Chapter 4 Classification and Biodiversity Day#11. Lesson plan
Objectives
- Assessment
- 4.1 The classification of marine organisms
- 4.2 Key groups of marine organisms
- 4.3 Biodiversity
- 4.4 Populations and sampling techniques
Materials
- Chapter 4 TEST
- Chapter 5 – Student Guided Notes
- Chapter 5 – Lecture/Notes (PPT – slides 1-6)
Vocabulary
- Describe: state the points of a topic / give characteristics and main features
- Explain: set out purposes or reasons / make the relationships between things evident / provide why and/or how and support with relevant evidence
- State: express in clear terms
- Predict: suggest what may happen based on available information
- Suggest: apply knowledge and understanding to situations where there are a range of valid responses in order to make proposals
- Define: give precise meaning
- Outline: set out main points
- Calculate: work out from given facts, figures or information
Bellringer
Alternative: Using examples describe the difference between intra-specific and inter-specific competition
Lesson Outline
Instruction
- TEST Chapter 4 Classification and biodiversity
- Assessing students using AICE style questions is crucial for preparing them effectively for their exams and academic success. Discover the significance of aligning assessment methods with exam formats to enhance learning outcomes and build confidence in tackling challenging AICE exams.
- Extended Case Study: Exploring the secrets of marine biodiversity – page 149 – 151 (Coursebook)
- Students work individually – read the case study and answer the questions 1-5 page 151 (Coursebook)
- Exit ticket
- If you opt to have students complete their notes using the Student Guided Notes format during your lecture, then use the bellringer as the exit ticket activity in class.
- If you opt to have students complete their notes using the Student Guided Notes format at home (homework), then use the following exit ticket activity:
- Students share with the class the answers to questions 1-5 page 151.
Homework
- The sole homework task assigned to my students revolves around meticulously transcribing notes in the Student Guided Notes format. They meticulously replicate content by hand from the Lecture/Notes (PPT – slides 1-6) presentation.
- This approach ensures that during class time, while I continue to deliver lectures and expound on topics, students have their notes already compiled. Consequently, they can actively engage, ask questions, and delve deeper into understanding rather than merely being preoccupied with note-taking. This strategy efficiently liberates valuable class time, allowing for engaging activities and practice Cambridge style questions.
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