Objective

Materials Required

1. Multimedia support (TV/projector/tablets)

2. Prints if these are not working

3. 1 print per student of the worksheet

4. Tablets for students if you are planning to do this project digitally

Preparation Required

• Review all the linked resources thoroughly.

• Request 2 people (elder students, available teachers, mentor, ASL/SL) to help you facilitate listening to student presentations and offer feedback.

• Give facilitators the necessary background information about the previous 2 lessons and the unit.

• Please rehearse some additional details like key teacher actions, in-parts scripts, and examples thus highlighted that are mentioned in the lesson plan.

• Based on the time you have, you can either choose to do simple oral presentations or have your students prepare visual or multimedia presentations.

• Use this rubric to formatively assess your students’ performance during the lesson.

• If data collection structures and processes are set in your school, then the rubric can be used as a CCE for the performance task.

Key Avenues Of Learning

• Some of the tasks thus highlighted in the lesson can be chosen based upon your class’s readiness, rigour levels, and availability of time during the lesson.

• During the ‘prep in groups’ phase, as you circulate the classroom, acknowledge and encourage evidence-based conversations.

• Try to spot and call out some good examples of students using data to build the claim about diversity of animals.

Set Up | 05 min

1. Write the objective on board and inform students that today they are going to be presenting the data they have collected in the previous 2 lessons.

2. Inform students that the presentations should be short but powerful; 3 min to make the claim that there is a huge diversity of animals on earth using the data they have. They will need their worksheets, homework, and some supplies to complete this project.

3. Divide students into their working groups of 3-5 students.

4. Provide each group with the worksheets and necessary materials based on your lesson.

Prep in Groups | 15 min

1. Model out how to use the first 3 reflection questions in the worksheet to build a claim about diversity of animals using data. Help them by modelling answer to question 1 if you feel the need. Example: diversity means having a lot of differences among different things; there is a diversity among animals because they have different features like size, movement, how they give birth, and many other features.

2. Take a quick CFU on instructions.

3. Allow 10-12 min for student groups to discuss the reflection questions and write their responses in the worksheet.

4. Circulate the classroom to offer support or push to students based on their needs; look for evidence-based conversations, i.e. push for the use of data.
1. Prompt students with questions like, “what does your data tell us about how animals move?” or “how many different types of body coverings do animals have? what does that show?”
2. Offer quick feedback like, “that’s a great example - can you show it clearly when you present?” or “try to use numbers or categories in your claim about diversity.”

Presentation and Feedback | 15 min

1. Divide the class into 3 large groups, one facilitated by you and 2 by other facilitators you have prepped.

2. Each large group should have 3 or fewer smaller student groups that they were working in.

3. Allow each small group 3 min for presentation and 2 min for feedback.

4. Allow 2 min for other groups to ask questions as well.

Closing | 07 min

1. Summaries today’s learning with students to make the claim that different types of environment have different types of animals with different features; hence there is a huge diversity of animals on Earth.

2. Explain the homework to students and instruct them to complete it.