Sampling techniques/Document - Revision history

Caroline.jestaz: /* Types of learning */

2012-10-24T15:51:17Z

Types of learning

← Older revision		Revision as of 15:51, 24 October 2012
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	* Consolidation as they research a second organism.		* Consolidation as they research a second organism.
	* Presentation of the poster supports presentations skills.		* Presentation of the poster supports presentations skills.
	* '''Small group work''' in the group investigation and reporting to the class.		* '''Small group work''' during the group investigation and reporting to the class.
	* '''Whole class dialogue''', as they discuss each of the different organisms.		* '''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…?”).		* '''Open ended questions''', as the teacher probes as to why one sampling technique is different to another (“How do you explain the x result…?”).

Caroline.jestaz: /* Types of learning */

2012-10-24T15:50:50Z

Types of learning

Caroline.jestaz: /* Types of learning */

2012-10-24T15:48:57Z

Types of learning

← Older revision		Revision as of 15:48, 24 October 2012
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	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.		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 scenarii:<br />

	* Analysis of scientific articles to support exploration and data analysis.<br />		* Analysis of scientific articles to support exploration and data analysis.<br />

Caroline.jestaz: /* Tips for the teacher */

2012-10-24T15:47:45Z

Tips for the teacher

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	'''Pitfalls and Tips'''<br />		'''Pitfalls and Tips'''<br />

	* Group your students well.<br />		* Group your students well.<br />
	* Provide enough space for the groups to meet and fill in the poster.<br />		* Provide enough space for the groups to meet and fill in the poster.<br />
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	* The scientific articles are quite challenging so able students may need encouragement and help to skim the information.<br />		* The scientific articles are quite challenging so able students may need encouragement and help to skim the information.<br />
	* 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.


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

Caroline.jestaz: /* About the resource files */

2012-10-24T15:46:39Z

About the resource files

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	Each organism has 4 documents where N represents: B (Butterfly), O (Oak), W (Whale) or Z (Zebra)<br />		Each organism has 4 documents where N represents: B (Butterfly), O (Oak), W (Whale) or Z (Zebra)<br />

	N1 – the leading questions<br />		N1 – the leading questions<br />
	N2 – the differentiated material that may help the less able to answer the questions<br />		N2 – the differentiated material that may help the less able to answer the questions<br />

Caroline.jestaz: /* About the resource files */

2012-10-24T15:46:22Z

About the resource files

← Older revision		Revision as of 15:46, 24 October 2012
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	W3 sperm whale sampling<br />		W3 sperm whale sampling<br />
	W4 sperm whale sampling differentiated article<br />		W4 sperm whale sampling differentiated article<br />
	Information poster A3 page – PowerPoint page to print and enlarge to A3 size. One per group.		Information poster A3 page – PowerPoint page to print and enlarge to A3 size. One per group.<br />
	Tags - PowerPoint pages to produce ‘expert’ tags for the different organisms (optional resource)		Tags - PowerPoint pages to produce ‘expert’ tags for the different organisms (optional resource)

Caroline.jestaz: /* The Plan */

2012-10-24T15:45:55Z

The Plan

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	'''Organism two'''<br />		'''Organism two'''<br />

	# An opportunity for students to research a second organism using different scientific articles and add information to the first round of research (15 minutes)<br />		# An opportunity for students to research a second organism using different scientific articles and add information to the first round of research (15 minutes).<br />
	# The teams meet and add the relevant information to their poster, finalising their presentation (5 minutes).<br />		# The teams meet and add the relevant information to their poster, finalising their presentation (5 minutes).<br />
	# Plenary during which the groups present to the rest of the class their research on one of the sampling techniques and the teacher asks directed questions (10 minutes) <br />		# Plenary during which the groups present to the rest of the class their research on one of the sampling techniques and the teacher asks directed questions (10 minutes). <br />

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

Caroline.jestaz: /* The Plan */

2012-10-24T15:45:17Z

The Plan

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	'''Organism one'''<br />		'''Organism one'''<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 />		# Starter - the 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 />
	# ~~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 />		# 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 />
	# ~~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 />		# 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 />

	'''Organism two'''<br />		'''Organism two'''<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 />		# An opportunity for students to research a second organism using different scientific articles and add information to the first round of research (15 minutes)<br />
	# ~~the~~ teams meet and add the relevant information to their poster, finalising their presentation (5 minutes).<br />		# The teams meet and add the relevant information to their poster, finalising their presentation (5 minutes).<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 />		# Plenary during which the groups present to the rest of the class their research on one of the sampling techniques and the teacher asks directed questions (10 minutes) <br />

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

Caroline.jestaz: /* Rationale */

2012-10-24T15:43:05Z

Rationale

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	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.		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 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:		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==

Caroline.jestaz: /* Rationale */

2012-10-24T15:42:42Z

Rationale

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	* 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 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.		This lesson offers teachers different sets of ecological sampling examples to extend their lesson portfolio. As the investigation uses ICT, 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 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.		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 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:		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==

← Older revision		Revision as of 15:50, 24 October 2012
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	This lesson offers the opportunity to expand the following learning scenarii:<br />		This lesson offers the opportunity to expand the following learning scenarii:<br />

	* Analysis of scientific articles to support exploration and data analysis.~~<br />~~		* Analysis of scientific articles to support exploration and data analysis.
	* Collaborative learning in a group as they prepare a poster together.~~<br />~~		* Collaborative learning in a group as they prepare a poster together.
	* Consolidation as they research a second organism.~~<br />~~		* Consolidation as they research a second organism.
	* Presentation of the poster supports presentations skills.~~<br />~~		* Presentation of the poster supports presentations skills.
	* '''Small group work''' in the group investigation and reporting to the class		* '''Small group work''' in the group investigation and reporting to the class.
	* '''Whole class dialogue''' as they discuss each of the different organisms		* '''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…?”)		* '''Open ended questions''', as the teacher probes as to why one sampling technique is different to another (“How do you explain the x result…?”).
	* '''Peer assessment''' ~~does~~ the groups agree with an analysis made by others?		* '''Peer assessment'''. Does the groups agree with an analysis made by others?
	* '''Project work''' as students explore different sampling techniques		* '''Project work''', as students explore different sampling techniques.
	* '''Inquiry based learning''' when the initial presentation to the class is framed as a problem for students to solve		* '''Inquiry-based learning''', when the initial presentation to the class is framed as a problem for students to solve.
	* '''Co-enquiry''' as students work collaboratively		* '''Co-enquiry''', as students work collaboratively.
	* '''Arguing & reasoning''' as the students discuss, debate & persuade for consensus		* '''Arguing & reasoning''', as the students discuss, debate & persuade for consensus.
	* '''Exploring ideas''' as the understanding of scientific principles and the need for different sampling techniques develop.		* '''Exploring ideas''', as the understanding of scientific principles and the need for different sampling techniques develop.

	== Tips for the teacher ==		== Tips for the teacher ==