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Enzymes giuseppe venturi rete elabfor clil


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lesson plan green chemistry enzymes rete e-lab for clil

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Enzymes giuseppe venturi rete elabfor clil

  1. 1. ENZYMES And Green Chemistry by Mr. Giuseppe Venturi The AIM of this unit is to study specific aspects of enzymes through the medium of English. RETE E-LAB FOR CLIL
  2. 2. Content Teaching objectives: to enable learners to understand that enzymes play an important role into chemical reactions; to develop learner’s abilities to classify the different types of enzymes in several reactions; to encourage in students an attitude of scientific enquiry, of curiosity and self-discovery through individual study, personal initiative and team work in chemistry lab. Learning outcomes: by the end of this unit learners will be able to: KNOW: the enzymes and their classification the importance of activation energy and how it can be altered. the chemical nature of enzymes, how they affect reactions, and the factors that affect their performance. BE ABLE TO: Explain the various ways in which enzymes increase the rate of biological reactions. Understand how different environmental factors affect enzyme activity Research enzymes application BE AWARE that enzymes have very useful applications in real life (GREEN ECONOMY)
  3. 3. Communication: The students will have expanded their vocabulary in the field related to biochemistry They will have practiced the use of nouns, verbs and expressions to explain an enzyme- catalized chemical reaction. They will have practiced the impersonal language to speculate about scientific and technological topics. They will present a ppt presentation in L2 with appropriate vocabulary They will able to write a short article for the school scientific website 1) ANALYSE: the content can be analysed. This is the language of learning. 2) ADD : strategies for reading and understanding a difficult text. classroom talk, discussion, task demands. the learning will be scaffolded eg through the use of language frames to help and support. This is the language for learning. 3) APPLY/ASSURE : tasks and opportunities which enable learners to extend their cognitive skills and cultural awareness. This will involve exploring how thinking skills have been incorporated into the lesson plan in order to advance learning.. This is language through learning. Cognition: Refers to the critical thinking skills that students use to engage with and understand course content, to solve problems and to reflect on their learning. Instructing. Predicting. Comparing and Contrasting. Culture:Be aware of the role of enzymes and catalyzers in saving time in chemical reactions of real life . Work individually and in group, to be able to get information from texts in L2.
  4. 4. Students: 5° grade Time: 16 hours +4 h(research and selection of texts and materials, creation of worksheets) Method: frontal instruction, scientific models on the web, websites with animations, youtube. E-learning (whatsapp, google drive, file sharing) Materials: slides, notes of the teacher, book, worksheets Assessment: production of a presentation on enzymes and an article .
  5. 5. step time Objective 1 60’ T to SS SS to T PREREQUISITES: get information about learner’s chemistry knowledges. Use some pictures. Short questions and answers (Speaking) information gap activities; jigsaw readings and listenings, jumble activity. 2 60’ T to SS SS to T SS 30’ WARMING UP (Listening): different videos about catalyst in real life to familiarize with the topic; (use of website resources) take notes and answer; use questions true/false, multiple choice, short answer questions (What? Where? When? Who? Which? Whose? Why? How?), matching quiz (writing/speaking) 3 T to SS 30’ SS 15’ SS 15’ SS 60’ PRESENTATION (first part) reading Skimming (true/false, answer the questions) Scanning (answer the questions, fill the gap, match) group activities watching a video (listening/speaking) 4 T to SS 30’ SS 15’ T to SS 15’ PRESENTATION (second part) reading reaction energy graph Describe graphs (websites and online test) enzyme classification exercises true-false match (reaction/enzyme) Additional activities Enzyme in Action (YOUTUBE) Time-line for lesson plan 8-9-10 11-12-13 14-15-16-17 18-19-20-21
