Biology

Biology and Lithuanian language

Goutweed – weed or medicinal herb? Analysis of A. Škėma's novel "White Shroud"

Author: Lina Spetylaitė

School: Vilnius Vytautas Magnus gymnasium

Intended for grade: 12

Lesson idea: Based on the analysis of A. Škėma's novel “White Shroud” - and botanical knowledge about plants, describe when “garšva”, known in English as goutweed, can be considered a medicinal herb and when it is seen as a weed. The lesson plan was prepared using the technique of perspective-taking.

Lesson Progression:

• Working in pairs, students must find information about the plant – goutweed (ground elder, bishop’s weed): its appearance, where it grows, its characteristics, why and when this plant is valued as a medicine, food, and even used in perfumes, and when it becomes a weed that is difficult to eradicate.

• Students are grouped into larger groups of 4–5 and must identify the most important properties of the plant as a medicinal herb / diseases it treats / areas of use and specify instances when the plant becomes a weed and why it is difficult to eliminate. They should consider what determines the transformation of a medicinal herb into a weed.

• Using the creative copying method, students must present Antanas Garšva as a plant by imitating the style and vocabulary of A. Škėma's novel in 5 sentences, using the following excerpt:

I am an elevator angel in an operatic uniform. Such angels are cheerfully disposed. Their little behinds are pink. They dare to tweak God himself by the beard when He is solving the tragic problems of the universe. And God smiles indulgently: "Oh, you lads, off you go to the Holiest Maiden, let Her issue each of you a scolding in My Name." And the angels fly off in a flock, teasing each other, and an indescribable noise fills the sky, and even the saintly Thomas Aquinas lifts his head from the letter he is writing to Jacques Maritain, in which he explains that the God of Exodus is not a being (every being can either exist or not exist), but He is Being.

I am a transplanted acacia bush. My roots suck the juices of new soil, and, though a few branches have withered, my top has sprouted sticky leaves, and a graceful bird has perched on it. It lifts its legs in grey socks and chirps a contented song:

Oh, Susan Van Dusan,

The goal of my choosin’

She sticks to my bosom

Like glue – – –

I am a qualified recluse, utterly sick of the desert, thorns, brambles, meditations, and the bed of a hermit. A recluse who goes to the big city and remembers that his home's basement still hides golden coins. And he strikes up a conversation with a young woman.

I am a Lithuanian Caucasian, having found a friend of the female gender. And we will find an owner who, for the work done, will gift us both linen trousers.

I am the 87th little person in an eight-million-strong New York.

I am happy.

The course of the second lesson:

• The task is assigned for groups to discuss how the properties of a plant are related to the character and actions of Antanas Garšva, the main character of the novel "The white shroud". Based on the text of the novel, consider when Garšva's behavior is "healing", "nourishing" the individual, the creator, and society, and when it is harmful, dangerous, and to be stopped. What are this character's strengths and weaknesses, and how is he similar to a goutweed?

• In groups, students must defend (argue) their opinion. As evidence, testimonies of characters from A. Škėma's novel are presented. Each group must provide two stories (About A. Garšva as a herb and as a weed) from the lips of different characters.

• Students must present the created character testimonies, summarize the lesson in groups by answering the question, who is Antanas Garšva – a herb or a weed?

Homework: create a first-person narrative "Garšva in my class / school / city". Consider whether he would be a herb or a weed, and why.

Biology, Lithuanian language, geography, physics, chemistry, arts

Antique myths in science and art

Author: Laima Matijoškienė

School: Vilnius Pilaitės gymnasium

Intended for grade: 10

Lesson idea: based on scientific disciplines and art, analyze Antique myths using the copying technique learned during the course to reveal creativity.

Course of the lesson:

• The class is divided into 5 groups: "chemists", "physicists", "geographers", "biologists", and "artists." Each group receives two tasks.

• The "Chemists" group: a) based on Greek myths, explain the origin of 5 chemical elements, indicating the chemical element, its chemical properties, physical properties, and the traits of the mythological character; b) create a "class elements table," assigning a mythological character that corresponds to each classmate's personality and character. The "Physicists" group: a) based on Greek myths, explain the operation of 3 different physical laws within the myth; b) construct wings.

• The "Geographers" group: a) based on Greek myths, explain the origin of several geographical locations; b) create a map of 3-5 locations mentioned in myths. The "Biologists" group: a) based on Greek myths, explain the emergence of 3 biological phenomena; b) create a representation of Earth as perceived by the Greeks. The "Artists" group: a) create a short film based on a chosen myth; b) create a song, poem, dance, or dramatization based on a chosen myth; create 3 illustrations of myths and select musical accompaniment for them. (choose 2 out of 3 tasks).

• Presentations of group tasks, discussion, self-assessment, and reflection.

Biology, English Language, home economics, chemistry, history

Scientists' pizza

Author: Audronė Petrauskienė

School: Vilnius Emilija Pliaterytė progymnasium

Intended for grade: 6–8

Lesson idea: Exploring the production of yeast dough through the lens of a scientist. Baking pizza as a scientific experiment aimed at determining the influence of leavening agents and dairy products on the flavor of the pizza.

Lesson Progression:

• By the end of this lesson, students should be practically acquainted with a simple crepe batter (thin crepes), with baking powder (thick pancakes or curd fritters), and with yeast dough (pizza, small Christmas Eve cakes or rolls).

• Questions aimed at clarifying students' knowledge: which leavening/fermentation agent for dough is historically the oldest? Why was there a need to improve it? Why is the oldest dough leavening/fermentation agent still used in our times? Viewing a video is intended to supplement existing knowledge. It is advisable to turn on subtitles and comment on key points while watching; to ask students questions that allow for discussion and to ensure they have understood everything, and to write chemical reaction formulas on the board.

• Problem posed: what would happen if we improved pizza dough (speeding up the production process and changing some ingredients)? Could we discover a more advanced method of baking pizza?

• Students are divided into 4 groups and assigned a task – to conduct a scientific experiment. Each group must bake a pizza, using a different combination of ingredients for the dough:

  Group 1: yeast, milk and butter, wheat flour, salt;
  Group 2: yeast, water and oil, wheat flour, salt;
  Group 3: baking powder, milk and butter, wheat flour, salt;
  Group 4: baking powder, water and oil, wheat flour, salt;

For pizza toppings, all 4 groups must use the same ingredients: tomato sauce and cheese.

• The baked pizzas are divided into four parts and a "blind tasting" is conducted: groups receive plates marked with numbers containing pizza quarters and evaluate the aroma, taste, texture. After choosing the most appealing option, they try to guess which combination of products was used. The group that guesses correctly can be rewarded: they get to choose the theme for the next cooking practice sessions.

  Homework: Students are introduced to the history of the "Margarita" pizza by watching a short video. Task: to create their own dream country's pizza using their favorite dough recipe: toppings on the pizza can reflect the colors and heraldry of that country's flag, nature, or architecture. The culinary masterpiece is then to be photographed.

Biology

In the environmentalist's chair

Author: Jolanta Sadauskienė

School: Visaginas "Verdenė" gymnasium

Intended for grade: 12

Lesson idea: By role-playing different characters, search for solutions to environmental protection issues. The technique of role-playing is applied in the lesson.

Course of the lesson:

• Students are divided into 5 groups, with each group drawing one global ecological issue: climate change, acid rain, ozone layer depletion, water and soil pollution, and are assigned roles such as an influential state figure, a significant politician, a successful entrepreneur, a mother of many children, and a nurse working in a hospital.

• Task: "30 years have passed since graduation, and you are now an influential state figure, a significant politician, a successful entrepreneur, a mother of many children, or a nurse working in a hospital. Propose ideas on how to solve global ecological problems."

• Presentations of ideas, discussion, reflection.

Biology, English Language, home economics, chemistry, history

The butterfly effect

Author: Daiva Mikaliūnienė, Ramunė Stanevičienė

School: Vilnius Jonas Laužikas consulting-training center

Intended for grade: 6

Lesson idea: to confirm or refute the hypothesis "Deforestation has a tremendous impact on climate change".

Lesson tasks:

• Awakening: Review of the "Do not choose extinction" speech by a prehistoric influencer at the United Nations Climate change conference. Video

• Voting: a brief survey aimed at determining the relevance of the climate change issue among students.

• Brainstorming and video review: the question of why forests are important is raised. Students are encouraged to express their thoughts on the significance of trees. They are expected to supplement their answers after watching video segments about the importance of forests and climate change. 

• Activity in a green environment (creative task using the limitation technique): embodying a tree, students are to take a selfie and write a short comment. The limitation is that they cannot photograph the entire tree. This task can also be assigned as homework. 

• Group or pair work: students, provided with distributed materials and observing interactive maps and diagrams of forest logging and reforestation in different continents or states on the Forest monitoring website, must analyze, compare, and summarize the data. 

2nd lesson tasks:

• Role-play – conference "A future without forests?" (using the limitation technique): Participants include representatives of trees, fungi, animals (invertebrates and vertebrates), a politician, an environmentalist, a climatologist, a herbalist, a businessman (e.g., avocado or soybean farmer, timber merchant), an artist, and an air pollution expert. The tree gives the opening speech and the concluding address ("The tree's plea"). All others must familiarize themselves with the provided brief textual or visual information and, getting into character, introduce themselves and reveal their character's perspective on the forest using only nouns (e.g., 7 nouns and no other words).

• Summary and encouragement to act – think globally, act locally: Students are to present 1-2 suggestions on how they can personally contribute to the preservation of forests.

• Students are introduced to the European project Life Terra and the opportunity to participate in it. The project's goal is to plant 500 million trees in Europe over 5 years (by 2025) – symbolically one tree for every European. A mobile app is presented that records the coordinates of the planted sapling, includes it in a general registry, and tracks its growth. Using it, one can monitor the growth of their planted tree or care for trees planted by others. Video report.

Biology, Lithuanian language, history

Theory of evolution. The structure and meaning of words

Author: Gintarė Motiekaitienė

School: Vilnius Pavilnio progymnasium

Intended for grade: 5

Lesson idea: While introducing students to the formation, change, and structure of Lithuanian language words, analyze the meanings and ambiguity of words. The lesson employs the technique of role reversal – how a lesson on Lithuanian grammar would be conducted by Darwin.

Course of the lesson:

• A sentence from a Lithuanian language textbook intended to discuss the topic of word structure is written on the board: "Until now, we have broken down the word into separate pieces, but it also has its own kind of spine."

• Task assignment: to determine the meaning of the word "spine". When answering the questions: what constitutes a spine? How to explain the phrase "spineless person", "he lacks a spine", "he is of strong spine", etc. Provide examples of historical figures who exemplify these idioms. What is characteristic of invertebrates? How have life forms changed over the course of evolution? Why was a spine necessary? What words can describe the human spine (strong, flexible, bent, stooped, misaligned...)? What does the term "trunk" mean? What is a plant's trunk? Why is the word "trunk" equated to the spine and can a plant's trunk be equated to a spine?

Homework:

• Consider and write a short text in which the student explains the meaning of the roots of their first and last name by answering the questions: what do family roots mean? What are the roots of a plant? Why are roots necessary for a plant? How does knowledge about plant roots expand my understanding of myself, my name, surname, and family? Why is the root considered the most important semantic part of a word?