,LSK3701
QUESTION 1: (25)
1.1 Choose FIVE (5) words or ideas in your topic that you think
learners will not understand. Consider some placeholders (words
to develop concepts) you could use in your theme plan and think
how you would use activities to informally assess whether learners
use the science words correctly. Remember, we use placeholders
because they hold the place for the development of a scientific
understanding of a concept.
1. Biology - This word refers to the study of living organisms. A
placeholder for this word could be "study of living things."
Activity: Show learners pictures of different living organisms and ask
them to identify what they are. This will help assess their understanding
of the concept of biology.
2. Ecosystem - This refers to a community of organisms and their
environment. A placeholder for this word could be "living things and
their surroundings."
Activity: Give learners a scenario where there is a change in the
environment, such as pollution or deforestation, and ask them to
identify the impact on the ecosystem. This will help assess their
understanding of the concept of an ecosystem.
3. Photosynthesis - This is the process by which plants convert sunlight
into energy. A placeholder for this word could be "how plants make
food."
, Activity: Show learners a diagram of photosynthesis and ask them to
label the different components involved in the process. This will help
assess their understanding of the concept of photosynthesis.
4. Genetics - This refers to the study of genes and heredity. A
placeholder for this word could be "how traits are passed down from
parents to offspring."
Activity: Give learners a set of traits and ask them to predict the
likelihood of those traits being passed down from parents to offspring.
This will help assess their understanding of the concept of genetics.
5. Cell - This is the basic building block of all living organisms. A
placeholder for this word could be "the smallest unit of life."
Activity: Show learners pictures of different cells and ask them to
identify what type of organism they belong to. This will help assess
their understanding of the concept of a cell.
1.2 Decide which of the social science big ideas described in learning
unit 2 could be weaved through a theme plan about Weather or
Seasons. Motivate your choice of big ideas.
There are several social science big ideas that could be weaved through
a theme plan about Weather or Seasons.
One possible big idea is "interdependence." Weather and seasons have
a significant impact on various aspects of human life and society. For
example, agriculture and food production heavily rely on weather
patterns and seasons. Changes in weather patterns can affect crop
yields, availability of water resources, and overall food security.
Additionally, weather can impact tourism, outdoor activities, and
QUESTION 1: (25)
1.1 Choose FIVE (5) words or ideas in your topic that you think
learners will not understand. Consider some placeholders (words
to develop concepts) you could use in your theme plan and think
how you would use activities to informally assess whether learners
use the science words correctly. Remember, we use placeholders
because they hold the place for the development of a scientific
understanding of a concept.
1. Biology - This word refers to the study of living organisms. A
placeholder for this word could be "study of living things."
Activity: Show learners pictures of different living organisms and ask
them to identify what they are. This will help assess their understanding
of the concept of biology.
2. Ecosystem - This refers to a community of organisms and their
environment. A placeholder for this word could be "living things and
their surroundings."
Activity: Give learners a scenario where there is a change in the
environment, such as pollution or deforestation, and ask them to
identify the impact on the ecosystem. This will help assess their
understanding of the concept of an ecosystem.
3. Photosynthesis - This is the process by which plants convert sunlight
into energy. A placeholder for this word could be "how plants make
food."
, Activity: Show learners a diagram of photosynthesis and ask them to
label the different components involved in the process. This will help
assess their understanding of the concept of photosynthesis.
4. Genetics - This refers to the study of genes and heredity. A
placeholder for this word could be "how traits are passed down from
parents to offspring."
Activity: Give learners a set of traits and ask them to predict the
likelihood of those traits being passed down from parents to offspring.
This will help assess their understanding of the concept of genetics.
5. Cell - This is the basic building block of all living organisms. A
placeholder for this word could be "the smallest unit of life."
Activity: Show learners pictures of different cells and ask them to
identify what type of organism they belong to. This will help assess
their understanding of the concept of a cell.
1.2 Decide which of the social science big ideas described in learning
unit 2 could be weaved through a theme plan about Weather or
Seasons. Motivate your choice of big ideas.
There are several social science big ideas that could be weaved through
a theme plan about Weather or Seasons.
One possible big idea is "interdependence." Weather and seasons have
a significant impact on various aspects of human life and society. For
example, agriculture and food production heavily rely on weather
patterns and seasons. Changes in weather patterns can affect crop
yields, availability of water resources, and overall food security.
Additionally, weather can impact tourism, outdoor activities, and
