Communicative Practice 3rd Course (Full Version) PDF

Kazakh Abylai khan University of International relations and World Languages Foreign Language Teacher Training Faculty Theory and Practice of Intercultural Communication Department SCIENCE CLASSROOM...

Kazakh Abylai khan University of International relations and World Languages Foreign Language Teacher Training Faculty Theory and Practice of Intercultural Communication Department SCIENCE CLASSROOM Created by: Pentina E.O. (1.2, 2.1, 3.2), Ainabayeva Z.M. (1.3, 2.3, 3.1), Seliverstova I.A. (Intro, 1.1, 2.2, 3.3) (25.04.2021) Almaty, 2021  Content Unit Theme/Sub themes Pages Intro Science and Society 3 1 Unit 1 Biology 11 1.1 Basics of Biological Science 11 1.2 Biodiversity 21 1.3 Earth & Environment 31 2 Unit 2 Chemistry 43 2.1 Basics of Chemistry 43 2.2 Classification of Elements and Periodicity 55 2.3 Organic and Inorganic Chemistry – Basic Principles and 73 Techniques 3 Unit 3 Physics 90 3.1 Introduction to Physics and Astronomy 90 3.2 Kinematics: The Science of Motion 108 3.3 Matter & Energy 121 2  Intro: Science and Society LEAD-IN 1 Look at the pictures and generate ideas or your associations on their message. Science. Airy Hill Primary School, 2018 http://airyhill.n-yorks.sch.uk/curriculum/science/ Science. Haughton St. Giles Primary Academy, 2021 https://www.haughtonstgiles.org.uk/curriculum/science/ 2 Give answers to the following questions. 1. What do you think about science? 2. Did you like learning Science when you studied at school? 3. Do you think it is important to study Science? 4. What kind of science did you learn at school? 5. Scientists and technology experts seem to be more valued by modern society than musicians and artists. To what extent do you agree or disagree? CONCEPT STUDY TEXT A1 1 Study the following micro text from the ‘Science Glossary’ and be ready to answer the questions. Science, any system of knowledge that is concerned with the physical world and its phenomena and that entails unbiased observations and systematic experimentation. In general, a science involves a pursuit of knowledge covering general truths or the operations of fundamental laws. Science can be divided into different branches based on the subject of study. The physical sciences study the inorganic world and comprise the fields of astronomy, physics, chemistry, and the Earth sciences. The biological sciences such as biology and medicine study the organic world of life and its processes. Social sciences like anthropology and economics study the social and cultural aspects of human behaviour. The Editors of the Encyclopaedia Britannica. Science. Encyclopaedia Britannica, Inc., 2021. https://www.britannica.com/science/science 2 Recall: Work in pairs, take turns and give answers to the following questions. Speaker 1 Speaker 2 1. How can you explain the concept of 1. How is science classified? ‘science’? 2. What is the difference between the 2. What does the concept of the ‘physical physical, biological and social world’ imply? sciences? 3. Why is observation important in 3. Would you describe the fields of study science? in astronomy, physics, chemistry and 4. What is the role of the the earth sciences? experimentation? 4. Why do biology and medicine refer to 5. Would you give examples of general the biological sciences? truth? What does it imply? 5. What other sciences might refer to the social sciences? 3 3a Summarize the information from the ‘Science Glossary’ and write one paragraph on the topic ‘Science’. According to the dictionary entry, __________________________________ ______________________. Sciences can be classified__________________ ____________. One group of sciences __________________________ , the other ____________________. There is also ________________________ _____________________________________________________________. 3b Share your paragraph with a partner. What else would you add to the information he/she has written? TEXT A2 1 Study the text and say what the features of science are. What is science? ‘The important thing is never to stop questioning.’ Albert Einstein When you hear the word ‘science’ what do you think of? Lab coats and test tubes? Telescopes and stars? Einstein? Dog-eared text books? While these represent various aspects of science, none of these truly embodies ‘science’ as a whole, because as a field it is so multi- faceted. Science can be thought of as both a body of knowledge (the things we have already discovered), and the process of acquiring new knowledge (through observation and experimentation – testing and hypothesising). Both knowledge and process are interdependent, since the knowledge acquired depends on the questions asked and the methods used to find the answers. The field of ‘science’ is often grouped into:  natural science – life or biological science (the study of living organisms) and physical science (the study of the material universe including physics, chemistry, space science etc).  social science – the study of society and people (such as anthropology, psychology)  formal science – the study of logic and mathematics  applied science – disciplines that rely on science and use existing scientific knowledge to develop new applications, such as in engineering, robotics, agriculture and medicine. Both natural science and social science are known as empirical sciences. This means that any theories must be based on observable phenomena, reproducibility of results and peer review. The most interesting thing about science is that it’s never finished. Every discovery leads to more questions, new mysteries, to something else that needs explaining. It’s a case of ‘the more we know, the more we know we know nothing at all’. For example, the discovery of the double-helix structure of DNA revolutionised our understanding of biology, bringing up whole new areas to be studied such as genetic modification and synthetic biology. Professor Ladiges P.; Dr Mayo O. What is Science? Australian Academy of Science, 2021 https://www.science.org.au/curious/people-medicine/what-science 2 Look at following examples of characteristics of science and add some other features of science to the list. № Characteristics 1 e.g. means observation and experimentation 2 e.g. implies the process of creating new knowledge 3 4 5 4 6 7 8 3a Classify the following characteristics into groups and say which ones refer to the description of natural sciences, and social sciences, or both of them 4 Apply concepts. Talk to your partner about  the characteristics of basic science and applied sciences,  the theoretical and empirical levels of scientific knowledge. TEXT A3 1 Study the following text, create a flow chat to indicate the steps