Lecture 4 - Populations and ecosystems (continue). During this unit, Student Teachers will:analyse data collected over time and explain how disruption in one part of an ecosystem can repeat throughout an ecosystem; begin to identify the unit’s underlying core science concepts for children in elementary grades; design age-appropriate, inquiry-based activities and identify learning outcomes. | Lecture # 4 SCIENCE 1 ASSOCIATE DEGREE IN EDUCATION POPULATIONS AND ECOSYSTEMS Continue DEBRIEFING OF THE HANDS-ON INQUIRY ACTIVITY Ask each group to report their findings from their patch of land. You might want to gather all their findings on a flip chart or board. This will provide the class with a complete overview of what was found in the larger patch of land. Have Students discuss the methods that different groups used, discuss the commonalities and differences of their findings, and explain how they might group their observations. Continue to encourage rather than evaluate or correct. If applicable, discuss strengths and weaknesses of different groups’ methods. DEBRIEFING OF THE HANDS-ON INQUIRY ACTIVITY Continue Have the Students do most of the talking rather than having them wait for you to tell them. Science doesn’t have the answer to everything, and the science process is ongoing. Invite them to learn how to engage in the process. They begin by exploring, drawing conclusions, and having scientific discussions with one another rather than just learning facts. DEBRIEFING OF THE HANDS-ON INQUIRY ACTIVITY Continue As a second step, have Students categorize all their findings, for instance, by grouping them into living (biotic) and nonliving (abiotic) things found in their plot. Have them summarize their findings by answering the following questions: What did you find most often? What were rare cases? How many species did you find? Perhaps provide Students with resources that will help them classify their findings. DEBRIEFING OF THE HANDS-ON INQUIRY ACTIVITY Continue End this session by introducing Student Teachers to the concept of ecological niches. Explain how niches help increase diversity within an ecosystem. Discuss the interrelationships and how to maximize the number of populations that can live in the same ecosystem. At this point, you might want to expand the discussion from the plot of land that they explored to any other niche or . | Lecture # 4 SCIENCE 1 ASSOCIATE DEGREE IN EDUCATION POPULATIONS AND ECOSYSTEMS Continue DEBRIEFING OF THE HANDS-ON INQUIRY ACTIVITY Ask each group to report their findings from their patch of land. You might want to gather all their findings on a flip chart or board. This will provide the class with a complete overview of what was found in the larger patch of land. Have Students discuss the methods that different groups used, discuss the commonalities and differences of their findings, and explain how they might group their observations. Continue to encourage rather than evaluate or correct. If applicable, discuss strengths and weaknesses of different groups’ methods. DEBRIEFING OF THE HANDS-ON INQUIRY ACTIVITY Continue Have the Students do most of the talking rather than having them wait for you to tell them. Science doesn’t have the answer to everything, and the science process is ongoing. Invite them to learn how to engage in the process. They begin by exploring, drawing .
