## ISA Practice Lesson Guide - Pearson Schools

B2 ISA practice 1 – Lesson guide a ... students should research their ISA plan and prepare for B2 ISA practice 1 ... 'your insurance premium will be less if you.

B2 ISA practice 1 – Lesson guide a

Earthworm distribution – parts 1 and 2 This lesson looks at how students should research their ISA plan and prepare for B2 ISA practice 1 Section 1 paper. The investigative ISA will need several lessons, though some of the work could be done for homework, depending on how closely you wish to mirror the ISA experience.

Resources available Student Book lesson B2 ISA practice 1 Title

Type

Investigating earthworm distribution

Teacher and technician sheet

Investigating earthworm distribution

Student research sheet

Earthworm distribution

B2 ISA practice 1 Section 1 paper

Specification

3.2 How Science Works Observing phenomena can lead to the start of an investigation, experiment or survey. Existing theories and models can be used creatively to suggest explanations for phenomena (hypotheses). Careful observation is necessary before deciding which variables are the most important. 3.6 Controlled assessment Scientific investigations often seek to identify links between two or more variables. [B4.1.1, B4.3.1] To ensure repeatability, reproducibility and validity in evidence [B4.3.2] scientists consider a range of ideas that relate to: ●

how we observe the world [B4.3.1]

designing investigations so that patterns and relationships between variables may be identified [B4.1.1]

making measurements by selecting and using instruments effectively. [B4.3.2]

Lesson objectives

make some notes on a method to investigate the hypothesis.

Some students should also be able to: ●

make a risk assessment of their chosen method, with suitable control measures. [Ext]

Keywords Control variable, categoric variable, continuous variable, control measure, dependent variable, hazards, hypothesis, independent variable, observation, prediction, range, repeatable, reproducible, research, theory.

Points to note With able students, simply outline the points they need to cover. Occasionally suggest they should be at a particular point in the list of required activities to keep them on task. You could also carry this out as a group exercise. Students should each produce their own notes. Students should consult a range of sources, starting with old text books, their notebooks, and the Student Book for ideas. They can also use the Internet if available.

Most students should be able to: ●

make an observation or observations and develop it into a hypothesis

identify the independent and dependent variables in the hypothesis

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© Pearson Education Ltd 2011. Copying permitted for purchasing institution only. This material is not copyright free.

B2 ISA practice 1 – Lesson guide a Lesson activities

4

Starter 1

2

Either do a PMI (Plus, Minus, and Interesting statements) on earthworms, i.e. ask students to think of something positive, negative or interesting to say about earthworms, e.g. red cars have less accidents than green cars, plus would be ‘your insurance premium will be less if you drive a red car’, minus’: ‘car makers will sell less red cars’ and interesting ‘how does this data reflect red/green colour blindness?’ or show students a choice chamber of maggots. Subject the maggots to cold, heat, light and dark. Ask the students to make a hypothesis about the behaviour of maggots from their observations. At the end of the starter you should tell the students that over the next lessons they will be carrying out an investigation into a factor that affects the distribution of earthworms. Suggest a suitable context for the investigation, e.g. farmers needing to encourage the growth in the number of earthworms in their fields. First they will be researching how to carrying out the investigation.

Main tasks – Part one Researching and planning Students need to research a method of investigating earthworm distribution and have developed a hypothesis. They should: 1

be able to name the sources they have used, say which source is best, and why

2

identify the key variables and how they can be measured

3

make a single side of notes on A4 paper to help them with their plan in the next lesson. These notes are taken into the Section 1 and Section 2 tests and should not include any detailed methods of experiments

explain why they have chosen the experimental method. They need to be aware of the likely risks and how to control them.

Please refer to the B2 ISA practice 1 Teacher and technician sheet for more details. Plenary 1

2

Ask students to look at their sheet of A4 notes. Use traffic lights (green/red cards) to check they have all the elements needed on their A4 sheet. They should have: 1

a hypothesis

2

a list of sources they used

3

why one source is better than the others

4

a method for the investigation

5

some risk assessment notes/ideas

Ask two students to read their notes on one of the points. Ask the class to decide whose notes are best, with a reason. Repeat until all the points are covered.

Homework/research 1

Students complete their research/notes.

Part two Give students the B2 ISA practice 1 Section 1 paper.

Route to A* Students’ risk assessment should include sensible risks, with a clear indication of the likelihood of the hazard occurring and how to sensibly control the risk. They should avoid basic laboratory rules and instead focus on hazards specific to the investigation and the procedure to be used.

Sheet 2 of 2 © Pearson Education Ltd 2011. Copying permitted for purchasing institution only. This material is not copyright free.

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