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Sampling techniques/Document: Difference between revisions
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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 | This lesson offers the opportunity to expand the following learning scenarii:<br /> | ||
* Analysis of scientific articles to support exploration and data analysis. | * Analysis of scientific articles to support exploration and data analysis. | ||
* Collaborative learning in a group as they prepare a poster together. | * Collaborative learning in a group as they prepare a poster together. | ||
* 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''' | * '''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…?”). | ||
* '''Peer assessment''' | * '''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 == | ||
'''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:'''== | ||
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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 /> | ||
