Cellular Respiration Worksheet, Exercises of Cell Biology

Download Cellular Respiration Worksheet and more Exercises Cell Biology in PDF only on Docsity! Cellular Respiration Worksheet 1. What are the 3 phases of the cellular respiration process? Glycolysis, Krebs Cycle, Electron Transport 2. Where in the cell does the glycolysis part of cellular respiration occur? in the cytoplasm 3. Where in the cell does the Krebs (Citric Acid) cycle part of cellular respiration occur? in the mitochondria 4. Where in the cell does the electron transport part of cellular respiration occur? in the mitochondria 5. How many ATP (net)are made in the glycolysis part of cellular respiration? 2 (net) 6. How many ATP are made in the Kreb’s cycle part of cellular respiration? 2 7. How many ATP are made in the electron transport part of cellular respiration? 32 – 34 8. In which phase of cellular respiration is carbon dioxide made? Krebs Cycle 9. In which phase of cellular respiration is water made? Electron Transport 10. In which phase of cellular respiration is oxygen a substrate? Electron Transport 11. In which phase of cellular respiration is glucose a substrate? Glycolysis 12. On average, how many ATP can be made from each NADH during the electron transport process? 3 13. On average, how many ATP can be made from each FADH2 during the electron transport process? 2 14. What would happen to the cellular respiration process if the enzyme for one step of the process were missing or defective? The entire process beyond that point could not happen. 15. What happens to the high-energy electrons (and hydrogen) held by NADH if there is no O2 present? If no oxygen is present, the pyruvic acid must take the electrons (and their hydrogens) back. 16. Explain why this happens. This happens because there are only a small number of NAD+ molecules in the cell. They must be reused to keep glycolysis going with additional glucose molecules. This means they need to “unload” the electrons from NADH by giving them to some other molecule. Since the pyruvic acid cannot continue on to the Krebs cycle when there is no oxygen present, it receives the electrons. This allows the glycolysis portion of cellular respiration to continue even when O2 is not present. This process of making ATP in the absence of O2 is called fermentation 17. What is the overall reaction for fermentation in yeast? Glucose  2 Ethyl alcohol + 2 CO2 + 2 ATP + Heat 18. What is the overall reaction for lactic acid fermentation? Glucose  2 Lactic Acid + 2 ATP + Heat 19. Only a small part of the energy released from the glucose molecule during glycolysis is stored in ATP. How is the rest of the energy released? (HINT: It is a product in the overall reaction for cellular respiration.) It is released as heat. ANSWERS FOR THE BONUS WILL BE POSTED AFTER THE TEST. BONUS – Answer the questions below on a separate sheet of paper and turn them in before the test. They are worth a possible of 5 bonus points on the test. 20. When your cells use fat for energy, the fatty acids are broken up into molecules of acetyl CoA. Predict how many ATP can be made from one molecule of acetyl CoA if oxygen is present. Show your work. 21. Suppose that each fatty acid in a certain fat can make 9 molecules of acetyl CoA. Predict how many ATP can be made from the fatty acids in this fat. (Remember there are 3 fatty acids in the fat molecule.) SUMMATIVE FORMATIVE  task performance  content mastery  communicative competence  participation  effort  collaborative engagement ASSESSMENT TASKS  objective tests: multiple choice, true/false  oral presentations  open questions ATTACHED DOCUMENTS 1. Video: https://www.youtube.com/watch?v=-Gb2EzF_XqA 2. Worksheet 1 3. Worksheet 2 4. Worksheet 3 5. Worksheet 4 6. Rurbic oral presentations 7. Text 8. Pre test 9. Post test Post-Test Respiration The correct answer for each question is indicated by a . 1 If ATP synthase is enzymatically neutralized within a cell, which of the following consequences would be the most logical outcome? A) Negative feedback will be decreased, causing faster ATP production. B) The electron transport chain will slow down. C) The cell will have no mechanism to make ATP and will die. D) Phosphylation of ADP will decrease. E) All of the above will occur. 2 For one molecule of glucose, what is the maximum number of ATP molecules created directly from the Krebs cycle? A) 1 B) 2 C) 3 D) 4 E) 5 3 What is the name of the mechanism by which pyruvate dehydrogenase is inhibited by the end- product of the biochemical pathway? A) Anabolism B) Catabolism C) Regulation D) Negative inhibition E) Anti-phosphorylation 4 During yeast fermentation, CO2 is produced, but animal cells do not produce CO2. What is the difference in their fermentation strategies? A) Yeast fermentation creates ethanol. B) Animal cells create ATP and ethanol. C) Animal cells do not undergo fermentation. D) Yeast cells ferment pyruvate to lactic acid. E) There is no difference in their fermentation pathways. 5 Which of the following argues most strongly for glycolysis as one of the most primitive biochemical pathway? A) It does not require oxygen in order to function. B) It occurs in the cytoplasm of cells. C) It is exergonic, and therefore obeys the laws of thermodynamics which are fundamental to chemistry and physics. D) This biochemical pathway has been retained by all living organisms. E) There is no evidence that glycolysis is primitive 6 Cellular respiration is A) the utilization of oxygen in a cell. B) the oxidation of organic compounds to extract energy from chemical bonds. C) production of ATP in a cell. D) the conversion of the energy of sunlight to chemical energy. E) reduction of NADH to drive chemical reactions in a cell. 7 Because it has 6 carbons, glucose can power 6 cycles ("turns") of the Krebs cycle A) True B) False 8 Which of the following statements is false? A) Some ATP is consumed in glycolysis. B) The end product of glycolysis is lactic acid or ethanol. C) Some ATP is created through substrate-level phosphorylation. D) Overall, glycolysis releases energy and is thus termed exergonic. E) All of the above statements are true. 9 Where in a eukaryotic cell does pyruvate oxidation occur? A) In the mitochondrion. B) In the electron transport chain. C) In the cytoplasm, just like in prokaryotes. D) Anywhere in the cell, provided pyruvate dehydrogenase is present. E) In ribosomes. 10 The Krebs cycle is responsible for making most of the cell's ATP. A) True B) False 11 Which of the following is most directly responsible for creation of ATP at the mitochondrial inner membrane? A) NADH B) A proton gradient C) FADH2 D) Movement of electrons along the membrane itself E) The activity of NADH dehydrogenase 12 Which of these is one of the correct reasons that less than the theoretical amount of ATP (36- 38) is actually created during aerobic respiration? A) Because of the efficiency of chemiosmosis, the result is actually much higher. B) FADH2 actually consumes some ATP. C) The cell membrane is somewhat leaky to electrons. D) The proton gradient can facilitate other tasks besides ATP synthesis. E) You have to add in ATP produced during glycolysis, which has nothing to do with oxidation. 13 True or False: The purpose of fermentation is to make ethanol. A) True B) False 14 What process must occur to allow amino acids to be catabolized for energy? A) Deamination B) Depurination C) Dephosphorylation D) Dehydration E) Deoxygenation 15 Primitive prokaryotes probably used H2S instead of water as a source of electrons. What LANGUAGE OBJECTIVES by the end of the module the students will be able to… look up information, analyse and summarize it, even using dictionary understand and illustrate concepts, relating them with specific lexis interact both with schoolmates and teacher RESOURCES & MATERIALS  slides  videos  websites  texts accompanied by illustrations  files MP3  worksheets  smart board  computer  texts accompanied by illustrations SKILLS  Ability to analise, report and give reasons of phenomena and concepts  Digital competence LANGUAGE SKILLS  Reading comprehension without the help of dictionary  To describe a process, either orally or in the written form, using specific lexis and mastering the syntax ACTIVITIES TEACHER’S STUDENT’S LANGUAGE  Introducing the topic by multimedia, skimming and scanning the documents  worksheets on lexis and contents  Watching videos,  taking notes  team work  glossary  Matching words and definitions  listening and labelling pictures  listening and filling-in the gaps FINAL PROJECT  PPT group presentations ASSESSMENT CRITERIA SUMMATIVE FORMATIVE  task performance  content mastery  communicative competence  participation  effort  collaborative engagement ASSESSMENT TASKS  objective tests: multiple choice, true/false  oral presentations  open questions ATTACHED DOCUMENTS (Allegati) 1. Video: https://www.youtube.com/watch?v=-Zyk0H1HmjA 2. Worksheet 1 3. Worksheet 2 4. Worksheet 3 5. Test 6. Text Digestive System The correct answer for each question is indicated by a . 