of the scientific method. The Scientific Method When conducting research, scientists use the scientific method to collect measurable, empirical evidence in an experiment related to a hypothesis (often in the form of an if/then statement), the results aiming to support or contradict a theory. The steps of the scientific method go something like this: make an observation or observations; ask questions about the observations and gather information; form a hypothesis – a description of what’s been observed, and make predictions based on that hypothesis; test the hypothesis and predictions in an experiment that can be reproduced; analyze the data and draw conclusions; accept or reject the hypothesis or modify the hypothesis if necessary; reproduce the experiment until there are no discrepancies between observations and theory. An experiment should include a dependent variable (which does not change) and an independent variable (which does change). An experiment should include an experimental group and a control group. The control group is what the experimental group is compared against. Bradford A. What Is Science? Live Science Contributor, 2017 https://www.livescience.com/20896-science-scientific-method.html 2 Read the multiple-choice questions and choose the most suitable answer (A-C). 1. The scientific method implies A. collecting evidence related to the hypothesis B. results aiming at supporting or contradicting a theory C. all the points mentioned above 2. The steps of the scientific method A. experiment; hypothesis; analysing the data and drawing conclusions; observation B. observation; hypothesis; experiment; analysing the data and drawing conclusions C. analysing the data and drawing conclusions; observation; experiment; Hypothesis 3. An experiment should include A. a dependent variable and independent variable B. an experimental group and a control group C. all the points mentioned above 5 3 Discuss the following questions. 1. Why is scientific method important? 2. What steps of the scientific method are more challenging? Why? 4 Communication.  Based on the article on the steps of the Scientific Method, prepare a speech to explain the information to the Science class learners. TEXT B1 1 Study the following information on the topic of scientists and say what qualities and skills are typical for them. Our Definition of Scientists A scientist is someone who systematically gathers and uses research and evidence, to make hypotheses and test them, to gain and share understanding and knowledge. A scientist can be further defined by:  How they go about this, for instance by use of statistics (statisticians) or data (data scientists).  What they’re seeking understanding of, for instance the elements in the universe (chemists, geologists etc), or the stars in the sky (astronomers).  Where they apply their science, for instance in the food industry (food scientist). However, all scientists are united by their relentless curiosity and systematic approach to assuaging it. Our Definition of a Scientist. Science Council, 2021 https://sciencecouncil.org/about-science/our-definition-of-a-scientist/ 2 Study the chart and match the types of scientists and the profile. Types of Scientists Profile 1. The Business Scientist A. uses the knowledge generated by others and transforms it into something that society can use; they might be developing products or services, ideas that change behaviour, improvements in health care and medicines, or the application of existing technology in new settings. 2. The Communicator Scientist B. deals with the unknown observing, mapping, understanding and piecing together in-depth knowledge and data, setting out the landscape for others to translate and develop 3. The Developer, or C. underpins excellent management and business skills with translational, Scientist scientific knowledge, supporting evidence-led decision-making within companies and other enterprises. 4. The Entrepreneur Scientist D. is there to reassure the public that systems and technology are reliable and safe, through monitoring and regulation; they are found in regulatory bodies, such as the Food Standards Agency, and in a wide range of testing and measurement services. 5. The Explorer Scientist E. is trained in science, sharing their knowledge and understanding to train the next generation of scientists; their application of science is combined with pedagogic skill and passion for teaching others 6. The Investigator Scientist F. combines their science and technological know-how with an ability to communicate, e.g. media and communication channels 6 7. The Policy Scientist G. is someone who, like the crew of the Enterprise, is on a journey of discovery “to boldly go where no one has gone before”; they are likely to be found in a university or research centre, or in Research & Development (R&D) at an organisation, and are likely to be working alone. 8. The Regulator Scientist H. provides operational scientific services in a wide range of ways. 9. The Teacher Scientist I. makes innovation happen; they blend their science knowledge and credibility with people management skills, entrepreneurial flair and a strong understanding of business and finance, to start their own businesses or help grow existing companies. 10. The Technician Scientist J. uses their science and technical knowledge, as well as their understanding of government and policy making, to ensure that legislation and policy have a sound evidence base; some policy scientists describe themselves as 75% scientist and 25% politician. 10 Types of Scientist. Science Council, 2021 https://sciencecouncil.org/about-science/10-types-of-scientist/ TEXT B2 1 Study the text and say what the difference between STEM, STEAM, and STREAM is. STEM, STEAM, and STREAM: A Brief Overview STEM: It stands for Science, Technology, Engineering, and Mathematics. It is the educational curriculum that provides a comprehensive approach to learning. Instead of teaching children each subject separately, teachers aim to incorporate all the elements into STEM. Some of the common STEM curricula include building bridges and basic computer programming which lets children see the endless world of possibilities. STEAM: When the conventional STEM is added with arts, it is commonly known as STEAM. One of the best things about STEAM is that it enables students to discover the artists within them. Take, for instance, creating seed necklaces or building the same bridge with ice- cream sticks are not only just science-based but also promote artistic expressions among children. STREAM: Reading and writing is an integral part of any teaching curriculum. That is why it is also crucial to add such skills with STEM and STREM. Along with incorporating critical thinking and creativity, STREAM also incorporates reading and writings. What is the Difference between Stem, Steam and Stream? Tinkerly. Elation Edtech Pvt Ltd 2021 https://tinker.ly/the-difference-between-stem-steam-and-stream/ 2a Summarize all the information from the previous texts A1-A3, B1-B2 and create your mind map on the topic ‘Science and Scientists’ Your ideas Your ideas Your ideas Science and Scientists Your ideas Your ideas 2b Share your ideas and mind maps with a partner/in class. 