PERIOD THREE

GM Foods: Vocabulary (SL)

Dear students,

Please study these words. They are the same ones we studied in class last week. If you have questions, you can email me.

  1. sorting –> filtering
  2. daunting –> challenging
  3. proposed –> suggested
  4. initial –> first
  5. extending –> prolonging
  6. fluctuations –> changes
  7. yields –> returns
  8. issues –> problems
  9. trigger –> start
  10. trait –> characteristic
  11. toxic –> poisonous
  12. extinction –> disappearance
  13. emergence –> arrival

In case you don’t have a copy of the text, I have uploaded it for you.

Screen Shot 2017-09-11 at 2.29.44 PM

Taken from: English B for the IB Diploma (Cambridge University Press)
PERIOD THREE

GMOs in Food – SL

GMOs in Food 

How much do you know about GMOs? 

Let’s find out! Take your phones out, open your web browser, and go to kahoot.it This quiz will test your general knowledge on the topic.

kahoot

Now that you’ve learned some basic information, let’s expand that to specific foods.
Each student will research a different genetically modified food or crop and complete a comprehensive “Fact File” that your teacher will give you.

The possible crops/products that can be researched are:

  • Soy
  • Cotton
  • Corn
  • Canola
  • Sugar Beets
  • Papaya
  • Zucchini
  • Tomatoes
  • Milk
  • Sugar
  • Potatoes
  • Bananas
  • Rice
  • Salmon
  • Honey

RESEARCH the product that is assigned to you, answering the following questions and filling out your fact file:

  1. When did genetic modification of this product begin?
  2. Where is this product grown and harvested?
  3. What problems does this product cause when modified? (Health issues, allergies, contaminate the environment, etc).
  4. What is modified about this product? (color, size, taste, shelf life, etc.)
  5. Can you see physical changes between the GMO product and the natural/organic product? If so, describe them.
  6. Are there any countries or regions where the GMO version of this product is prohibited?
  7. What are the proposed benefits of modifying this product?

Once you find all the answers, prepare yourself to share your findings with the class.

gmo-bell-pepper-injections

GMO Fact File

PERIOD THREE

Example Individual Oral Pt 1 – SL

Read and study this example to study for the evaluation starting MONDAY, AUGUST 21st. 

48636496_009931273-1

“Cloning goes against nature and harms an individual’s identity.” 

First of all, I am going to talk about what I can see in this photograph. There are 12 individuals across the whole photo that are all wearing dark-coloured suits and holding a white banner. The interesting aspect is that they are all wearing the same mask, which represents the idea of cloning, and it looks a little strange. Every mask is the face of a caucasian male. In the centre of the banner, it says that cloning equals cruelty. I can see that they are representing an organisation called Compassion in World Farming, which is in the bottom corners of the banner. 

Second of all, I will connect the message from this photograph to the IB topic of Science and Technology. We can see the themes of cloning in a lot of science-fiction movies, but we don’t often think about how it could really affect us. It can be a very difficult topic. On the one hand, we have the possibility of cloning cells and tissues for scientific research, from which everyone in society can benefit. But the question remains- are these small pieces considered human life? On the other hand, we have the cloning of humans and other animals, which is where people start to get worried. After the first mammal was successfully cloned in 1996, people’s minds ran wild with ideas of what could be done without thinking of the consequences. If we clone other humans for donating organs, for example, what happens if the clone gets sick? Do we take organs from the “original” human to keep the clone healthy? How much do we spend on health care to cure them? Who will be allowed to clone themselves? This is why cloning goes against nature, in some ways. Who is responsible for taking care of them, giving them jobs, and educating them? If the clone commits a crime, how can we prove it was not the “original” human? This is why it is a threat to an individual’s identity. 

Lastly, I will relate this photograph to a target culture. I most strongly relate this photograph to England because that’s where the first mammal was successfully cloned, and it was a sheep named Dolly. Many cultures seem to have their own area of science and research where they are ahead of everyone else, and cloning has always been that area for England and the UK. There is a significant amount of scientific and medical research going on in England regarding cloning, and we can see in this photo that there are organisations that are strongly against this idea within the target culture. There are many regulations around stem cell research, genetics research, and cloning in England, but it’s also one of the countries where the majority of this research is currently happening, and has been happening since the early 2000’s. For more than a decade, it has been legal to clone human embryos for research in the United Kingdom, which is a big step forward toward cloning humans. More recent controversies are about cloning animals for food and consumption purposes, and whether it’s safe to eat cloned meat from a pig or drink cloned milk from a cow. Scientifically, it’s pretty amazing what England has accomplished in the world of cloning, but it can be a little scary to think about how it could affect society if things don’t go perfectly. 