  6. 6. step time Objective 5 T to SS 35’ SS 25’ Watching videos (TED) On line test (Mc Graw and Hill) (check in progress) 6 T to SS 90’ SS to T 30’ SS 30’ PRESENTATION (third part) reading /listening Enzymes application in real life enzymes in action enzymes in washing powders Ask and answer question, oral report (Check in progress) Speaking ; research on the net Writing: short T/F ; match test ; writing short sentences using the terms of the match exercise , writing short sentences using the terms of the match exercise (Check in progress) 7 T to SS 90’ SS to T 30’ SS 30’ PRESENTATION (fourth part) reading /listening Fermentation, biogas production , GREEN INDUSTRY; application in our country Ask and answer question, oral report (Check in progress) Speaking ; research on the net Writing: short T/F ; match test ; writing short sentences using the terms of the match exercise Time-line for lesson plan 24-25-26-27 21 22-23
  7. 7. step time Objective 8 SS 60’ T to SS 30 ‘ BRAINSTORMING (speaking) in small groups to research and explain key words (fill a pivot table) MORE PRACTICE: word transformation create MP3 audiofiles with: from text to speech website enzyme vocabulary, flashcards, crossword, Tagul is an online word cloud generator, powtoon. Reading a scientific article (exploiting the text) GRAMMAR: linking words and connectors Word transformation 9 SS 120 ‘ SS 60’ for each group 15’ SS work in pair PRODUCTION individual work: reading the text analyzing and rewriting PRODUCTION 4 groups ; each group is composed by five students. Students prepare a powerpoint presentation with 10 slides (oral/written) PRODUCTION: INFOGRAPHIC 10 ASSESMENT Grading Rubrics Time-line for lesson plan 28 29-30-31-32-33-34-35 36 37-38-39-40-41
  8. 8. Prerequisites T to SS and SS to T Get information about what the students know in terms of Contents obligatory language Content compatible language The words of chemistry students are only likely to come across these words in particular lessons: Molecule Reactant Product Chemical reaction Macromolecule Polymer Monomer Protein Aminoacid Intermolecular forces Students may come across such words in a variety of context: Bond react Form Break Link Join carry out Observe set up Add Measure Form Numbering and ordering words TIMELINE
  9. 9. We can use some visual information... to bring out necessary prerequisites. And students can explain what the picture dealing with What does this picture represent? Do you remember...? In which topic did we talk about...? Short answer and questions TIMELINE
  10. 10. Learning ideas on collecting information Information gap activities provide an opportunity for extended speaking practice, they represent real communication, motivation can be high. Typical types of information gap activities: describe and draw, spot the difference, jigsaw readings and listenings: Learners hear or read different parts of a text, then exchange information with others in order to reconstruct the information in the text. jumble tasks In a jumble activity learners need to put sentences or paragraphs from a text, or pictures illustrating a text, into the correct order. TIMELINE
  11. 11. WARMING UP T to SS and SS to T Listen carefully And make notes in your workbook. You will be quizzed after every animation so listen! I’ll use different youtube animations , with English subtitles and transcription, about our topic. We can listen the first time and after use the subtitles. LET’S LISTENING AND READING ACTIVITY TIMELINE
  12. 12. We can use questions true/false, multiple choice, short answer questions 1) What is a catalyst? 2) The catalyst after the chemical reaction is changed V F 3) In the first chemical reaction of the movie Who is the catalyst added to the Hydrogen peroxide solution? 4) What gaseous molecule is generated? A) hydrogen B) oxygen C) chloride 5) Why the catalyst speed up the reaction? 6) Where is used three ways catalytic converter? 7) In the second chemical reaction of the movie Who is the catalyst added to the Hydrogen peroxide solution? A) Cu B) Pt C) Cr 8) What is the difference between the two chemical catalyzed reactions? 9) What are the molecules produced by catalytic converter? TIMELINE
  13. 13. questions after watching video on whatsapp group (Flipped classroom) TIMELINE
  14. 14. PRESENTATION FIRST PART: READING ACTIVITY Skimming SS (true/false, answer the questions) to get only the main ideas and a general overview of the content Scanning SS (answer the questions, fill the gap, match) to locate a specific fact or piece of information. Catalysis is the change in speed (rate) of a chemical reaction due to the help of a catalyst. Enzyme is a "biological catalyst." "Biological" means the substance in question is produced or is derived from some living organism. "Catalyst" denotes a substance that has the ability to increase the rate of a chemical reaction, and is not changed or destroyed by the chemical reaction that it accelerates. Many chemical reactions do proceed but at such a slow rate that their progress would seem to be imperceptible at normally encountered environmental temperature. Enzymes allow reactions that are necessary to sustain life proceed relatively quickly at the normal environmental temperatures. To catalyze a reaction, an enzyme will bind to one or more reactant molecules, known as its substrates. In some reactions, a single substrate is broken down into multiple products. In others, two substrates may come together to create one larger molecule. For any biological reaction there's probably an enzyme whose job is to catalyze that reaction! TIMELINE
  15. 15. The part of the enzyme where the substrate binds is called the active site (since that’s where the catalytic “action” happens). Usually, the active site will be a pocket or cleft in the enzyme’s surface, and it's often just a small part of the overall molecule. In a protein enzyme, the active site gets its properties, including its shape and ability to bind substrates, from the amino acids that make it up. These amino acids may have side chains that are large or small, acidic or basic, hydrophilic or hydrophobic. The set of amino acids present in the active site, along with how these amino acids are organized in 3D, creates a specialized environment in the active site that can bind to a specific substrate. In other words, the active site is just the right size, and has just the right pattern of charges, for the correct substrate to fit inside. This is often referred to as "the lock and key" model. VIDEO: HOW ENZYMES WORK
  16. 16. The general equation for an enzyme reaction is: Substrate + Enzyme → Substrate:Enzyme → Product:Enzyme → Product + Enzyme Enzymes lower the activation energy of a reaction by forming an intermediary complex with the substrate. This complex is called an enzyme-substrate complex WOW!!! DOES It looklikea Pacman??? TIMELINE
  17. 17. Key and Lock Demonstration- Specificity of an Enzyme Group activities of speaking First activity 1. Start with an introduction that catalyst acts like a lock with a key. 2. Insert the right key to the lock and open it. 3. Pick another random keys from students, and insert them into the locker. 4. Ask students why the lock didn’t open this time. 5. link the discussion to the catalyst. Catalysts need the right “key” to reactSecond activity 1. Distribute any puzzle piece to students. There is one unique puzzle set per pair of students. 2. Decide what their “reaction” will be when they found their partners. (i.e. specific dance type, specific facial expression, sport, etc.) 3. Allow students to go around the classroom and figure out their partners. 4. When two students find complementary puzzle pieces, they can start reaction. Third activity: problem solving Student ,working in pair, have to search on the net similar molecules that can link with a specific enzyme in the same way. TIMELINE
  18. 18. Enzymes perform the critical task of lowering the activation energy of the reaction, the amount of energy that must be put into the reaction before it can begin. Enzymes lower activation energy by binding to the reactant molecules and positioning or bending them in a way that makes the breaking of existing bonds, and the formation of new ones, take place more readily. It is important to realize that they don’t change a reaction’s ∆G value (don’t change whether a reaction is energy-releasing or energy-absorbing overall). This is because they don’t affect the free energy of the reactants or products. They just reduce the activation energy by making it easier for molecules to reach the transition state (the unstable intermediate state at the top of the energy “hill” of the reaction), as shown below. PRESENTATION SECOND PART: READING ACTIVITY T to SS TIMELINE
  19. 19. Enzymes have been classified by the International Union of Biochemistry into six classes: Oxido-reductases: catalyse transfer of electrons Transferases: move functional group from one molecule to another Hydrolases: add –OH (hydroxyl) group Lyases: split chemical bonds A-B → A +B Isomerases: A → B where B is an isomer of A Ligases: join two large molecules: A+ B → A-B
