Sampling techniques - Revision history

Bjoern at 18:37, 31 January 2015

2015-01-31T18:37:51Z

← Older revision		Revision as of 18:37, 31 January 2015
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	\|subject=Science, Biology		\|subject=Science, Biology
	\|resourcenumber= SC0033		\|resourcenumber= SC0033
	\|age= KS4 ~~and 6th Form~~ , Secondary		\|age= KS4 , KS5 , Secondary
	\|content=A comprehension and discussion activity based on four different organisms: the butterfly, the oak, the whale and the zebra.		\|content=A comprehension and discussion activity based on four different organisms: the butterfly, the oak, the whale and the zebra.
	\|strategy=		\|strategy=

Caroline.jestaz at 15:52, 24 October 2012

2012-10-24T15:52:09Z

← Older revision		Revision as of 15:52, 24 October 2012
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	{{Rinfo		{{Rinfo
	\|type= Lesson idea		\|type= Lesson idea
			\|final=yes
	\|attribution={{Yair Doza}}		\|attribution={{Yair Doza}}
	\|title= Sampling techniques to assess population size		\|title= Sampling techniques to assess population size

Caroline.jestaz at 15:40, 24 October 2012

2012-10-24T15:40:00Z

← Older revision		Revision as of 15:40, 24 October 2012
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	Sperm Whale article: http://www.oneworldwildlife.org/what_we_do/projects/current/mediterranean		Sperm Whale article: http://www.oneworldwildlife.org/what_we_do/projects/current/mediterranean
	\|related resources=[[Our Living Environment]]		\|related resources=[[Our Living Environment]]
	\|other=Duration: Approximately 1h~~, ''see below for more details''~~.		\|other=Duration: Approximately 1h.
	\|format=Each organism has 4 documents where N represents: '''B''' (Butterfly), '''O''' (Oak), '''W''' (Whale) or '''Z''' (Zebra)<br />'''N1''' – Leading questions<br />'''N2''' – Differentiated material<br />'''N3''' – a word document copy of the web-based article if no ICT is available or if the article is not available online<br />'''N4''' – a truncated word document of the original article to be used as differentiated material. The text contains the parts relevant to answer the leading questions from the original article		\|format=Each organism has 4 documents where N represents: '''B''' (Butterfly), '''O''' (Oak), '''W''' (Whale) or '''Z''' (Zebra)<br />'''N1''' – Leading questions<br />'''N2''' – Differentiated material<br />'''N3''' – a word document copy of the web-based article if no ICT is available or if the article is not available online<br />'''N4''' – a truncated word document of the original article to be used as differentiated material. The text contains the parts relevant to answer the leading questions from the original article
	\|resources= The lesson resource is available in [[Sampling techniques/Document\|WikiText format here]]<br />		\|resources= The lesson resource is available in [[Sampling techniques/Document\|WikiText format here]]<br />

Caroline.jestaz at 15:39, 24 October 2012

2012-10-24T15:39:31Z

← Older revision		Revision as of 15:39, 24 October 2012
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	\|other=Duration: Approximately 1h, ''see below for more details''.		\|other=Duration: Approximately 1h, ''see below for more details''.
	\|format=Each organism has 4 documents where N represents: '''B''' (Butterfly), '''O''' (Oak), '''W''' (Whale) or '''Z''' (Zebra)<br />'''N1''' – Leading questions<br />'''N2''' – Differentiated material<br />'''N3''' – a word document copy of the web-based article if no ICT is available or if the article is not available online<br />'''N4''' – a truncated word document of the original article to be used as differentiated material. The text contains the parts relevant to answer the leading questions from the original article		\|format=Each organism has 4 documents where N represents: '''B''' (Butterfly), '''O''' (Oak), '''W''' (Whale) or '''Z''' (Zebra)<br />'''N1''' – Leading questions<br />'''N2''' – Differentiated material<br />'''N3''' – a word document copy of the web-based article if no ICT is available or if the article is not available online<br />'''N4''' – a truncated word document of the original article to be used as differentiated material. The text contains the parts relevant to answer the leading questions from the original article
	\|resources= The lesson resource is available in [[Sampling techniques/Document\|WikiText format here]]		\|resources= The lesson resource is available in [[Sampling techniques/Document\|WikiText format here]]<br />

	'''Leading questions'''		'''Leading questions'''
	*[[File:B1_Butterfly_questions_worksheet.docx\|B1_Butterfly_questions_worksheet.docx]]		*[[File:B1_Butterfly_questions_worksheet.docx\|B1_Butterfly_questions_worksheet.docx]]

