PER AL PLURILINGÜISME LIVING OR NON-LIVING, THAT’S …...grup d’experimenta iÓ per al plurilingÜisme 1 living or non-living, that’s the point. biology - 1st eso by : mireya

GRUP D’EXPERIMENTACIÓ PER AL PLURILINGÜISME

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LIVING OR NON-LIVING,

THAT’S THE POINT.

BIOLOGY - 1st ESO By : MIREYA MONTERO CORTÉS IE. GRAN CAPITÀ. (Sant Joan Despí)

IT’S AN ANIMAL CELL.

BUT... WHY?


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LIVING OR NON-LIVING, THAT’S THE POINT. Material elaborat durant la realització de la formació adreçada als docents que implementen el pilotatge del GEP (Grup d’Experimentació per al Plurilingüisme) durant el curs 2015-2016, realitzada amb el/la formador/a Carlota Petit Olivella de la UAB SG de Llengua i Plurilingüisme Servei de Llengües Estrangeres Octubre, 2016. Els continguts d’aquesta publicació estan subjectes a una llicència de Reconeixement-No comercial-Compartir 3.0 de Creative Commons. Se’n permet còpia, distribució i comunicació pública sense ús comercial, sempre que se n’esmenti l’autoria i la distribució de les possibles obres derivades es faci amb una llicència igual que la que regula l’obra original.

La llicència completa es pot consultar a:

http://creativecommons.org/licenses/by-nc-sa/3.0/es/deed.ca

http://creativecommons.org/licenses/by-nc-sa/3.0/es/deed.ca


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o Acquire knowledge through ICT

o Carry out activities that are challenging and require thinking

o Use different strategies to help you understand scientific information.

o Work individually and collaboratively, in pairs and in groups

o Use appropriate language to explain information to others (orally and in

writing)

o Ask questions in order to understand concepts

o Take greater responsibility for learning by assessing own and peer's work

o Use correctly the microscopy

o Relate the damage cell with the absence of any organelle.

o Do some research using reliable sources of information

ICON MEANING

Listen Discus with the class

Do it by yourself Do it with your work group

Ten types for learning success


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You must pay attention and fill in the gaps the missed words. I’m very sure that you will archive it. COME ON!!

Everybody knows that some things are ________ , and some things are ________, but sometimes it can be hard to tell them apart! Let's learn about the features that determine whether something _____________. Living things are called '__________.' An organism is any ______ ______, from elephants to trees. Even the green scum floating on ponds is an organism! First, all living things need some kind of _________, _________, or ________. This does not mean, however, that all living organisms will eat. Some organisms, like plants, can make their ______ _______. Second, all living things can ______. Living things grow in different ways. Some organisms grow to a specific size and then _______, while others may keep getting larger through their entire life, but all living things can grow and become ________. Third, living things _________ ___ _________ in their environment. This could be anything from a person using an umbrella to keep dry in the rain to a plant sending its roots deeper into the ground to reach water. To _______ to change, organisms need to be able to sense when things change. Humans and many other animals have senses like sight, hearing, and touch to _______ ____ _______ when conditions have changed, but even plants have senses that allow them to tell where the light is and which way is up and down. Finally, all living things can _________. Whether this means making seeds, having babies, or even just dividing, living things can make more of ____________. https://www.youtube.com/watch?v=bWBrusrCmX4&list=PL__LLnYqkcY6yGN__2-sPb1tyMeuVMAYS&index=4

Living or non-living, that’s the point

https://www.youtube.com/watch?v=bWBrusrCmX4&list=PL__LLnYqkcY6yGN__2-sPb1tyMeuVMAYS&index=4

https://www.youtube.com/watch?v=bWBrusrCmX4&list=PL__LLnYqkcY6yGN__2-sPb1tyMeuVMAYS&index=4


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Explicit

1. How are the living things called?

2. What do the living things need to be alive?

3. Which are the four most important things that an organism has to have to be considered a living thing?

4. Are there some types of living things that can make their own food? Which ones?

5. Are the animals the only living things that have senses? Explain your answer and give any example.

Implicit

1. Complete this table:

LIVING THING

NON-LIVING THING

Llamas X

Clouds

Fireworks

Flowers

Flag

Caterpillar (type of worm)

Cooked turkey

2. In the postcad, the woman say: Even the green scum floating on ponds is an organism!

What do this sentence means?

Activities


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Referential

- The viruses produce more of themselves using the internal mechanisms of the cell that

they have infected. Then… are they living or nonliving thing?