Do not forget to address the following points:

  1. Describe the photo (location of information, actions and colours, etc.)
  2. Link the photo to the IB topic – Science and Technology (Using information from class activities and readings, as well as your previous knowledge and opinions!)
  3. Describe its relation to the target culture
  • TIME: 3-4 MINUTES
PERIOD THREE

Individual Oral Tips – SL

Individual Oral Preparation:

Next week, you will have the first evaluation of the semester, your INDIVIDUAL ORAL part 1.

First, check the rubric to know how you are going to be assessed. Productive skills 

For your Individual Oral Presentation, you will be given a photo (in advance) related to the topics explored in class (Science and Technology). 

You will have to describe the photo in front of the class (3-4 minutes), referring to the following elements:

  • Describe the elements that you see in the picture in detail.
  • Connect it to the IB option “Science and Technology”
  • Connect it to the target culture (USA, UK, Australia, New Zealand, South Africa, etc)
  • Provide examples and your opinion (showing critical thinking skills)

TIPS

A. Organise your photo description. At the very beginning of your presentation, refer to the structure of your photo description:

  • First, I will talk about …
  • Then, I will refer to …
  • After that, I will mention some …
  • Finally, I will conclude with …

B. Make a list of key vocabulary that you can use in your photo description, to refer to the elements and explain concepts.

C. Refer to the distribution of information in the picture: location (at the bottom, at the top, in the foreground, in the background, in the center, on the left/right, etc.)/ actions / colors /etc..What can I see in the picture? Use the map below:

where-things-are-1

2.- The IB topic option: “Science and Technology”. How is it present in the picture? What are the ethical implications?

3.  Refer to the target culture and link it with your own personal experience: What place is it? What is special about that place? Have you been to a place with similar characteristics? Have you seen or read anything related to it?

PERIOD THREE

The Future of Robots

The Future of Robots

TASK 1: Look at the following image: where do you find it? What does it do?

TASK 2: What does the word ‘assistive’ means? Look for its meaning on an online dictionary and write it on your copybook.

TASK 3: Look at the following video, answer the following questions (take notes to answer these questions orally)

https://player.vimeo.com/video/145492829

Jibo- The World’s First Social Robot for the Home from Алексей on Vimeo.

  1. What does Jibo do?
  2. Why do you think it was created?
  3. Would you like to have one? Why? Why not?

TASK 4: Receive the copies your teacher will give you. You are going to read the text titled “Robots in the home: what might they do?”

TASK 4.1: Look up the following keywords in a dictionary and copy the definitions onto your copybook.

worthy / booming / reliable / engaging /  versatile / supplement / restricted

TASK 4.2 Predict the suggestions that might be made in the text regarding what robots in the home could be capable of doing in the future. List 5 predictions.

TASK 4.3 Read the text and answer the questions in your copybook

Answers:

GENERAL COMPREHENSION

  1. They do not move around.
  2. A kitchen robot might be built into the counter and able to communicate with other equipment and pass items to and fro.
  3. Their sensors are expensive and their common sense knowledge is limited.
  4. He thinks today’s robots are not reliable, versatile, or intelligent enough.

TEXT HANDLING

1 worthy

2 engaging

3 supplement

4 restricted

5 reliable

6 versatile

7 booming

TASK 5: Look at the following video: What type of robot is Baymax?

EXTRA DISCUSSION:

  • Could you imagine being cared for by a machine?
  • Do you think computers have a role to play in the care of humans?

TASK 6: You are going to watch a video, answer the following questions:

What is a Robot?

  • What is it called?
  • How does it work?
  • Who uses it?
  • What does it look like?
  • Do you think is it cheap? Why? Why not?

 

What do you know about robots? Do you know ASIMO or PETMAN?

Here you will find some extra information, for you to know more about them!

  • ASIMO

Why Create a Humanoid Robot?The dream sounds simple. Design a robot that can duplicate the complexities of human motion and genuinely help people. An easy task? Not at all.

ASIMO took more than two decades of persistent study, research, and trial and error before Honda engineers achieved their dream of creating an advanced humanoid robot.

  • PETMAN 

2-petman-robot

The PETMAN is designed to have human-like capabilities. It can self balance on its two feet and move freely, walk, crawl and perform suit-stressing calisthenics as well as squat thrusts to test chemical exposure. It can also balance when shoved.

The robot provides realistic test conditions by exhibiting human physiological characteristics during physical exertion such as temperature control, sweating and humidity, inside the protective clothing.

The PETMAN can be used to perform various other tasks dynamically in emergency situations, such as search and rescue operations in fire, nuclear and other hazardous conditions, without human exposure.

PERIOD THREE

Science and Technology

Science and Technology – New Option

It refers to the relationship between science and technology, and their impact on a community of the target language. Some aspects closely related to this are:

  • entertainment
  • ethics and science
  • ethics and technology
  • impact of information technology on society
  • natural sciences
  • renewable energy
  • scientific research
  • social sciences

HUMAN CLONING

How would you define it? Are you in favor of it? Why? Why not?

What is cloning?
The Human Genetics Advisory Commission has defined cloning as “producing a cell or organism with the same nuclear genome as another cell or organism”.

Retrieved from: The Guardian: Human Cloning

Received the photocopies provided by your teacher, and read about the different types of cloning.

  • molecular cloning
  • cellular cloning
  • organism cloning

Complete the table with the arguments for cloning and against it.

TASK 1: Human cloning has been present in science fiction for a long time. You are going to watch five different clips from movies that deal with this science. Take notes of the people, the reasons or purpose why human beings have been cloned, etc.

1. RESIDENT EVIL

2. STAR WARS

3. THE SIMPSONS

4. EX-MACHINA

5. BLADE RUNNER

With the information you collected, refer to the following task:

TASK 2: If you were a doctor developing the technology to clone humans, how would you answer the following questions? Write a 120-180 paragraph answer,show it to your teacher.

  1. Where would you conduct your cloning of humans?
  2. What kind of people would you clone?
  3. What is more important: cloning the first human ever, or creating a healthy cloned child?
  4. Would you want the world to know about your experiments, or would you want to keep them a secret?

TASK 3: Get the copies of the text “Dolly’s legacyy: Are you eating cloned meat?” from The Japan Times and answer the following questions:

  1. How long ago was Dolly the Sheep cloned and where?
  2. Is cloning animals allowed in Europe? How do you know?
  3. What did the US Food and Drug Administration concluded in connection to cloned meat?
  4. Do people know if they are eating cloned meat? How do you know that?
  5. What countries produce clone livestock?
Write down in your copybooks 5 new words from the text.
PERIOD THREE

SCIENCE AND TECHNOLOGY

Dear students, welcome to this second academic semester. To start, you will work with the IB Topic Option of Science and Technology.

science and technology.jpg

Task 1

First, let’s reflect upon these questions:

How dependent are today’s youth on computers?

How would our lives be without technology?

Who is mostly affected by the adverse effects of technology in your own culture?

Is it posible to use mobile phones for educational purposes?

Task 2

Now, you will watch these videos and answer the questions below for each of them.

Questions:

  1. What does the father do?
  2. What does he prefer for his children? Why?
  3. What kind of school do the parents prefer for their children?
  4. What are Waldorf schools like?
  5. Why does the girl prefer to use no computers at home?

Questions:

  1. What are the classrooms like?
  2. What can the teacher do by using computer programs to teach?
  3. What are the students learning through these programs?
  4. How many hours a week do the students get to use their iPads?
  5. Who is behind this project?
  6. What are the benefits of it according to you?

Reflexion:

  1. Why do you think that people who are more privilaged seem to prefer less technlogy in their lives?
  2. What seems to be for you the most important role of technology in poor countries?
  3. What do you think of the two videos? Which one got your attention the most?

Task 3

You are going to read the text on page 71, Our lives on a chip. Once it’s finished, answer every single question related to each stanza.