1 INCORRECT Another term for the swallowing of food is ______________________. A)digestion B)ingestion C)deglutition D)peristalsis 2 INCORRECT The serous membrane that passes from the lesser curvature of the stomach and the upper duodenum to the inferior surface of the liver is the _____________________. A)visceral peritoneum B)mesentery C)greater omentum D)lesser omentum 3 INCORRECT Which of these is not a feature of the mucosa of the gastrointestinal tract? A)lamina propria B)goblet cells C)myenteric plexus D)plicae circulares 4 INCORRECT Adults have __________ true molars. A)4 B)8 C)12 D)16 5 INCORRECT Teeth are composed of a number of substances, the bulk of which is __________________. A)enamel B)gingiva C)cementum All animals need to eat ______________ to get ____________ to live. But in order to use this food, they have to break it down in a process called __________________. And so, all animals have a group of connected organs called the digestive __________________. In humans, the process of digestion begins in the _____________ where food is ________________ into small pieces by the teeth. The _______________ helps by moving these pieces around. These pieces are covered by ________________, or spit. The saliva makes the food slippery so that it is easier to _______________. It also helps to break down the food. Once the food is swallowed, it passes through the _______________, which is like a gate that sends food into the ______________ and air into the lungs. The food travels down the esophagus and into the ______________. Once in the stomach the food is mixed with _____________ and crushed some more. After spending some time in the stomach, the food is sent into the ________________________ where nutrients are ______________. The _____________ helps by producing some digestive juices called bile. Next, the remaining food goes into the _________________________ where the _______________ are absorbed. The remaining food is called _________________ and it is pushed into the ________________ where it waits before leaving the body. © 2006 www.bogglesworldesl.com absorb appendix chew digest esophagus excrete filter large intestine liver mouth © 2006 Name………………… Class…………….. Find the digestive system words below in the grid to the left. nutrients pancreas pharynx rectum saliva small intestine www.bogglesworldesl.com Enzymes Worksheet stomach swallow teeth tongue 1. a) Fill in the gaps in the following sentences using the words in the box below. i) Enzymes are biological living organisms. ii) Enzymes are protein molecules, which are made up of long chains of ………...………. iii) The sequence and type of amino acids are produce enzymes with many different shapes and functions. iv) The shape of an enzyme is very impo b) Enzymes catalyze chemical reactions involved in important processes in the human body. Name one of these processes …………………………………………………………………………………………………… … c) Label the image below with the following terms: active site, reactant, enzyme. d) i) What is the common name for the above model? …………………………………………………………………………………………………… …. ii) Label the two components of this model on the above image. different catalysts function the same amino acids catalists ………..…....... ………………… that speed up chemical reactions in ………………… in each protein, so they rtant to its …………………. . + ………………..... …….…...…… ….............. Not all enzymes work inside cells in the body. ………………… enzymes are produced by specialized cells in the pancreas and digestive tract. From pass out of the cells, into the intestine where they come into contact with fo Here, they catalyze the ………………… then more easily absorbed by the body. b) Write down the name of the nutrient next to the enzyme that breaks it down. Use the words in the box below. i) Carbohydrase is an enzym ii) Protease is an enzyme that breaks down iii) Lipase is an enzyme that breaks down iv) Amylase is an enzyme that breaks down c) The stomach produces hydrochloric acid which stomach to the optimum pH for stomach enzymes to digest the food. However, digestive enzymes found in the small intestine a conditions. How does the body avoid damaging the digestive enzymes in the small intestine with this strongly acidic pH as the food passes out of the stomach? …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… ………………………………………………………………………………… fats sucrose starch proteins carbohydrates hydrochloric acid there, the enzymes ………………… and small od molecules. of large molecules, which are e that breaks down ……………………… ……………………… ……………………… ……………………… increases the acidity of the re damaged by strongly acidic ... 5. a) Biological washing powders contain protein enzymes to help remove stains. Name one other use for enzymes in the home or industry. ……………………………………………………………………………………………………… … b) Give one advantage of using enzymes ……………………………………………………………………………………………………… ……………………………………………………………………………………………………… …… NAME…………………………………………………………………….. CLASS…………… ANSWER THE FOLLOWING QUESTIONS 1. Why is it essential the simultaneous ________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________ 2. When can orogenesis take place? ________________________________________________________________________________ ___________________________________________________________________ _________________________________________________________________________________ -, fat- and carbohydrate in industrial manufacturing processes. DATE………………………. - DO NOT EXCEED THE LINES existence of oceanic trenches and mid-ocean ridges? -digesting _____________ _________________________________________________________________________________ _________________________________________________________________________________ CHOOSE THE CORRECT ANSWER 3.Catabolism is to anabolism as___________________ is to__________________: a. Exergonic ; spontaneous b.Exergonic ; endergonic c.Free Energy ; entropy d.Work ; energy 4. Most cells cannot harness heat to perform work because: a. heat does not involve a transfer of Energy b. temperature is usually uniform throughout a cell c. heat can never be used to do work d. heat must remain constant during work 5. If an enzyme in solution is saturated with substrate, the most effective way to obtain a faster yield of products is to: a. add a noncompetitive inhibitor b. add an allosteric inhibitor c. add more substrate d. add more of the enzyme. 