the knowledge. accomplishment of activities Conceive a value scale and act Value the importance of the development of the microscope in the according to it. knowledge of the cell and argues it in his notebook. Develop the capacity for dialogue with Respect opinions expressed by classmates in the debate on “What is the others in situations of coexistence and importance of the cell theory? ” work, and for conflict resolution. Generate new and divergent Proposes own hypotheses elaborated from the acquired knowledge on the possibilities from previous knowledge cellular regeneration, the glandular epithelium, etc. of the subject. Show personal initiative to initiate or promote new actions.
Participate actively when student works as a group.
Cultural and artistic competence
Learn to learn
Appreciate the beauty of artistic expressions and manifestations of creativity, and show a taste for aesthetics in everyday life. Develop strategies that favor the rigorous understanding of the contents.
Recognizes the importance of drawing and photography to study the cell and tissues in the different activities where they are requested to draw or interpret and obtain information from them.
Evaluate achievement of learning objectives. Summarize in your notebook the main ideas of the unit.
Carry out the final activities of the unit to self-evaluate the acquired knowledge.
Complete a conceptual map of the unit based on the knowledge acquired. Use a dichotomous key to classify tissues. Make tables of the biomolecules, the functions of the cellular organelles, etc. Interprets and distinguishes different cellular organelles from photographs and drawings that are presented in the activities of the book or RF.
CLIL LESSON PLAN-Teachers notes Difficulties’ prediction It would be necessary to review the units of the decimal metric system and have the students recognize the mean dimensions of the different levels of organization: Angstrom, nanometers, micrometers, millimeters, meters, etc. The most notable conceptual leap for students, which can’t be completely addressed at this level, is the one that goes from molecule to prokaryotic cell because it is the leap from the inert to the living. It is important to make students understa nd that the cell is the compendium of all the functions that define life, which is neces sarily manifested in unicellular organisms. Also, that in the associated cells, to form organs and tissues, some of these functions are atrophied and even lost. Observations of cells under a microscope and in photographs often favor the conceptual error that the cells are extraordinarily flat. It is convenient to resort to 3D animations and manipulative physical models. TEACHING/LEARNING ACTIVITIES Lesson 1: Know the different levels of organization. Human being’s composition. Warm-up: General overview of the unit. Conceptual m ap. Introduction: https://www.youtube.com/watch?v=ZRFykdf4kDc Whole class: levels of organization. Activity 1: Read the following text and extract the main idea. Text available: http://phenomena.nationalgeographic.com/2013/10/23/how-many-cells-arein-your-body/ Activity 2: What level of organization they correspond at? An erythrocyte, blood, pancreas, a lipid, water and oxygen. Activity 3 : Make a table indicating which are the monomers that form the organic biomolecules and which are the polymers resulting from their union. Ending the lesson: Learners think about examples of each level of organization. Glossary: Time to think about new word that learner do not know. One of the learners writes down which word they decided to choose.
Lesson 2: The cell. Prokaryotic and eukaryotic cell. Starting routine: What can you remember? Questions: What level of organization do the following elements belong to? Bacteria, water, proteins, hea rt, nervous system, paramecium. Warm-up: Brainstorm about cell’s characteristics. Prior-knowledge: Students have studied in 1ª ESO the cell: characteristics and their v ital functions. Whole class: The cell and characteristics. Thinking activity: Debate “What is the importance of the cell theory?”
Activity 2 : Identify the elements of each cell.
Ending the lesson: T hink about the difference between both types of cells. Glossary: Time to think about new words that learners do not know. One of the learners writes down which word they chose.
Lesson 3: Cell organelles Warm-up: Students watch the following video: https://www.youtube.com/watch?v=H8MSFi22ocs Prior-knowledge: Students have studied the day before at home cell organelles and their function. They also have studied them in 1ºESO. Introduction: Before starting the game, a nd after watching the video, the teacher answer any doubt about cell organelles. Flipped classroom methodology is going to be used. All information has been provided in this link https://padlet.com/albiski/r09hfeo9lep5 Activity 1: Kahoot about cell organelles. Summative assessment. The winner team get 0.5 extra point in the exam.
Ending the lesson: Learners think about organelles’ functions Glossary: Time to think about new word that learner do not know. One of the learners writes down which word they decided to choose.
Lesson 4: Human tissues, organs, apparats and systems Warm-up: Students watch the following video https://www.youtube.com/watch?v=O0ZvbPak4ck Whole class. Tissues, organs, apparats and systems. Activity 1: Lists the characteristics and functions of human tissues. Activity 2: What are the organs that make up the endocrine system called? What substances do they make? What function do they relate with? Activity 3: Which bodies are involved in two different vital functions? What functions and systems a re associated? Self-assessment: Complete the test and check your knowledge (Annex I) Ending the lesson: Learners think about organelles’ function s Glossary: Time to think about new word that learner do not know. One of the learners writes down which word they decided to choose.
Lesson 5: Human tissues (Laboratory practice) Summative assessment Warm-up: Students get the instructions to use de microscope. Pre-knowledge: The lesson before, students have studied types of human tissues.
Activity 1: Under the microscope, students have to identify the type of tissue of six samples gives, and complete the following table for each tissue: Tissue’s name
Other varieties related to this tissue Name of the main cells of this tissue Function that plays in the human body Faced with a destructive agent, does it have regenerative capacity? Possible tumor that is generated in this tissue Non-cellular elements that are part of the tissue, if there are Tissues samples:
Bone tissue
Skeletal muscle tissue
Adipose tissue
Cardiac muscle tissue
Smooth muscle tissue
Nervous tissue
Lesson 6: Collaborative learning Summative assessment Warm-up: https://www.youtube.com/watch?v=O48LJ4EMNqE Activity 1: https://createwebquest.com/campaign-organ-donation Students have done the WebQuest. This day, students have to present their own campaign.
Lesson 7: The island (2005) Students are going to watch the movie “The island”
Lesson 8: The island (2005) Students continue watching “The island”. Lesson 9: The island (2005) Students finish watching “The island”. Activity 1: Scientific analysis: It is a film in which you can see the relationship between science, technology and society, with ethics as the driving principle. The scientific aspect is cloning, specifically human cloning. Although in mammals this was achieved in 1997 with the famous Dolly sheep, in humans it is banned for obvious reasons. If it is allowed in some countries therapeutic cloning, which has the purpose of obtaining stem cells to regenerate damaged tissues and treat diseases. In the history of the film, cloning is allowed in order to obtain vital organs for when they are required by cloned persons. Receiving clone organs avoids the main problem of transplants, rejection. In working with this film we intend to conclude the cloning process, to evaluate therapeutic cloning as a way to treat degenerative diseases, to understand as an aberration the possibility of investigating human reproductive cloning, to value organ donation as a great saving factor. Activity 2: Debate “Human cloning and therapeutic cloning. Do yo u agree with?” Lesson 10: Exam day Pre-knowledge: During the lessons, students have acquired all information necessary to complete the exam. Activities have been necessary to facilitate this acquisition. ANNEX II
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INSTRUMENTS FOR ASSESSMENT Teacher monitors group and individual activities. Learners successfully play a marching game. Learners’ interaction with a partner (speaking creatively). Learners’ participation in all task and activities. Learners complete information gaps. Learners complete a self-assessment sheet. Learners complete the laboratory activity. Learners do the cooperative activity. Exam.
SCAFFOLDING TIPS Language for the learner
The focus of the unit is on language Language for the teacher Settle down quickly, please, let’s get started. Let’s just recap on what we did the other day. What do you know about…? Can you tell me something about…? Read out loud. Don’t forget to write a note about information your partner gives you. Don’t panic. Find a partner to work with. Is that clear? You’ve worked well today. Good.
I think the difference between a prokaryotic and eukaryotic cell is… I don’t think so, because… I don’t know… Can you help us? The levels of organization are… The function of this system is… Tissues are classified in…
RESOURCES Computer, projector, whiteboard, animations, presentations, computer programs Worksheets. Pens and whiteboard. Scripts, laboratory material (microscope, tissue samples). NOTES It is the first time that learners are experiencing the organization of human body unit in English, so teachers need to focus on learner confidence-building, enjoyment and a sense of achievement. Whilst individual outcomes will vary, providing a range of scaffolded learning tools will encourage learner participation and engagement. For example, take time to explain how a dictionary (paper or online) works. EVALUATION For evaluation, all activities and tests w ill be weighted as follows: - Exam: 40% - Laboratory practice: 20% - Cooperative activity: 20% - Notebook (including all activities): 10% - Participation, behavior: 10% For each element evaluated, rubrics has been used (ANNEX III).
ANNEX I 1. The levels of organization, computer from less to greater complexity, are: A) cell, molecule, atom and subatom ic particle. B) molecule, atom, cell and organ. C) cell, tissue, organ, apparatus and system. D) organism, organ, cell and molecule. 2. The prokaryotic cell has: A) membrane, cytoplasm, genetic material and ribosomes. B) numerous cytoplasmic organelles C) nucleus differentiated with a single c hromosome. D) always one capsule per tenth of the plasma membrane. 3. The eukaryotic cells: A) they do not have cytoplasmic organs. B) have in the nucleus several strands of DNA forming the chromatin. C) only have the ribosomes. D) have two distinct parts: membrane and cytoplasm. 4. 4. cellular metabolism consists of: A) anabolism and catabolism. B) anabolism and respiration. C) anabolism, catabolism and reproduction. D) nutrition, relationship and reproduction. 5. Cellular respiration is performed in: A) ribosomes. B) Golgi complex. C) nucleus. D) mitochondria.
6. The cytoskeleton consists of: A) mineral salts of calcium and phosphorus. B) protein filaments of different types. C) mineral salts of calcium and m agnesium. D) cytoplasmic extensions. 7. The tissues are formed by: A) like cells that perform different f unctions. B) bodies acting in coordination. C) different cells that perform the same function. D) specialized cells that perform the same function. 8. Actin and myosin are tissue prote in fibers: A) nervous. B) muscular. C) connective. D) epithelial. 9. The organs are: A) Structures consisting of several coordinately functioning tissues. B) structures formed by a single cell type. C) structures formed by several apparatuses. D) structures formed by several systems. 10. A system is formed by: A) several devices of the same type. B) several different tissues that coordinate their function. C) several organs of the same type performing a similar function. D) several different bodies acting in coordination.
