Ezgi's Digital resource
27 views | +0 today
Follow
Ezgi's Digital resource
LW2: Conserving and maintaining the quality and sustainability of the environment requires scientific understanding of interactions within, the cycling of matter and the flow of energy through ecosystems c) describe how energy flows through ecosystems, including input and output through food webs
Curated by Ezgi Cakir
Your new post is loading...
Your new post is loading...
Scooped by Ezgi Cakir
Scoop.it!

Astro-Venture Biology Training

Ezgi Cakir's insight:

This resource is an online tutorial created by NASA called Astro venture to learn about the 4 main parts of energy flow through an ecosystem. While using these resource teachers should ask students to fill out the results and conclusion section into their Astro Journals. Students can then print their Astro Journals at the end of the unit. These can be used for evaluation purposes. After completion of the online biology training activity, the class can have a discussion focusing on questions such as;

- “What biological conditions did you observe are necessary for human habitation of a planet?”
- ”Why do we need each of the groups (decomposers, producers and consumers)? What happens to the planet otherwise?”

This activity could then lead to other lessons where students would look at decomposers, producers and consumers in more detail and how they get their energy to survive.

Strengths and weaknesses 

The resource focuses on cause and effect type questioning which is typical of what laboratory experiments establish in which there is deliberate manipulation of one variable, while all other variables are kept constant.

The resource has on-screen text as well as animation occurring at the same time. Students could therefore build mental connections between the corresponding words and images.

This resource is also useful in that students could record their observations after viewing them in the activity. Access to the students observations will provide teachers with a confirmation that students have participated in the online activity rather than merely pressing the next button.  

Another advantage of using this resource is that learning is self-paced, so students can spend more time on the material they don't fully understand.

A weakness in this resource was that the introduction of the activity was too long and irrelevant which may cause students to loose attention and focus.

more...
No comment yet.
Scooped by Ezgi Cakir
Scoop.it!

Year-9-Science-Ecosystems-Version-0.2-.pdf

Ezgi Cakir's insight:

This resource is a unit plan. The important and useful resource in this unit plan is called the “Resource 1 – Food Web String Activity”. This activity aims for students to become aware of the different interactions taking place in an ecosystem. This resource could be used as an activity to capture student’s interest into the topic. It could be used as a diagnostic assessment which could be achieved through observing students’ responses during the lesson to determine students’ awareness of the topic. Also students could write a science journal to reflect on their learning. The journal may include written text, drawings, labelled diagrams, photographs, tables and graphs.

To assists in student’s improvement of their scientific literacy in writing up their science journals teachers should make explicit the purpose of the writing, the audience for the writing and look at other examples and what kind of language they use.

While directing this activity teacher could draw on students’ prior knowledge of Earth’s biology through asking questions such as “what other living things are on Earth besides humans?” and “how are these living things important to your survival?”

Strengths and weaknesses

This resource is another example of a kinaesthetic activity. Hands-on projects engage students who need movement to learn best. They also engage students who are auditory learners, who talk about what they're doing, and visual learners, who have the opportunity to see what everyone else is creating. For social learners, the time spent in small group conversation will strengthen their knowledge.

Students could see in front of them the links and relationships between the organisms and once this link is removed students realise that it affects other organisms as well.

However this is an activity which shows a model of how ecosystems work in real life and it may cause misconceptions with students as it suggests real world works the same because it represents something that is hard to see such as energy being conserved. As a strategy teachers should discuss with the classroom the limitations of this representations so students could be reminded that they are just simplifications of complex systems and not always completely accurate.

more...
No comment yet.
Scooped by Ezgi Cakir
Scoop.it!

Experiment with Ecosystems | The Concord Consortium

The goal of this activity is to give students the opportunity to “think like a scientist,“ making hypotheses, doing experiments, making observations, and analyzing data.
Ezgi Cakir's insight:

This resource is an online activity that explores the interrelationships within food webs. This resource can be used activity in a lesson that introduces the topic. The resource can be used as an opportunity for students to learn scientific skills and perform the different stages involved in scientific procedure which includes hypothesising, conducting experiments, making observations, and analysing data.

This resource would be used through directing each student to open up their resource on their computers and then individually complete the interactive questions and follow the prompts. After completion of the resource activity, the teacher could ask the classroom for further reflections upon their investigations.

To develop student’s literacy after completion of this activity the teacher could ask students to create their own concept maps using vocabulary cards and linking words. The concept map would show the hierarchy of ideas and the relationship between ideas.

To improve student’s numeracy while creating and interpreting graphs to record data teachers should show students how to analyse their data and fit it into a suitable graph in advance. Teacher should teach students the simple concepts of creating a graph such as identifying what the dependent variables and independent variables are and which axis do they fit into.