6. If an enzyme is added to a solution where its substrate and product are in equilibrium, what will occur? a. additional product will be formed b. additional substrate will be formed c. the reaction will change from endergonic to exergonic d. the free energy of the system will change CLIL MODULE PLANNER CLIL SUBJECT : SCIENCE CLIL LANGUAGE : ENGLISH MODULE TITLE : ENZYMATIC ACTIVITY TEACHER/S : CLASS : 5LS / 5LC NUMBER OF LESSONS : 10 of 60 minutes each PRIOR KNOWLEDGE 1. www. biologyjunction.com/enzyme 20ppt 2. www.youtube.it/dallachiesa/ Exothermic reaction: Sugar + Sulphuric Acid 3. Filling in + labelling (att.1) 4. Test (Att.2) *Manca griglia valutazione CLIL MODULE PLANNER CLIL SUBJECT : SCIENCE CLIL LANGUAGE : ENGLISH MODULE TITLE : PHOTOSYNTHESIS TEACHERS : CLASS : 5 LS –– 5 LC NUMBER OF LESSONS : 5 of 60 minutes each PRIOR KNOWLEDGE  FLooking up information on Internet sites in English  Chemistry-basic knowledge: the principles of thermodynamics, the reactions of oxidation- reduction, organic compounds  Cytology: chloroplast functions and structure CONTENT OBJECTIVES by the end of the module the students will be able to…  recognize and relate about:  the importance of photosynthesis in the ecosystem  the function of light  the steps of photosynthesis  build a food chain and show the absorbed energy flow LANGUAGE OBJECTIVES ( by the end of the module the students will be able to…  look up information, analyse and summarize it, even using dictionary  understand and illustrate concepts, relating them with specific lexis  interact both with schoolmates and teacher RESOURCES & MATERIALS (Risorse & materiali)  slides  videos  websites  texts accompanied by illustrations  files MP3  worksheets  smart board  computer  texts accompanied by illustrations SKILLS  Ability to analise, report and give reasons of phenomena and concepts  Digital competence LANGUAGE SKILLS  Reading comprehension without the help of dictionary  To describe a process, either orally or in the written form, using specific lexis and mastering the syntax ACTIVITIES TEACHER’S STUDENT’S LANGUAGE  Introducing the topic by multimedia, skimming and scanning the documents  worksheets on lexis and contents  Watching videos,  taking notes  team work  glossary  Matching words and definitions  listening and labelling pictures  listening and filling-in the gaps FINAL PROJECT  PPT group presentations ASSESSMENT CRITERIA SUMMATIVE FORMATIVE  task performance  content mastery  communicative competence  participation  effort  collaborative engagement ASSESSMENT TASKS )  objective tests: multiple choice, true/false  oral presentations  open questions ATTACHED DOCUMENTS 1. Video: https://www.youtube.com/watch?v=joZ1EsA5_NY 2. Worksheet 1 3. Worksheet 2 4. Worksheet 3 5. Text 6. Rubric oral presentations 7. Pre test 8. Post test Name: _____________________________ Date: ____________ Period: ____ Photosynthesis Worksheet 1. What is the overall reaction (formula) for photosynthesis? 2. How does this compare to the overall reaction for cellular respiration? 3. Where does the energy for photosynthesis come from? Photosynthesis After it is labeled, the diagram below will illustrate ph following terms on the correct numbered line. Then answer the questions that follow. Carbon Dioxide 5. a. In photosynthesis, what substances come in from the ou b. What substances are produced? Photosynthesis: Making Energy Objective:__________________________________________________________________________ ___________________________________________________________________________________ _______________ Chloroplasts Photosynthesis is a process in which sunlight energy is used to make glucose. The site of photosynthesis is in the found in the leaves of green plants. The main functions of chloroplasts are to produce food (glucose) during energy. Chloroplasts contain the pigment, most of the colors in the color spectrum, and reflects only yellow wavelengths of light. This is why we see leaves as green or yellow because these colors are reflected into our eyes. 1. What is photosynthesis? ________________________ otosynthesis. Write each of the Glucose Oxygen tside? chloroplast – an organelle photosynthesis, and to store food chlorophyll. Chlorophyll absorbs green and – ______________________________ Water __________________________________________________________________ _______ 2. Where does photosynthesis occur? ______________________________________________ 3. What are chloroplasts and where are they found? ___________________________________ __________________________________________________________________ _______ 4. What are the two main functions of chloroplasts? ___________________________________ 5. Why doe most leaves appear green? _____________________________________________ 6. What is the primary pigment found in the chloroplast? ________________________________ Photosynthesis Glucose is another name for sugar. The molecular formula for glucose is C6H12O6. Plants make sugar by using the energy from sunlight to transform CO2 from the air with water from the ground into glucose. This process, called photosynthesis occurs in the chloroplast of the plant cell. During this process, oxygen (O2) is created as a waste product and is released into the air for us to breath. The formula for photosynthesis is: (reactants) (products) CO2 + H2O + sunlight ----> C6H12O6 + O2 This formula says that carbon dioxide + water molecules are combined with the energy from sunlight to produce sugar and oxygen. The reactants in photosynthesis (what is used) are CO2, water and sun. The plant gets water from the ground through its roots. The plant collects carbon dioxide from the air. Much of the carbon dioxide comes from living organisms that exhale (breath it out) it, but some also comes from factory smokestacks and car fumes. 7. What is the formula for photosynthesis? __________________________________________ 8. What three things are used to make glucose in photosynthesis? _________________________ __________________________________________________________________ _______ 9. Where does the water come from? ______________________________________________ 10. Where does the water enter the plant? ___________________________________________ 11. Name 3 some sources of CO2. _________________________________________________ 12. What type of energy does the plant use to convert CO2 and H2O into sugar? ________________ The products are glucose and oxygen. The glucose produced is used by the plant for energy and growth. We also use this glucose by eating plants. The oxygen produced is released into the air for us to breath. Photosynthesis is essential for all life on earth, because it provides food and oxygen. Plants are considered autotrophs because unlike us humans, they can make their own food using this process. 13. What is produced in photosynthesis? _____________________________________________ 14. What is the glucose used for? __________________________________________________ 15. What is the oxygen used for? __________________________________________________ 16. Here are three different ways to visualize the photosynthesis reaction: Is it easier for you to understand the reaction by using pictures, words, or symbols (see above)? Why? _______________________________________________________________ _______________________________________________________________ ____________ Photosynthesis in pictures Photosynthesis in words Photosynthesis in symbols Carbon dioxide and water combine with sunlight to create oxygen and glucose. light CO + H2O → C6H12O6 + O2 ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ______________________________ HUMANS AND PLANTS Humans need plants. All animals do. Humanity's relationship with plants has actually made it possible for us to have a civilization. Before we had cities, humans went around in little packs and were hunter- gatherers. We ate rats, birds, berries, and whatever food we could find. It wasn't very efficient. One day someone had the bright idea to plant the plants we like to eat. When humans did that, they were able to stay in one place full time. Then came the cities and a huge system of agriculture to support millions of people. BIG TIME FARMING As time has passed, we have taken farming to new levels. We have manipulated species to create big apples and large ears of corn. The plants would never have done it in the wild. It took man to change the plants. We are also moving toward the genetic alteration of plants. We're trying to make plants that are resistant to disease and bugs. These stronger plants will allow our crops to give us more food from the same amount of space. 