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*To analyze the content, I would like to do a brainstorming with the Mentimeter app

*Compares the prokaryotic and eukaryotic cell, the animal and the plant, recognizing the function of cellular organelles and the relationship between morphology and function.

*Review of the contents

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Vigotsky's social constructivism in my  Biology classes

·  Detect need and interest’s students through conversation

·  Solve several activities and laboratory issues in groups of 3-4 people where the students are the protagonist and the teacher acts as a guide

·  Debate and discuss with critical aspects the important of the contents

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The language approach acoording to Stephen Krashen

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The language approach acoording to Stephen Krashen

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To learn the language, I will prepare some worksheet related to the main contents. Also, we’ll analyse some papers related to the cell and expose the main topic with a Canva presentation

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STUDENTS

•Learning by construction not instruction

•Fun to learn: Increase student’s motivation

•Improving language competence: developing multilingual interest and attitudes

TEACHERS

•Motivated experience

•Different ways to teach

•Avoiding repeat the contents

SOCIETY

•Economy: offer more jobs

•Language

•Improve skills

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*To observe laboratory equipment and search and explain its function

*To identify, to pronounce and to spell the common lab equipment’s names

*To summarize the contents creating a letter soup with Educima app

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Task 3.1 Supermarket of scaffolding ideas

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Task 3.1 Supermarket of scaffolding ideas

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Scaffolding Activity: Language 1

What kind of scaffolding did you buy? Brainstorming as a class

Why? In order to know the previous knowledge and guide students with the topic that they should know

Topic: Biochemical analysis of metabolic components; Enzyms

Level: CFGS Clinical and Biomedical Laboratory

Time: 10minutes

Describe how it works: In order to remember and know the previous knowledgment to our students about the topic, I would make a brainstorming using the MentiMeter app asking questions like; What is an enzyme? How it works? Enzyms are proteins? Which is the function?... then, we discusse in class.

Scaffolding Activity: Writing 2

What kind of scaffolding did you buy? Analyze some research articles

Why? Articles provide us a real context and sharing research in order to have in mind the real approaches and research to this topic.

Topic: Biochemical analysis of metabolic components; Enzyms

Level: CFGS Clinical and Biomedical Laboratory

Time: 50minutes

Describe how it works: The teacher provide some research articles to the students and then, students select, describe and discuss the information related to the topics. After reading the articles, the students will discuss then and write a kind of summary about the highlighted topic and the trending research.

Scaffolding Activity: Speaking 3

What kind of scaffolding did you buy? Debate

Why? Providing speaking frames to create a debate about the importance of enzyms in the body

Topic: Biochemical analysis of metabolic components; Enzyms

Level: CFGS Clinical and Biomedical Laboratory

Time: 10minutes

Describe how it works: This activity help us to finish the previous one. In this line, I would make some questions and discuss the results, where the students are the protagonist and the teacher act as guide.

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What do you think of when you hear the word 'Enzyms"?

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Project M04 CFGS Clinical and Biomedical Laboratori; Enzyms

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Project M04 CFGS Clinical and Biomedical Laboratori; Enzyms