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LET’S PLAY AND LEARN

Do you remember the who’s who

game? If not, there are the rules of

the game:

Game Setup: Each player takes their game board of 24 pictures about the unit one of 24 mystery cards in the empty frame in each game board. This card represents the item your opponent has to guess and the character you have to answer questions about. The first players beginning by asking the other player a characteristic found on on one of their 24 visible characters (both players have the same 24 tiles). Example: “ Does your item belongs to and eukaryotic cell?” If they say, “yes,” the asking player flips over all of the ítems that belongs to an eukaryotic cell, “no,” the asking player flips over the characters that belongs to a prokaryotic cell. Through the process of elimination, players will eventually be able to “guess” item of the opponent.

Winning the game: Each player gets one yes or no question per turn and may only guess (to win the game) once per game. If a player successfully guesses their opponents hidden item then they win; if their guess is wrong then they lose.

So, let’s make our own biosphere who’s who. 1. Fist of all, write all the names under each picture. 1. Cut all the cards of the next box. 2. With a cutter cut the photos by the discontinuous margins. 3. Fold the photos by the continuous margin. 4. Attach your cut and folded paper to another blank paper,

to make your who’s who game more resistant.

Revision


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CARDS:


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Points: Choosen Card:

1---2---3---4---5---6---7---8---9---10


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WHO WILL KNOW MORE?

Here you have the link to a YouTube video, that’s very interesting to make an extension of the unit. Therefore, watch it and do the next activity in groups. I recommend you take some notes.

https://youtu.be/URUJD5NEXC8?list=PL__LLnYqkcY6yGN__2-sPb1tyMeuVMAYS

1. The teacher will give you some colour papers. One colour for each group. 2. With your group cut the papers in approximately ten or fifty cards. 3. Write in these colour paper cards new or precise concepts that appeared in the video,

and you learn it. 4. When all the groups have their own cards, one of each group must take the cards and

attach all the cards on the blackboard. 5. When all the cards groups will be on the blackboard, we have to find coincidences of

concepts. 6. Each repeated concept points counts as minus one to the groups that have it, and plus

one point to groups that have not it. 7. And the concepts that only has been written for one group counts as 3 points. 8. At the end of the class, each group has to have a list of all the repeated and new

concepts.

So, who will be the wise group?

Extension

https://youtu.be/URUJD5NEXC8?list=PL__LLnYqkcY6yGN__2-sPb1tyMeuVMAYS


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STEP 1: The chemistry of life All living things are made up of about 20 chemical elements. Most are found in small quantities. These elements are also present in non-living matter, but in different proportions and organized differently. The most abundant elements in living things are carbon, hydrogen, nitrogen and oxygen. Any chemical element that forms part of organic matter is called a bioelement. You will find sticked on the walls of the class many words in different colours and sizes. Take your SCIENCE BLOCK and a PEN and let’s start! List all the words, and in groups discuss what they have in common and, why they have different sizes.

Project: collaborative problem solving


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CONCLUSION: These elements combine to form two kinds of substances in living things______________ and _____________. And the differences of sizes represent __________________________________________

Oxygen Carbon

Hydrogen Nitrogen Calcium

Oxigen Silicon Aluminium Iron Calcium


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STEP 2: Life functions

The picture shows a panda eating bamboo leaves. As you know all the living things carry out at least three essential life functions. In groups discuss which ones this three essential life functions are.

The three essential functions are: ……………………………………, ……………………………………, ……………………………………………. Jigsaw reading and mini presentations.

1. Your teacher will put you in a group – A, B, C or D. Read the text for your letter and answer the questions

2. Work with a different group. Tell the other students about your text. Listen to the other students and write the answers to all the questions.

QUESTIONS A:

- What’s the nutrition?

- What the nutrition allows?

- Living things could be classified intro two groups. Which ones?

QUESTIONS B:

- Which organisms combine inorganic compounds with energy from the Sun or from chemical reactions? Tell us an example of these reactions.

- Which organisms use organic compounds to get the energy that they need.

- Who produce inorganic matter of organic matter? Write an example.

- Who produce organic matter of inorganic matter? Write an example.


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QUESTIONS C:

- What enables living things to interact with other living things or with the environment?

- What makes possible for living things the interaction?

- Write an example of interaction between an animal and the environment.

QUESTIONS D:

- Which is the process by the living things produce new individuals or offspring.

