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Archive for the ‘3 ESO’ Category

Desde el departamento de Biología y Geología nos sumamos al Imagen3Proyecto NaveLuna con la actividad que se resume a continuación:

A lo largo de diferentes sesiones de clase se fue desarrollando el temario con referencias a puntos de unión entre las Ciencias Naturales y la navegación, así se nombró el carácter aventurero de Félix de Azara, la importancia del viaje a bordo del Beagle para el desarrollo de la Teoría de la Evolución por Charles Darwin, el caso de la extinción del pájaro Dodo y en general se trató de unir la idea de navegación al concepto de exploración y desarrollo del conocimiento traspasando la idea de conquistas y batallas.

Con cada una de las referencias anteriores se colgó una imagen de grabado en el pasillo del instituto.Estas breves pinceladas que hacían aparecer en clase el tema de la navegación culminaron con la presentación del caso del Dr. James Lind y su trabajo en el siglo XVIII para encontrar la cura al escorbuto.

El escorbuto (deficiencia en Vitamina C) era una enfermedad habitual en las tripulaciones que emprendían grandes travesías, era conocida como “la peste del mar” o “la enfermedad de los piratas” y se le atribuían diferentes orígenes aunque la verdadera causa estaba en el déficit de Vitamina C por una dieta carente de fruta y verdura fresca.

En una expedición en la que Lind contó con 12 tripulantes enfermos de escorbuto, planteó un experimento tratando a cada par de enfermos de forma diferente y así llego a concluir el efecto positivo que tenían los zumos de cítricos para su cura y prevención. Al regresar a tierra firme, Lind escribió y publicó en 1753 el “Tratado sobre la naturaleza, las causas y la curación del escorbuto”.

 

Esta historia de navegación y ciencia nos condujo hasta el laboratorio de ciencias de la naturaleza donde nos planteábamos identificar la diferencia entre dos zumos problema para determinar cuál tendría un mayor contenido en Vitamina C, o ácido ascórbico, y por tanto sería el más apropiado si debiéramos emprender un largo viaje en barco.

 

El experimento en cuestión se llevó a cabo con una estimación indirecta con el uso de harina de maíz y lugol. Se pueden consultar aquí (http://www.cac.es/cursomotivar/resources/document/2009/9.pdf  ) o aquí (http://pendientedemigracion.ucm.es/info/analitic/Asociencia/Vitamina%20C.pdf) el protocolo y método para desarrollar el experimento de determinación de la Vitamina C.

 

Más información:

http://elbustodepalas.blogspot.com.es/2010/11/james-lind-el-hombre-que-encontro-la.html

https://es.wikipedia.org/wiki/James_Lind

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This is a 15 minutes short  video of amazing images flying over, hiking and discovering the magical Aragonese mountain Monte Perdido. This  scientific geology documentary made for the Pyrenees National Park (France) and the Comarca de Sobrarbe (Spain) in collaboration with UNESCO shows all the beutyness of the highest limestone peak in Europe in the heart of the spectacular central massif of the Pyrenees, at Ordesa y Monte Perdido National Park.

Video also in French at this location: vimeo.com/112795337

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  • This is a 3 minutes video with Peter Menzel´s work from the book Hungry Planet: “Their project, “Hungry Planet,” depicts everything that an average family consumes in a given week–and what it costs — laid out in thought-provoking detail.”  (from Hungry Planet: What The World Eats | TIME)

  • Here comes an IGCSE question related to this topic and quite close to the Peter Menzel’s work

pieCHARTS_DietIGCSE

2.1 shows pie charts of the diets of two twelve year old girls, one from Europe and one from Africa.

Using information from 2.1, complete the table to compare the African diet with that of the European diet. In each box, write more or less or the same. (0.25)

dairy products cereals meat, eggs, fish sugar, sweets vegetables, fruit
African diet contains

(b)  The daily energy intake is provided mainly by carbohydrates and fats.

Select one of the food groups from Fig. 2.1 that would provide a good source of…: (0.25)

Carbohydrates: ____________________

Fats: ___________________________

(c)   With reference to the pie charts: (1)

suggest why the African girl may not grow as fast as the European girl;

suggest why the European girl is more likely to suffer from scurvy (deficiency of vitamin C) than the African girl;

suggest why the European girl is more likely to suffer from constipation and colon cancer than the African gir


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On  a day like today:December 3, 1967, South African surgeon Christiaan Barnard conducted the first heart transplant .

So today is a great opportunity to introduce her this CLIL activity we develop with assistant teacher mixing our Cardiovascular system topic with some idioms and quotes related to the heart.

BuenosDias- zombra

Illustration: Good morning by zombra

At the beginning: a first relaxed-activity  to warm up and review.

You can ask them to tell you what are we studying… and they tell you it is the cardiovascular system.

 Quotes and idioms.

Then you could read some quotes or poems related to heart and / or blood.Ask questions to the kids about the quotes. Why the presence of words like heart or blood in them?

e.g.

Vipin Sharma:
Love the heart that hurts you, but never hurt the heart that loves you.

 

Buddha:

Your work is to discover your work and then with all your heart to give yourself to it.

 

Some more quotes

http://thinkexist.com/quotes/with/keyword/heart/

And then idioms, what do they think it means…

Idioms from here

http://idioms.thefreedictionary.com/heart

http://idioms.thefreedictionary.com/blood

 Cardiovascular system questions.

Coming back to the cardiovascular science topic, not so far from poetry, you can as them to explain you:

What is the function of heart?

Draw the heart on the whiteboard

What chambers does it have?

Types of blood vessels? Differences-

Functions of blood?

What is diastole?

And systole?

Heart diseases.

Then we can get to the topic: heart diseases:

What cardiovascular diseases do they know? Let´s focus on heart attack, angina, hemophilia and blood clot.

What are the risk factors for these diseases? Let´s distinguish internal factors (as genetics) and external (diet and life style –exercise, smoking).

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Even if it lasts some 15 minutes this one is a good resource to understand how the respiratory system works:

This other one: The Respiratory System ,  lasting 3 minutes and a half, is a good video to achieve a general view of the Respiratory System Unit:

By EducationWithVision

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In this document you can find a good and short compilation of useful web pages to follow the 3ESO Biology and Geology Syllabus.
These references came either from http://www.bbc.co.uk/bitesize/ks3/

or from http://e-learningfoundation.skoool.co.uk/keystage3.aspx?id=63 .
Both sites are excellent biology resources.
 

 

This document with the links included could become a virtual text book for this level (3º ESO bilingual program) and it could also be used as a review guide for summer hollidays.

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This week we are finishing the school year in 3º ESO and 4º ESO speaking about the human impacts on the environment and the possible answers or solutions to these problems. Sustainability is a key term to face this matter, and  in this presentation you have a good approach of it.

I found this good presentation at the great CLIL-Biology site: Science Helpdesk – 

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