Come primo articolo ho scelto di elaborare una tabella relativa al lesson plan che ho intenzione di sviluppare nella mia classe 5A indirizzo “Chimica, Materiali e Biotecnologie” articolazione di Biotecnologie ambientali. La materia è la chimica organica e il modulo riguarda gli enzimi e le loro applicazioni industriali e biotecnologiche. I ragazzi hanno deciso di affrontare l'approfondimento di questo argomento dopo la lettura di alcuni articoli sul web riguardanti la produzione di biogas nella masseria Del duca di Crispiano e la scoperta da parte di un gruppo di ricercatori di Liegi che un’enzima del latte, la lactoperossidasi è capace di agire su xylella fastidiosa inibendola.
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BIOCHEMISTRY- ENZYMES
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Students: 5° grade |
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Time: 16 h (lesson time) 4h ( documents research) |
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subject: Biochemistry |
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The AIM of this unit is to study specific aspects of enzymes through the medium of English. |
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CONTENT |
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Teaching objectives |
to enable learners to understand that enzymes play an important role into chemical reactions; to develop learner’s abilities to classify the different types of enzymes in several reactions; to encourage in students an attitude of scientific enquiry, of curiosity and self-discovery through individual study, personal initiative and team work in chemistry lab. |
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Learning outcomes: by the end of this unit learners will be able to: |
KNOW: the enzymes and their classification the importance of activation energy and how it can be altered. the chemical nature of enzymes, how they affect reactions, and the factors that affect their performance. |
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BE ABLE TO: Explain the various ways in which enzymes increase the rate of biological reactions. Understand how different environmental factors affect enzyme activity Research enzymes application |
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BE AWARE that enzymes have very useful applications in real life |
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COMMUNICATION/LANGUAGE aims: The students will have expanded their vocabulary in the field related to biochemistry They will have practiced the use of nouns, verbs and expressions to explain an enzyme-catalized chemical reaction They will have practiced the impersonal language to speculate about scientific and technological topics. |
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ANALYSE: language of learning. |
the content can be analysed: Identify key words, nouns, verbs, phrasal verbs, comparatives and superlatives, subject specific vocabulary. |
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ADD: language for learning |
language experiences are added to the lesson plan for specific attention which enable the learner to operate effectively in a CLIL setting (eg strategies for reading and understanding a difficult text: SKIMMING AND SCANNING). This includes: classroom talk, discussion, task demands. It also involves the teacher in considering ways in which the learning will be scaffolded eg through the use of language frames to help and support.. Word transformation, Verbs for description and explaining charateristics, instructing in lab (imperatives), causal linking words (because), numbering words, ordering words, listing words |
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APPLY/ASSURE: language through learning. |
tasks and opportunities which enable learners to extend their cognitive skills and cultural awareness. This will involve exploring how thinking skills have been incorporated into the lesson plan in order to advance learning. |
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COGNITION |
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Refers to the critical thinking skills that students use to engage with and understand course content, to solve problems and to reflect on their learning. Instructing. Predicting. Comparing and Contrasting. |
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CULTURE |
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Be aware of the role of enzymes and catalyzers in saving time in chemical reactions of real life |
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Method |
frontal instruction, scientific models on the web, websites with animations, youtube. E-learning (whatsapp, google drive, file sharing) |
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Materials |
slides, notes of the teacher, book, |
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Assessment |
production of a ppt on enzymes and an article . |
Giuseppe Venturi