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Sampling techniques: Difference between revisions
From OER in Education
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* 10 minutes for a plenary where the groups present their findings. The teacher can also ask directed questions. | * 10 minutes for a plenary where the groups present their findings. The teacher can also ask directed questions. | ||
''' | '''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 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. | ||
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* Collaborative learning by working in a group to prepare and produce the poster together.<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 second meeting around the poster supports consolidation.<br /> | ||
* The presentation of the poster supports presentations skills. | * 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''' | '''Tips for the teacher''' | ||
