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Collection of Reviewed Teaching Resources

THE BIOGEOCHEMICAL CYCLE OF CARBON Photosynthesis

Subject taught
- Biology

Link
https://www.youtube.com/watch?v=KK6xLfEmo04

Type of Product
- Videos

Language Skills Developed
- Listening
- Reading

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.

Description
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.

Comments
Strength/weakness It clearly and effectively describes the entire reaction starting from the analysis of the electromagnetic spectrum up to the synthesis of glucose but requires a deepening and explanations in some of its parts. Scientific reliability Beverly Biology is a site created by Kyle Kobe. Of himself he says:” I have been a biology teacher since graduating college in 1999. Since 2004, I have been a biology teacher at Beverly Hills High School. These biology videos are a collection of PowerPoint presentations that I use in my biology classes at Beverly Hills High School. The content-in these videos are taught mainly to the 9th/10th grade level. So whether you are a student of mine, a student elsewhere, or simply curious about the life sciences, I hope you find these resources helpful.” The contents of the resource are easily verifiable. Pedagogical value (e.g. collaborative learning, self–directed learning, peer assisted learning, etc) The methodologies used for this resource are Cooperative Learning, brainstorming and in part also the Flipped classroom Learning by 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 taking lessons. The teacher must "guide", encourage, support students in personal research, collaboration, sharing and comparing 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. Finally, 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.