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This is a Clilstore unit. You can link all words to dictionaries.

THE BASIC UNIT OF LIFE:THE CELL

Wellcome to the Cell basic unit of life!

Through this unit you are going to study the cell theory, the importance of the microscope and how it permitted the discovery of the cell and the scientists and researchers who made possible this discovery. Also, you are going to learn the different types of cells that exist, their differences, similarities, organelles and functions. Besides this, you are going to study the different levels of organization from the simple cell to complex being livings.

This unit has 4 lessons (2 h per lesson).You are asked to complete several activities either as individual work or with a partner.

Your teacher will give you some instructions to complete these activities then you must follow them to do it properly.

 

LESSON 1: THE DISCOVERY OF CELLS-2h

EXERCICE 1:Click on the button''TOPIC'S VOCABULARY''. Here you have a list of new vocabulary and concepts that you need to remember and will help you while you are listening the video.Feel free to add more vocabulary to this list.The teacher will read each word and make students to repeat , so they can integrate their pronuntiation and be familiarized with them.

EXERCICE 2:Listening to the video and complete the Test 1 with the information from the video.For this click on the button "TEST 1_ THE CELL THEORY".This activity will help the students to focus while listening.

EXERCICE 3: Working in groups to find the words that don't fit in the text by reading  the transcription of the video (See Bellow).
Find the mistakes!

TRANSCRIPT:

The wacky history of Cell Theory

One of the great things about science is that when scientists make a discovery, it's not always in a prescribed manner, as in, only in a laboratory under strict settings, with white lab coats and all sorts of neat science gizmos that go, "Beep!"

In reality,the events and people involved in some of the major scientific discoveries are as weird and varied as they get.

My case in point:

The Weird History of the Cell Theory.

There are three parts to the cell theory.

One: all organisms are composed of one or more cells.

Two: the cell is the basic unit of structure and organization in organisms.

And three: all cells come from preexisting bacterium.

 To be honest, this all sounds incredibly boring until you dig a little deeper into how the world of microscopic organisms and this theory came to be.

 It all started in the early 1500s in the Netherlands, where a spectacle maker named Zacharias Janssen is said to have come up with the first compound microscope, along with the first telescope. Both claims are often disputed, as apparently he wasn't the only bored guy with a ton of glass lenses to play with at the time.

 Despite this, the telescope soon became a hot item that every naturalist or scientist at the time wanted to play with, making it much like the iPad of its day.

One such person was a fellow Dutchman by the name of Anton van Leeuwenhoek, who heard about these microscope doohickeys, and instead of going out and buying one, he decided to make his own.

And it was a strange little contraption indeed, as it looked more like a big paddle the size of a sunglass lens. If he had stuck two together, it probably would have made a wicked set of sunglasses that you couldn't see much out of.

Anyhoo, once Leeuwenhoek had his microscope ready, he went to town, looking at anything and everything he could with them, including the gunk on his teeth.

Yes, you heard right.

He actually discovered bacteria by looking at dental scrapings, which, when you keep in mind that animals didn't brush their teeth much -- if at all -- back then, he must have had a lovely bunch of bacteria to look at.

 When he wrote about his discovery, he didn't call them prokaryot, as we know them today. But he called them "animalcules," because they looked like little animals to him.

While Leeuwenhoek was staring at his teeth gunk, he was also sending letters to a scientific colleague in England, by the name of Robert Hooke.

Hooke was a guy who really loved all aspects of science, so he dabbled in a little bit of everything, including physics, chemistry and biology. Thus it is Hooke who we can thank for the term "the cell, "as he was looking at a piece of cork under his microscope, and the little chambers he saw reminded him of cells, or the rooms monks slept in in their monasteries. Think college dorm rooms, but without the TVs, computers and really annoying roommates.

Hooke was something of an underappreciated scientist of his day --something he brought upon himself, as he made the discover of locking horns with one of the most famous scientists ever, Sir Isaac Newton. Remember when I said Hooke dabbled in many different fields?

Well, after Newton published a groundbreaking book on how planets move due to gravity, Hooke made the claim that Newton had been inspired by Hooke's work in physics. Newton, to say the least, did not like that, which sparked a tense relationship between the two that lasted even after Hooke died, as quite a bit of Hooke's research -- as well as his only portrait --was ... misplaced, due to Newton.

Much of it was rediscovered, thankfully, after Newton's time, but not his portrait, as, sadly, no one knows what Robert Hooke looked like. Fast-forward to the 1600s, where two French scientists discovered something that today we might find rather obvious, but helped tie together what we now know as the cell theory.

The first scientist was Matthias Schleiden, a biologist who liked to study plants under a microscope. From his years of studying different plant species, it finally dawned on him that every single plant he had looked at were all made of cells.

At the same time, on the other end of Germany was Theodor Schwann, a scientist who not only studied slides of plants cells under the microscope and got a special type of nerve cell named after him, but also invented rebreathers for firefighters, and had a kickin' pair of sideburns. After studying animal cells for a while, he, too, came to the conclusion that all animals were made of cells.

Immediately, he reached out via snail mail, as Twitter had yet to be invented, to other scientists working in the same field with Schleiden, who got back to him, and the two started working on the beginnings of the cell theory. A bone of contention arose between them.

As for the last part of the cell theory --that cells come from preexisting cells --Schleiden didn't exactly subscribe to that thought, as he swore cells came from free-cell formation, where they just kind of spontaneously crystallized into existence.

That's when another scientist named Rudolph Virchow, stepped in with research showing that cells did come from other cells, research that was actually -- hmm ... How to put it? --"borrowed without permission" from a Jewish scientist by the name of Robert Remak, which led to two more feuding scientists.

Thus, from teeth gunk to torquing off Darwin, crystallization to Schwann cells the cell theory came to be an important part of quemistry today.

Some things we know about science today may seem boring, but how we came to know them is incredibly fascinating.

So if something bores you, dig deeper.

It's probably got a really weird story behind it somewhere.

EXERCICE 4:To consolidate what has been learned, a conceptual map must be made. The conceptual map must contain these sections, (you can research on some websites to do it properly):

  • The principles of theory,
  • Scientists and their contributions.

Click on the button''THE CONCEPTUAL MAP'' and complete the proposed assignment.

 

LESSON 2: TYPES OF CELLS: PROKARYOTIC AND EUKARYOTIC CELLS(Plant and Animal Cells).ORGANELLES:Structure and Function.2h

TASK 1: For the next step, you have to go to this link ''video: PROKARYOTIC & EUKARYOTIC CELLS'', then use the information from the video to complete the proposed activities when you click on the button ''WORKSHEET ABOUT TYPES OF CELLS''.  By the end of it, students will understand  the differences and similarities that exist between the cells.

https://www.youtube.com/watch?v=RQ-SMCmWB1s

TASK 2: Click on the button ''WORKSHEET ABOUT ORGANELLES'', where you will find  a list of questions that will can be answered with the information of the video:'' PROKARYOTIC & EUKARYOTIC CELLS'' too. Students will be able to identify the organelles and their functions.

TASK 3:An analogy is a similarity between concepts. Analogies can help students build conceptual bridges between what is familiar and what is new. Often, new concepts represent complex, hard-to-visualize systems with interacting parts (e.g., a cell, an ecosystem, photosynthesis). Analogies can serve as early “mental models” that students can use to form limited but meaningful understandings of complex concepts. Analogies can play an important role in helping students construct their own knowledge, a process that is encouraged in the standards and consistent with a constructivist view of learning.

Now, click on the button ''WORKSHEET MAKING  ANALOGIES'' and complete the activities related to analogies.

TASK 4:GROUP DISCUSSION

This is the final task and together, students and teacher, we will discuss all the exercises proposed and all the opinions or suggestions of the students will be taken into account to improve the process of teaching/learning.

If you have completed the two previous lessons,click on the link below to check yourself.

http://www.sheppardsoftware.com/health/anatomy/cell/index.htm

LESSON 3: LEVELS OF ORGANIZATION-2h.

Click on the link below  and complete the tasks related to this video ,on the top of the page you will find the tasks in the button ''TASKS_LEVELS OF ORGANIZATION''.

TASK 1:DISCUSSION TASK_Levels of organization.

TASK 2:READING TASK_The organization of the human body.

https://www.youtube.com/watch?v=ZRFykdf4kDc

LESSON 4:VIRTUAL SCOPE-2h.

In this task students learn the procedures for operating a compound optical light microscope as they would use in a science lab.
They will have to examine 4 slides that contain several specimens in order to learn good microscope technique. For making this, students have to link online virtual microscope.
 
 http://www.udel.edu/biology/ketcham/microscope/
This activity allows to know if the key concepts of slide manipulation, magnification, resolution, field of view and depth of field have been acquired by the students.
 
Click on the button: ''VIRTUAL SCOPE'' and complete the tasks.

 

 

 

 

 

 

 

 

 

 

Clilstore TOPIC’S VOCABULARYTEST 1_ THE CELL THEORYTHE CONCEPTUAL MAPWORKSHEET ABOUT TYPES OF CELLSWORKSHEET ABOUT ORGANELLESWORKSHEET_MAKING ANALOGIESTASKS_LEVELS OF ORGANIZATIONVIRTUAL SCOPE

Short url:   https://clilstore.eu/cs/5109