1. Micro teaching: information & preparations

2. Test Two Focus on what?
PRESENTATIONS 9, 10, 11, 12, 13, 14, 15, 16

3. MICRO TEACHING Each student must present a biology topic
Free choice of topic/subtopic
5-10 minutes presentation
2. Each listening student must evaluate and give at least one comment to presenting student

4. Comments to presenting student
Only positive, constructive comments are allowed
Examples:
I like particullary the way you …..
It would be good if you could speak louder
It would be good if you could look at us while talking …

5. Practical work

7. To have knowledge of the natural world; the ideas,
To have knowledge of the natural world; the ideas, theories and models in biology
To know how to use scientific apparatus and follow standard scientific procedures
To understand how to investigate things A B C

9. An experiment

10. WHAT HAVE YOU OBSERVED?
WHAT IS YOUR EXPLAINATION?

11. Phototropism
Positive phototropism

12. Form III
And … Movements in Plants

13. Cell Structure and Organization . . . . . . . . . . . . . . . . . . . . 67
Examining Animal and Plant Cells
Nutrition
Food Test for Lipids
Food Test for Proteins
Food Test for Starch
Food Test for Reducing Sugars
Food Test for Non-Reducing Sugars
Investigating the Structures of a Leaf
Test for Starch in Leaves
The Importance of Carbon Dioxide in Photosynthesis 84
The Importance of Chlorophyll in Photosynthesis
The Importance of Light in Photosynthesis
Oxygen as a By-product of Photosynthesis
Essential Minerals in Plants

14. Minsitry of Education and Vocational Training
April 2011

16. Preface
…… it is my hope that the science teachers nationally embrace the new paradigm, that a science lesson should be
student-centered
competence-based
activity-based
and connects with student’s life experiences
Every student in Tanzania should perform practical exercises, not just the few tested on national exams, but the wider range of hands-on activities teachers should employ to build a deep understanding in their students.

17. Practical work
From closed to open-ended activities

18. From closed to open-ended
Practical work
From closed to open-ended
Given
Open
Problem X -
Procedure
Result

19. From closed to open-ended
Practical work
From closed to open-ended
Given
Open
Problem X -
Procedure
Result
Degrees of freedom:

20. From closed to open-ended
Practical work
From closed to open-ended
Given
Open
Problem X -
Procedure
Result
Degrees of freedom:

21. From closed to open-ended
Practical work
From closed to open-ended
Given
Open
Problem - X
Procedure
Result
Degrees of freedom:

22. From closed to open-ended
Practical work
From closed to open-ended
Given
Open
Problem X -
Procedure
Result
Degrees of freedom:

23. WHY OPEN-ENDED? Problem X - Procedure Result Degrees of freedom: 2
Given
Open
Problem X -
Procedure
Result
Degrees of freedom: 2
WHY OPEN-ENDED?
Activity-based
Inquiry-based (5E: «Engage», «Explore»)
Higher cognitive level (Bloom’s taxonomy)
Learners learn about science as a process:
….. how to use equipment/matarials (type B)
….. how to design an investigation … (type C)

24. WHY NOT OPEN-ENDED? KEY FACTOR Problem X - Procedure Result
Given
Open
Problem X -
Procedure
Result
Degrees of freedom: 2
WHY NOT OPEN-ENDED?
Unpredictable, unknown results
Lack of equipment/materials
Safety
Uncontrolled situation
May be challenging for teacher
Learners do not know how to do it ….
KEY FACTOR

25. Therefore, learners must learn how to ….
Learn by conducting «closed» activities
1. Start with closed activity
2. Extend then activity towards a more open activity
Part 1: Degrees of freedom 0
Part 2: Degrees of freedom 1 or 2 (3)

26. An experiment Problem X - Procedure Result Degrees of freedom: 1 Given
Open
Problem X -
Procedure
Result
Degrees of freedom: 1

27. PART 2 Problem X - Procedure Result
Given
Open
Problem X -
Procedure
Result
PART 2
Does plant growth direction respond to other stimuli?
Explore other plant tropisms. Design an experiment ….

28. From closed to open-ended
Practical work
From closed to open-ended
PART 1: Closed
0 - (1) degrees of freedom
PART 2: Open-ended
2 – (3) degrees of freedom

29. How plants store energy
C6H12O6
Disaccharides Fatt/oil
Polysaccharides
Cellulose Starch

30. How plants store energy
PART 1: Closed (Degrees of freedom 0)
You need: A solution made of iodine and potassium iodide or a tincture of iodine
Pipette, slice of potato, Petri-dish
The iodine – starch reaction:
Iodine + starch: colour turns dark blue/black
Slice of potato

31. How plants store energy
PART 2: Find out (Explore) which kind of plants are «starch-plants».
Degrees of freedom: 2 (3)

32. From closed to open-ended
Practical work
From closed to open-ended
Conclusion: the way to more open-ended goes through closed
PART 1: Closed
0 - (1) degrees of freedom
PART 2: Open-ended
2 – (3) degrees of freedom