Sampling techniques: Difference between revisions

From OER in Education
mNo edit summary
No edit summary
 
(8 intermediate revisions by 4 users not shown)
Line 1: Line 1:
{{Rinfo
{{Rinfo
|type= Lesson idea
|final=yes
|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 , KS5 , Secondary
|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=
|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)<br />A video on black oaks: http://www.nps.gov/yose/photosmultimedia/ynn17-blackoaks.htm (US National Park Service)<br />Butterflies article: http://www.ukbms.org/methods.htm<br />Plain Zebra article: http://beheco.oxfordjournals.org/content/18/4/725.full<br />Sperm Whale article: http://www.oneworldwildlife.org/what_we_do/projects/current/mediterranean
|useful information=Black oak article: http://www.nps.gov/yose/naturescience/black-oaks.htm (US National Park Service)
 
A video on black oaks: http://www.nps.gov/yose/photosmultimedia/ynn17-blackoaks.htm (US National Park Service)<br />Butterflies article: http://www.ukbms.org/methods.htm
 
Plain Zebra article: http://beheco.oxfordjournals.org/content/18/4/725.full
 
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='''Leading questions'''<br/>[[File:B1_Butterfly_questions_worksheet.docx|B1_Butterfly_questions_worksheet.docx]]<br />[[File: O1_Oak_questions worksheet.docx|O1_Oak_questions_worksheet.docx]]<br />[[File: W1_Whale_questions_worksheet.docx|W1_Whale_questions_worksheet.docx]]<br />[[File: Z1_Zebra_questions_worksheet.docx|Z1_Zebra_questions_worksheet.docx]]<br /><br />'''Differentiated material for the less able students''':<br />
|resources= The lesson resource is available in [[Sampling techniques/Document|WikiText format here]]<br />
[[File: B2_Butterfly_differentiated_materials.doc|B2_Butterfly_differentiated materials.doc]]<br />
 
[[File: O2_Oak_differentiated_materials.doc|O2_Oak_differentiated_materials.doc]]<br />
'''Leading questions'''
[[File: W2_Whale_differentiated_materials.doc|W2_Whale_differentiated_materials.doc]]<br />
*[[File:B1_Butterfly_questions_worksheet.docx|B1_Butterfly_questions_worksheet.docx]]
[[File: Z2_Zebra_differentiated_materials.doc|Z2_Zebra_differentiated_materials.doc]]<br /><br />
*[[File: O1_Oak_questions worksheet.docx|O1_Oak_questions_worksheet.docx]]
'''Additional files'''<br />
*[[File: W1_Whale_questions_worksheet.docx|W1_Whale_questions_worksheet.docx]]
[[File:Information_poster_A3_page.ppt| Information_poster_A3_page.ppt]]<br />
*[[File: Z1_Zebra_questions_worksheet.docx|Z1_Zebra_questions_worksheet.docx]]
[[File: Tags.ppt| Tags.ppt]] <br /><br />
'''Differentiated material for the less able students''':
'''Scientific articles''':<br />
*[[File: B2_Butterfly_differentiated_materials.doc|B2_Butterfly_differentiated materials.doc]]
[[File:O3_Oak_scientific_article.docx|O3_Oak_scientific_article.docx]]<br />
*[[File: O2_Oak_differentiated_materials.doc|O2_Oak_differentiated_materials.doc]]
[[File:B3_Butterfly_scientific_article.docx‎|B3_Butterfly_scientific_article.docx‎]]<br />
*[[File: W2_Whale_differentiated_materials.doc|W2_Whale_differentiated_materials.doc]]
[[File:W3_Whale_scientific_article.docx|W3_Whale_scientific_article.docx]]<br /><br />
*[[File: Z2_Zebra_differentiated_materials.doc|Z2_Zebra_differentiated_materials.doc]]
'''Scientific Differentiated articles:<br />
'''Additional files'''
[[File:O4_Oak_scientific_differentiated_article.docx| O4_Oak_scientific_differentiated_article.docx]]<br />
*[[File:Information_poster_A3_page.ppt| Information_poster_A3_page.ppt]]
[[File:W4 Whale scientific differentiated article.docx|W4 Whale scientific differentiated article.docx]]
*[[File: Tags.ppt| Tags.ppt]]
'''Scientific articles''':
*[[File:O3_Oak_scientific_article.docx|O3_Oak_scientific_article.docx]]
*[[File:B3_Butterfly_scientific_article.docx‎|B3_Butterfly_scientific_article.docx‎]]
*[[File:W3_Whale_scientific_article.docx|W3_Whale_scientific_article.docx]]
'''Scientific Differentiated articles:
*[[File:O4_Oak_scientific_differentiated_article.docx| O4_Oak_scientific_differentiated_article.docx]]
*[[File:W4 Whale scientific differentiated article.docx|W4 Whale scientific differentiated article.docx]]


