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Sampling techniques: Difference between revisions
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== Pedagogic Rationale == | == Pedagogic Rationale == | ||
The pedagogical purpose of this lesson for | The pedagogical purpose of this lesson is to offer an opportunity for:<br /> | ||
A. Students to analyse a ‘real scientific publication’. The selected articles can be quite demanding. There is no need to fully understand them, but this is an opportunity for students to learn how to skim such materials and extract relevant information.<br /> | |||
B. Teamwork as this lesson should enable students to be critical of their colleagues work and enable them to improve their own and others’ information retrieval skills.<br /> | |||
C. Students to produce and present the results of their investigation to the class.<br /> | |||
For teachers | For teachers this lesson offers a different set of ecological sampling examples that may add to or extend their lesson portfolio. | ||
As it is also an ICT based investigation the lesson should enable students to work independently as well as in groups. | |||
There are numerous assessment opportunities within the lesson allowing students to contribute and analyse information, contribute to team effort and test their presentation abilities. | |||
Students are expected to analyse a series of complex data and extract the relevant information. They will also have to collaborate within their team to produce the final results for presentation. Additionally the second round of ICT work should enable students to add to the knowledge collected by the team members. The final presentation gives the opportunity for students to present their data to the class. | |||
The | Whilst this is a Science lesson it can also be classed as an ICT based one too. The class should be divided into groups of 4 students; each group should have at least one more able student who could lead the group work. It is recommended to distribute the less able or less motivated students into different groups. | ||
The following list is a guideline to how the lesson may be delivered in a one-hour time frame: | |||
''' | '''Stage one'''<br /> | ||
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. | * 5 minutes Teacher based starter i.e. explaining the task, allocating student roles; dividing class into groups of four to form teams for the investigation, introducing the idea of the presentation poster.<br /> | ||
* 20 minutes where students research online using the provided articles and answering the stated questions. Worksheets and Scientific articles are provided for the four organisms of interest: Butterfly, Oak, Whale and Zebra.<br /> | |||
* 5 minutes for the teams to meet and start filling in their presentation poster with the information that has been collected from the online research<br /> | |||
'''Stage two'''<br /> | |||
* 15 minutes a second opportunity for the students to research alternative organisms using different scientific articles<br /> | |||
* 5 minutes for the groups to meet and add the relevant information to their poster.<br /> | |||
* 10 minutes for a plenary where the groups present their findings. The teacher can also ask directed questions at this stage<br /> | |||
'''Types of learning'''<br /> | |||
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.<br /> | |||
This lesson offers the opportunity to expand the following learning scenarios:<br /> | This lesson offers the opportunity to expand the following learning scenarios:<br /> | ||