Caroline.jestaz at 15:36, 24 October 2012

2012-10-24T15:36:07Z

← Older revision		Revision as of 15:36, 24 October 2012
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	\|image=Samplingtechniques1.jpg		\|image=Samplingtechniques1.jpg
	\|Learning Objectives=		\|Learning Objectives=
	* ~~Describe~~ sampling techniques used to assess the population size of more than one organism		* Describing sampling techniques used to assess the population size of more than one organism.
	* ~~Explain~~ the advantages of a special sampling technique when compared with other methods		* Explaining the advantages of a special sampling technique when compared with other methods.
	* ~~Communicate~~ the results and conclusion of the supplied articles on sampling populations		* Communicating the results and conclusion of the supplied articles on sampling populations.
	\|additional resources=		\|additional resources=
	\|useful information=Black oak article: http://www.nps.gov/yose/naturescience/black-oaks.htm (US National Park Service)		\|useful information=Black oak article: http://www.nps.gov/yose/naturescience/black-oaks.htm (US National Park Service)

Bjoern: subjects, ages, types

2012-09-28T15:45:56Z

subjects, ages, types

← Older revision		Revision as of 15:45, 28 September 2012
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	{{Rinfo		{{Rinfo
			\|type= Lesson idea

	\|attribution={{Yair Doza}}		\|attribution={{Yair Doza}}
	\|title= Sampling techniques to assess population size		\|title= Sampling techniques to assess population size
	\|topic= Sampling		\|topic= Sampling
	\|subject=Science, Biology		\|subject=Science, Biology
	\|resourcenumber= SC0033		\|resourcenumber= SC0033
	\|age= ~~Secondary,~~ KS4 and 6th Form		\|age= KS4 and 6th Form , Secondary
	\|content=A comprehension and discussion activity based on four different organisms: the butterfly, the oak, the whale and the zebra.		\|content=A comprehension and discussion activity based on four different organisms: the butterfly, the oak, the whale and the zebra.
	\|strategy=		\|strategy=

Bjoern: Adding attribution

2012-09-28T14:01:15Z

Adding attribution

← Older revision		Revision as of 14:01, 28 September 2012
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	{{Rinfo		{{Rinfo
			\|attribution={{Yair Doza}}
	\|title= Sampling techniques to assess population size		\|title= Sampling techniques to assess population size
	\|topic= Sampling		\|topic= Sampling

SimonKnight at 09:30, 19 September 2012

2012-09-19T09:30:47Z

Show changes

Rf366 at 22:45, 18 September 2012

2012-09-18T22:45:29Z

← Older revision		Revision as of 22:45, 18 September 2012
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	\|resourcenumber= SC0033		\|resourcenumber= SC0033
	\|age= Secondary, KS4 and 6th Form		\|age= Secondary, KS4 and 6th Form
	\|content=An activity based on four different organisms: the butterfly, the oak, the whale and the zebra.		\|content=A comprehension and discussion activity based on four different organisms: the butterfly, the oak, the whale and the zebra.
	\|strategy=		\|strategy=
	\|tagline=		\|tagline=
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	== Types of learning ==		== Types of learning ==

	The lesson ~~follows on from~~ a series of ~~preceding~~ practical investigations in the school grounds. During these previous lessons students ~~will have~~ experienced a variety of sampling techniques such as use of quadrants, leaf litter sampling, ‘tree beating’ sampling and so on. This lesson ~~takes the~~ sampling techniques ~~question~~ into a ‘real life’ scenario ~~that they may not have encountered~~.		The lesson followed a series of practical investigations in the school grounds. During these previous lessons students experienced a variety of sampling techniques such as use of quadrants, leaf litter sampling, ‘tree beating’ sampling and so on. This lesson puts those sampling techniques into an unfamiliar ‘real life’ scenario.

	This lesson offers the opportunity to expand the following learning scenarios:<br />		This lesson offers the opportunity to expand the following learning scenarios:<br />

