OUTLINE OF 3 CONSECUTIVE LESSONS

MARTHA WOOD20251711

21/3 /2011

WOODM06@STUDENT.UWA.EDU.AU

EDUC8464Assignment 2, Part 1.

Overview of 3 Lessons

The topic of these three lessons is CLASSIFICATION in the biological sciences.

These three lessons fit together:Create a program - covers the outcomes for Year 8 : principles of Classification & how to apply them.

Overview of 3 Lessons

These lessons fit into the learning area of (In the Western Australian Curriculum) Science : Life & Living : Structure & Function : Classification.

This proposed series of lessons aimed at Year 8 students fulfills all three outcomes listed under the aforementioned ‘Classification’ learning area section.

‘ INTRODUCTION TO CLASSIFICATION’

Lesson One

Lesson One

Topic: ‘Introduction to Classification’Part 1 of the 3-part program in Classification.Learning Area: Science: Life & Living :

Structure & Function : ClassificationYear 8’s. Outcomes:

Lesson One Objectives

Show the basic principle of classification by using a dichotomous key to identify different jelly beans according to features.

Indicate different characteristics organisms possess. (Cognitive: Comprehension)

Begin to differentiate and compare different animals and plants based on characteristics.(Cognitive: Analysis)

Students will demonstrate basic knowledge of classification.

Prior Knowledge: Year 8’s. Expect no prior knowledge of specifics of classification, but students will recognize that some animals are more closely related to/more similar to each other than others.

Resources Required: Capacity for Teacher’s computer to be projected at front of class, Several packets of Jelly Belly jellybeans. Handouts of online resource on ‘Jelly Bean dichotomous keys’ OR if students have own laptops, provide them with a link to the resource.

Lesson Steps

This is a Morning class in the beginning of the week. It is only 45 minutes long.

1) 10.00 am: Introduce topic. Begin with ‘Hook’ - Youtube video of organisms (eg. David Attenborough Documentary clip) (ICT)

2) 10.05 am: Ask class – how are all these organisms different? Introduce concept that it is possible to organise the different animals according to the features they have in common. Introduce idea in a simple way by showing some ordinary classroom objects, and organising them according to different features.

3) 10.15 am: Activity 1: Dichotomous keys of jelly beans. Online resource:http://www.ansp.org/education/special_programs/senses/pdf_gwms/harrypotter.pdf. Set students up with this activity and walk around to see if they are understanding it, ask them questions to gage their understanding in class.

Lesson Steps

4) 10.30 am: Class discussion. Are Dichotomous keys useful? Why do humans want to classify things? What purpose is there in classifying/grouping animals and plants (etc)

5) 10. 38 am: Set homework. Homework is: to pick 4 organisms students can find around their home (Pet cat, roses in the garden, little brother) and make their own dichotomous key. (Would have handout)

6) 10.45 am: Class dismissed. (Kids can eat Jelly Beans)

Assessment

Observation during dichotomous keys activity. Asking the quiet students some questions to gauge their understanding.

Students hand in their dichotomous keys of jelly beans sheet.

Discussion. If one student has worked particularly hard/is very interested/needs praise but won’t feel punished by being asked to speak/present, ask them to show how they found one particular jellybean in the key.

Homework (To be collected in lesson 2)

CLASSIFICATION: GETTING DOWN TO BUSINESS

Lesson Two

Lesson Two

Topic: ‘Classification: getting down to business’

Part 2 of the 3-part program in Classification.Learning AreaYear 8’s. Outcomes:

Lesson Objectives

Recall the Kingdoms, and the Mnemonic ‘Kings Play Cards On Fibre-Glass Surfboards’ and the levels of classification referred to in the Mnemonic.

Explain what kinds of characteristics are/can be used to classify organisms at Kingdom level. That is, identify some characteristics which differentiate between organisms.

Understand Classification to a higher level than in Part 1 of this 3-part program.

Prior Knowledge: Students will be expected to have an adequate grasp of the content and concepts from lesson one.

Resources Required:Capacity for Teacher’s computer to be projected at front of class. Also need speakers. Computer needs ‘Inspiration’ software.

Lesson Steps

This class is an afternoon class in the middle of the week. It is 60 minutes long.

1) 12.50 pm: I might start the class by doing a relaxation exercise. (Cortisone levels are highest at this point in the day)

2) 1.00 pm: Collect homework. Do a recap of dichotomous keys – Online resource http://www.biologycorner.com/worksheets/pamishan.html work with students in class to solve identity of a few of the ‘Parmishan creatures’.

3) 1.07 pm: Introduction: Talk for 7 minutes introducing the concept of the levels of classification: Kings Play Cards On Fibre Glass Surfboards. Define the 5 Kingdoms.

4) 1.14 pm: This 6 min youtube video introducing the concept http://www.youtube.com/watch?v=5uJ8QeFRvJA&feature=related

5) 1.30 pm: Use projected computer screen to show inspiration program. Now we know the kingdoms – have 5 bubbles already there – ask students, what are some features that mean an organism will fit into each bubble – construct explosion chart interactively with students (email this to them afterwards). This may turn into class discussion. Let discussion flow if it is productive.

7) 1.45 pm: Homework: Each student is to research a different Phyla and return with an A4 page of information about that phyla and how you would classify an animal into that phylum.

Assessment

Did they hand in homework?Parmishan creatures activityDiscussion and involvement in brainstorming

activity. Homework (to be handed in the next lesson)

CLASSIFICATION: CLARIFYING CONCEPTS

Lesson Three

Lesson Three

Topic: ‘Classification: Clarifying Concepts’Part 3 of the 3-part program in Classification.Learning Area: Science : Life & Living :

Structure & Function/Classification

Year 8’s. Outcomes:

Lesson Three Objectives

Differentiate between different groups using Online Activity set.

Explain what kinds of characteristics are/can be used to classify organisms at Kingdom, phylum, and class level. That is, identify some characteristics which differentiate between organisms.

Decide/Evaluate what kingdom, phylum and class a variety of nominated organisms should belong to when given sufficient information about their structure and function.

Understand Classification to a higher degree than in part 2 of this 3-part program on classification.

Prior Knowledge: Students will be expected to have an adequate grasp of the content and concepts in lessons one and two.

Resources Required:Capacity for Teacher’s computer to be projected at front of class. Students need to have own internet access for online activityQuiz/test handouts.

Lesson Steps

Lesson is later in week, class in the morning. 1) 9.05 am: Collect homework. 2) 9.08 am: Video at beginning - Sir David Attenborough :

http://www.youtube.com/watch?v=J6nUc0pwFow 3) 9.15 am: Explain to students that we want students to have an

appreciation of classification AND the interconnectedness of all things! Talk about The further steps of classification and how it is possible to see even more precisely how closely different organisms are related as you move down the levels of classification. But we are only going so far as class. Use some of the classes of chordates – mammalia, amphibia, aves, reptilia, osteichthyes as examples. Describe some features which define them.

4) 9.25 am: Activity 1 : Start class with this simple online activity: http://www.sciencenetlinks.com/interactives/class.html

5) 9. 35 am: Activity 2: Practice with whole class. Give example of an animal. First of all, it consumes food via photosynthesis. What kingdom could it belong to? (Could belong to more than one.) ask class: what question could you ask to find out what kingdom it belongs in: (is it multicellular/unicellular). It is in plantae. Then ask for suggestions – what features could you ask about the further classify it – characteristics pertainign to structure and function!

6) 9.45 am: Activity 3: Mini quiz/test. Questions similar to the one above, refer to dichotomous keys, and other content covered so far in the course.

7) 9.55 am: Pens down, collect work. 8) 10.00 am: Set homework: After school, go home and think about

how all the animals and plants and mushrooms and organisms you can’t even see are interrelated, and how they all evolved from a single-celled organism! Amazing! And have a go0d weekend!

Assessment

Collected homework from previous lessonQuiz/test