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Pre Assessment - Coggle Diagram
Pre Assessment
Low Scorers
INFO:
- Goal: build a foundation and strengthen knowledge
- mainly book based
- strongly supported by the teacher
- I will go through the stuff in the book with them, make a list of terms & structure the teaching
- page 72 - terms (they take notes, I moderate)
- page 75 terms (they take notes, I moderate)
- they draw a hierarchy in an ecosystem with me (every students has his own A4 sheet of paper, all contribute)
- page 86, Q 3 & 4 (I support the srtudents)
- now we relate the hierarchy in an ecosystem to the resources available (doing page 87, 88)
- poster creation as a group based on page 89 "Control Population Growth" - I give hints and an finishing this will be an "advantage" to the red group. (They will teach the other kids next lesson about this topic)
OUTPUTS / ASSESSMENT:
- A4 sheets showing "hierarchy in an ecosystem" (alone)
- A3 Poster on "Control Population Growth"(group)
High Achievers
INFO:
- Goal: using the knowledge and going beyond the standard
- book only used at the end to make the connection
-
Basic Scorers
INFO
- Goal: solidify knowledge
- includes the book from the beginning
work alone at the start, then group work
5 min. Activity 1 (do alone):
- in the book do page 73, Q7 (this exercise will bring them back in the topic and clarify the main terms needed again)
25 min. Activity 3 (group)
- page 85 (How are organisms affected by a huge forest fire?)
-- make a list of all the organisms that live in the forest
-- give detail on how every organism is affected
-- which are affected the most
-- which are affected the least?
-- agree on making a recovery plan for 3 species that you select. )one should be easy to recover, one a bit harder to recover, and a special plan for one that you think my be very hard to recover after the fire)
25 min. Activity 2
(alone for 5-10 minutes and finish as a group):
creating a flow chart (p. 72)
- gather all the ideas that you have for the flow chart on a piece of paper by yourself without doing the flowchart
- meet as a group, discuss your ideas (make sure all of you contribute) and then share the work on making the flowchart & get it done
OUTPUTs / ASSESSMENT:
- flowchart on a piece of A4 paper (alone)
- one sentence as a group on A4 paper
- a poster (A3 paper) with a recovery plan done by the whole group
ELL:
- write definitions for biotic, abiotic
- Task: make list for both (biotic and abiotic factors [hand in after lesson])
- For each word:
- Write in your own word what the word means.
- Then write a sentence that contains the word.
-- species
-- population
-- community
OUTPUTS / ASSESSMENT:
- definitions for biotic, abiotic
- 6 sentences on meaning and context of goven words