key stage 3 national strategy strengthening teaching and learning of interdependence © crown...

Key Stage 3National Strategy

Strengthening teaching and learning of interdependence

© Crown Copyright 2003

Key Stage 3 National Strategy Science © Crown Copyright 2003

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Session 1:

Strengthening teaching and learning of interdependence

Slide 1.0


Objectives for the unit

To identify some common misconceptions about interdependence held by pupils

To explore how misconceptions relating to classification and adaptation can be challenged

To explain why the Sun is identified as the ultimate source of energy for living systems and how energy transfer can be tracked using food chains and food webs

To use the idea of pyramids of numbers and of biomass to represent relationships between the different trophic levels in food chains

Continues...

Slide 1.1


Objectives for the unit

Continued...

To explore some contemporary examples of how humans can have impact on the environment

To consider how pupils’ questions can be used as starting points to investigate ecological relationships

To consider how to structure and plan fieldwork utilising the school’s grounds or other local habitats, to support teaching and learning about interdependence

Slide 1.1


Outline programme

Session 1 Identifying pupils’ misconceptions –classification and adaptation: Year 7

Session 2 Following energy transfers in food chains and food webs: Year 8

Session 3 Humans and their impact on the environment: Year 9

Session 4 Scientific enquiry into local ecological relationships

Slide 1.2


Objectives for session 1



Slide 1.3


Outcomes for session 1

By the end of this session, participants should:

be more aware of some of the more common misconceptions held by pupils in relation to the key idea of interdependence

be more confident in identifying misconceptions and have some teaching strategies to challenge some misconceptions held by pupils, especially in relation to classification and adaptation

Slide 1.4


Misconception

Each misconception is a model of the world, supported by a framework of experiences and observations constructed by the pupil over time. The model can’t be changed easily because it is built on intuition, interpretation of empirical evidence, and folk-wisdom. In order to change the existing model, the pupil will need to become dissatisfied with it first.

Reference: Driver, R., Squires, A., Rushworth, P. and Wood-Robinson, V. (1994) Making sense of secondary science: research into children’s ideas. London: Routledge

Slide 1.5


Task A: Misconceptions from the pre-unit task

In pairs, identify the three misconceptions you most commonly uncovered in the pre-unit task.

In groups of four, compare your findings and identify which three misconceptions you will report back to the whole group.

Having carried out this task, what actions do you see arising from this when you return to school?

Slide 1.7


Task B: Exploring misconceptions

For each misconception:

What evidence is the pupil likely to have to support the model that he/she holds, and how can you find out?

In what specific ways can you challenge the pupil’s model?

What is your ‘good enough’ scientific alternative to the pupil’s misconception?

What evidence can you present to the pupil in support of your own scientific alternative?

Slide 1.9


Why do we classify and group?

It enables generalisations to be drawn.

By grouping we can look for patterns and relationships, similarities and differences.

Attributing a universal scientific name to an organism avoids the confusion of common names and ensures scientists are clear about which organism is being referred to.

Spin-offs from taxonomic work can inform other branches of biology.

Slide 1.11


Misconceptions related toclassification

Humans not being perceived as animals.

Non-flowering plants not being identified as plants.

Food plants, e.g. cabbage, not being identified as plants or as living things.

Trees not being viewed as plants.

Snakes being identified as invertebrates.

Invertebrates not being perceived as animals.

Slide 1.12


Challenging misconceptions aboutclassification

Play ‘Who am I?’ games.

Ask pupils to explain the criteria used to establish groupings.

Carry out sorting tasks using photographs.

Use a wide variety of organisms when teaching classification.

Identify the major characteristics of the five vertebrate groups.

Use a variety of organisms to reinforce these characteristics.

Use web research to produce a list of organisms for each group.

Slide 1.13


Five-kingdom model

Animals

Plants

Fungi

Bacteria

Protozoa

Slide 1.14


Subdivisions of kingdoms

Phylum

Class

Order

Family

Genus

Species

Slide 1.15


Task D: Definitions of adaptation

You have five minutes to:

Read the section you have been allocated.

