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 PO LT

Collection of Reviewed Teaching Resources


Subject taught
- Biology


Type of Product
- Web Site/Portal

Language Skills Developed
- Reading

Transferable/Scientific Skills Developed
To observe, analyze 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 stimulate the students to a sensible and concrete awareness regarding global issues about the development and conservation of life on our planet.
The greenhouse effect is an increasingly current problem about whose effects on the climate people are worrying more and more.
Its consequences led to climate change and worsening in many areas of our planet. Drought seems to be one of the main consequences with disastrous effects both for fauna and, especially, for vegetation.

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
• To understand the role the atmosphere is playing in the greenhouse effect
• To understand how a greenhouse works;
• To identify the greenhouse gases present in the atmosphere and understand how they are mainly responsible for the rise in temperature;
• To understand how different anthropogenic actions are responsible for the increase in the concentration of greenhouse gases, especially CO2
• To understand what possible measures can be undertaken to protect our planet.

Target group age
14-15 age

Level of competence in English (CEFR)

Time required to use the resource with the students
3 h ? 2h presentation and analysis of the resource
1h discussion with the class

How to use it
After a brief introduction relating to the presentation of this resource, the teacher divides the class into small groups that must read, understand and produce two schemes on the subject.
In the first scheme, the thermal balance of the Earth must be highlighted, in the second, the changes in CO2 concentrations emitted into the atmosphere since 1800 to today must be analyzed.
For this second scheme, students must integrate the examined resource with a personal research and build the related chart.
They then have to compare their data with the other groups and start a comparison and discussion on the issue. This work must also result in the final product that students will present at the end of the entire learning unit. The work can be produced in Power Point, through videos, audio interviews, animations. In this way, students further enhance their digital skills.
The work will be presented to different classes

Possible difficulties for the students
The difficulty could be understanding the phenomena that underlie the delicate thermal balance

Strength/Weakness The resource is very clear both linguistically and content and leads to profound reflections. Scientific reliability The resource is present on the Live Science website The site: "Media bias / fact check-The most comprehensive media bias resource" expresses the following opinion on it: ”...A factual research reveals that Live Science has not failed a fact check. Overall, we rate Live Science a Pro-Science source based on support for the consensus of the science and High for factual reporting due to proper sourcing and a clean fact check record. (D. Van Zandt 8/26/2016) Updated (4/23/2019)” Pedagogical value The methodologies used for this resource are: Cooperative Learning, Flipped classroom and the brainstorming. The Cooperative Learning takes place working together, through mutual help which also promotes socialization. The linguistic competence of everyone is a valid mutual support for all students. Researches show this methodology is very effective, allowing students to achieve prefixed goals, stimulating their potentialities and critical capacities, leading them to better self-confidence and helping them to overcome stress and anxiety. The Flipped classroom has the advantage of saving a lot of time in the classroom because the students can study at home before school hours. The teacher must "guide", encourage, support students in personal research, collaboration, sharing and comparison of knowledge, but he must pay the highest attention to the personal resources selected by the students. Therefore, different videos and e-learning resources are widely used at home, while in the classroom students experiment, collaborate, carry out laboratory activities and start discussions with each other to clarify and discuss the concepts learned independently. In this way, the student "learns to learn" and becomes an "active" person in his learning process. The brainstorming is essential for this type of activity because by comparison of different ideas, it stimulates and encourages student's creativity. Furthermore, through this methodology, the students can express themselves without any conditioning, learning to overcome anxieties and fears and acquiring greater self-confidence Finally, problem solving is a very important learning method because it develops a series of fundamental skills for students. In fact, this method develops the ability to analyze and evaluate one's cognitive activity. It stimulates creative thinking, as opposed to the reproductive one which proceeds by automatisms. A creative approach allows to analyze the problem from different points of view, to have a global vision of the situation, to grasp the various aspects of the problem and the links connecting them. Finally, it develops a critical spirit to face a global and ever-changing reality