1. Genetic alteration probably refers to altering what…. _____________________________ (found in the nucleus) Photosynthesis: Making Energy Objective:__________________________________________________________________________ ___________________________________________________________________________________ _______________ Chloroplasts Photosynthesis is a process in which sunlight energy is used to make glucose. The site of photosynthesis is in the chloroplast – an organelle found in the leaves of green plants. The main functions of chloroplasts are to produce food (glucose) during photosynthesis, and to store food energy. Chloroplasts contain the pigment, chlorophyll. Chlorophyll absorbs most of the colors in the color spectrum, and reflects only green and yellow wavelengths of light. This is why we see leaves as green or yellow – because these colors are reflected into our eyes. 17. What is photosynthesis? ______________________________________________________ __________________________________________________________________ _______ 18. Where does photosynthesis occur? ______________________________________________ 19. What are chloroplasts and where are they found? ___________________________________ __________________________________________________________________ _______ 20. What are the two main functions of chloroplasts? ___________________________________ 21. Why doe most leaves appear green? _____________________________________________ 22. What is the primary pigment found in the chloroplast? ________________________________ Photosynthesis Glucose is another name for sugar. The molecular formula for glucose is C6H12O6. Plants make sugar by using the energy from sunlight to transform CO2 from the air with water from the ground into glucose. This process, called photosynthesis occurs in the chloroplast of the plant cell. During this process, oxygen (O2) is created as a waste product and is released into the air for us to breath. The formula for photosynthesis is: (reactants) (products) CO2 + H2O + sunlight ----> C6H12O6 + O2 This formula says that carbon dioxide + water molecules are combined with the energy from sunlight to produce sugar and oxygen. The reactants in photosynthesis (what is used) are CO2, water and sun. The plant gets water from the ground through its roots. The plant collects carbon dioxide from the air. Much of the carbon dioxide comes from living organisms that exhale (breath it out) it, but some also comes from factory smokestacks and car fumes. 23. What is the formula for photosynthesis? __________________________________________ 24. What three things are used to make glucose in photosynthesis? _________________________ __________________________________________________________________ _______ 25. Where does the water come from? ______________________________________________ 26. Where does the water enter the plant? ___________________________________________ 27. Name 3 some sources of CO2. _________________________________________________ 28. What type of energy does the plant use to convert CO2 and H2O into sugar? ________________ The products are glucose and oxygen. The glucose produced is used by the plant for energy and growth. We also use this glucose by eating plants. The oxygen produced is released into the air for us to breath. Photosynthesis is essential for all life on earth, because it provides food and oxygen. Plants are considered autotrophs because unlike us humans, they can make their own food using this process. 29. What is produced in photosynthesis? _____________________________________________ 30. What is the glucose used for? __________________________________________________ 31. What is the oxygen used for? __________________________________________________ 32. Here are three different ways to visualize the photosynthesis reaction: Is it easier for you to understand the reaction by using pictures, words, or symbols (see above)? Why? _______________________________________________________________ _______________________________________________________________ ____________ Photosynthesis in pictures Photosynthesis in words Photosynthesis in symbols Carbon dioxide and water combine with sunlight to create oxygen and glucose. light CO + H2O → C6H12O6 + O2 ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ______________________________ HUMANS AND PLANTS Humans need plants. All animals do. Humanity's relationship with plants has actually made it possible for us to have a civilization. Before we had cities, humans went around in little packs and were hunter- gatherers. We ate rats, birds, berries, and whatever food we could find. It wasn't very efficient. One day someone had the bright idea to plant the plants we like to eat. When humans did that, they were able to stay in one place full time. Then came the cities and a huge system of agriculture to support millions of people. BIG TIME FARMING As time has passed, we have taken farming to new levels. We have manipulated species to create big apples and large ears of corn. The plants would never have done it in the wild. It took man to change the plants. We are also moving toward the genetic alteration of plants. We're trying to make plants that are resistant to disease and bugs. These stronger plants will allow our crops to give us more food from the same amount of space. 1. Genetic alteration probably refers to altering what…. _____________________________ (found in the nucleus) Post-Test Photosyntesis The correct answer for each question is indicated by a . 1 If ATP synthase is enzymatically neutralized within a cell, which of the following consequences would be the most logical outcome? A) Negative feedback will be decreased, causing faster ATP production. B) The electron transport chain will slow down. C) The cell will have no mechanism to make ATP and will die. D) Phosphylation of ADP will decrease. E) All of the above will occur. 2 For one molecule of glucose, what is the maximum number of ATP molecules created directly from the Krebs cycle? A) 1 B) 2 C) 3 D) 4 E) 5 3 What is the name of the mechanism by which pyruvate dehydrogenase is inhibited by the end- product of the biochemical pathway? A) Anabolism B) Catabolism C) Regulation D) Negative inhibition E) Anti-phosphorylation 4 During yeast fermentation, CO2 is produced, but animal cells do not produce CO2. What is the difference in their fermentation strategies? A) Yeast fermentation creates ethanol. B) Animal cells create ATP and ethanol. C) Animal cells do not undergo fermentation. D) Yeast cells ferment pyruvate to lactic acid. E) There is no difference in their fermentation pathways. 5 Which of the following argues most strongly for glycolysis as one of the most primitive biochemical pathway? A) It does not require oxygen in order to function. B) It occurs in the cytoplasm of cells. C) It is exergonic, and therefore obeys the laws of thermodynamics which are fundamental to chemistry and physics. D) This biochemical pathway has been retained by all living organisms. E) There is no evidence that glycolysis is primitive 6 Cellular respiration is A) the utilization of oxygen in a cell. B) the oxidation of organic compounds to extract energy from chemical bonds. C) production of ATP in a cell. D) the conversion of the energy of sunlight to chemical energy. E) reduction of NADH to drive chemical reactions in a cell. 7 Because it has 6 carbons, glucose can power 6 cycles ("turns") of the Krebs cycle A) True B) False 8 Which of the following statements is false? A) Some ATP is consumed in glycolysis. B) The end product of glycolysis is lactic acid or ethanol. C) Some ATP is created through substrate-level phosphorylation. D) Overall, glycolysis releases energy and is thus termed exergonic. E) All of the above statements are true. 9 Where in a eukaryotic cell does pyruvate oxidation occur? A) In the mitochondrion. B) In the electron transport chain. C) In the cytoplasm, just like in prokaryotes. D) Anywhere in the cell, provided pyruvate dehydrogenase is present. E) In ribosomes. 10 The Krebs cycle is responsible for making most of the cell's ATP. A) True B) False 11 Which of the following is most directly responsible for creation of ATP at the mitochondrial inner membrane? A) NADH B) A proton gradient C) FADH2 D) Movement of electrons along the membrane itself E) The activity of NADH dehydrogenase 12 Which of these is one of the correct reasons that less than the theoretical amount of ATP (36- 38) is actually created during aerobic respiration? A) Because of the efficiency of chemiosmosis, the result is actually much higher. B) FADH2 actually consumes some ATP. C) The cell membrane is somewhat leaky to electrons. D) The proton gradient can facilitate other tasks besides ATP synthesis. E) You have to add in ATP produced during glycolysis, which has nothing to do with oxidation. 