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Year 7 Mixed ability

By Crystal Woods,2014-04-11 21:45
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Year 7 Mixed ability

    Year 7 : Mixed ability Variation and classification

    Lesson 1 : Describing living things

    Case lesson 6 serves as an excellent introduction to this topic.

    The first lesson could take a full lesson or could easily be carried out after the previous topic’s test. Pupils could complete the activity at home provided they can be trusted to bring their work with them to the following lesson.

    Learning outcomes : by the end of this lesson pupils should be able to

    ; Make suggestions about the characteristics to be observed and

    recorded.

    ; Make appropriate observations of a range of specimens and record

    these.

    ; Use scientific vocabulary to describe the body parts of animals.

Resources :

     Class set : loads of pictures of different animals that can be

     cut out and used to make “Cards” . Card or stiff

     paper, scissors and glue.

    For Guided activities

     No additional resources required.

Safety : General laboratory safety rules apply.

Lesson outline :

    1. Introduce topic by referring sketching an easily recognised animal on

    the board. E.g. a dog. Get class to describe its characteristics.

    2. Introduce pupil task. In small groups they are to produce a set of

    cards that have a picture of an animal along with a written description

    of its characteristics.

    ; 4 legs

    ; orange, white and black fur

    ;

     Ask pupils what kind of things they should be including:

    - number of legs.

    - Fur/feathers/scale etc.

    - Colour/markings

    - Tail/no tail

    - Claws/hooves etc.

    - Habitat.

    - Diet herbivore/carnivore

    - Behaviour e.g. nocturnal

Guided task 1

3. Depending on time pupils could complete cards at home or use their

    completed cards to play a game of “What am I?”, where they read out characteristics and others have to guess their animals.

Homework : Complete cards for next lesson.

    Guided Task 1

    Pupil Outcome: to make and record appropriate observations. To use scientific

    words such as segment.

    Introduce Inform pupils they are to prepare cards that describe a

    number of animals

    Review Pupils are to make at least three observations using ideas

    from discussion.

    Try/apply Pupils stick pictures of their chosen animals onto cards

    and begin to make observations about them. Ask

    questions like:

    ; How many legs?

    ; What is its skin like?

    ; Does it have any special features?

    Revise/refine It will help in lesson two if they make some similar

    observations about the different animals i.e. count numbers of legs for all.

    Explore and discuss any scientific words that arise, such

    as segment.

    Evaluate If they have a number of animal cards with at least

    three observations made, for use in Lesson 2 then they

    have succeeded.

    Year 7 : Mixed ability Variation and classification

    Lesson 2 : How can we sort things into groups?

    Learning outcomes : by the end of this lesson pupils should be able to

    ; Sort living organisms into groups and suggest reasons for the groups

    chosen.

    ; Evaluate the relative advantages of methods used to classify

    organisms.

    ; Review their own classification in light of evidence presented by new

    observations

Resources :

     Class set : “Cards” produced in lesson 1. Sugar paper, pens and

     Glue Picture of a bat for each group to be given

     towards end of lesson.

For Guided activities

     No additional resources required.

Safety : General laboratory safety rules apply.

Lesson outline :

    1. Introduce pupil task. In small groups (3 or 4) they are to sort the

    animals described on their cards into sets, with common

    characteristics, and to give the reason for their groupings. Inform

    pupils they are to produce a display of their classification and to

    prepare to report back on their rationale for grouping. Pupils

    should stick the cards onto the sugar paper and use the pens to

    circle animals in each groups and to write a “Group heading” for

    each.

    Guided activity 1

    2. Pupil presentations. Pupils show their displays to the rest of the

    class and explain the rationale for their groupings. Invite

    comments and criticisms for the rest of the class.

    3. Plenary. Present pupils with information on a new organism, a bat,

    and ask them to place this into one of their existing groups. This

    will most probably cause conflict between two groupings in the

    classification and will prompt a discussion on which to end the

    lesson.

    Guided Task 1

    ; Pupil Outcome: Sort living organisms into groups and suggest explain

    reasons for the groups chosen.