7 INFORMATION-ACCUMULATION TEXT C1 Generate ideas on the following questions. 1. What is the goal of science? 2. How is science different from other ways of learning about the world? 3. How do scientists gather the evidence that supports their ideas? 4. Why do scientists need to be good communicators? 5. Why do scientists need to be able to use math? 6. What are some examples of how science can help us in our everyday lives? 2 Visit the website provided, study the following topic:  What is Science? Generation Genius, Inc. A Public Benefit Corporation, 2021 https://www.generationgenius.com/videolessons/science-and-engineering-practices-video- for-kids/ 3 Write down the synopsis of the information on and indicate if this information casts doubt or adds to the information you have learned before. 4 Discuss the following questions with a partner. 1. If there is not one scientific method, then what do all scientists have in common? 2. How is a theory similar to and different from a law? 3. What is the difference between data and evidence? 4. Why do scientists use models, and why do all models have limitations? 5. What makes a good scientific question? 6. Why do scientific ideas sometimes change? 5 Analyze the information of the website and prepare a report on the application of the information in the Science classroom. TEXT C2 1 Watch the video and say what a scientific literacy is. Scientific Literacy - Neil de Grasse Tyson https://www.youtube.com/watch?v=gFLYe_YAQYQ 2 Watch the video and fill in the gaps with suitable information. 1. Children are exploring their environment through ………………….. 2. The goal is not to make everybody a …………………. 3. We want ………….. , we want …………… , we want …………... 4. What’s matters is whether they’re ……………. ……………… and …………… that literacy and that ……………… throughout their lives, no matter what becomes their ……………….. 5. The main part of science is not to …………… facts, but ………………. 6. The main part is how the world looks like through your ……………. 7. If a person is scientifically literate, it enables the person to understand there are the issues that confront society that have science as their …………….. 8. You cannot look at science and math as some …………… subject, it’s …………….. ; it’s all around us. 3 Summarize the information from the video and talk to a partner on the aspects of scientific literacy. TEXT C3 1 Think critically: Read the text and using the ‘INSERT’ technique mark information in the text, using the following symbols. 8  ‘V’ ‘+’ ‘--‘ ‘?’ ‘I knew it’ ‘It’s new for ‘I thought otherwise’ ‘It’s interesting/ unclear/needs me’ consideration’ Science for Society, UNESCO Science is the greatest collective endeavor. It contributes to ensuring a longer and healthier life, monitors our health, provides medicine to cure our diseases, alleviates aches and pains, helps us to provide water for our basic needs – including our food, provides energy and makes life more fun, including sports, music, entertainment and the latest communication technology. Last but not least, it nourishes our spirit. Science generates solutions for everyday life and helps us to answer the great mysteries of the universe. In other words, science is one of the most important channels of knowledge. It has a specific role, as well as a variety of functions for the benefit of our society: creating new knowledge, improving education, and increasing the quality of our lives. Science must respond to societal needs and global challenges. Public understanding and engagement with science, and citizen participation including through the popularization of science are essential to equip citizens to make informed personal and professional choices. Governments need to make decisions based on quality scientific information on issues such as health and agriculture, and parliaments need to legislate on societal issues which necessitate the latest scientific knowledge. National governments need to understand the science behind major global challenges such as climate change, ocean health, biodiversity loss and freshwater security. To face sustainable development challenges, governments and citizens alike must understand the language of science and must become scientifically literate. On the other hand, scientists must understand the problems policy-makers face and endeavor to make the results of their research relevant and comprehensible to society. Challenges today cut across the traditional boundaries of disciplines and stretch across the lifecycle of innovation – from research to knowledge development and its application. Science, technology and innovation must drive our pursuit of more equitable and sustainable development. Science for Society. UNESCO, 2019 https://en.unesco.org/themes/science-society 2 Study the text again and say whether the following statements are correct or not. Use YES for correct statements, and NO for incorrect ones. 1. Science has the individual nature _________. 2. Science is one of the important channels of knowledge _________. 3. Science responds to the needs of society ___________. 4. Governments do nor depend on sciences ___________. 5. Understanding the language of science is necessary for the sustainable development _____________. 6. The lifecycle of innovation starts from research to knowledge development and its application ____________. 3 Study the italicized words from the text, and explain their meaning. Give examples to illustrate their meaning. 4 Communication. As a part of the preparation for the Science class discussion prepare an introductory speech and a list of questions to discuss the role of science in people’s life. PRAGMATICS-ACTIVISATION Dialogue-making: Speaker A: Imagine that you were a scientific journalist.  What questions would you ask a scientist about the role of science? 9   Think about and write down 10 questions. Question 1 ___________________________________________ Question 2 ___________________________________________ Question 3 ___________________________________________ etc. Speaker B: Imagine that you were a scientist. How would you answer the scientific journalist’s questions?  Role play a dialogue. 