13 True or False: The purpose of fermentation is to make ethanol. A) True B) False 14 What process must occur to allow amino acids to be catabolized for energy? A) Deamination B) Depurination C) Dephosphorylation D) Dehydration E) Deoxygenation 15 Primitive prokaryotes probably used H2S instead of water as a source of electrons. What would have been released into the environment as photosynthesis occurred? A) Gaseous hydrogen B) Liquid hydrogen C) Water D) HS E) Sulfur Pre-Test Photosyntesis so they can be easily seen. Use a pencil to draw on the map, where you think the plates are. Look at the larger maps for more detailed information to help you decide. Cut, fold, and paste the globe together. ANSWER THE FOLLOWING QUESTIONS: 1. How many plates have you defined? ________________________________________ 2. Are there any "problem" areas?__________ List them: _____________________________________________________________________ _____________________________________________________________________ ____________________________________________________________________ 3. Where are there earthquakes and no plate edges? ____________________________ _____________________________________________________________________ _____________________________________________________________________ 4. Where do two plates meet in the United States?_______________________________ _____________________________________________________________________ _____________________________________________________________________ CONCLUSION: How many plates did you find? What was your criteria for defining these plates? Name: Date: Directions: Use the words below to complete the table. Some words might be used more than once, and some words might not be used at all. mountain ranges Mariana Trench divergent glaciers volcanoes San Andreas Fault transform earthquakes deserts convergent Rocky Mountains floods Himalayas tsunami trenches Mid‐Atlantic Ridge Direction of Movement Motion Type of Boundary Example(s) Effect(s) Two plates slide against each other in opposite directions. Two plates come together, one sliding under the other or both rising up. Two plates move apart. CLIL MODULE PLANNER CLIL SUBJECT : SCIENCE CLIL LANGUAGE : ENGLISH MODULE TITLE : PLATE TECTONICS TEACHER/S : CLASS : 5LS/5LC NUMBER OF LESSONS : 5 of 60 minutes each PRIOR KNOWLEDGE  the heart of the Earth  convective motions  looking up information on internet sites in English language CONTENT OBJECTIVES by the end of the module the students will be able to…  understand the endogenetic phenomena of the Earth  and volcanic activities and earthquakes LANGUAGE OBJECTIVES by the end of the module the students will be able to…  express messages and information using a specific and correct lexis  know and interpret charts and diagrams RESOURCES & MATERIALS  The Internet  text book and authentic materials  lab activities , videos, podcast, smart board , etc. SKILLS  collaborative work  digital competence  analyzing , making connections and giving reasons about natural phenomena LANGUAGE SKILLS  To understand a scientific text in English without using the dictionary or without the help of the teacher  comparing and contrasting phenomena  to describe a process using specific lexis , mastering the syntax ACTIVITIES TEACHER’S STUDENTS’ LANGUAGE  Introduci ng the topic by multimedia  skimming and scanning the documents  workshe ets on lexis  Watching videos  Taking notes  Group-work  “fill in the blanks”exercises  Glossary  matching words and definitions  listening and labelling pictures  filling in a table  labelling the stages of a process  filling in the gaps in a text  ordering paragraphs FINAL PROJECT  PPT GROUP PRESENTATIONS ASSESSMENT CRITERIA SUMMATIVE FORMATIVE  task performance,  participation,  fill in the gaps in a text; FINAL PROJECT  Planimetry of a building site – Oral Report;  Video (Use web or original materials)  Rendering of an excavation site (Autocad) ASSESSMENT CRITERIA (Criteri di verifica) SUMMATIVE (Sommativa) FORMATIVE (Formativa)  Content mastery;  Communicative skills;  communicative competence;  Participation;  Effort;  Collaborative Engagement;  Confidence; ASSESSMENT TASKS  Multiple choice;  Short oral presentation;  Reading comprehension; ; ATTACHED DOCUMENTS 1. Worksheet 1 2. Final test 3. Evaluation grid 4. Students Feedback questionnaire CLIL MODULE PLANNER – Quarta A/B TE CLIL SUBJECT : BUILDING SITE SAFETY – BUILDIND SITE MANAGEMENT CLIL LANGUAGE : ENGLISH MODULE TITLE : How to start a building site and make excavations TEACHER: Prof.ssa ROSA RICCIONI CLASS : Quarta A/BTE NUMBER OF LESSONS: ?????? PRIOR KNOWLEDGE  Knowledge of the fundamental aspects of the Italian law concerning building site management;  Knowledge of the specific lexis (L1)  knowledge of the soil characteristics CONTENT OBJECTIVES  To recognize the importance of safety rules in order to prevent accidents;  To compare UK and Italian laws on building site safety;  To create a presentation, a video or a planimetry of a building site; by the end of the module the students will be able to…  To learn vocabulary about building sites;  To describe the process of excavation on a building site; LANGUAGE OBJECTIVES by the end of the module the students will be able to…  Use the present simple for routine activities and processes  Use the vocabulary related to safety, health, building sites;  Talk about safety topics; reading texts related to the construction site; RESOURCES & MATERIALS  Slides;  Websites; https://youtu.be/1h9U7VrVbTY  Worksheets;  Videos;  Computer; SKILLS  Making connections and comparisons;  Analizying;  Giving reasons;  Reporting;  Collaborative work; LANGUAGE SKILLS  Speaking: talking about building site safety  Listening: listening and note-taking activity for specific information;  Reading: reading texts for specific information; ACTIVITIES TEACHER’S STUDENTS’ LANGUAGE  Brainstorming;  Short introduction on content  Vocabulary exercises;  Listening and  matching words and definitions;  matching pictures and definitions; and activities;  Give worksheet; note-taking;  Matching activity;  Watching videos;  listen and label a picture;  fill in a table;  label the stages of a process;  fill in the gaps in a text; FINAL PROJECT  Planimetry of a building site – Oral Report;  Video (Use web or original materials)  Rendering of an excavation site (Autocad) ASSESSMENT CRITERIA (Criteri di verifica) SUMMATIVE (Sommativa) FORMATIVE (Formativa)  Content mastery;  Communicative skills;  communicative competence;  Participation;  Effort;  Collaborative Engagement;  Confidence; ASSESSMENT TASKS  Multiple choice;  Short oral presentation;  Reading comprehension; ; ATTACHED DOCUMENTS 1. Worksheet 1 2. Final test 3. Evaluation grid 4. Students Feedback questionnaire Question module 1_IV CLIL 1. Ogni scavo deve essere opportunamente segnalato da apposita cartellonistica T F 2. E’ necessario effettuare la recinzione del cantiere e dello scavo. T F QUESITI MODULO 1_Quarta CLIL 3. Ogni scavo deve essere opportunamente segnalato da apposita cartellonistica V F 4. E’ necessario effettuare la recinzione del cantiere e dello scavo. V F QUESITI MODULO 1_Quarta CLIL 5. Ogni scavo deve essere opportunamente segnalato da apposita cartellonistica V F 6. E’ necessario effettuare la recinzione del cantiere e dello scavo. V F ASSESSMENT GRIDS PPt Scores Content and presentation Descriptors Accuracy Descriptors 1 unsatisfactory The presented texts chosen are not relevant to the topic, there are texts which show no sign of thoughtful choice, covering the whole slide copied from the Internet. Student just reads the text, is unable to answer Student’s performance is just reading the text with pronunciation mistakes which disturb understanding of the presentation 2 satisfactory audience‟s questions about the theme. The material chosen and created is not logically ordered, the main points may be left out. Though the presentation gives some relevant information about the topic. The student mostly reads the text from the screen but is able to answer the Student has mistakes in pronunciation; the text on the screen contains spelling mistakes. The structure of sentences may be wrong. The student does not understand some of audience’s questions. 