Introduce Inform pupils they are to sort the animals described on

    their cards into sets, with common characteristics, and to

    give the reason for their groupings. Inform pupils they

    are to produce a display of their classification and to

    prepare to report back on their rationale for grouping

    Review Pupils are to use the observations they made about each

    of the animals last lesson.

    Try/apply Pupils sort their animals into groups. Ask pupils to state

    verbally what animals they group together all have in

    common. Prompt pupils to come up with titles for each of

    their groupings.

    Revise/refine Ask pupils what they will say about each of their

    groupings and help them prepare to present to the rest of the class.

    Evaluate Once they have made their presentations, the rest of the

    class will offer feedback.

    Year 7 : Mixed ability Variation and classification

    Lesson 3 : How do scientists sort things into groups?

    Learning outcomes : by the end of this lesson pupils should be able to

    ; Summarise the features that groups of vertebrates have in common.

    ; Classify animals as invertebrate or vertebrate and as one of the main

    vertebrate groups.

Resources :

     Class set : Worksheet : the Heinemann science scheme 1

     Activity D6 (core) - Sorting vertebrates into

     groups.

     Worksheet : Homework sheet 1

    Eureka!1 Activity pack (Heinemann) P.38-41

     - Vertebrates game, resourced for class to play in

     groups of four. Counters and dice.

     Heinemann KS3 science book 1 P. 50-51 (or

     alternative text book with information about

     vertebrate groups)

    OHT : separate pictures of animals e.g. sparrow, penguin, eagle,

     fly, mouse, cat.

For Guided activities

     No additional resources required.

Safety : General laboratory safety rules apply.

    Lesson outline :

    1. Discussion.

    ; Show class OHTs of animals sorted into two groups. E.g. with wings /

    with fur. Ask pupils to explain how the animals have been grouped. ; Where would we put a bat?

    ; What does this tell us about our groupings?

    ; How do scientists sort animals into groups?

    ; What are the two main groups that animals can be sorted into?

    Vertebrates/invertebrates.

    2. Pupil task.

    ; Pupils should all sketch out the following branching diagram into their

    books.

    vertebrates Invertebrates

    ; Using Pages from text book to help, by describing characteristics of

    each group, pupils should name each vertebrate group and stick the

    pictures from “Sorting vertebrates into groups” onto the correct

    branch of the diagram.

Guided Task 1

3. Pupils should be sorted into groups to play “The vertebrate game”

Homework: Pupils should complete “homework sheet 1”

    Guided Task 1

    Pupil Outcome: To illustrate comprehension of characteristics of

    vertebrate groups. To apply knowledge by sorting animals into groups.

    Introduce Inform pupils they are to sort the animals into the groups

    that scientist use. Inform pupils they are to stick the

    animals down in their groups and then write down the

    name of each group.

    Review Pupils are to use the pages from the text book to find out

    what animals in each group have in common.

    Try/apply Pupils look at each of the vertebrae groups in turn, in the

    text book, and with prompting should say what animals in

    that group have in common. They should then look to the

    worksheet and decide which animals belong in that group.

    If you feel it necessary get pupils to write down the key

    characteristics on each branch in addition to sticking

    down the pictures of the animals (This may help with the

    homework task).

    Revise/refine Before sticking down animal pictures ask pupils to double

    check that each animal displays the characteristics of that group.

    Evaluate If they have managed to place each animal in a group then

    they have been successful!

    Vertebrates Group Features Example

     Have mammary glands, babies develop inside

    mother’s body, have hairy skin.

     Lay eggs, live in water, breathe through gills,

    have scales and fins.

     Lay eggs with a hard shell, have feathers and

     wings.

     Lay leathery eggs, breathe air and live mainly on

     land, have scaly, dry skin.

     Lay eggs in water, breathe air and live partly on

     land, have smooth moist skin.

Homework sheet 1

    -------------------------------------------------------------------------------------

    Vertebrates Group Features Example

     Have mammary glands, babies develop inside

    mother’s body, have hairy skin.

     Lay eggs, live in water, breathe through gills,

    have scales and fins.

     Lay eggs with a hard shell, have feathers and

     wings.

     Lay leathery eggs, breathe air and live mainly on

     land, have scaly, dry skin.

     Lay eggs in water, breathe air and live partly on

     land, have smooth moist skin.

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