Classifying and organising living things using images/activity: Difference between revisions
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| style="border-top:none;border-bottom:0.092cm double #808080;border-left:0.092cm double #808080;border-right:none;padding:0.049cm;"| Learning Objectives | | style="border-top:none;border-bottom:0.092cm double #808080;border-left:0.092cm double #808080;border-right:none;padding:0.049cm;"| Learning Objectives | ||
| colspan="2" style="border-top:none;border-bottom:0.092cm double #808080;border-left:0.092cm double #808080;border-right:0.092cm double #808080;padding:0.049cm;"| * To have experience of and develop confidence with the different ways in which living things can be classified into groups | | colspan="2" style="border-top:none;border-bottom:0.092cm double #808080;border-left:0.092cm double #808080;border-right:0.092cm double #808080;padding:0.049cm;"| | ||
* To have experience of and develop confidence with the different ways in which living things can be classified into groups | |||
* To develop knowledge of and use some of the characteristics of living things and ways to classify and organise them. | * To develop knowledge of and use some of the characteristics of living things and ways to classify and organise them. | ||
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| style="border-top:none;border-bottom:0.092cm double #808080;border-left:0.092cm double #808080;border-right:none;padding:0.049cm;"| Technology requirements and skills | | style="border-top:none;border-bottom:0.092cm double #808080;border-left:0.092cm double #808080;border-right:none;padding:0.049cm;"| Technology requirements and skills | ||
| style="border-top:none;border-bottom:0.092cm double #808080;border-left:0.092cm double #808080;border-right:none;padding:0.049cm;"| * Computer with slideshow or photo organisation software installed, such as 'Picasa'. | | style="border-top:none;border-bottom:0.092cm double #808080;border-left:0.092cm double #808080;border-right:none;padding:0.049cm;"| | ||
* Computer with slideshow or photo organisation software installed, such as 'Picasa'. | |||
* Set of photographs such as those contained in this file [http://orbit.educ.cam.ac.uk/wiki/File:Images%2Bof%2BLiving%2BThings.zip File:Images+of+Living+Things.zip]. Other images might be used as available. | * Set of photographs such as those contained in this file [http://orbit.educ.cam.ac.uk/wiki/File:Images%2Bof%2BLiving%2BThings.zip File:Images+of+Living+Things.zip]. Other images might be used as available. | ||
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| style="border-top:none;border-bottom:0.092cm double #808080;border-left:0.092cm double #808080;border-right:none;padding:0.049cm;"| Possible extension or supplementary activities | | style="border-top:none;border-bottom:0.092cm double #808080;border-left:0.092cm double #808080;border-right:none;padding:0.049cm;"| Possible extension or supplementary activities | ||
| colspan="2" style="border-top:none;border-bottom:0.092cm double #808080;border-left:0.092cm double #808080;border-right:0.092cm double #808080;padding:0.049cm;"| * Using digital cameras or those included in some laptops, students take their own photographs | | colspan="2" style="border-top:none;border-bottom:0.092cm double #808080;border-left:0.092cm double #808080;border-right:0.092cm double #808080;padding:0.049cm;"| | ||
* Using digital cameras or those included in some laptops, students take their own photographs | |||
* Students could be encouraged to draw an animal or plant of their choice on a mini whiteboard and then arrange themselves or their images into various groups. | * Students could be encouraged to draw an animal or plant of their choice on a mini whiteboard and then arrange themselves or their images into various groups. | ||
* Using a wiki reader or a digital encyclopaedia, students can search for supplementary information about the animals and plants or search for other appropriate examples | * Using a wiki reader or a digital encyclopaedia, students can search for supplementary information about the animals and plants or search for other appropriate examples | ||
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| style="border-top:none;border-bottom:0.092cm double #808080;border-left:0.092cm double #808080;border-right:none;padding:0.049cm;"| Suggestions of what ‘successful’ student understanding or work might look like | | style="border-top:none;border-bottom:0.092cm double #808080;border-left:0.092cm double #808080;border-right:none;padding:0.049cm;"| Suggestions of what ‘successful’ student understanding or work might look like | ||
| colspan="2" style="border-top:none;border-bottom:0.092cm double #808080;border-left:0.092cm double #808080;border-right:0.092cm double #808080;padding:0.049cm;"| * Students will have created slideshows or photo albums that organise/classify living things into groups. This may vary from a simple animal/plant to more complex ones and they will have used specific vocabulary. | | colspan="2" style="border-top:none;border-bottom:0.092cm double #808080;border-left:0.092cm double #808080;border-right:0.092cm double #808080;padding:0.049cm;"| | ||
* Students will have created slideshows or photo albums that organise/classify living things into groups. This may vary from a simple animal/plant to more complex ones and they will have used specific vocabulary. | |||
* Students will have demonstrated how images of some groups of living things can be organised in different ways, depending upon what characteristics you choose. | * Students will have demonstrated how images of some groups of living things can be organised in different ways, depending upon what characteristics you choose. | ||
Revision as of 13:53, 17 September 2012
Subject | Science | |
Activity Name | Classifying and organising living things using images | |
Learning Objectives |
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Outline of activity | Using photo organizer software, students place the images provided into various groups or categories. They may also add labels and descriptions where appropriate. | |
Technology requirements and skills |
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Equipment requirements | This activity is designed to be computer based. If there is only one computer or set of images. provide the rest of the class with images of animals to sort. Otherwise they might draw pictures (see supplementary activity below) so that they can engage with a similar activity.
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Possible extension or supplementary activities |
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Suggestions of what ‘successful’ student understanding or work might look like |
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