Lessons Plans

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Gametogenesis

  • 25 May 2018
  • Posted by: JANICE WILLIAMS-TAYLOR
  • Number of views: 717
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Gametogenesis
Students’ age range: 16-18
Main subject: Sciences
Topic: Sexual Reproduction in Humans
 
Description: STARTER / CLASSROOM MANAGEMENT ACTIVITY:
Complete human life cycle diagram (5 marks)

INTRODUCTION (1) Teacher will review diagram and then ask for a volunteer to summarize the
process of Sexual Reproduction. (5 mins)
(2) Students will be asked to suggest what happens in gametogenesis. (3 mins)
(3) Teacher will write suggestions on board and use suggestions to introduce topic
and outline objectives (2 mins)
DEVELOPMENT (1) Teacher will describe the process of gametogenesis and use pause reflection to
clarify concepts (5 mins)
(2) Students will then be placed in cooperative groups to construct models of
spermatogenesis and oogenesis using information from a fact sheet as well as
information researched using their smart phones. Teacher will move around room
to assist and clarify as necessary. (20 mins)
(3) Teacher and students will review models for accuracy (5 mins)
(4) Students will then compare spermatogenesis and oogenesis. (5 mins)
CULMINATING ACTIVITY: Teacher will use PowerPoint to cement concepts (5 minutes)

Responding to a Controversial Topic

  • 25 May 2018
  • Posted by: Pauline Millar
  • Number of views: 121
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Responding to a Controversial Topic
Students’ age range: 14-16
Main subject: Language arts and literature
Topic: Expressing Your Point of View - Argument
 
Description: The topic for discussion is presented : , “ Popular music encourages violence among youth.”
Voting- Teacher stimulates the development of independent thinking in students by having them vote or take a position on the topic using the Kahoot App. Following feedback on the outcome, students pair with a student with opposiing views to engage in a Think Pair Share. During this exercise students will enhance their sense of fairmindedness (S3) by probing more deeply into their own positions and those of their partner. They will examine the questions. What else do I need to know about this? What do I find interesting about this? What are my views about this? How have my views changed as a result of this interaction? After 10 minutes of discussion, each pair will share one supporting and one opposing argument during whole class discussion which will support students in acquiring intellectual courage and confidence in reason (S6, S9). Each student will select a short text (print or digital) or short video and use Socratic Questioning to examine the use of ethos, pathos and logos as tools of persuasion in the selection. Students will then review the ideas, organization, use of voice, word choice, sentence fluency and conventions, use of images, colour and music as employed in their text or video.

Batteries and Cells

  • 25 May 2018
  • Posted by: Patrick McDonald
  • Number of views: 135
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Batteries and Cells
Students’ age range: 16-18
Main subject: Technology education
Topic: Batteries and Cells
 
Description: Questioning
Practical: Making sketches

Map Reading – Describing Drainage on a Map

  • 25 May 2018
  • Posted by: ERICA BARRETT-SMITH
  • Number of views: 805
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Map Reading – Describing Drainage on a Map
Students’ age range: 14-16
Main subject: Sciences
Topic: Describing Drainage on an Ordinance Survey Map
 
Description: Development
Introduction
Riddle me this, riddle me that, guess this riddle and perhaps not!
What always run but never walks, murmurs but never talks, has a bed but never sleep, has a mouth but does not eat, has a head but does not weep?
Brain Teaser
How do three lions and three wildebeests, fleeing from a wildfire, cross over to the left bank of a crocodile-infested river to escape the flames? There’s a raft! But there are a few rules that must be followed in order to solve the puzzle: The raft can only hold two animals at a time, at least one animal is needed to row, if lions ever outnumber a wildebeest they’ll eat it, and there’s no swimming.
STEP 1 – engage and explore
Teacher distribute maps to students;
Instruct students to study the map
Students becomes familiar with the map
Teacher Asks the following questions:
What do you think is meant by drainage on the map?
What symbols on the map would indicate drainage?
Students Respond to questions

STEP 2 – explain and elaborate
Teacher What would you include in your description of drainage on a map?
Students identify the main river and its tributaries; drainage pattern developed, direction of flow, drainage of density, stage of the river, length and width of the river, speed of the river; features that develop along the rivers.
Teacher How do we go about getting this information from the map?
Directs students’ attention to the power point
Teacher & Students discuss information in the presentation and identify relevant examples on the map extract being used.

The Language of Persuasion

  • 25 May 2018
  • Posted by: Simone James Shaw
  • Number of views: 140
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The Language of Persuasion
Students’ age range: 14-16
Main subject: Language arts and literature
Topic: Techniques of Persuasion
 
Description: Teacher and students will decide on the rules that participants in the Socratic seminar must observe.

Students will be guided into a discussion where they will be lead to form a working definition of the language of persuasion. Students will be seated in a circular arrangement and will watch a video where persuasive language is used. Through the use of questioning students will be guided to form a working definition of the language of persuasion.

Socratic Seminar. Students will watch a video of a pastor/politician using persuasive language. Students will also be given a transcription of the speech. Students will evaluate the speech through the use of given questions. The questions will be used as a means of generating discussion. Students will share their views/opinions which must be supported with evidence/reason.

The teacher will make notes and will guide the students to identify techniques of persuasion that were used or highlight techniques that they may have pointed to during the discussion.
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