This project has been funded with support from the European Commission.
This web site reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

Select language   >   IT EN RO PL LT

Collection of Reviewed Teaching Resources

Stem cells - part 2

Subject taught
- Biology


Type of Product
- Videos

Language Skills Developed
- Listening
- Reading

Transferable/Scientific Skills Developed
• Knowing how to grasp the differences between a stem cell and a differentiated cell; • to know how to identify the potential of stem cells; • to know how to perform a classification based on their differentiating ability; • to understand the therapeutic value of their use.

General aims
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, above all ethic. 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.

Linguistic aims
• 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 based on their origin;
• to know how to classify them based 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
14-15 age

Level of competence in English (CEFR)

Time required to use the resource with the students

3 h 2h 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 comrades. 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 video is very clear and even the comment to the figures is quite easy to understand, the content related to the IPS presents some difficulties. Scientific reliability The site is Khan Academy, an OPEN EDUCATIONAL RESOURCES project conceived by Salman Khan, an American engineer of Bengali origins, who since 2006 began this activity by producing educational videos with a scientific character, also enriched with interactive exercises. The site is reliable and the content of the video 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 pupils will work in small groups consisting of a maximum of four students, with defined but interchangeable roles. Each pupil 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.

Related Video Lessons

Stem Cells