EDUC 8464 – Assignment 2, Part 1 1 Science: LIFE & LIVING EDUC 8464 – Assignment 2 Part 1: Lesson Planning Science: LIFE & LIVING Miss Anderton

EDUC 8464 – Assignment 2, Part 1 2 Specific objectives Science Learning Outcomes and Target Levels  Investigating (Planning) Level 1: Focuses on problems and responds to teacher’s suggestions and questions  Investigating (Processing data) Level 2: Makes comparisons between objects or events observed  Identify variables: independent, dependent and controlled Students distinguish whether an investigation is a fair test: where one factor (independent variable) affects another (dependent variable) when all other factors are constant (controlled variables)  Life and Living Level 3: The student understands that living things have features that form systems which determine their interaction with the environment ICT Learning Outcomes and Target Levels Science Learning Outcomes and Target Levels  Investigating (Planning) Level 1: Focuses on problems and responds to teacher’s suggestions and questions  Investigating (Processing data) Level 2: Makes comparisons between objects or events observed  Identify variables: independent, dependent and controlled Students distinguish whether an investigation is a fair test: where one factor (independent variable) affects another (dependent variable) when all other factors are constant (controlled variables)  Life and Living Level 3: The student understands that living things have features that form systems which determine their interaction with the environment ICT Learning Outcomes and Target Levels

EDUC 8464 – Assignment 2, Part 1 Specific objectives  Students read from textbook for source information about habitats, food webs, food chains and feeding strategies  Students do outdoor experiment from textbook (habitats) and collect data  Students enter data into Microsoft Excel for the purpose of graphing data to show relationships between variables  Class discussion/whiteboard-brainstorm of experimental design terminology Lesson Two Lesson Two  Students use online computer games for fun revision of habitats, food web and food chain concepts and feeding strategies  Students identify/write down the ecological information that the game is trying to teach them, write hypotheses before playing and use the game to test their hypotheses. Students write down their findings after playing.  Discussion (pairs) about backyard habitats and possible food chains  Students write a hypothesis about a possible food chain and design an experiment to test their hypothesis Lesson Three Lesson Three  Students read from textbook for source information about disturbance, balance, populations and ecosystems  Students use online computer games to explore concepts of disturbance and balance, and their effects on populations in ecosystems  Class discussion on the pros and cons of using computer programs (modelling) to predict future outcomes  Students read from textbook for source information about habitats, food webs, food chains and feeding strategies  Students do outdoor experiment from textbook (habitats) and collect data  Students enter data into Microsoft Excel for the purpose of graphing data to show relationships between variables  Class discussion/whiteboard-brainstorm of experimental design terminology Lesson Two Lesson Two  Students use online computer games for fun revision of habitats, food web and food chain concepts and feeding strategies  Students identify/write down the ecological information that the game is trying to teach them, write hypotheses before playing and use the game to test their hypotheses. Students write down their findings after playing.  Discussion (pairs) about backyard habitats and possible food chains  Students write a hypothesis about a possible food chain and design an experiment to test their hypothesis Lesson Three Lesson Three  Students read from textbook for source information about disturbance, balance, populations and ecosystems  Students use online computer games to explore concepts of disturbance and balance, and their effects on populations in ecosystems  Class discussion on the pros and cons of using computer programs (modelling) to predict future outcomes 3 Lesson One

EDUC 8464 – Assignment 2, Part 1 4 Introduction:  Year 8 Science (Life & Living)  Relationships in Ecosystems K-10 SCOPE & SEQUENCE (Science/Life and Living)  Lesson One (ecosystems)  Chapter 6 of textbook  Students read from textbook for source information about habitats, food webs, food chains and feeding strategies  Students do outdoor experiment from textbook (habitats) and collect data  Students enter data into Microsoft Excel for the purpose of graphing data to show relationships between variables  Class discussion/whiteboard-brainstorm of experimental design terminology  Year 8 Science (Life & Living)  Relationships in Ecosystems K-10 SCOPE & SEQUENCE (Science/Life and Living)  Lesson One (ecosystems)  Chapter 6 of textbook  Students read from textbook for source information about habitats, food webs, food chains and feeding strategies  Students do outdoor experiment from textbook (habitats) and collect data  Students enter data into Microsoft Excel for the purpose of graphing data to show relationships between variables  Class discussion/whiteboard-brainstorm of experimental design terminology

EDUC 8464 – Assignment 2, Part 1 5 Introduction:  Year 8 Science (Life & Living)  Relationships in Ecosystems K-10 SCOPE & SEQUENCE (Science/Life and Living)  Lesson Two (ecosystems) 3 habitats – identify and place the producers and consumers in the food chain 2 habitats – See what happens when one organism is removed 1 Habitat, 3 organisms. Choose abundance levels and watch simulation of ecosystem interactions with time. Adjust levels to find the ‘balance’ 4 habitats – identify and place the organisms in the food pyramid according to their food preference and see the corresponding food web  Year 8 Science (Life & Living)  Relationships in Ecosystems K-10 SCOPE & SEQUENCE (Science/Life and Living)  Lesson Two (ecosystems) 3 habitats – identify and place the producers and consumers in the food chain 2 habitats – See what happens when one organism is removed 1 Habitat, 3 organisms. Choose abundance levels and watch simulation of ecosystem interactions with time. Adjust levels to find the ‘balance’ 4 habitats – identify and place the organisms in the food pyramid according to their food preference and see the corresponding food web