}}
}}
[[Category:Secondary]] [[Category:Science]]
[[Category:Secondary]] [[Category:Science]]
== Rationale ==
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 work in a team; be critical of their colleagues work and to improve each others’ information retrieval skills.
* 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.
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:
== The Plan==
'''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 />
# 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 />
'''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 />
# 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 />
== 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.
This lesson offers the opportunity to expand the following learning scenarios:<br />
* Analysis of the scientific articles thereby supporting exploration and data analysis.<br />
* Collaborative learning by working in a group to prepare and produce the poster together.<br />
* The second meeting around the poster supports consolidation.<br />
* The presentation of the poster supports presentations skills.<br />
In addition it also meets the following types of learning scenarios:<br />
* '''Small group work''': the investigation by the groups followed by reporting back to the class
* '''Whole class dialogue''': there is discussion for each of the 4 different organisms
* '''Open ended questions''': there is potential to probe why is one sampling technique different to another “How do you explain the x result…?”
* '''Peer assessment''': do peers agree with the analysis?
* '''Project work''': students are exposed to different sampling techniques
* '''Enquiry based learning''': the initial presentation to the class can be framed as a problem for students to solve
* '''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 ==
'''Pitfalls and Tips'''<br />
* Group your students well.<br />
* Provide enough space for the groups to meet and fill in the poster.<br />
* Allow sufficient time for the students plenary presentation and potential questioning.
* The students work independently most of the time so it is necessary to provide good supervision to ensure that they remain on task.<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.
=='''Notes:'''==
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 />
Each task has differentiated material to support less able students.
== About the resource files ==
Each organism has 4 documents where N represents: B (Butterfly), O (Oak), W (Whale) or Z (Zebra)<br />
N1 – the leading questions<br />
N2 – the differentiated material that may help the less able to answer the questions<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<br />
'''Black oak task'''<br />
O1 questions Black Oak sampling<br />
O2 differentiated material Oak tree<br />
O3 Oak tree sampling article<br />
O4 Oak tree sampling differentiated article<br />
'''Butterflies task'''<br />
B1 questions butterflies sampling<br />
B2 differentiated material butterflies<br />
B3 butterflies sampling article<br />
'''Zebra task'''<br />
Z1 questions Plain Zebra sampling<br />
Z2 differentiated material Plain zebra<br />
Z3 Plain Zebra sampling article<br />
Z4 Plain Zebra sampling differentiated article<br />
'''Whale task'''<br />
W1 sperm whale sampling<br />
W2 differentiated material Sperm whale<br />
W3 sperm whale sampling<br />
W4 sperm whale sampling differentiated article<br />
Information poster A3 page – PowerPoint page to print and enlarge to A3 size. One per group.
Tags -  PowerPoint pages to produce ‘expert’ tags for the different organisms (optional resource)

Latest revision as of 18:37, 31 January 2015

Samplingtechniques1.jpg

Lesson idea. A comprehension and discussion activity based on four different organisms: the butterfly, the oak, the whale and the zebra.

Teaching approach. This lesson offers students an opportunity to use their existing knowledge to analyse a ‘real scientific publication’ and its language(ta) and link this to scientific method(ta).

  • They use study skills(topic) to skim read, make sense of complex language, and use visualisation(ta) to select relevant information
  • They engage in collaborative(tool) group work(ta) using reasoning(ta) and skills in peer assessment(ta)
  • They engage in dialogue(ta) and questioning(ta) to explore ideas together
  • They also think about how to present information using ICT(i) tools)
    (edit)
Resource details
Title Sampling techniques to assess population size
Topic [[Topics/Study skills|Study skills]],  [[Topics/Sampling|Sampling]]
Teaching approach

[[Teaching Approaches/Assessment|Assessment]],  [[Teaching Approaches/Dialogue|Dialogue]],  [[Teaching Approaches/Questioning|Questioning]],  [[Teaching Approaches/Language|Language]],  [[Teaching Approaches/Group work|Group work]],  [[Teaching Approaches/Visualisation|Visualisation]],  [[Teaching Approaches/Reasoning|Reasoning]],  [[Teaching Approaches/Scientific method|Scientific method]]

Learning Objectives
  • Describing sampling techniques used to assess the population size of more than one organism.
  • Explaining the advantages of a special sampling technique when compared with other methods.
  • Communicating the results and conclusion of the supplied articles on sampling populations.
Format / structure

Each organism has 4 documents where N represents: B (Butterfly), O (Oak), W (Whale) or Z (Zebra)
N1 – Leading questions
N2 – Differentiated material
N3 – a word document copy of the web-based article if no ICT is available or if the article is not available online
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

Subject

[[Resources/Biology|Biology]],  [[Resources/Science|Science]]

Age of students / grade

[[Resources/KS5|KS5]],  [[Resources/Secondary|Secondary]],  [[Resources/KS4|KS4]]


Useful information
Related ORBIT Wiki Resources
Other (e.g. time frame)

Duration: Approximately 1h.

Files and resources to view and download

The lesson resource is available in WikiText format here

Leading questions

Differentiated material for the less able students:

Additional files

Scientific articles:

Scientific Differentiated articles:


Retrieved from "https://oer.opendeved.net/index.php?title=Sampling_techniques&oldid=23603"