3 good Audience’s questions. The material chosen for the presentation is relevant to the topic, is logically organized, the main points and glossary pointed out. The student has a rather good command of the material, is able to answer the audience’s questions, though at least some questions may cause a problem There occur some pronunciation mistakes (1-3) in new notions. The text on the screen contains no mistakes, except for the glossary in which some words are given in the plural or past forms. The student understands the questions and is able to answer them mostly grammatically correctly. 4 excellent Student has used several sources for his presentation. The material is logically sequenced, the main points are highlighted. The glossary is chosen relevant to the topic. The design and visuals in slides are thought fully chosen. The student shows a complete and thorough knowledge of the theme, is able to answer audience’s and teacher’s questions, has prepared tasks for peers Student has a good command of pronunciation. The text of the presentation does not contain any faults. The glossary and questions provided for audience do not contain mistakes. The student understands questions and gives expanded answers to them showing a good command of lexical repertoire relevant to the topic. ASSESSMENT GRIDS Scores Content and presentation Descriptors Accuracy Descriptors 1 unsatisfactory The presented texts chosen are not relevant to the topic, there are texts which show no sign of thoughtful choice, covering the whole slide copied from the Internet. Student just reads the text, is unable to answer Student’s performance is just reading the text with pronunciation mistakes which disturb understanding of the presentation 2 satisfactory audience‟s questions about the theme. The material chosen and created is not logically ordered, the main points may be left out. Though the presentation gives some relevant information about the topic. The student mostly reads the text from the screen but is able to answer the Student has mistakes in pronunciation; the text on the screen contains spelling mistakes. The structure of sentences may be wrong. The student does not understand some of audience’s questions. 3 good Audience’s questions. The material chosen for the presentation is relevant to the topic, is logically organized, the main points and glossary pointed out. The student has a rather good command of the material, is able to answer the audience’s questions, though at least some questions may cause a problem There occur some pronunciation mistakes (1-3) in new notions. The text on the screen contains no mistakes, except for the glossary in which some words are given in the plural or past forms. The student understands the questions and is able to answer them mostly grammatically correctly. 4 excellent Student has used several sources for his presentation. The material is logically sequenced, the main points are highlighted. The glossary is chosen relevant to the topic. The design and visuals in slides are thought fully chosen. The student shows a complete and thorough knowledge of the theme, is able to answer audience’s and teacher’s questions, has prepared tasks for peers Student has a good command of pronunciation. The text of the presentation does not contain any faults. The glossary and questions provided for audience do not contain mistakes. The student understands questions and gives expanded answers to them showing a good command of lexical repertoire relevant to the topic. Self-evaluation student grid d. I did not understand the teacher’s questions. e. I was not interested in the non-linguistic subject. f. Others: g. clarity of exposition h. the ability to reformulate i. check that the others understand me when I speak j. others: CLIL MODULE PLANNER CLIL SUBJECT : BUILDING SITE SAFETY – BUILDIND SITE MANAGEMENT CLIL LANGUAGE : ENGLISH MODULE TITLE : How to start a building site and make excavations TEACHERS : CLASS : 4TE NUMBER OF LESSONS: ?????? PRIOR KNOWLEDGE  Knowledge of the fundamental aspects of the Italian law concerning building site management;  Knowledge of the specific lexis (L1)  knowledge of the soil characteristics CONTENT OBJECTIVES  To recognize the importance of safety rules in order to prevent accidents;  To compare UK and Italian laws on building site safety;  To create a presentation, a video or a planimetry of a building site by the end of the module the students will be able to…  learn vocabulary about building sites;  describe the process of excavation on a building site LANGUAGE OBJECTIVES by the end of the module the students will be able to…  Use the present simple for routine activities and processes  Use the vocabulary related to safety, health, building sites;  Talk about safety topics; reading texts related to the construction site; RESOURCES & MATERIALS  Slides;  Websites; https://youtu.be/1h9U7VrVbTY  Worksheets;  Videos;  Computer SKILLS  Making connections and comparisons;  Analyzing;  Giving reasons;  Reporting;  Collaborative work LANGUAGE SKILLS  Speaking: talking about building site safety  Listening: listening and note-taking activity for specific information;  Reading: reading texts for specific information; ACTIVITIES TEACHER’S STUDENTS’ LANGUAGE  Brainstorming;  Short introduction on content and activities;  Give worksheet;  Vocabulary exercises;  Listening and note-taking;  Matching activity;  Watching videos;  matching words and definitions;  matching pictures and definitions;  listen and label a picture;  fill in a table;  label the stages of a process;  fill in the gaps in a text; FINAL PROJECT  Planimetry of a building site – Oral Report;  Video (Use web or original materials)  Rendering of an excavation site (Autocad) ASSESSMENT CRITERIA SUMMATIVE FORMATIVE  Content mastery;  Communicative skills;  communicative competence  Participation;  Effort;  Collaborative Engagement;  Confidence ASSESSMENT TASKS  Multiple choice;  Short oral presentation;  Reading comprehension ATTACHED DOCUMENTS 1. https://youtu.be/1h9U7VrVbTY 2. Excavation process (att.1) 3. Worksheet 1 (att.2) 4. Quesiti (att.3a) 5. Soluzione quesiti (att.3b) 6. Assessment grid ppt (att.4) 7. Assessment grid oral report (att.5) 8. Students’ feedback (att.6) WORKSHEET 1 SEARCH THE WEB TO FIND THE DEFINITIONS OF THE WORDS ON THE LEFT COLUMN WORDS DEFINITIONS 1. CLIENT 2. ARCHITECTURAL DESIGN 3. BUILDING MANAGER 4. SITE MANAGER 5. SAFETY COORDINATOR AT THE EXECUTIVE STAGE 6. SAFETY COORDINATOR AT THE DESIGN STAGE 7. CONTRACTOR 8. SUBCONTRACTOR QUESITI MODULO 1_quinta CLIL 9. L’operatore alla macchina operatrice deve sempre indossare i dispositivi di protezione individuale. V F 10. E’ necessario che l’operaio sosti nel raggio di azione delle macchine operatrici per meglio gestirle. V F ASSESSMENT GRIDS PPt Scores Content and presentation Descriptors Accuracy Descriptors 1 unsatisfactory The presented texts chosen are not relevant to the topic, there are texts which show no sign of thoughtful choice, covering the whole slide copied from the Internet. Student just reads the text, is unable to answer Student’s performance is just reading the text with pronunciation mistakes which disturb understanding of the presentation 2 satisfactory audience‟s questions about the theme. The material chosen and created is not logically ordered, the main points may be left out. Though the presentation gives some relevant information about the topic. The student mostly reads the text from the screen but is able to answer the Student has mistakes in pronunciation; the text on the screen contains spelling mistakes. The structure of sentences may be wrong. The student does not understand some of audience’s questions. 3 good Audience’s questions. The material chosen for the presentation is relevant to the topic, is logically organized, the main points and glossary pointed out. The student has a rather good command of the material, is able to answer the audience’s questions, though at least some questions may cause a problem There occur some pronunciation mistakes (1-3) in new notions. The text on the screen contains no mistakes, except for the glossary in which some words are given in the plural or past forms. The student understands the questions and is able to answer them mostly grammatically correctly. 