EDUC 8464 – Assignment 2, Part 1 6 Detailed series of lesson steps:  Getting started 5 minutes : A) Pre-lesson B) Introduction to lesson C)Engaging activity & taking attendance  A – Greet and direct students to desks & to have things on desks/put away  B – Introduce concept of flow-on effects, explain word doc use 5min  C – Food chain game for revision & teacher take attendance 5min  Body of the lesson 50 minutes: 1) ecosystem effects in food chains 2) feeding strategies, pyramids and abundance  1) Revise components, introduce effects, explain game & whiteboard the ‘writing’ students are expected to do 5min. Activity (game) 10min  2) Revise food chains, introduce effects, explain game & whiteboard the ‘writing’ students are expected to do 5min. Activity (game) 10min  Conclusion 5 minutes: A) Summary of major learning concepts B) Further games for revision  A – Class discussion about hypotheses and findings 5min. Summarise major learning concepts 5min.  B – Students choose from list of games on word doc to revise ecosystem concepts. No assessment during revision games 10min  Getting started 5 minutes : A) Pre-lesson B) Introduction to lesson C)Engaging activity & taking attendance  A – Greet and direct students to desks & to have things on desks/put away  B – Introduce concept of flow-on effects, explain word doc use 5min  C – Food chain game for revision & teacher take attendance 5min  Body of the lesson 50 minutes: 1) ecosystem effects in food chains 2) feeding strategies, pyramids and abundance  1) Revise components, introduce effects, explain game & whiteboard the ‘writing’ students are expected to do 5min. Activity (game) 10min  2) Revise food chains, introduce effects, explain game & whiteboard the ‘writing’ students are expected to do 5min. Activity (game) 10min  Conclusion 5 minutes: A) Summary of major learning concepts B) Further games for revision  A – Class discussion about hypotheses and findings 5min. Summarise major learning concepts 5min.  B – Students choose from list of games on word doc to revise ecosystem concepts. No assessment during revision games 10min

EDUC 8464 – Assignment 2, Part 1 7 Introduction:  Year 8 Science (Life & Living)  Relationships in Ecosystems K-10 SCOPE & SEQUENCE (Science/Life and Living)  Lesson Three (ecosystems) To be Completed.....  Year 8 Science (Life & Living)  Relationships in Ecosystems K-10 SCOPE & SEQUENCE (Science/Life and Living)  Lesson Three (ecosystems) To be Completed.....

EDUC 8464 – Assignment 2, Part 1 8 Prior knowledge  Students will have had 2 prior lessons that focus on the components of an ecosystem and the components of food webs and understand that these are interdependent/have interactions. THIS lesson focuses on interdependence and shows how effects from disturbances in one component are seen in the other parts of ecosystems.Materials/Resources Computers Computer Room Worksheets USB stick Whiteboard markers  Students will have had 2 prior lessons that focus on the components of an ecosystem and the components of food webs and understand that these are interdependent/have interactions. THIS lesson focuses on interdependence and shows how effects from disturbances in one component are seen in the other parts of ecosystems.Materials/Resources Computers Computer Room Worksheets USB stick Whiteboard markers

EDUC 8464 – Assignment 2, Part 1 9 Assessment How will you know if the students have achieved the learning outcomes?  Word doc hardcopy has been completed  Able to observe students as they play the computer games What assessment strategies will you use?  Teacher assessment What evidence of the children’s learning will you collect?  Copies of students aim-of-the-game, hypotheses and findings How will you know if the students have achieved the learning outcomes?  Word doc hardcopy has been completed  Able to observe students as they play the computer games What assessment strategies will you use?  Teacher assessment What evidence of the children’s learning will you collect?  Copies of students aim-of-the-game, hypotheses and findings Starting with the end-in-mind... Documents

EDUC 8464 – Assignment 2, Part 1 10 Resources & Organisation  Computer room booked (admin)  Computers set up with first webpage loaded  Electronic word doc on USB stick (plus printed copy) with links to websites/games and spaces for students to write for assessment  Word doc copied to each computer and open on each computer so that students can Cntrl + Click to follow link rather than browsing the internet (OR follow links from wiki)  Whiteboard/Smartboard and Markers  Students bring own pens & notebooks  Computers all checked for flash player and internet connectivity to ensure games will work  Computer room booked (admin)  Computers set up with first webpage loaded  Electronic word doc on USB stick (plus printed copy) with links to websites/games and spaces for students to write for assessment  Word doc copied to each computer and open on each computer so that students can Cntrl + Click to follow link rather than browsing the internet (OR follow links from wiki)  Whiteboard/Smartboard and Markers  Students bring own pens & notebooks  Computers all checked for flash player and internet connectivity to ensure games will work

EDUC 8464 – Assignment 2, Part 1 11 Conclusion  ICT simulations and interactive games offer an alternative to doing large-scale experiments and offer students a chance to make predictions, manipulate variables and see effects  Computer games are something students might use for pleasure at home and using them for learning at school is a great way to let them follow their own natural curiosity  ICT simulations and interactive games offer an alternative to doing large-scale experiments and offer students a chance to make predictions, manipulate variables and see effects  Computer games are something students might use for pleasure at home and using them for learning at school is a great way to let them follow their own natural curiosity

EDUC 8464 – Assignment 2, Part 1 12 Questions?  Have you ever played any online SCIENCE games before?  Do you think they were worthwhile? Why?  Do you have any questions?  Have you ever played any online SCIENCE games before?  Do you think they were worthwhile? Why?  Do you have any questions?

EDUC 8464 – Assignment 2, Part 1 13 Feedback?  Constructive feedback from peers

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