Identify the potential pitfalls when teaching about adaptation.

Consider how these could be avoided.

You then have two minutes to:

Communicate your findings to your partner.

Slide 1.19


Review

Refer back to handout 1.6.

Note any new misconceptions that have emerged from discussion.

Tick a maximum of five misconceptions to discuss with colleagues at school, and look for ways to address them when you next teach interdependence.

Slide 1.20





Slide 1.21




be more aware of some of the more common misconceptions held by pupils in relation to the key idea of interdependence

be more confident in identifying misconceptions and have some teaching strategies to challenge some misconceptions held by pupils, especially in relation to classification and adaptation

Slide 1.22


Session 2:

Following energy transfers in food chains and food webs: Year 8

Slide 2.0





Slide 2.1




be more confident in following energy transfer in food chains and food webs

have developed some strategies to challenge pupils’ misconceptions related to energy transfer in living systems

Slide 2.2


Task E: Relative numbers of organisms

Why do we find that there are more smaller living things than larger ones in most environments?

Slide 2.4


Video Clip 1


Identifying teleology

‘There are a greater number of smaller animals in a habitat to provide food for the larger ones.’ (Pupil’s statement)

Slide 2.5


Numbers of organisms

competition for resources (e.g. energy/food, shelter, breeding space)

ability to cope with disease

ability to attract a mate

environmental factors, e.g. severe weather conditions during breeding season

level of predation/success of predator

Slide 2.6

The numbers of organisms at each trophic level are affected by:


Task F: Antarctic food chains and webs

Select phytoplankton and place it next to ‘Producer’ on the handout 2.8c boxes.

Select a herbivore that eats phytoplankton and place it next to ‘Primary consumer’ on the handout 2.8c boxes.

Select a carnivore that eats this herbivore and place it next to ‘Secondary consumer’ on the handout 2.8c boxes.

Mark on the direction of energy transfer.

Select tertiary and quaternary consumers to complete chain.

You have two minutes.

Slide 2.9


Task H: Energy in food chains (1)

How much of the Sun’s energy falling on a plant leaf is utilised by the plant?

60%

30%

20%

2%

0.2%

Slide 2.11


Task H: Energy in food chains (2)

How much of the energy transferred to a plant is passed on to a herbivore?

90%

50%

20%

10%

1%

Slide 2.12


Video Clip 2


Video Clip 3

Skip Movie


Task I: What happens to the other 90%?

Work in pairs to annotate the diagram of the deer on your copy of handout 2.13.

Your annotations need to show the potential places where energy is transferred to the environment or where actions or events in the deer result in energy transfers, e.g. energy transfer takes place for the movement of muscles to allow the deer to breathe. This energy is not stored and does not form part of the biomass of the deer so is not available to the lions.

Slide 2.14


Video Clip 4


Video Clip 5

Skip Movie


Pyramid of numbers (parasites)


Slide 2.16

flea

cat

bird

plant


Pyramid of numbers (oak tree)

Slide 2.17


magpie

tree creeper

oak moth caterpillar

oak tree


Pyramid of energy (woodland)

Slide 2.18

Energy transfer

carnivores

herbivores

primary producers





Slide 2.19




be more confident in following energy transfer in food chains and food webs

have developed some strategies to challenge pupils’ misconceptions related to energy transfer in living systems

Slide 2.20


Session 3:

Humans and their impact on the environment: Year 9

Slide 3.0


Objective for session 3


Slide 3.1




be more confident in using case studies with pupils to discuss contemporary science issues related to interdependence

be clear about the advantages and disadvantages of using contemporary case studies in science

Slide 3.2


Case studies for session 3

Case study 1, Hedgehogs on Uist, explores the problems associated with the introduction of a non-native species by humans and its impact on the food web (handouts 3.6, 3.7, 3.8).

Case study 2, Plants mop up metal pollution, explores the use of plants to clean up an area of metal contamination following human exploitation (handouts 3.9, 3.10, 3.11).

Slide 3.3


Task K: Part 1

You are allowed ten minutes for this part of the task.

Read the case study. Work as a pupil through the task.

Identify aspects of interdependence that are new to you. Discuss these with your group to clarify your ideas. If necessary seek further assistance.

Slide 3.4


Task K: Part 2

You are allowed 15 minutes for this part of the task.

Discuss how you might use these resources to teach an aspect of interdependence in an engaging way to a Year 9 class.

What are the benefits and pitfalls of using contemporary science examples in science?

Select a member of your group to give feedback to the other groups on your findings.

Slide 3.5


Objective for session 3


Slide 3.12




be more confident in using case studies with pupils to discuss contemporary science issues related to interdependence

be clear about the advantages and disadvantages of using contemporary case studies in science

Slide 3.13


Session 4:

Scientific enquiry into local ecological relationships

Slide 4.0





Slide 4.1




be more confident in supporting pupils when formulating questions for investigations into a particular habitat

have increased confidence in using with pupils a simple modelling exercise that illustrates field study techniques

have the knowledge to successfully plan and organise fieldwork in the school grounds

Slide 4.2


Task L: Starlings on the school field

‘There seem to be more starlings on the school field immediately after lunch than at any other time in the school day.’

What do you need to know and to do in order to investigate this statement scientifically?

Slide 4.4


Task L: Starlings on the school field

Work in pairs.

For the first two minutes, think carefully about the statement and identify up to five things that you would need to know or to do in order to investigate the statement scientifically.

Look for ideas about how to investigate the statement, not how many things you know (or don’t know) about starlings.

After two minutes, join into groups of four to compare notes and agree a common set of five things to report back.

Slide 4.6


Support in formulating questions

Use a writing frame to lead pupils through making statements, and change the statements into questions.

Give pupils question roots and ask them to complete the questions.

Generate questions in a discussion and ideas session.

Slide 4.7


Task M: Making statements andformulating questions about habitats

How many legs does this elephant have?

Slide 4.8


Instructions for task M

In your groups, study a photograph.

Formulate an observation (statement) about the habitat that could be used as a starting point for a question to be explored and/or investigated by pupils.

Turn your statement into a simple question.

Turn the simple question into one that is suitable for an initial scientific investigation.

Slide 4.10


Task N: Red squirrels in a northern wood

Watch the video clip and identify the following:

The question being investigated

The data being collected

The method for collecting the data

The measures being used to control variables

The quality of the data gained, and what the data can tell us

Note your answers on handout 4.11.

Slide 4.12


Video Clip 6


Task O: Modelling a fieldwork technique

Work in pairs.

You have ten minutes for the task.

Slide 4.14

Question: How does plant distribution change along a gradient?

Technique: Transect (see handouts 4.13a and 4.13b)


Behaviour concerns

Involving other adults as support (lab technician, parents, another available teacher).

Knowing the area well so that potential problems can be anticipated.

Being well prepared with resources.

Continued...

Slide 4.17

Possible suggestions to overcome behaviour concerns may include:


Behaviour concerns

Continued...

Arranging pupil groups to avoid all the potentially problematic pupils appearing in one group.

Providing pupils with clear instructions and clear engaging tasks and ensuring pupils know what they are trying to do.

Having contingency plans if pupils do cause a problem, i.e. available support to escort pupils back to the classroom where they will be supervised.

Slide 4.17





Slide 4.20




be more confident in supporting pupils when formulating questions for investigations into a particular habitat

have increased confidence in using with pupils a simple modelling exercise that illustrates fieldwork techniques

have the knowledge to successfully plan and organise fieldwork in the school grounds

Slide 4.21

key stage 3 national strategy strengthening teaching and learning of interdependence © crown...

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