	* Analysis of ~~the~~ scientific articles ~~thereby supporting~~ exploration and data analysis.<br />		* Analysis of scientific articles to support exploration and data analysis.<br />
	* Collaborative learning ~~by working~~ in a group to prepare ~~and produce the~~ poster together.<br />		* Collaborative learning in a group as they prepare a poster together.<br />
	* ~~The~~ second ~~meeting around the poster supports consolidation~~.<br />		* Consolidation as they research a second organism.<br />
	* ~~The presentation~~ of the poster supports presentations skills.<br />		* Presentation of the poster supports presentations skills.<br />
			* '''Small group work''' in the group investigation and reporting to the class
	~~In addition it also meets the following types of learning scenarios:<br />~~		* '''Whole class dialogue''' as they discuss each of the different organisms
			* '''Open ended questions''' as the teacher probes as to why one sampling technique is different to another (“How do you explain the x result…?”)
	* '''Small group work''': the investigation ~~by the groups followed by~~ reporting ~~back~~ to the class		* '''Peer assessment''' does the groups agree with an analysis made by others?
	* '''Whole class dialogue'''~~: there is discussion for~~ each of the 4 different organisms		* '''Project work''' as students explore different sampling techniques
	* '''Open ended questions'''~~: there is potential~~ to ~~probe~~ why is one sampling technique different to another “How do you explain the x result…?”		* '''Inquiry based learning''' when the initial presentation to the class is framed as a problem for students to solve
	* '''Peer assessment'''~~: do peers~~ agree with ~~the~~ analysis?		* '''Co-enquiry''' as students work collaboratively
	* '''Project work''': students ~~are exposed to~~ different sampling techniques		* '''Arguing & reasoning''' as the students discuss, debate & persuade for consensus
	* '''~~Enquiry~~ based learning''': the initial presentation to the class ~~can be~~ framed as a problem for students to solve		* '''Exploring ideas''' as the understanding of scientific principles and the need for different sampling techniques develop.
	* '''Co-enquiry''': students work collaboratively
	* '''Arguing & reasoning'''~~: there needs to be discussion as well~~ as debate & ~~persuasion~~ for consensus
	* '''Exploring ideas'''~~: there is development of~~ the understanding of ~~Scientific~~ principles and techniques ~~e.g. sampling methods vary according to species~~.

	== Tips for the teacher ==		== Tips for the teacher ==
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	=='''Notes:'''==		=='''Notes:'''==
			This is an investigation involving group work and a poster presentation. The lesson should increase the students understanding of sampling methods and expose them to real scientific use of these methods. It follows students' practical experience with sampling methods and is the last in a sequence of lessons on sampling techniques.
	This is an investigation ~~linked to~~ group work and presentation ~~of posters.~~

	~~'''Follow up/extension'''<br />~~

	~~The lesson is the last in a sequence of lessons of sampling techniques.~~

	~~'''Recommendations/class set up'''<br />~~

	~~This lesson is following students practical experience with sampling methods~~. The lesson should increase the students understanding of sampling methods and expose them to real scientific use of these methods.

	'''Differentiation'''<br />		'''Differentiation'''<br />

Rf366 at 22:24, 18 September 2012

2012-09-18T22:24:44Z

← Older revision		Revision as of 22:24, 18 September 2012
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	\|title= Sampling techniques to assess population size		\|title= Sampling techniques to assess population size
	\|topic= Sampling		\|topic= Sampling
	\|subject=Science		\|subject=Science, Biology
	\|resourcenumber= SC0033		\|resourcenumber= SC0033
	\|age= Secondary, KS4 and 6th Form		\|age= Secondary, KS4 and 6th Form
	\|content=~~Four sets of activities~~ based on four different organisms: the butterfly, the oak, the whale and the zebra.		\|content=An activity based on four different organisms: the butterfly, the oak, the whale and the zebra.
	\|strategy=		\|strategy=
	\|tagline=		\|tagline=
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	The pedagogical purpose of this lesson is to offer:<br />		The pedagogical purpose of this lesson is to offer:<br />
			* An opportunity for students to analyse a real, quite demanding scientific publication. There is no need to fully understand each piece, but students can learn to skim the material and extract what is relevant.<br />
	* An opportunity for students to analyse a real, quite demanding scientific publication. There is no need to fully understand ~~them~~, but students can learn ~~how~~ to skim the material and extract what's relevant.<br />		* An opportunity for students to work in a team; be critical of their colleagues work and to improve each others’ information retrieval skills.
	* An opportunity for students to work in a team; be critical of their colleagues work and so to improve each others’ information retrieval skills.
	* An opportunity for students to present the results of their investigation to the class.<br />		* An opportunity for students to present the results of their investigation to the class.<br />

	For teachers this lesson offers a different ~~set~~ of ecological sampling examples ~~that may add~~ to or extend their lesson portfolio. As ~~it is also an~~ ICT ~~based investigation~~ the ~~lesson should enable~~ students to work independently ~~as well as~~ in groups. ~~Numerous assessment~~ opportunities within the lesson ~~allow~~ students to offer ~~and~~ analyse information, contribute to team ~~effort~~ and ~~test~~ their presentation ~~abilities~~.		For teachers this lesson offers different sets of ecological sampling examples to extend their lesson portfolio. As the investigation uses ICT, the students may work independently and in groups. There are numerous opportunities within the lesson to assess students as they offer information; analyse information; contribute to the team and deliver their presentation.