Strengths and weaknesses

The benefits of this resource are that it enables students to learn scientific inquiry skills.  Inquiry learning highlights constructivist ideas of learning, where knowledge is built from prior knowledge and scientific ideas. Other strengths of this resource are that it includes a range of presentation techniques such as animation, pictures and graphs. This could accommodate for those students with special needs and need of improvement in learning important vocabulary. The resource also has a word bank so students could access important terms when requested.

Another strength of this resource is that it uses ICT to expand learning opportunities and content knowledge for all students.

The weakness of this resource however is that often times it does not indicate whether the students are answering the questions correct or incorrect. For example after running the model to test their hypothesis the activity asks if their hypothesis was correct or not without any indication if it was indeed correct or not. Therefore, the teacher must discover a technique to detect if students truly learn the content. To achieve this, the teacher could conclude the activity with a discussion or ask students to write down their answers in their reports. 

more...
No comment yet.
Scooped by Ezgi Cakir
Scoop.it!

v4-0954t.pdf

Ezgi Cakir's insight:

This resource provides several multiple choice questions accompanied with short essays for justification of the given multiple choice answer.  The questions are based on the topic of energy flow within systems. This resource could be used as a formal assessment at the end of learning the topic to see if whether standards have been met.

One method to boost literacy of students through using this assessment task is to provide students with descriptive feedback rather than only a mark or grade. Descriptive feedback supports students learning because it provides students with the knowledge of where they are performing well in (criteria they have met) and what areas need improvement (criteria that need to be met). A feedback which also recommends certain actions for the student to accomplish in order meet the certain standards is useful. 

Also before proceeding on with the formal exam teachers could present models or examples of previous answers to exam questions on the board so that students can see what thinking processes you go through as a writer and how language choices are made.

Strengths and weaknesses 

The benefits of using this resource is that it include multiple-choice questions which can be used to test all levels of learning; from knowledge to evaluation. The incorrect options are often misconceptions of students understanding of the content, thus multiple-choice questions could provide a diagnosis of whether students may still have these misconceptions. Multiple-choice questions provide an excellent basis for post-test discussion, especially if the discussion includes why the distractors are wrong as well as why they are correct. However multiple-choice items are open to misinterpretation for students who read more into the question than was intended.  

more...
No comment yet.
Scooped by Ezgi Cakir
Scoop.it!

Science_Biology_Unit_02_Exemplar_Lesson_02__Ecosystems_and_Energy_Flow.pdf

Ezgi Cakir's insight:

This resource provides teachers with a 5 day guide of prepared lessons activities and worksheets. The two worksheets in this lesson “organism cards” and “food chain race” would be a useful activity in supporting students understanding of the energy flow through trophic levels and cycles. These worksheets are to be used as a game activity where students are required to race in a competition of who can construct the quickest realistic food chain with the provided organism cards. This activity could be used to motivate students into learning the new topic of how food webs and chains function.

Another activity in this resource that is useful is the Ecological Pyramid Investigation Graphics worksheet along with the Ecological Pyramid Investigation worksheet. These worksheets could be utilised through giving students four bags each named producer, primary consumer, secondary consumer, and tertiary consumer. Each bag will contain the number of organisms in that ecosystem and the average biomass per organism. Students will then calculate the number of organisms and mass of organisms for each trophic level and then graph their results. This will support students to eventually realise the relationship between mass of organisms and their trophic level.

The teacher could obtain feedback on students understanding of this activity through asking them to write in their books a report of their investigation which includes their records, graphs, calculations and inferences where necessary.

This lesson can support the student’s development of literacy and numeracy through encouraging students to take notice of key vocabulary terms: producer, consumer, herbivore, carnivore, omnivore, detritivore, decomposer, and energy pyramid. The activity allows students to increase their scientific literacy skills by conversing with the teacher. While teachers ask students to justify their observations and results, students may use everyday language to respond. To allow improvement of terminology the teacher should make sure that colloquial expressions used by students are replaced with appropriate scientific vocabulary

Strengths and weaknesses 

Kinaesthetic-Tactile learners tend to learn best via movement and touch. This resource was beneficial for students who preferred this learning style because students had the opportunity to physically move and manipulate materials while participate in the games.

Another strength about this resource is that the worksheets include higher order thinking questions as well as lower order questions. This can be seen in the worksheet called ‘Ecological Pyramid Investigation’ where there is a question “A bacterium infects and kills off two of the secondary consumers. What will the new numbers pyramid come to look like over time?” This is the highest level of questioning called creating and asking students what they think will happen in a certain scenario.

Although the food chain race can set a challenging activity for students to achieve a disadvantage of using groups to work together and compete may be an improper tool for motivating students. It may encourage students to become performance goal oriented. Students who may have doubts about their ability compared with others would contribution with less effort into the activity. Whereras, students who have learning goals remain relatively unaffected by failure in terms of self-esteem.

more...
No comment yet.