  20. 20. Some enzymes, like those we are discussing in this lesson, are important for breaking down large macromolecules, such as carbohydrates, proteins, lipids, and nucleic acids into smaller molecules, such as sugars, water, and the carbon dioxide that we breathe back into the atmosphere. Such enzymes are essential for digestion of foods. A common enzyme that may be familiar is lactase; people lacking this enzyme cannot digest milk, since they are unable to break down the milk sugar, lactose. Digestive enzymes are classified based on their target substrates: proteases and peptidases split proteins into small peptides and amino acids. lipases split fat into three fatty acids and a glycerol molecule. amylases split carbohydrates such as starch and sugars into simple sugars such as glucose. nucleases split nucleic acids into nucleotides. In the human digestive system, the main sites of digestion are the oral cavity, the stomach, and the small intestine. Digestive enzymes are secreted by different exocrine glands including: Salivary glands Secretory cells in the stomach Secretory cells in the pancreas Secretory glands in the small intestine
  21. 21. Additional Activity Enzyme in Action (T to SS) 1. Distribute one cracker to each students. 2. Instruct the students to put the cracker into their mouth and chew it up without swallowing. 3. You will notice that as enzymes break down the carbohydrates in the cracker, the cracker actually starts to taste sweeter. Video Demonstration (T to SS) 1. Show a SIMPLY LAB EXPERIMENT ABOUT AMYLASE on 2. Watch enzyme action and hydrolysis of sucrose on 3. Funny video on Students make the on line test on their pc.(SS on line test) TIMELINE
  22. 22. Catalysts are also important in non-living things. Because stains are made of different types of molecules, a range of enzymes are needed to break them down. Web site:click Enzymes in washing powders For example, as you saw the last lesson in the second video, inside a car, there is a catalytic converter. This part uses combustion reaction. Catalytic combustion is a chemical process that uses a catalyst to speed desired oxidation reactions of a fuel and so reduces the formation of undesired products, especially pollutant nitrogen oxide gases (NOx) far below what can be achieved without catalysts. PRESENTATION THIRD PART: READING ACTIVITY T to SS CLICK and have a look to the cleaning glossary TIMELINE Enzymes application in real life enzymes in action
  23. 23. Ask and answer question, oral report (Check in progress)Speaking ; research on the net Writing: short T/F ; match test ; writing short sentences using the terms of the match exercise (Check in progress) TIMELINE Proteases break down proteins, so are good for blood V F Amylases break down starches V F lipases break down fats and grease V F
  24. 24. Fermentation is a process involving enzymes in which a compound rich in energy is broken down into simpler substances. It also is sometimes identified as a process in which large organic molecules (those containing hydrogen and carbon) are broken down into simpler molecules as the result of the action of microorganisms working anaerobically, or in the absence of oxygen. The most familiar type of fermentation is the conversion of sugars and starches to alcohol by enzymes in yeast.The process is sometimes termed alcoholic or ethanolic fermentation. Numerous enzymes are needed to carry out this sequence of reactions, the most important being zymase, which is found in yeast cells. PRESENTATION (fourth part) reading /listening
  25. 25. INDUSTRIAL APPLICATIONS: A mixture of about 90% gasoline and 10% alcohol, gasohol burns more cleanly that gasoline alone and provides a promising method for using renewable resources (plant material) to extend the availability of a nonrenewable resource (petroleum). Furthermore, the alcohol needed for this product can be obtained from the fermentation of agricultural and municipal wastes. The applications of fermentation span a wide spectrum, from medicines that go into people's bodies to the cleaning of waters containing human waste. Some antibiotics and other drugs are prepared by fermentation: for example, cortisone, used in treating arthritis, can be made by fermenting a plant steroid known as diosgenin. In the treatment of wastewater, anaerobic, bacteria are used to ferment organic material. Thus, solid wastes are converted to carbon dioxide, water, and mineral salts.