4 excellent Student has used several sources for his presentation. The material is logically sequenced, the main points are highlighted. The glossary is chosen relevant to the topic. The design and visuals in slides are thought fully chosen. The student shows a complete and thorough knowledge of the theme, is able to answer audience’s and teacher’s questions, has prepared tasks for peers Student has a good command of pronunciation. The text of the presentation does not contain any faults. The glossary and questions provided for audience do not contain mistakes. The student understands questions and gives expanded answers to them showing a good command of lexical repertoire relevant to the topic. ASSESSMENT GRIDS Scores Content and presentation Descriptors Accuracy Descriptors 1 unsatisfactory The presented texts chosen are not relevant to the topic, there are texts which show no sign of thoughtful choice, covering the whole slide copied from the Internet. Student just reads the text, is unable to answer Student’s performance is just reading the text with pronunciation mistakes which disturb understanding of the presentation 2 satisfactory audience‟s questions about the theme. The material chosen and created is not logically ordered, the main points may be left out. Though the presentation gives some relevant information about the topic. The student mostly reads the text from the screen but is able to answer the Student has mistakes in pronunciation; the text on the screen contains spelling mistakes. The structure of sentences may be wrong. The student does not understand some of audience’s questions. 3 good Audience’s questions. The material chosen for the presentation is relevant to the topic, is logically organized, the main points and glossary pointed out. The student has a rather good command of the material, is able to answer the audience’s questions, though at least some questions may cause a problem There occur some pronunciation mistakes (1-3) in new notions. The text on the screen contains no mistakes, except for the glossary in which some words are given in the plural or past forms. The student understands the questions and is able to answer them mostly grammatically correctly. 4 excellent Student has used several sources for his presentation. The material is logically sequenced, the main points are highlighted. The glossary is chosen relevant to the topic. The design and visuals in slides are thought fully chosen. The student shows a complete and thorough knowledge of the theme, is able to answer audience’s and teacher’s questions, has prepared tasks for peers Student has a good command of pronunciation. The text of the presentation does not contain any faults. The glossary and questions provided for audience do not contain mistakes. The student understands questions and gives expanded answers to them showing a good command of lexical repertoire relevant to the topic. Self-evaluation student grid Specific issues: The strategies used and how often: Always or very often Often Sometimes Seldom/ never STUDENT’S NAME CLASS L2: SUBJECT General issues MY EVALUATION 1 lacking 2 adequate 3 good 4 excellent a. Evaluation of the lesson as a whole b. Content acquisition c. Concepts development d. Involvement in communication e. Use of L2 f. Problem-solving activities g. Individual behaviour h. Behaviour in the group CLASS : 5TE NUMBER OF LESSONS : 10 of 60minutes each PRIOR KNOWLEDGE  Knowledge of the fundamental aspects of the Italian law concerning building site safety;  Knowledge of the specific lexis (L1)  Knowledge of the main aspects of the building site management; CONTENT OBJECTIVES by the end of the module the students will be able to…  talk about the main legislation issues on safety;  make up a correct safety plan;  elaborate a OSP (Operational Safety Plan)  implement good procedures preventing accidents, LANGUAGE OBJECTIVES by the end of the module the students will be able to…  Use the vocabulary related to safety, health, building sites;  Talk about safety topics RESOURCES & MATERIALS  Slides;  Websites;  Worksheets;  Videos;  Computer; . SKILLS  Making connections and comparisons;  Analizying;  Giving reasons;  Reporting;  Collaborative work; LANGUAGE SKILLS  Speaking: talking about building site safety making comparisons between different body of laws;  Writing: writing sentences about it is necessary to work safely;  Listening: listening and notes taking for specific information;  Reading: reading texts for specific information ACTIVITIES (Attività) TEACHER’S STUDENTS’ LANGUAGE  Brainstorming;  Short introduction on content and activities;  Give worksheet  Vocabulary guessing;  Listening and note-taking;  Matching activity;  Watching a video  matching words and definitions;  matching pictures and definitions;  listen and label a picture;  fill in a table;  label the stages of a process;  fill in the gaps in a text FINAL PROJECT  Ppt presentation (group or cooperative work) ASSESSMENT CRITERIA SUMMATIVE FORMATIVE  Content mastery;  Communicative skills;  communicative competence;  Participation;  Effort;  Collaborative Engagement;  Confidence; ASSESSMENT TASKS (Attività di verifica)  Multiple choice;  Short oral presentation (flipped classroom report); ATTACHED DOCUMENTS 1. Safety ppt presentation (att.1) 2. Worksheet 1 (att.2) 3. worksheet 2 (att.3) 4. Questions (att.4a) 5. Questions answers (att.4b) 6. Assessment grid ppt (att.5) 7. Assessment grid oral report (att.6) 8. Students' feedback grid (att.7) CLIL MODULE PLANNER (Pianificazione modulo CLIL) CLIL SUBJECT :BUILDING SITE SAFETY – BUILDIND SITE MANAGEMENT CLIL LANGUAGE : ENGLISH MODULE TITLE : SAFETY ISN'T A HOBBY, IT'S LIFE! TEACHER/S : Prof.ssa ROSA RICCIONI CLASS : VA TE NUMBER OF LESSONS : 10 of 60minutes each PRIOR KNOWLEDGE  Knowledge of the fundamental aspects of the Italian law concerning building site safety;  Knowledge of the specific lexis (L1) abilità comunicativa, …) (ex. impegno, partecipazione, autonomia, abilità interpersonali, …) ASSESSMENT TASKS (Attività di verifica)  Multiple choice;  Short oral presentation (flipped classroom report); ex.progress test, objective tests (true/false,multiple choice,etc.),subjective tests(oral presentations,written compositions,… (ex. test di progresso, vero/falso, a scelta multipla…; presentazioni orali/scritte…) ATTACHED DOCUMENTS (Allegati) 1. Students' feedback grid 2. Evaluation grid 3. Worksheet 1 4. worksheet 2 5. final test (with answers) Questions module 1_V CLIL 1. The operator of the vehicle must always wear personal protective equipment. T F 2. It is necessary that every worker should be kept closeto areas of excavator operation. T F Questions module 1_V CLIL 3. The operator of the vehicle must always wear personal protective equipment. T F 4. It is necessary that every worker should be kept closeto areas of excavator operation. WORKSHEET 1 SEARCH THE WEB TO FIND THE DEFINITIONS OF THE WORDS ON THE LEFT COLUMN WORDS 1. CLIENT 2. ARCHITECTURAL DESIGN 3. BUILDING MANAGER 4. SITE MANAGER 5. SAFETY COORDINATOR AT THE EXECUTIVE STAGE 6. SAFETY COORDINATOR AT THE DESIGN STAGE 7. CONTRACTOR 8. SUBCONTRACTOR Check this website for further infos http://www.espressoenglish.net/english construction/ T F DEFINITIONS -vocabulary-words-for- 2. Write short sentences to explain the scheme below WORKSHEET 2 FILL IN THE TEXT WITH THE WORDS IN THE BOXES COORDINATOR, PLAN, CONSTRUCTION, EXECUTIVE PSC The _______________ for Safety and Coordination is specific for any temporary or mobile ________________ site and has to be prepared by Safety Coordinator in the Design stage (CSP) and continously adjusted by the Safety _________________ at __________________________. POS PLAN, CSE, HEAD, COMPANY The Operational Safety Plan has to be arranged by the_______________ of the firm and forwarded to the Safety Coordinator stage that has to _______________ the PSC (if the __________________ has been chosen before starting the work) or to the ________________ (if the company starts when the works are underway). WORK FILE DEVELOPED, CYCLE, MEASURES, TOOL ASSESSMENT CRITERIA (Criteri di verifica) SUMMATIVE (Sommativa) FORMATIVE (Formativa)  Content mastery;  Communicative skills;  communicative competence;  Participation;  Effort;  Collaborative Engagement;  Confidence; ASSESSMENT TASKS  Multiple choice;  Short oral presentation;  Reading comprehension;  Rephrasing (see worksheet 2); ATTACHED DOCUMENTS 1. Worksheet 1 2. Worksheet 2 3. Final test 4. Evaluation grid 5. Students Feedback questionnaire