	Students ~~are expected~~ to analyse complex data and extract the relevant information. They will also have to collaborate within their team to produce the ~~final~~ results for presentation. The second round of ICT work should enable students to add to the knowledge collected by the team ~~members~~. ~~The final presentation gives~~ the opportunity ~~for students~~ to present their data to the class.		Students need to analyse complex data and extract the relevant information. They will also have to collaborate within their team to produce the results for the final presentation. The second round of ICT work should enable students to add to the knowledge collected by the team. Finally students have the opportunity to present their data to the class.

	Whilst this is a science lesson it ~~can~~ also ~~be classed as an~~ ICT ~~based one too~~. The class should be divided into groups of four students; each group should have at least one student who ~~could to~~ lead the group work. It is recommended that less able or less motivated students be spread across different groups. The following is a guide to how the lesson may be delivered in a one-hour session:		Whilst this is a science lesson it also uses ICT. The class should be divided into groups of four students; each group should have at least one student who can lead the group work. It is recommended that less able or less motivated students be spread across different groups. The following is a guide to how the lesson may be delivered in a one-hour session:

	== The Plan==		== The Plan==

	'''~~Stage~~ one'''<br />		'''Organism one'''<br />

	* 5 minutes Teacher based starter ~~i.e.~~ explaining the task, allocating student roles; dividing class into ~~groups~~ of four ~~to form teams~~ for the investigation~~, introducing the idea of~~ the presentation poster.<br />		# starter - teacher explaining the task; allocating student roles; dividing class into teams of four for the investigation; allocating roles and explaining task. Introduce the presentation poster idea (5 minutes) <br />
	* 20 minutes where students research ~~online using the provided articles~~ and ~~answering the stated questions. Worksheets and Scientific~~ articles are provided for ~~the~~ four organisms of interest: Butterfly, Oak, Whale and Zebra.<br />		# research - worksheets and scientific articles are provided for four organisms of interest (Butterfly, Oak, Whale and Zebra). Students use the articles to research ONE online and answer the questions. They collect information on their worksheet (20 minutes).<br />
	* 5 minutes for the teams to ~~meet and~~ start ~~filling in~~ their presentation poster with ~~the~~ information that has been collected from the ~~online~~ research<br />		# the teams return to their original place to exchange information found during the research; they start their presentation poster with information that has been collected from the research (5 minutes)<br />

	'''~~Stage~~ two'''<br />		'''Organism two'''<br />

	* 15 minutes a second opportunity for the students to research ~~alternative organisms~~ using different scientific articles<br />		# opportunity for the students to research a second organism using different scientific articles and add information to the first round of research (15 minutes)<br />
	* 5 minutes for the ~~groups to~~ meet and add the relevant information to their poster.<br />		# the teams meet and add the relevant information to their poster, finalising their presentation (5 minutes).<br />
	* 10 minutes for a plenary where the groups present their ~~findings. The~~ teacher ~~can~~ also ~~ask~~ directed questions ~~at this stage~~<br />		# plenary where the groups present their research on one of the sampling techniques to the rest of the class and the teacher also asks directed questions (10 minutes) <br />

	== Types of learning ==		== Types of learning ==

	The lesson follows on from a series of preceding practical investigations in the school grounds. During these previous lessons students will have experienced a variety of sampling techniques such as use of quadrants, leaf litter sampling, ‘tree beating’ sampling and so on. This lesson takes the sampling techniques question into a ‘real life’ scenario that they may not have encountered.~~<br />~~		The lesson follows on from a series of preceding practical investigations in the school grounds. During these previous lessons students will have experienced a variety of sampling techniques such as use of quadrants, leaf litter sampling, ‘tree beating’ sampling and so on. This lesson takes the sampling techniques question into a ‘real life’ scenario that they may not have encountered.

	This lesson offers the opportunity to expand the following learning scenarios:<br />		This lesson offers the opportunity to expand the following learning scenarios:<br />
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	* Less able students are provided with a differentiated worksheet that helps them answer the questions.		* Less able students are provided with a differentiated worksheet that helps them answer the questions.

	~~'''Duration'''<br />~~

	~~Starter - divide class in groups of 4 students – allocate roles and explain task. (5 minutes).<br />~~
	~~Students start to research their task using a guiding document. They collect information on their worksheet. (20 minutes)<br />~~
	~~Group return to their original place to exchange information found during the research and start filling up the information poster. (5 minutes)<br />~~
	~~Students return to the computers to research a different organism and add information to the first round of research. (15 minutes)<br />~~
	~~The groups reconvene – finalising their presentation on the poster. (5 minutes)<br />~~
	~~Plenary - One person describes to the rest of the class one of the sampling techniques researched.(10 minutes)~~

	=='''Notes:'''==		=='''Notes:'''==