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Sampling techniques: Difference between revisions
From OER in Education
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{{Rinfo | {{Rinfo | ||
|title= Sampling techniques | |title= Sampling techniques to assess population size | ||
|topic= Sampling | |topic= Sampling | ||
|subject=Science | |subject=Science | ||
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|content=Four sets of activities based on four different organisms: the butterfly, the oak, the whale and the zebra. | |content=Four sets of activities based on four different organisms: the butterfly, the oak, the whale and the zebra. | ||
|strategy= | |strategy= | ||
|Learning Objectives= | |tagline= | ||
|image=Samplingtechniques1.jpg | |||
|Learning Objectives= | |||
* Describe 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 | |||
* Communicate 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)<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 | ||
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[[Category:Secondary]] [[Category:Science]] | [[Category:Secondary]] [[Category:Science]] | ||
== | == Rationale == | ||
The pedagogical purpose of this lesson is to offer | 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 them, but students can learn how to skim the material and extract what's relevant.<br /> | |||
* An opportunity for students to work in a team; be critical of their colleagues work and so 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 a different set of ecological sampling examples that may add to or extend their lesson portfolio. | 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. Numerous assessment opportunities within the lesson allow students to offer and analyse information, contribute to team effort and test their presentation abilities. | ||
Students are expected to analyse complex data and extract the relevant information. They will also have to collaborate within their team to produce the final results for presentation. 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. | |||
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 four students; each group should have at least one student who could to 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== | |||
'''Stage one'''<br /> | '''Stage one'''<br /> | ||
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* 10 minutes for a plenary where the groups present their findings. The teacher can also ask directed questions at this stage<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 == | |||
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 /> | 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 /> | ||
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== Tips for the teacher == | == 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 /> | ||
* Provide | * 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 | * 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. | * Less able students are provided with a differentiated worksheet that helps them answer the questions. | ||
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Plenary - One person describes to the rest of the class one of the sampling techniques researched.(10 minutes) | Plenary - One person describes to the rest of the class one of the sampling techniques researched.(10 minutes) | ||
''' | =='''Notes:'''== | ||
This is | This is an investigation linked to group work and presentation of posters. | ||
'''Follow up/extension'''<br /> | '''Follow up/extension'''<br /> | ||
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Each task has differentiated material to support less able students. | 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 /> | Each organism has 4 documents where N represents: B (Butterfly), O (Oak), W (Whale) or Z (Zebra)<br /> | ||