ANNEX II 1. Indicate the different levels of organization, ordered from lowest to highest complexity that we can find in humans. Cite examples from each level.
2. Why is the cell the fundamental unit of living beings? 3. What is the difference between prokaryotic cells from eukaryotes? 4. Complete the figure and indicate the type of cell.
5. Relates the elements of the two columns: DNA
Glycerin and fatty acids
Proteins
Monosaccharides
Lipids
Nucleotides
Polysaccharides
Most abundant biomolecule
Water
Amino acids.
6. Define cellular metabolism and differentiates between anabolism and catabolism.
7. Relates each organ with its function: Membrane
Movements
Mitochondria
Control of cellular functions
Nucleus
Regulation of the exchange of substance with the outside
Lysosome
Cellular respiration
Cilia and flagella
Intracellular digestion
8. Complete a table like this for each of the four major classes of tissues. Tissue
Characteristics
Types
Function
9. Write from each organ the system o r apparatus to which it belongs: Kidneys
Heart
Lungs
Stomach
Femur
Thyroid
Biceps
Brain
Ovaries
Testicles
10. Cite the function performed by each pars and systems of the human body.
ANNEX III Exam rubric
Bad
Poor
Very good
Outstanding
Don’t understand the levels of organization of the matter
Understand some levels of organization of the matter.
Understand the levels of organization of the matter, giving some examples.
Understand
Don’t understand the concept of biomolecule.
Understand poorly the concept of biomolecule.
Understand the concept of biomolecule.
Understand
Don’t differentiate the organic biomolecules from the inorganic ones.
Differentiate poorly the organic biomolecules from the inorganic ones.
Differentiate the organic biomolecules from the inorganic ones.
Differentiate
Don’t understand the characteristics of human cells and don’t identify any function of cellular organelles.
Understand the characteristics of human cells and identify some function of cellular organelles.
Understand the characteristics of
Don’t classify the different types of human tissues and don’t recognize cells which form the tissue.
Understand poorly the characteristics of human cells and identify few function of cellular organelles. Classify some types of human tissues, recognizing some cells which form the tissue.
Classify the different types of human tissues, recognizing some cells which form the tissue.
Classify the different types of human
Don’t differentiate the concepts of
Differentiate the concepts of organ
Differentiate the concepts of organ
Differentiate the concepts of organ
organ and system.
and system.
and system, giving some examples.
and system, giving examples.
Bad
Poor
Very good
Outstanding
Don’t recognize tissue samples and don’t complete the activity
Recognize few tissue samples and give poorly information about the activity
Recognize some tissue samples and give information required in the activity.
Recognize all tissue samples and give
the
levels
of
organization of the matter, giving an example of each level. the
concept
of
biomolecule, giving examples. the
organic
biomolecules from the inorganic ones, giving examples of each one. human cells and identify the function of cellular organelles.
tissues, recognizing cells which form the tissue.
Laboratory practice
all information required in the activity
Cooperative activity
CONTENT ORGANIZATION
Poor
Good
Very good
Outstanding
Students do not present a
Students present a poor
Students present a
Students present a detailed
complete information.
information.
complete information required.
information.
The information is
The information is poorly
The information is organized.
The information is highly
disorganized. There is no
organized, with one or two
Some pictures are presented. It is
organised, including several
pictures, visual elements,
pictures. It is little original.
quite original and visual.
pictures and organizing
colours. It is not original.
elements. It is highly original and visual.
PRESENTATION &
The information provided,
The information
The information provided, the
The information provided, the
ORIGINALITY
the organization and
provided, the organization
organization and the
organization and the
presentation is not either
and the presentation is
presentation is original and
presentation is highly original
original or creative.
barely original and creative.
creative.
and creative.
Notebook
CONTENT ORGANIZATION
Bad
Poor
Very good
Excellent Students present all activities.
Students do not present all
Students present few
Students present most of the
activities
activities.
activities.
The information is disorganized.
The information is poorly
The information is organized.
The information is highly
There is no pictures, visual
organized, with one or two
Some pictures are presented.
organised, including several
elements, colours. Activities are
pictures. Some activities are
Most of the activities are
pictures and organizing elements.
not corrected.
corrected.
corrected.
All activities are corrected.
Participation and behavior
PARTICIPATION BEHAVIOR
Bad
Good
Very good
Excellent
Students don’t participate at
Students participate at debates
Students mostly participate
Students highly participate at
debates and oral activities
and oral activities
at debates and oral activities
debates and oral activities
Behavior is inappropriate, don’t
Behavior is appropriate, usually
Behavior is appropriate,
Behavior is highly appropriate,
respect others students’ turn.
respect others students’ turn.
respect others students’
always respect others students’
turn.
turn.