2 Writing. Summarize the results of an interview with the scientist and write a ‘Science at School’ teacher blog entry on introducing the elements of the STEM education and developing scientific literacy to learners. 3 Public Speaking. Prepare a public speech for the conference on developing scientific literacy to learners. CONTEXT-BASED COMMUNICATION SOCIETY VALUES: TEXT E1 1 Read the following excerpt from the article on the role of science in the society and analyse the problem discussed. What is the scientist’s role in society and how do we teach it? Early career researchers need to learn how policy is made and assessed to encourage more joined-up thinking in science Our lives are increasingly affected, for better or worse, by innovations in science; some of these innovations we rely on to present future threats. Developments in fields ranging from gene technology to energy production offer real benefits to society, but also raise wider societal questions. We urgently need a better understanding of where, and how, science and technology fit into the cultural and industrial life of the nation. Scientists should become more proactive in providing advice to politicians and policy-makers where proposed new policies involve knowledge they possess from their research. Elves M.W., Gibson I. What is the Scientist’s Role in the Society and How do We Teach it? The Guardian, 2013 https ://www.theguardian.com/higher-education-network/blog/2013/nov/04/science-in-society-policy-research 2 Discussion. As a part of the UNESCO mission, the priority areas for development include Science Education, which aims to generate a more science-oriented youth and hopes to have a positive impact on economic and social development by influencing teachers and curriculum planners. Discuss the role of science education and prepare a speech for the UNESCO committee on in the peculiarities of Science education in the RK, highlighting the role of science and society. SELF-STUDY: SCIENTIFIC FORUM 1 Research the information on the topic ‘Science education in the RK’, highlighting the role of science and society. 2 Prepare a report/project for a scientific meeting, following the stages:  Introduction  Task  Process  Result/Product  Evaluation/Reflection 3 Role play the Scientific Forum meeting in class. 10  UNIT 1 BIOLOGY 1.1 BASICS OF BIOLOGICAL SCIENCE LEAD-IN 1 Look at the pictures and generate ideas or your associations on their message. Synthetic Biology. National Human Genome Institute, https://www.larberthigh.com/departments/sciences/biology/biology.html 2021https://www.genome.gov/about-genomics/policy- issues/Synthetic-Biology 2 Discuss the following questions. 1. What do remember about studying Biology at school? 2. Why do you think some people choose Biology as their profession? 3. What might be the benefits or challenges of teaching Biology, as well as other Science subjects in English? 4. How can understanding Biology contribute to the society and civil participation? 5. What fields of study will be relevant in the future? Why? CONCEPT STUDY TEXT A1 1 Study the following micro texts from the ‘Biology Glossary’ and be ready to answer the questions. Biology is the natural science that focuses on the study of life and living organisms, including their structure, function, development, interactions, evolution, distribution, and taxonomy. The scope of the field is extensive and is divided into several specialized disciplines, such as anatomy, physiology, ethology, genetics, and many more. All living things share a few key traits: cellular organization, heritable genetic material and the ability to adapt/evolve, metabolism to regulate energy needs, the ability to interact with the environment, maintain homeostasis, reproduce, and the ability to grow and change. The Complexity of Life Despite its complexity, life is organized and structured. The cell theory in biology states that all living organisms are composed of one or more cells. The cell is the basic unit of life, and all cells arise from previously existing cells. Even single-celled organisms, such as bacteria, have structures that allow them to carry out essential functions, such as interacting with the environment and carry out chemical reactions that maintain life, or metabolism. In multicellular organisms, cells work together to form tissues, organs, organ systems, and finally, entire organisms. This hierarchical organization can extend further into populations, communities, ecosystems, and the biosphere. 1.1 What is Biology? Chapter 1: Scientific Inquiry. My JoVE corporation, 2021 https://www.jove.com/science-education/10647/what-is-biology 2 Recall: Work in pairs, take turns and give answers to the following questions. Speaker A Speaker B 1. What is Biology? 1. What does the cell theory in Biology 11  2. What scope does Biology cover? state? 3. What do anatomy, physiology, 2. Why are cells important? ethology, genetics study? 3. What can you tell about single-celled 4. What key traits share all living things? organisms? 5. What other features could you add to 4. How do cells work in multicellular the list? organisms? 5. What is the scope of this hierarchical organization? 3a Summarize the information from the ‘Biology Glossary’ and write one paragraph on the topic ‘. Biology could be defined as ________________________________________, _______________________________________________________________ _______________________________________________________________ _____________________________________________________________. 3b Share your paragraph with a partner. What else would you add to the information he/she has written? TEXT A2 1 Study the text and explain what cells are. All living things are built from microscopic structures called cells. One cell has the potential to sustain life and is the simplest structure capable of doing so. Although life evolved into multi-cellular organisms a long time ago, the majority of life on Earth still remains as single-celled organisms. Bacteria, archaea, protists, and many fungi have only one cell and are able to survive and reproduce in a huge array of ways. Cells are typically divided into two main categories: prokaryotic cells and eukaryotic cells. Prokaryotic cells are found only in microscopic organisms such as bacteria and archaea. Eukaryotic cells are found in more advanced organisms such as animals, plants, and fungi. The main difference between the two types of cells is that eukaryotic cells have a nucleus which contains the cell’s DNA and has specialized structures called organelles. Organelles perform specific functions such as photosynthesis and protein production. In prokaryotic cells, the DNA isn’t encapsulated within a