- Which kinds of reproductions are? Explain them. TEXT A: Nutrition is the series of processes that enable living things to obtain matter and energy. This allows them to carry out their life functions. Living things can be classified into two groups based on nutrition. TEXT B: Autotrophs: Combine inorganic compounds with energy from the Sun (photosynthesis) or from chemical reactions (chemosynthesis) to produce their own organic compounds. Water, mineral salts and carbon dioxide are examples of these inorganic compounds. Plants, algae and some bacteria are autotrophs. TEXT C: Interaction enables living things to interact with other living things and with their environment. For example, some living things have cooperative or competitive relationships with each other. Interaction also makes it possible for living things to react to and respond to changes in their environment, In addition, it enables them to maintain stable interaction conditions even though external conditions may change. 7


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TEXT D: Reproduction is the process by which living things produce new individuals or offspring. The offspring vary depending on the type of reproduction: asexual or sexual.

ASEXUAL REPRODUCTION

One parent produces a new living thing that is identical to the parent. For example, in unicellular organisms like bacteria, the cell divides into two identical cells.

SEXUAL REPRODUCTION

Two parents, a male and female, each contribute a sexual cell called gamete. When two gametes join, the result is a descendant that has characteristics from both parents. It is similar to the parents, but not identical.


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STEP 3: The cell discover and discoverment There you have different sentences. With your work team try to put it in order. And then answer the questions. Cells are the smallest structural unit: nutrition, sensitivity (interaction) and reproduction. Robert Hooke was the first person to use the term cells. In 1665, with the help of a microscope, Robert Hooke observed tiny boxes in a slice of cork. He called them cells. Now, scientists know that what he saw were the walls of dead cells. Scientist have always tried to understand what living things are made up. The microscope helped them to do that.

1. Who was Robert Hook?

2. Define the word cell. Explain why it is the smallest structural unit of life.

STEP 4: Types of cells There you have two different pictures. What they have and not in common.


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IN COMMON NOT IN COMMON

CONCLUSION:

Cells are classified into ____ groups depending on how and where the _________ ________ is located:

- Prokaryotic cells: ________ ________ floats freely throughout the cytoplasm. - Eukaryotic cells: _________ ________ is located inside a nucleus surrounded by a nuclear membrane.

STEP 5: Prokaryotic, Eukaryotic (Animal and Plant) cells. All the cells have organelles. Each organelle is different to the others ones. By shape, size, and the most important, function. In the next pages, you have different drawings. Each one represents a different kind of cell. You must do these tasks.

1. Try to guess what kind of cell is it 2. Put names in everything that you know 3. Locate the most important differences


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STEP 6: Organelles As we said before all the cells have organelles. Each organelle is different to the others ones. By shape, size, and the most important, function. Here you have some names and some definitions. You have to match the names with the correct definition.

Nucleus Filled with a watery fluid. Store food, water and waste. Much larger in plant cells.

Cell wall A rigid covering that surrounds the plasma membrane. It gives to the cell a regular shape and protects it.

Ribosomes Membrane present. Is the responsible for photosynthesis

Mitochondria No membrane present. Contribute to cell division and movement.

Flagellum Double membrane present. Produce energy.

Smooth endoplasmatic reticulum

Floating freely through the cytoplasm

Vacuoles A jelly-like substance inside the cell.

Golgi apparatus Surrounded by a nuclear membrane. It consists primarily of DNA. It gives instructions to the cell, which controls its activities.

Genetic material Small-cell vesicles. Digest complex substances.

Lysosomes Found in the cytoplasm. They are responsible for protein synthesis.

Centrosomes Membrane organelle. Has ribosomes. It stores and transports the proteins made by the ribosomes.

Chloroplasts Membranous organelle. Has no ribosomes. It is involved in lipid production.

Rough endoplasmatic reticulum

A tail-like extension in some bacteria used for movement

Cytoplasm Processes and packages proteins and lipids from the endoplasmic reticulum. Liberates packets from the cell.

You have to take the big cell previous pictures and draw on it squares above the organelles that you found it. The squares have to be like that.

Then, with a cutter cut the squares by the continuous margins. After, fold the photos by the discontinuous margin.


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When you have the “windows” done, you will have to create labels, for each organelle, with the name and their function. And paste it under the “window” Here you have and example. MITOCHONDRIA: Double membrane present. Produce energy. When you finish, you will have a model of all the kind cells. With names and functions.

STEP 7: Levels or organization Have you ever asked you about what the matter is made of? Which is the difference between a cell and a tissue? Then, let’s see this video and complete the sequence, and answer the questions.

https://www.youtube.com/watch?v=EtWknf1gzKo

https://www.youtube.com/watch?v=EtWknf1gzKo


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Which is the difference between a cell and a tissue?

What is an organism?


