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Populations: Difference between revisions
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Topic: Animal populations and ecosystems | Topic: Animal populations and ecosystems | ||
==Introductory | ==Introductory Activity 1== | ||
BRAINSTORM (whole class) | BRAINSTORM (whole class) | ||
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Encourage pupils to build on what others have said and to say whether they agree with peer comments (building dialogue skills). | Encourage pupils to build on what others have said and to say whether they agree with peer comments (building dialogue skills). | ||
==Introductory | ==Introductory Activity 2== | ||
LOOKING AT GRAPHS (pairs/groups) | LOOKING AT GRAPHS (pairs/groups) | ||
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==Activity 3== | ==Activity 3== | ||
A CASE STUDY | A CASE STUDY | ||
Rabbits grazing on the North and South Downs of England (whole class teaching and discussion) | |||
Show Fig. 22 Colonising chalk downlands and talk through it using Q&A. | Show Fig. 22 Colonising chalk downlands and talk through it using Q&A. | ||
E.g. Why might ground be completely bare? (clearing for agriculture, over-grazing, fire, volcano, quarrying) | E.g. Why might ground be completely bare? (clearing for agriculture, over-grazing, fire, volcano, quarrying) | ||
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==Activity 4== | ==Activity 4== | ||
CONCEPT MAP (Whole class) | CONCEPT MAP (Whole class) | ||
see Fig. 24 mapping interrelationships between rabbits and other organisms on downland | |||
This could be done on the IWB as it exploits the interactive nature of the technology. Provide each organism as a labelled object on the board. Ask pupils to suggest links. You may want them to work on this in groups at tables first (using paper or min-whiteboards), with one group then demonstrating their representation on the IWB, for constructive critique and extension by others. | This could be done on the IWB as it exploits the interactive nature of the technology. Provide each organism as a labelled object on the board. Ask pupils to suggest links. You may want them to work on this in groups at tables first (using paper or min-whiteboards), with one group then demonstrating their representation on the IWB, for constructive critique and extension by others. | ||
Introduce the notion of natural selection after this. Teacher note 1 – p.62. | Introduce the notion of natural selection after this. Teacher note 1 – p.62. | ||