QUESITI MODULO 2_Quinta CLIL 1. The Safety Officer must draw up a detailed plan for the site management. T F 1. The manager of the company must draw up a safety plan. T F QUESITI MODULO 2_Quinta CLIL 1. The Safety Officer must draw up a detailed plan for the site management. T F 1. The manager of the company must draw up a safety plan. T F CLIL MODULE PLANNER – VA TE_3 CLIL SUBJECT : BUILDING SITE SAFETY – BUILDIND SITE MANAGEMENT CLIL LANGUAGE : ENGLISH MODULE TITLE : Waste management and recycling TEACHER: Prof.ssa ROSA RICCIONI CLASS : V ATE NUMBER OF LESSONS: 10 of 60' minutes each PRIOR KNOWLEDGE  Knowledge of the fundamental aspects of the Italian law concerning waste management;  Knowledge of the specific lexis (L1)  knowledge of the main aspects of the building site management; CONTENT OBJECTIVES  To recognize the importance of environment conservation;  To compare UK and Italian laws on building site waste management;  To write a report or shoot a video on waste management on the building site; by the end of the module the students will be able to…  To learn vocabulary about different types of waste LANGUAGE OBJECTIVES by the end of the module the students will be able to…  Use the vocabulary related to safety, health and waste management building sites;  Talk about safety topics and waste management rules; RESOURCES & MATERIALS  Slides;  Websites;  Worksheets;  Videos;  Computer; SKILLS  Making connections and comparisons;  Analizying;  Giving reasons;  Reporting;  Collaborative work; LANGUAGE SKILLS  Speaking: talking about the essential aspects on the waste management legislation;  Writing: writing sentences about recycling, reusing and getting rid of building site waste;  Listening: listening and notes taking for specific information;  Reading: reading texts for specific information; ACTIVITIES TEACHER’S STUDENTS’ LANGUAGE  Brainstorming;  Short introduction on content and activities;  Give worksheet;  Vocabulary guessing;  Listening and note-taking;  Matching activity;  Watching a video;  matching words and definitions;  matching pictures and definitions;  listen and label a picture;  fill in a table;  label the stages of a process;  fill in the gaps in a text; FINAL PROJECT  Relazione tecnica sullo smaltimento e riciclo dei materiali derivanti dalle demolizioni;  Video (Use web or original materials) ASSESSMENT CRITERIA (Criteri di verifica) SUMMATIVE (Sommativa) FORMATIVE (Formativa)  Content mastery;  Communicative skills;  communicative competence;  Participation;  Effort;  Collaborative Engagement;  Confidence; ASSESSMENT TASKS  Multiple choice;  Short oral presentation;  Reading comprehension;  Rephrasing (see worksheet 2); ATTACHED DOCUMENTS 1. Worksheet 1 ACTIVITIES TEACHER’S STUDENTS’ LANGUAGE  Brainstorming;  Short introduction on content and activities;  Give worksheet;  Vocabulary guessing;  Listening and note-taking;  Matching activity;  Watching a video;  matching words and definitions;  matching pictures and definitions;  listen and label a picture;  fill in a table;  label the stages of a process;  fill in the gaps in a text; FINAL PROJECT  elaborazione di una planimetria con indicazione del posizionamento dei vari dispositivi di protezione  Video (Use web or original materials) ASSESSMENT CRITERIA (Criteri di verifica) SUMMATIVE (Sommativa) FORMATIVE (Formativa)  Content mastery;  Communicative skills;  communicative competence;  Participation;  Effort;  Collaborative Engagement;  Confidence; ASSESSMENT TASKS  Multiple choice;  Short oral presentation;  Reading comprehension;  Rephrasing (see worksheet 2); ATTACHED DOCUMENTS 1. Worksheet 1 2. Worksheet 2 3. Worksheet 3 4. Final test 5. Evaluation grid 6. Students Feedback questionnaire QUESITI MODULO 4_Quinta CLIL 9. It is necessary to wear a helmet and strapping in the building site. V F 10. Any difference in level must be adequately signalled and protected V F QUESITI MODULO 4_Quinta CLIL 11. It is necessary to wear a helmet and strapping in the building site. V F 12. Any difference in level must be adequately signalled and protected V F ASSESSEMENT GRIDS PPt Scores Content and presentation Descriptors Accuracy Descriptors 1 unsatisfactory The presented texts chosen are not relevant to the topic, there are texts which show no sign of thoughtful choice, covering the whole slide copied from the Internet. Student just reads the text, is unable to answer Student’s performance is just reading the text with pronunciation mistakes which disturb understanding of the presentation 2 satisfactory audience‟s questions about the theme. The material chosen and created is not logically ordered, the main points may be left out. Though the presentation gives some relevant information about the topic. The student mostly reads the text from the screen but is able to answer the Student has mistakes in pronunciation; the text on the screen contains spelling mistakes. The structure of sentences may be wrong. The student does not understand some of audience’s questions. 3 good Audience’s questions. The material chosen for the presentation is relevant to the topic, is logically organized, the main points and glossary pointed out. The student has a rather good command of the material, is able to answer the audience’s questions, though at least some questions may cause a problem There occur some pronunciation mistakes (1-3) in new notions. The text on the screen contains no mistakes, except for the glossary in which some words are given in the plural or past forms. The student understands the questions and is able to answer them mostly grammatically correctly. 4 excellent Student has used several sources for his presentation. The material is logically sequenced, the main points are highlighted. The glossary is chosen relevant to the topic. The design and visuals in slides are thought fully chosen. The student shows a complete and thorough knowledge of the theme, is able to answer audience’s and teacher’s questions, has prepared tasks for peers Student has a good command of pronunciation. The text of the presentation does not contain any faults. The glossary and questions provided for audience do not contain mistakes. The student understands questions and gives expanded answers to them showing a good command of lexical repertoire relevant to the topic. ASSESSEMENT GRIDS Scores Content and presentation Descriptors Accuracy Descriptors 1 unsatisfactory The presented texts chosen are not relevant to the topic, there are texts which show no sign of thoughtful choice, covering the whole slide copied from the Internet. Student just reads the text, is unable to answer Student’s performance is just reading the text with pronunciation mistakes which disturb understanding of the presentation 2 satisfactory audience‟s questions about the theme. The material chosen and created is not logically ordered, the main points may be left out. Though the presentation gives some relevant information about the topic. The student mostly reads the text from the screen but is able to answer the Student has mistakes in pronunciation; the text on the screen contains spelling mistakes. The structure of sentences may be wrong. The student does not understand some of audience’s questions. f. I tried to express orally, in my own words what I had heard, read or written. g. I used images, grids or graphs as a stimulus to speaking. h. others When I speak in a foreign language I consider important: Very important Important Partially important Not important a. the correct pronunciation of words b. the ability to improvise c. knowledge of vocabulary d. knowledge of the contents e. the use of facial expressions, gestures and body movements f. grammatical correctness g. clarity of exposition h. the ability to reformulate i. check that the others understand me when I speak j. others: The problems I had: Always or very often Often Sometimes Seldom/ never a. I did not know grammar in the foreign language. b. I did not know enough vocabulary in the foreign language. c. I did not know the contents of the non- linguistic subject d. I did not understand the teacher’s questions. e. I was not interested in the non-linguistic subject. f. Others: g. clarity of exposition h. the ability to reformulate i. check that the others understand me when I speak j. others: