Class 6 - 80 minutes
1. Peer assessment of the creation of their reflection of images and text in relation to the Characteristics of Life: The students stick a 'funnel' graphic organiser into their scrapbook. The scrapbooks were passed around and assessed by other students. The book were folded so the identity of the student was not revealed. The strengths of the work were written inside the funnel and the areas for improvement were written outside the funnel. The teacher also participated in this activity. I gave the students feedback on their homework by comment only.
2. Speed dating: students bring their 3-2-1! and line up facing another student in the aisle of the lab. Each student has 20 seconds to share their 3-2-1! with the student opposite them and vice versa.
Task 1: Back to back
Task 2: Recall in Pairs
The pairs of students were given one minute to study the ten cards. The cards are laminated and clearly labelled and titled. The cards were:
The students turned the cards face down. The teacher called out a number and a title. The students were asked to work together to draw the image on that card. Each pair was working co-opertively in a race against the other pairs. There was no physical prize/points for winners, but the learning was emphasized as the reward. I repeated this until I had called out all ten cards. This brought good energy and urgency to the learning in the classroom. All students appeared engaged.
The online countdown timer was put on the overhead projector. The students were given 2 minutes to study the cards. The students placed the cards face down on the table when the buzzer sounded to indicate that the time was up. I called out a number and a title and the students were racing against their partner in a competition. The first student in a pair to draw and label the diagram correctly won. The students indicated they were finished by standing up. The teacher inspected the image, if there were any errors the winning point was forfeited to the sitting student. This was repeated 3 times for each pair. Each student competed against 6 partners. This resulted in 18 recalls of the diagram, I think it takes 7 recalls to get information to your long term memory.
Students were asked to work in pairs to create a flow diagram on their AO whiteboard, using markers and the laminated cards. The countdown timer was set to ten minutes. I would be circulating and if I placed a sticker on their board, this marked their group as presenters. I choose the best three groups and placed stickers on their boards. I rotated throught the full ten minutes, but I did not put stickers on until the ninth minute was underway. The students were asked to describe the levels and to justify why they thought that living things might be organised in this way. At the end of the ten minutes, each of the three stickered groups presented their flow diagram to the rest of the class.
Students were placed with a new partner. I gave the students information boxes with text that related to the diagrams from task 1 and task 2. I asked the students to work in pairs to logically assemble the images and the text, according to the organisation of life. The countdown timer was set to 12 minutes. At 12 minutes, the two's became four, and they had six minutes to work together to logically assemble the material. Finally, four became eight and they shared their ideas and created one flow chart, once again, justifying their selections.
Students were asked to investigate the variety of living things on the school grounds, by direct observation, with 20 minutes to complete the task. The students were placed in groups of three. Each student received: a grassland animal, a grassland plants key, a clipboard, a compass, a map, a pen and recording chart, per group. The students followed the map to orineteer to 20 locations on the school grounds. I used an orienteering map of the school from PE (I am also a PE teacher so I had this from PE) and I completed the observations using the 'star orienteering' method. I stood in the centre of the areas for observation. There were markers on the map at the 20 locations. The students returned to the centre of the start after each station to record their findings. I found this useful as I could assess their work, and keep them on task. It also created some competition and it also meant that different students were looking in different areas at different times. The students were also very active and they raised their heart rate in a science class! This was my first attempt at star orienteering for the direct observation of plants and animals. I would definitely use it again, except I would ask the students to bring runners and I think I would also put a question to answer at each station, along with an observation.
1. Student must create a flow chart, with text and images, based on the organisation of life and record it in their scrapbook.
2. Each student must create a personalized response card. They choose 6 apparatus from the science lab and create their card. Each student must create, for example: