Subject taught
- Biology

Link
https://www.cancer.ca/en/cancer-information/diagnosis-and-treatment/stem-cell-transplant/?region=qc

Type of Product
- Web Site/Portal

Language Skills Developed
- Reading

Transferable/Scientific Skills Developed
Understand how stem cell transplantation is a life-saving therapy for many blood conditions, how it works and what types of transplantation take place.

Description
General aims The objective of this resource, in addition to improving language skills and specific scientific knowledge, is to sensitize young people to the donation of bone marrow and hematopoietic stem cells. Choosing to become a donor is a gesture of great solidarity and generosity that can save a life. Compatibility among non consanguineous relatives is rare, only 1 in 100,000 donors is 100% compatible with those awaiting transplantation, which is why young people must understand that by increasing the number of possible donors the probability of finding the suitable, compatible donor is increased. Linguistic aims • Improving language skills in L2 • Enriching scientific vocabulary • Knowing how to move from one linguistic register to another • Producing clear and coherent texts in L2 • Summarizing written texts Subject specific aims • Understand what hematopoietic stem cells are; • what are their sources; • what their transplant consists of; • when it is carried out; • what is the difference between allogeneic transplantation, autologous transplantation and syngeneic transplantation Target group age 15-16 years Level of competence in English (CEFR) B1 Time required to use the resource with the students 3 h 2h resource analysis 1h comparison and discussion How to use it After presenting the resource, the teacher divides the class into small groups, each of which must analyze, study it independently and integrate it with personal research. The students must also make a list of all the scientific terms present in the resource and know how to contextualize them in a written and oral production. Inside the individual groups, students will have to discuss both the topic and the linguistic difficulties that have emerged and possibly the understanding of the concepts. In this way, students acquire greater security and awareness and are ready to face the confrontation with other groups. The discussion between the various groups starts with a brainstorming introduced by stimulus questions: why is transplantation important? What pathologies can it cure? Would you do it? Why yes? Why not? Etc. The work carried out will then be included in the final one which will concern the entire learning unit. It can be produced in Power Point, through video, audio interviews, animations, in this way digital skills are further favored Possible difficulties for the students Comparison in vehicle language

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