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Type of Product
- Web Site/Portal
Language Skills Developed
Transferable/Scientific Skills Developed
• Knowing how to recognize the differences between a stem cell and a differentiated cell; • knowing how to identify the stem cells potential; • knowing how to perform a classification based on their differentiating ability; • understanding the therapeutic value of their use.
The purpose of the teaching unit is to bring students closer to the world of research and to stimulate a critical and aware attitude in them.
In general, the entire teaching unit wants to provide an overview of stem cells: what they are, how they are classified, where they are found, what function they perform and how they can be used. The
embryonic stem cell study offers many expectations in the treatment of a large number of pathologies, but their use in research is always the cause of a heated debate, mainly ethical.
Different countries regulate the study of embryonic stem cells in
very different ways. This didactic unit focuses on analyzing hematopoietic cells, adult stem cells, which are found mainly in the bone marrow, peripheral blood and umbilical cord. They are the most studied stem cells and used for therapeutic purposes and do not pose ethical problems.
• Improving language skills in L2
• Enriching scientific vocabulary
• Knowing how to move from one linguistic register to
• Producing clear and coherent texts in L2
• Summarizing written texts
Subject specific aims
(prerequisites: general information on fertilization and embryonic development)
• To Identify the fundamental characteristics of a stem cell;
• to know how to classify them basing on their origin;
• to know how to classify them basing on their differentiating potency;
• to understand the importance of self-renewal;
• to understand the importance of the difference between an embryonic stem cell and an adult stem cell.
Target group age
Level of competence in English (CEFR)
Time required to use the resource with the students :
3h 1h first and second resource analysis
1h comparison and discussion
How to use it
The teacher presents the first and second resources and divides the class into small groups. Each group must build a concept map or a flowchart by inserting most of the new terms acquired. She must also prepare a questionnaire on the topic that will be proposed to the groups during the next meeting. It will serve as a starting point for discussion and reflection with schoolmates. 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. The work will be presented to different classes
Possible difficulties for the students
The resource to be examined does not present particular difficulties both from a linguistic point of view and for the content treated
Strength/Weakness. The strength of this resource is in the clarity of the concepts. Even the acquisition of terminology does not present significant difficulties. The limit is given by the not complete exhaustiveness of the topic Scientific reliability Yourgenome is a web site about genetics. From their site: “The website is produced by the Public Engagement team and scientists at the Welcome Genome Campus Welcome Genome near Cambridge in the UK. The campus hosted the UK’s contributions to the Human Genome Project and is home to leading international scientists in the field of genomics from the Welcome Trust Sanger Institute and EMBL Eur” The site is reliable and the content of the web page examined, easily verifiable. Pedagogical value (e.g. collaborative learning, self–directed learning, peer assisted learning, etc) The methodology used for this resource is mainly Cooperative Learning. The students will work in small groups consisting of a maximum of four students, with defined but interchangeable roles. Each student is co-responsible for the work, intervenes and collaborates with different skills. In this way, everyone can make their contribution based on their skills. In this way a real inclusion and an effective sharing is promoted. It proves to be very effective, research shows that by using this teaching, students more often than not achieve better results, are more stimulated, enhance their reasoning skills, their critical thinking and, finally, improve their self-esteem and they more easily overcome anxiety and stress.
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