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STEP 8: The five kingdoms

Final activity project. At present, all living things, from bacteria, protozoa and microscopic algae to large mammals like elephants and whales, are classified into five kingdoms: Animalia, Plantae, Fungi, Protoctist and Monera. The three main criteria for classification are cell type, how cells are grouped and nutrition. So, today we are going to classify living organisms with a dichotomous key. A dichotomous key, a series of descriptions in pairs, can be used to identify a group of living things. In this case, the pairs are characteristics of living things. To begin, first choose one of the two options presented. Then repeat the process until you have identified the kingdom.

DICHOTOMOUS KEY: 1 A They have prokaryotic cells MONERA KINGDOM

B They have eukaryotic cells Go to 2

2 A They do not have tissue Go to 3

B Yes, they have tissue Go to 4

3 A Autotrophic or heterotrophic nutrition PROTOCTIST KINGDOM

B Only heterotrophic nutrition FUNGI KINGDOM

4 A Autotrophic nutrition PLANT KINGDOM

B Heterotrophic nutrition ANIMAL KINGDOM

EXAMPLE: ALGAE

To determinate the kingdom of algae: in the first pair, step 1, choose option b) because algae have eukaryotic cells. Option b) says go to 2. Since algae do not have tissue, in step 2 choose option a), which say go to 3. Since algae do not have heterotrophic nutrition, in step 3 choose option a) PROTOCTIST KINGDOM. There are some living things that you have to classify in the kingdom that they belong. Use the dichotomous key and your knowledge to find it.


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Living thing picture KINGDOM

MEDUSA

MUSHROOM

CYANOBACTERI

A

FERNS

LIZARD


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RUBRIC FOR LIVING AND NON LIVING THINGS.

INTRODUCTORY TASKS

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3

2

1

You can easily You can recall You can recall You can recall Recalling recall the most of the some of the very little or information information in information in information in none of the

the text. the text. the text. information in

the text.

You can easily You can You can You can Understanding understand the understand most understand understand very information information in of the some of the little or none of

the text. information in information in the information

the text. the text. in the text.

You can easily You can apply You can apply You can apply Applying apply the most of the some of the very little or information information in information in information in none of the

the text. the text. the text. information in

the text.

GAME OF WHO’S WHO

4

3

2

1

Preparation You have carried out a thorough preparation and have rehearsed your game participation well.

You have carried out a good game participation but a couple more rehearsals might have been needed.

You have carried out a fair game participation but lack of rehearsal is clear.

You have carried out very little game participation and a lack of rehearsal is clear.

Speaks Clearly You speak clearly all the time and no words are mispronounced.

You speak clearly most of the time but one or two words are mispronounced.

You speak clearly most of the time but quite a few words are mispronounced.

You don’t speak clearly and what you say is not understandable or more than a few words are mispronounced.

Stays on Topic You stay on the topic all of the time (100%).

You stay on the topic most of the time (90%).

You stay on the topic some of the time (75%).

You don’t stay on the topic and it’s difficult to follow.

Assessment


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PROJECT

4

3

2

1

Identification and Organisation

You clearly identified an area and organised your work well.

You identified an area and organised a lot of your work.

You identified an area and organised some of your work.

You identified an area but put little effort into organising your work.

Group Cooperation

You took full responsibility for your role and worked very well with the others in your group.

You took most of the responsibility for your role and worked quite well with the others in your group.

You took some responsibility for your role and worked acceptably with the others in your group.

You took very little responsibility for your role and found it difficult to work with others in your group.

Information Gathering and Hypothesis

You were able to gather information and make a very clear hypothesis.

You were able to gather information and make afairly clear hypothesis

You were able to gather information and make a hypothesis although it was not very clear.

You were able to gather information but found it hard to make a hypothesis.

Conclusions You were able to reach clear conclusions based on investigation.

You were able to reach fairly clear conclusions based on investigation.

You were able to reach some conclusions based on investigation.

You were able to reach few conclusions based on investigation.

Classification with

dichotomous key

The classification was a very good representation for the project.

The classification was a good representation of the project.

The classification was an acceptable representation of the project.

The classification wasn’t a good representation of the project.


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In this unit you have…

o Acquire knowledge through ICT

o Carry out activities that are challenging and require thinking

o Use different strategies to help you understand scientific information.

o Work individually and collaboratively, in pairs and in groups

o Use appropriate language to explain information to others (orally and in

writing)

o Ask questions in order to understand concepts

o Take greater responsibility for learning by assessing own and peer's work

o Use correctly the microscopy

o Relate the damage cell with the absence of any organelle.

o Do some research using reliable sources of information

Checklist

Documents

PER AL PLURILINGÜISME LIVING OR NON-LIVING, THAT’S …...grup d’experimenta iÓ per al plurilingÜisme 1 living or non-living, that’s the point. biology - 1st eso by : mireya