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Type of Product
Language Skills Developed
Transferable/Scientific Skills Developed
To observe, analyse and describe phenomena belonging to natural reality and to the aspects of daily life To formulate hypothesis and verify them To use simple schematizations and modelling To acquire and understand information and know how to connect it To face problematic situations.
General aims The general aim is to make students aware of the importance that this process has, not only for the realization of the carbon cycle, but above all for life itself of all the organisms on earth. It is, in fact, the only biological process capable of capturing solar energy and converting it into chemical energy in the form of glyceraldehyde 3-phosphate which can be transformed into sugars and other fundamental molecular compounds for the whole food chain Linguistic aims • To improve language skills in L2 • To enrich scientific vocabulary • To know how to move from one linguistic register to another • To produce clear and coherent texts in L2 • To summarize written texts Subject specific aims • To understand the importance of photosynthesis; • to understand the importance of the autotrophic organisms that are at the base of the food chain; • to be able to explain the structure of the chloroplast; • to be able to explain the action spectrum of chlorophyll and the function of the two photosystems; • to be able to explain the origin and the path that the electrons go to reach the final acceptor; • to explain how ATP is produced in chloroplasts; • to analyze the fundamental stages of the Calvin cycle; • to explain how glyceraldehyde 3-phosphate is used by the plants Target group age 15/16 age Level of competence in English (CEFR) B1 Time required to use the resource with the students 4h 3 h resource analysis 1 h comparison and discussion How to use it (prerequisites: oxide reduction reactions) The teacher presents the resource and explores the topic using suitable images such as those shown below. After facing the analysis of the resource and the images, the students are divided into groups and invited to work on them with a flipped classroom approach. In the next class meeting, each group, using both the material provided by the teacher and doing personal research, will involve the other groups through quizzes, crossword puzzles, discussions. The material provided by the teacher will include images closely related to the video, but more explanatory. All the work carried out will be then included in the final one which will include all the material related to the biogeochimical cycle of carbon, the green house effect and global warming. The work will be presented to different classes Possible difficulties for the students The difficulties are represented by understanding the mechanisms of biochemical reactions, it is necessary to reread and listen to the resources several times and work on the images provided and explained by the teacher.