AICE Environmental Management AS - Environmental Research and Data Collection Day 9

2. Environmental Research and Data Collection Day#9. Lesson plan

2.5 The use of technology in data collection and analysis
- describe methods of data collection that include the use of technology
- describe what is meant by the term ‘big data outline the benefits and limitations of the
  analysis of big data

Value: to have a use, or a worth
Variety: diverse data
Data streams: process of transmitting a continuous flow of data, typically by data processing software
Velocity: speed with magnitude and direction
Veracity: the ability to verify or confirm data

Bell ringer #9
Alternative: Describe the characteristics of an ecosystem with diversity index close to zero.

Start your lesson with an engaging hook to capture your students’ interest. Show a short, compelling video on how environmental scientists use technology to collect and analyze data to address real-world issues like climate change, deforestation, and pollution. This real-world connection will not only grab their attention but also highlight the importance of what they are about to learn.

CREDIT: National Geographic Education

Bell ringer #9
Lecture/Notes – Lecture (Chapter 2.3, 2.4, 2.5 PPT – slides 27 – 34)
- Big Data refers to extremely large datasets that can be analyzed computationally to reveal patterns, trends, and associations, especially relating to human behavior and interactions. In the context of environmental management, big data can include vast amounts of information gathered from sensors, satellite images, and social media, among other sources.

Use Student Guided Notes – This year, I’m using Version B Guided Notes with my students, as I’ve noticed they benefit from having more structured support during class.
- It features fill-in-the-blank prompts for key vocabulary and concepts, making notetaking faster and more accessible, especially for English language learners or those with processing difficulties.
Individual activity – Unit#2 – Practice Cambridge style questions
- Practicing AICE-style questions is essential for exam preparation. Here’s how to incorporate this effectively into your teaching:
  - Integrate AICE-style questions into your regular lessons. Start with simpler questions and gradually increase the complexity. This builds confidence and familiarity with the exam format.
  - Conduct timed practice to simulate exam conditions. This helps students manage their time effectively and reduces exam-day anxiety.
  - Encourage students to exchange their answers with peers for review. This promotes collaborative learning and provides different perspectives on answering questions.
  - Provide model answers for AICE-style questions and discuss them in class. Analyze why certain answers are more effective, focusing on clarity, structure, and content.

Here are several effective ways to use task cards in your AICE Environmental Management classroom:
Individual Practice and Self-Assessment
Group Collaboration and Peer Teaching
Stations for Differentiated Learning

Individual Practice and Self-Assessment
- Students can work through the task cards independently, using the answer key to self-check their responses. This approach encourages self-paced learning and allows students to identify areas they may need to review further.
Group Collaboration and Peer Teaching
- Organize students into small groups, providing each group with a set of task cards. They can take turns reading questions and discussing answers together. Peer teaching helps reinforce concepts as students explain their reasoning and learn from one another.
Stations for Differentiated Learning
- Create stations around the classroom, each with a different set of task cards focusing on specific concepts. Students rotate through the stations, allowing for a differentiated learning experience that supports various learning styles and paces.
- By utilizing these strategies, task cards can become a dynamic part of your classroom, enhance student engagement and support comprehensive exam preparation for AICE Environmental Management.

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:
  - Practice Questions 1-2 page 104 -106