nucleus and organelles are missing. The cells from one organism to the next always varies but they do often have many similarities. Almost all cells contain DNA, are surrounded by a membrane, and perform similar functions such as respiration and the production of proteins. Homeostasis is the act of maintaining a relatively constant internal environment within an organism’s cells. Cells function most efficiently in a certain range of conditions and as the environment changes around them, they constantly work to keep their internal environment in an optimal condition. Cells are working to maintain factors such as the concentrations of water, salt and sugar, the temperature within the cell, and oxygen concentrations. Introduction to Biology. Cells. Basic Biology, 2020 https://basicbiology.net/biology-101/introduction-to-biology 2 Analyze the following properties of cells. № Properties of Cells A They can be found in microscopic organisms B They have a nucleus which contains the cell’s DNA C They can be found in animals, plants, and fungi 12 D They have organelles E They do not have organelles F They are surrounded by a membrane G They perform similar functions such as respiration and the production of proteins. H They function most efficiently in a certain range of conditions I They work to maintain various functions. 3 LABORATORY WORK: Classify the properties of the cells. What features relate to prokaryotic, eukaryotic cells, or all cells? Prokaryotic cells Eukaryotic cells All cells 4 Apply concepts: Work in pairs, take turns and tell your partner about the characteristics of cells. TEXT B1 1 Study the information and say what properties genes have and how they affect the evolution of species. Genes are the basic unit for heredity. They contain all the information required to keep an organism alive. When organisms reproduce, the information from genes is passed from parent to offspring. The genes that are passed from parent to offspring then provide the information to cells to keep the new organism alive. Genes are the reason why children look similar to their parents. The theory of evolution by natural selection gives by far the best explanation for the huge diversity of species on Earth. The process of natural selection has been sculpting life for over 4 billion years and is the cornerstone of modern biology. The natural selection of useful traits from generation to generation drives the evolution of species over long periods of time. With the help of genetic mutations, evolution has driven the development of life, capable of thriving in almost any environment on Earth. The process of evolution is visible in all aspects of life. Obvious similarities in structure and function of different species are hard to ignore and the collection of evidence supporting the theory of evolution has become undeniable. Introduction to Biology. Cells. Basic Biology, 2020 https://basicbiology.net/biology-101/introduction-to-biology 2 Analyze the information from texts A1-B1, and create a poster on the topic of ‘Biology’ to perform it at the Science class. INFORMATION-ACCUMULATION TEXT C1 1 ‘Jigsaw Reading’: In groups of 3, read the following parts A-C of the text and speak about the fields of biology and their characteristics. Fields of Biology There is a huge array of sub-disciplines or fields of biology – all up more than 60. Many have been around for hundreds of years, whilst others are far newer and are often developing very rapidly. This article introduces you to many of the main fields of biology: zoology, botany, microbiology, genetics, biochemistry and ecology. Fields of biology such as zoology and genetics can be very broad topics and contain many specializations within each field. For example, an ethologist is an animal biologist that studies animal behavior. An ecologist, who looks at how organisms interact with each other and the environment, may specialize in marine ecology, ecophysiology, population ecology or a number of other topics within ecology. 13 Part A Animal biology, known as zoology, is the study of animals and includes branches such as ethology (animal behavior), herpetology (reptiles), ichthyology (fish), mammalogy (mammals), ornithology (birds) and entomology (insects). Zoology or animal biology is interested in all facets of animal life such as the development from embryo to mature adult; behavior e.g. with other individuals or finding food; the evolution of each species; the distribution of animal species and their abundance, or the structure and function of animals. Botany is the field of biology that studies plants. It covers many similar aspects as animal biology but with the obvious focus on plants. The act of studying plants, however, is far different from studying animals and is in many ways a lot easier. One considerable difference is the fact that plants don’t tend to move, so it often easier to locate and examine species in the wild, whereas an animal will often steer clear of human activity. Plants are important because almost all animal life depends on the supply of food through plant production, either by directly grazing on plants or feeding on other animals that live on a plant diet. By understanding how plants function, their structure, and their interactions with other species and the environment, we can make better decisions about the development and harvesting of plant produced resources such as food and wood. Introduction to Biology. Cells. Basic Biology, 2020 https://basicbiology.net/biology-101/fields-of-biology Part B The total number of microscopic organisms or microbes presently on Earth far outweighs the sum of all animals and plants that have ever lived. In the human body alone there are more than one trillion virus cells and, combined with bacterial cells, they far outnumber our own cells within our bodies. Microbiology is a field of biology that studies microscopic organisms or microbes such as bacteria, archaea, and protists. This field of biology can be broken into sub-disciplines, often defined by certain microbes, for example, bacteriology is the study of bacteria and mycology is the study of fungi. Due to the difficulty in isolating a single microscopic species, the majority of bacteria and other microbial species are yet to be identified. Microbiology is a growing field of study, however, and new technology and developments within the field are helping to identify new species all the time. The inheritance of genes from parent to offspring is the process that maintains the development of life. Genetics is a field of biology interested in the study of genetic material such as DNA and chromosomes. It is an integral part of biology and relevant to all living things as they all carry genetic material, almost exclusively in the form of DNA. When life is broken down to its lowest level of organisation, at the root of it all is thousands of chemical reactions. Biochemistry is the field of biology that focuses on the chemical reactions that make life possible. An understanding of molecular fields such as genetics and biochemistry is the best way to truly understand how life is possible and get to the core of how everything works within living things. Introduction to Biology. Cells. Basic Biology, 2020 https://basicbiology.net/biology-101/fields-of-biology Part C Ecology studies the interaction between the environment and the organisms (living things) that live amongst it. As it deals with the environment as well as living things, ecology is an integration of biology, chemistry, physics and geology. Ecology looks at the factors that influence the final product of a system such as an ecosystem or a population of a species. Depending on the focus of the study, ecology can be interested in the interaction of life and the environment at a number of levels. The study of ecology breaks the world and ecosystems down into various levels of organization such as individual organisms, populations, communities of organisms and entire 14 ecosystems. A group of individuals from the same species make a population, a collection of populations of different species make a community, environmental factors plus the community make an ecosystem, the ecosystems of a large area (such as North America) make a biome, and all the biomes around the world contribute to the overall functioning of the biosphere (Earth). Introduction to Biology. Cells. Basic Biology, 2020 https://basicbiology.net/biology-101/fields-of-biology 2 Choose the best option in the following sentences using information from the text. 1. The specialist who looks at how organisms interact with each other and the environment is called A. biologist B. ethologist C. ecologist D. biochemist 2. Zoology includes A. ornithology B. herpetology C. entomology D. all the points mentioned above 3. Studying plants A. is far different from studying animals B. is more complicated C. focuses on one aspect of animal biology D. implies the difficulty in locating and examining the species in the world 4. A field of biology that studies microscopic organisms is defined as A. genetics B. microbiology C. biochemistry D. botany 5. DNA and chromosomes are A. an integral part of biology B. relevant to all living things C. examples of genetic material D. all the points mentioned above 6. Molecular fields A. include genetics and biochemistry B. help get to the core of how everything works within living things. C. make up the lowest level of organisation D. all the points mentioned above 7. The study of ecology does NOT A. study factors that influence the ecosystem or the population of a species B. depend on the focus of study C. imply interdisciplinary nature D. break the world and ecosystems down into various levels of organization 8. The overall functioning of the biosphere covers A. species, population, communities, biomes, ecosystems B. communities and populations of species C. biomes and ecosystems D. biomes and populations of species 4 Talk to your partner about fields of Biology and suggest ways and activities on explaining the topic to the Grade 6 learners. 15 TEXT C2 1 Visit the website on the ‘Introduction to Biology’, choose one topic, study the information provided and be ready to talk about it. CK-12 Biology for High School https://flexbooks.ck12.org/cbook/ck-12-biology-flexbook-2.0/ 2 Analyze the information and create the lesson plan for the Science class on Biology. TEXT C3 1 Visit the following website, watch the video and speak about the RSB in developing Biology for the future. Who are the RSB? | Biology for the Future | ITN Productions and Royal Society of Biology https://www.youtube.com/channel/UCGG23t12yb96Qye6FGnLFSA https://www.youtube.com/watch?v=UW75KyT-M5Q 2 Complete the sentence using the information from the video. PRAGMATICS-ACTIVISATION 1 Dialogue-making: Speaker A: Imagine that you were a scientific blogger.  What questions would you ask a physicist about basics of Biological science?  Think about and write down 10 questions. Question 1 ____________________________________ Question 2 ____________________________________ Question 3 ____________________________________ etc. B: Imagine that you were a biologist. How would you answer the scientific blogger’s Speaker questions?  Role play a dialogue. A BLOG 2 Writing: Summarize the results of an interview with the biologist Blogger’s Name and write an entry for the scientific blog on the topic of basics of Title Biological science (at least 200-250 words). _____________ 3 Public Speaking: Prepare a public speech for the conference on what fields of biology will be important in the future. _______ 4 You are a participant of the conference: “Introduction to Biology”. Prepare a short report on the topic “Interdisciplinary character of Biology”. CONTEXT-BASED COMMUNICATION TEXT E1 1 You are going to read the article about sociobiological study. Before reading, discuss the following issues and make your suggestions about the content of the text.  There is a strong interconnection of biology, psychology and anthropology.  The problem of modem sociobiology - to discover the degree to which hard-wired genetic programming dictates or strongly biases the interaction of animals and humans with their environment.  Sociobiology is concerned with elucidating the biological basis of all behaviour. 2 Share your ideas with the partner; compare your views and sum up the main ideas. 16  Nature or Nurture? A A few years ago, in one of the most fascinating and disturbing experiments in behavioural psychology, Stanley Milgram of Yale University tested 40 subjects from all walks of life for their willingness to obey instructions given by a ‘leader’ in a situation in which the subjects might feel a personal distaste for the actions they were called upon to perform. Specifically, Milgram told each volunteer 'teacher-subject' that the experiment was in the noble cause of education, and was designed to test whether or not punishing pupils for their mistakes would have a positive effect on the pupils' ability to learn. B Milgram’s experimental set-up involved placing the teacher-subject before a panel of thirty switches with labels ranging from '15 volts of electricity (slight shock)' to ‘450 volts (danger - severe shock)' in steps of 15 volts each. The teacher-subject was told that whenever the pupil gave the wrong answer to a question, a shock was to be administered, beginning at the lowest level and increasing in severity with each successive wrong answer. The supposed 'pupil' was in reality an actor hired by Milgram to simulate receiving the shocks by emitting a spectrum of groans and screams together with an assortment of statements and expletives denouncing both the experiment and the experimenter. Milgram told the teacher-subject to ignore the reactions of the pupil, and to administer whatever level of shock was called for as per the rule governing the experimental situation of the moment. C As the experiment unfolded, the pupil would deliberately give the wrong answers to questions posed by the teacher, thereby bringing on various electrical punishments, even up to the danger level of 300 volts and beyond. Many of the teacher-subjects balked at administering the higher levels of punishment, and turned to Milgram with questioning locks and/or complaints about continuing the experiment. In these situations, Milgram calmly explained that the teacher-subject was to ignore the pupil's cries for mercy and carry on with the experiment. If the subject was still reluctant to proceed, Milgram said that it was important for the sake of the experiment that the procedure be followed through to the end. His final argument was, ‘You have no other choice. You must go on.' What Milgram was trying to discover was the number of teacher-subjects who would be willing to administer the highest levels of shock, even in the face of strong personal and moral revulsion against the rules and conditions of the experiment. D Prior to carrying out the experiment, Milgram explained his idea to a group of 39 psychiatrists and asked them to predict the average percentage of people in an ordinary population who would be willing to administer the highest shock level of 450 volts. The overwhelming consensus was that virtually all the teacher-subjects would refuse to obey the experimenter. The psychiatrists felt that 'most subjects would not go beyond 150 volts' and they further anticipated that only four per cent would go up to 300 volts. Furthermore, they thought that only a lunatic fringe of about one in 1.000 would give the highest shock of 450 volts. E What were the actual results? Well, over 60 per cent of the teacher-subjects continued to obey Milgram up to the 450-volt limit! In repetitions of the experiment in other countries, the percentage of obedient teacher-subjects was even higher, reaching 85 per cent in one country How can we possibly account for this vast discrepancy between what calm, rational, 17 knowledgeable people predict in the comfort of their study and what pressured, flustered, but cooperative teachers’ actually do in the laboratory of real life? F One’s first inclination might be to argue that there must be some sort of built-in animal aggression instinct that was activated by the experiment, and that Milgram’s teacher- subjects were just following a genetic need to discharge this pent-up primal urge onto the pupil by administering the electrical shock. A modern hard-core sociobiologist might even go so far as to claim that this aggressive instinct evolved as an advantageous trait, having been of survival value to our ancestors in their struggle against the hardships of life on the plains and in the caves, ultimately finding its way into our genetic make-up as a remnant of our ancient animal ways. G An alternative to this notion of genetic programming is to see the teacher-subjects' actions as a result of the social environment under which the experiment was carried out. As Milgram himself pointed out. Most subjects in the experiment see their behaviour in a larger context that is benevolent and useful to society - the pursuit of scientific truth. The psychological laboratory has a strong claim to legitimacy and evokes trust and confidence in those who perform there. An action such as shocking a victim, which in isolation appears evil, acquires a completely different meaning when placed in this setting.’ H Thus, in this explanation the subject merges his unique personality and personal and moral code with that of larger institutional structures, surrendering individual properties like loyalty, self- sacrifice and discipline to the service of malevolent systems of authority. I Here we have two radically different explanations for why so many teacher-subjects were willing to forgo their sense of personal responsibility for the sake of an institutional authority figure. The problem for biologists, psychologists and anthropologists is to sort out which of these two polar explanations is more plausible. This, in essence, is the problem of modem sociobiology - to discover the degree to which hard-wired genetic programming dictates, or at least strongly biases, the interaction of animals and humans with their environment, that is, their behaviour. Put another way, sociobiology is concerned with elucidating the biological basis of all behaviour. Mini-IELTS.com, 2021 http://mini-ielts.com/201/reading/nature-or-nurture Questions 1-6. The reading passage has nine paragraphs, A-I. Which paragraph contains the following information? Write the correct letter A-I. 1 a biological explanation of the teacher-subjects’ behaviour 2 the explanation Milgram gave the teacher-subjects for the experiment 3 the identity of the pupils 4 the expected statistical outcome 5 the general aim of sociobiological study 6 the way Milgram persuaded the teacher-subjects to continue Questions 7-9. Choose the correct letter A, B, C or D. 7. The teacher-subjects were told that they were testing whether A a 450-volt shock was dangerous. B punishment helps learning. C the pupils were honest. D they were suited to teaching. 8. The teacher-subjects were instructed to A stop when a pupil asked them to. B denounce pupils who made mistakes. C reduce the shock level after a correct answer. D give punishment according to a rule. 18 9. Before the experiment took place the psychiatrists A believed that a shock of 150 volts was too dangerous. B failed to agree on how the teacher-subjects would respond to instructions. C underestimated the teacher-subjects’ willingness to comply with experimental procedure. D thought that many of the teacher-subjects would administer a shock of 450 volts. Questions 10-13. Do the following statements agree with the information given in the reading passage? TRUE if the statement agrees with the information FALSE if the statement contradicts the information NOT GIVEN if there is no information on this 10 Several of the subjects were psychology students at Yale University. 11 Some people may believe that the teacher-subjects’ behaviour could be explained as a positive survival mechanism. 12 In a sociological explanation, personal values are more powerful than authority. 13 Milgram’s experiment solves an important question in sociobiology. 2 Communication practice Speaker A: You are a participant of the conference: “Introduction to Biology”. Prepare a short report, including in your speech the following topics  The history of Biology  Sub-disciplines of Biology  Basic principles of Biological science Speaker B: You are a journalist participating in the conference “Introduction to Biology”. Think about questions, which you may ask the participant of the conference. Ask your questions, taking into account the following information:  Concerning the history of biology. Which development has brought the most benefits to humanity?  Question about sub-disciplines of Biology. What is the interconnection of anatomy, cell biology, genetics, and physiology?  Questions for the basic principles of Biology. The foundation of biology as it exists today is based on five basic principles. What are they? What is their role in the development of science? SOCIETY VALUES: TEXT E2 1 Read the following information and speak on the examples of Biology in everyday life. 11 Examples of Biology in Everyday Life Studious Guy, 2021 https://studiousguy.com/examples-of-biology-in-everyday-life/  Agriculture  Food & Drinks  Health & Medicine  Clothing  Jet Lag  Stem Cells  Altitude Sickness  Environment & Ecosystem  Fuelling Earth  Next-Generation Biofuels  Drugs: Boon or Bane? 19 2a Discussion. 1. How can these examples of Biology in everyday be explained from the scientific perspective? 2. Could you think of some other examples of Biology in different spheres? 2b Discuss the following topic: All living organisms depend on others to a certain degree. The higher life form dies and is returned to provide food for the lowest level organisms. When this natural cycle is broken, organisms may undergo biological changes to adapt or in more severe situations, the survival of the species may be threatened. Analyze the problem and prove the importance of maintaining this system. Suggest your own solutions. SELF-STUDY: SCIENTIFIC FORUM 1 Research the information on the topic ‘Biology Classroom: Challenges and Prospects. Studying Biology in English in the RK’. 2 Prepare a report/project for a scientific meeting, following the stages:  Introduction  Task  Process  Result/Product  Evaluation/Reflection 3 Role play the Scientific Forum meeting in class. 20  1.2 Biodiversity LEAD-IN 1 Give answers to the following questions. 1. What do you know about biodiversity? 2. Expand its evolutionary, ecological, and cultural processes. 3. What is the interconnection between biological resources and biodiversity? 4. Why is biodiversity important? 5. Give your ideas about protection, use, and management of ecosystems and biodiversity. 6. Review biodiversity aspects, and dimensions of value and benefits. CONCEPT STUDY 1 Match the phrases in box A with a similar meaning in box B. A B biodiversity include provisioning services such as food and water; regulating services such as flood and disease control; cultural services such as spiritual, recreational, and cultural benefits; and supporting services such as nutrient cycling that maintain the conditions for life on Earth. Diversity includes diversity within species (genetic diversity), between species (species diversity), and between ecosystems (ecosystem diversity). genetic diversity the complex system of plant, animal, fungal, and microorganism communities and their associated non-living environment interacting as an ecological unit. Ecosystem services a group of organisms that differ from all other groups of organisms and that are capable of breeding and producing fertile offspring. This is the smallest unit of classification for plants and animals. Species the variety and relative abundance of different entities in a sample. Ecosystem the variety of different types of genes in a species or population. Genetic diversity is really a form of biodiversity. 2 Metalanguage prediction. Read the text and fill in the gaps with the following words/phrases. ecosystems atmosphere ecosystem services humans species biodiversity organisms  Biodiversity is the variability among living organisms from all sources, including terrestrial, marine, and other aquatic ecosystems and the ecological complexes of which they are part; this includes diversity within _____________, between species, and of ecosystems.  Biodiversity is important in human-managed as well as natural__________.  ______________ includes all ecosystems—managed or unmanaged. Biodiversity is the foundation of ecosystem services to which human well-being is intimately linked. No feature of Earth is more complex, dynamic, and varied than the layer of living _________________ that occupy its surfaces and its seas, and no feature is experiencing more dramatic change at the hands of humans than this extraordinary, singularly unique feature of Earth. This layer of living organisms—the biosphere—through the collective metabolic activities of its innumerable plants, animals, and microbes physically and chemically unites the _______________, geosphere, and hydrosphere into one environmental system within which millions of species, including humans, have thrived. Breathable air, potable water, fertile soils, 21 productive lands, bountiful seas, the equitable climate of Earth’s recent history, and other ecosystem services are manifestations of the workings of life. It follows that large-scale human influences over this biota have tremendous impacts on human well-being. It also follows that the nature of these impacts, good or bad, is within the power of _____________ to influence. It explicitly recognizes that every biota can be characterized by its taxonomic, ecological, and genetic diversity and that the way these dimensions of diversity vary over space and time is a key feature of biodiversity. Thus only a multidimensional assessment of biodiversity can provide insights into the relationship between changes in biodiversity and changes in ecosystem functioning and _________________. Biodiversity and Human Well-being, 2021 https://www.greenfacts.org/en/biodiversity/l-3/1-define-biodiversity.htm 3 Brainstorm the definitions for the following terms. Provide examples. Tropical systems ecological and genetic ecosystem functioning diversity Species richness biota taxonomic diversity 4 Read the following material and compare your definitions with the given terms in text. Biodiversity is essentially everywhere, ubiquitous on Earth’s surface and in every drop of its bodies of water. The virtual omnipresence of life on Earth is seldom appreciated because most organisms are small (