Chapter 5 Examples of marine ecosystems Day#6. Lesson plan
Investigating Particle Size and Substrate Permeability: Strategies for AICE Marine Science Teachers
Teaching AICE Marine Science requires not only a solid understanding of complex concepts but also effective strategies to convey these topics to students. One important topic is the effect of particle size on the permeability of substrates. Understanding this concept is crucial for students as it has significant implications for marine ecosystems. This blog post will provide strategies for teaching this topic effectively, helping improve your students’ AICE Marine Science exam passing rates.
Objectives
- Quiz (5.1, 5.2, 5.3, 5.4)
- (PA) investigate the effect of particle size on the permeability of substrates
Materials
- Quiz
- Coursebook – page 173-174
Vocabulary
- Porous: substrate with holes that allow for the passage of air and water
- Permeability: how well water flows through a substrate
- Porosity: how much water a substance can hold based on the empty space within it
Bellringer
- Bellringer#6
- Alternative: Describe the adaptations organisms living in sandy shores must have to survive.
Lesson Outline
Instruction
- Core Practical Activity 5.1: Investigating the effect of particle size on the permeability of substrates – page 173-174 (Coursebook)
- Objective:
Investigate and understand how particle size affects the permeability of different substrates.- Particle Size: The diameter of individual particles in a substrate, ranging from clay (smallest) to silt, sand, and gravel (largest).
- Permeability: The ability of a substrate to allow fluids (water) to pass through it, influenced by the size and arrangement of its particles.
- Provide materials like sand, gravel, and clay, along with graduated cylinders or plastic bottles to construct the experimental setup.
- Have students follow the steps listed in the coursebook and perform the activity.
- Objective:
- 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 what they learned from performing the core practical activity.
Investing time in these approaches will not only prepare your students for their exams but also foster a deeper appreciation for the physical processes that shape marine environments. With a focused and dynamic teaching method, you’ll be well-equipped to guide your students towards higher passing rates and a greater understanding of AICE Marine Science.
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 38 – 45 ) 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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