  26. 26. fermentation biogas production ; application in our country enzymes to solve our country issue: xylella Green economy
  27. 27. Check in progress SS to T Ask and answer question, oral report (speaking) Which of this things are made using catalysts or enzymes? If you don’t know the answer research it on the net. SS : short T/F; match test ; write 5 short sentences using verbs of exercise 2(Writing) TIMELINE
  28. 28. BRAINSTORMING SS SPEAKING After READING, you could put a few key words from the lesson onto the whiteboard and ask students to explain them. You could then ask them to very quickly brainstorm in small groups other words they would expect to come across in your lesson. This has the advantage of creating interest in your topic and of acting as a diagnostic of what they already know. When they have finished brainstorming, you can ask groups to call out words, and write those key words on which you want to focus on the whiteboard. You can then add other words that you identified when planning the lesson. Students can research on the net some unknown key words and try to define them. GRAMMAR T to SS Linking words and connectors Scientific collocations GRAMMAR WORD TRANSFORMATION TIMELINE
  29. 29. Students after brainstorming have to fill the pivot table with Key words (language of CLIL) Discussing and describing terms (language for CLIL) speaking word adjective verb Phrasal verb Catalyst Capable Catalyze Speed up/ accelerate Substrate Biological join Act on/react Molecule Unchanged allow Break down/ separate Enzyme Complex attract Take place/happen Active site* Tertiary break Take up/accept Reaction Endergonic become Turn into/change energy exergonic release .... Bond Catabolic form .... Amount anabolic orient .... Activation energy specific raise .... shape ... accelerate .... *If you click on you can listen the definition created with fromtexttospeach
  30. 30. On this website it is possible to read and to listen the definition of the term We can use on another website interactive flashcards for definitions Students can use TAGUL to create with key words a funny picture TIMELINE
  31. 31. Let’s solve a crosswork!!! A C T I V E S I T E
  32. 32. PRODUCTION: 1) READING ANALYZING AND REWRITING a short article SS individual work (language through CLIL) Students read a scientific text about enzymes and rewrite it anlyzing industrial and analytical application of enzymes 2) POWERPOINT PRESENTATION SS ( 4 groups work) for each group 20’ each group is composed by five students. Students prepare a powerpoint presentation with 10 slides (oral/written) TIMELINE 3) CREATE AN INFOGRAPHIC SS work in pair on example 1 example 2 What is an infographic? Infographics use pictures, images, and colors along with content to completely illustrate and understand data. Why use an Infographic? To communicate a message. To present large amounts of information in a compact and easy to understand way. To reveal the data, discover cause-effect relations, and identify relationships among data. To monitor changes or trends in data.
  33. 33. A (4) B (3) C (2) D/F (1/0) 1 Focus: Purpose Purpose is clear Shows awareness of purpose Shows limited awareness of purpose No awareness 2 Main idea Clearly presents a main idea and supports it throughout the paper. There is a main idea supported throughout most of the paper. Vague sense of a main idea, weakly supported throughout the paper. No main idea 3 Organization: Overall Well-planned and well- thought out. Includes title, introduction, statement of main idea, transitions and conclusion. Good overall organization, includes the main organizational tools. There is a sense of organization, although some of the organizational tools are used weakly or missing No sense of organization 4 Organization: Paragraphs All paragraphs have clear ideas, are supported with examples and have smooth transitions. Most paragraphs have clear ideas, are supported with some examples and have transitions. Some paragraphs have clear ideas, support from examples may be missing and transitions are weak. Lack clear ideas 5 Content Exceptionally well-presented and argued; ideas are detailed, well-developed, supported with specific evidence & facts, as well as examples and scientific language. Well-presented and argued; ideas are detailed, developed and supported with evidence, details and scientific language. Content is sound and solid; ideas are present but not particularly developed or supported; some evidence, of a generalized nature. Content is not sound 6 Research (if assignment includes a research component) Sources are exceptionally well-integrated and they support claims argued in the paper very effectively. Sources are well integrated and support the paper’s claims. There may be occasional errors. Sources support some claims made in the paper, but might not be integrated well within the paper’s argument. The paper does not use adequate research or if it does, the sources are not integrated well. Grading Rubric for Writing Assignment
  34. 34. 7 Style: Sentence structure Sentences are clear and varied in pattern, from simple to complex, with excellent use of punctuation. Sentences are clear but may lack variation; a few may be awkward and there may be a few punctuation errors. Sentences are generally clear but may have confuse structure or unclear content; there may a lot of punctuation errors. Sentences aren’t clear 8 Style: Word choice, Tone There is clear use of a personal and unique style of writing, suited to audience and purpose; the paper holds the reader’s interest with ease. There is an attempt at a personal style but style of writing may be unsuited to audience and purpose; the reader may lose interest in some sections of the paper. There is little attempt at style; reads as flat and perhaps uninteresting in content, which is usually generalized and clichéd. No attempt at style 9 Style: Details and Examples Large amounts of specific examples and detailed descriptions. Some use of specific examples and detailed descriptions. May have extended examples that go on for too long. Little use of specific examples and details; mostly generalized examples and little description. No use of examples 10 Grammar Excellent grammar, spelling, syntax and punctuation. A few errors in grammar, spelling, syntax and punctuation, but not many. Shows a pattern of errors in spelling, grammar, syntax and/or punctuation. Continuous errors Grading Rubric for Writing Assignment
  35. 35. PowerPoint Presentation Grading Sheet Received final version of presentation three days before the date of presentation. (0 or 5) Technical Content (50%) Covered major issues (0 – 15) Avoided unrelated issues (0 – 15) Began with an introduction (0 – 5) Ended with a summary (0 – 5) Technical terms are well-defined in language appropriate for the target audience.(0-10) Style (45%) Voice was loud and clear. (0 – 3) Maintained eye contact with audience. Did not read from screen. (0 – 4) Avoided reading the entire presentation. Appeared comfortable with subject matter. Appropriate reliance on notes. (0 – 5) Speaker uses body language appropriately. (0 – 2) Slides had easy to read color scheme. (0 – 3) Used transition between slides. (0 – 3) Slides had appropriate animation effects. (0 – 3) Clip art used to “dress up” presentation. (0 – 5) Avoided wordy slides, (0 – 3) Stayed in 7 – 10 minute range. (0 – 5) Appropriate self -confidence(0 – 2) Limited use of filler words (“umm,” “like,” etc.). (0-2) Graphs/figures are clear and understandable. (0-5) Total 0
  36. 36. Student Self Evaluation Form for Group Work Rating scale: Poor 1-2 Below average 3-4 Average 5-6 Above average 7-8 Superior 9-10 MEMBER’S NAMES Your name: Member name Member name Member name 1. Attendance : At all group meetings in and out of class time 2. Attitude : Open-minded, objective, respected other’s ideas, positive, didn’t complain 3. Contribution to the group’s task functions: Provides or asks for information and opinions, initiates discussion, clarifies, summarizes, evaluates, energizes, etc. 4. Contribution to the group’s maintenance functions: Serves as encourager, harmonizer, compromiser, tension releaser, 5. Contribution to effective and efficient group process: Avoids self-centered roles, follows the agenda, respects and adapts to member traits and differences, etc. 6. Readiness to contribute: Well-prepared 7. Willingness to contribute: Level of commitment to group’s goal; willingness to share, listen, adapt, exercise responsibility, etc. 8. Ability to contribute: Communication skills and technical skills 9. Ability to deal with difficulties: Apathy, deviant members, hidden agendas, etc. 10. Overall Effectiveness