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Variation Lesson One

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  • 1. AS Biology Variation Lesson One Course: AQA AS Biology Unit 2 Variety of Living Organisms Duration: 1 hour 30 Aims: investigating what variation is and how it is measured Previous Knowledge: GCSE science/biology Learning Objectives All students will know: Most students will know: Some students will: that variation exists between members of the that genotype refers to the genetic traits and consider some intraspecific traits of people that same species and this is intraspecific variation phenotype refers to physical traits could be investigated for variation and the interspecific variation is variation that occurs the difference between continuous and possible causes for them between different species discontinuous variation environmental and genetic factors contribute to what normal distribution looks like causing variation Timing Content/Skills Development Teaching and Learning Activities Settler 5 - 10 Thunk: Thinking skills - what is variation why is it that even though people are all of the same species, we all look so very different? introduce the idea of intraspecific variation Starter 15-20 building up glossary of key terms, definition: what is variation pair-group-class definition compare to ʻtextbook answerʼ develop student glossary with the terms intraspecific and interspecific (analogy to internet/intranet) know-want-learn grid brainstorm with students what they already know and want to learn, revisit this at the end of the chapter before the end of chapter test
  • 2. AS Biology Variation Lesson One Timing Content/Skills Development Teaching and Learning Activities Main 45 What causes variation? introducing the terms causes of variation genotype and phenotype present: terms phenotype and genotype, idea that some traits are environmental and some are genetic. Give example of genetic and if time permits continuous and discontinuous example of environmental data and normal distribution action: students to sort through some examples and place them onto venn diagrams (A3 - A5 for individuals) how confident can we be in saying one thing review: volunteer student to go through answers on visualiser, class causes the variation? discussion and justification continuous and discontinuous data - A/B/AB/O blood groups vs. height, how could we present this data in a graph, one is continuous and one is discontinuous - which is which? can we summarise this in a diagram? confidence in the causes of variation present: give students the idea that height is not just genetic, example of on average a mean lower height in some nations related to diet (compare two graphs) action: Give students another example of variation (hair colour?) and ask what is the cause of this. Is it genetic or environmental? How confident are they that this is the case? place these onto a confidence scale on the board (also on the back of their venn diagrams) review: Why can we not always be confident that there is just one cause to variation? how would we answer this question in an examination?
  • 3. AS Biology Variation Lesson One Timing Content/Skills Development Teaching and Learning Activities Plenary 15-20 Plenary making notes no homework set for students to make notes under a number of this lesson headings 1. what is variation 2. what causes variation 3. how confident we can be about the causes of variation Question for Thursdays lessons thunk: When studying variation, often twins are used. Why? Extension For those who progress more quickly is your hair colour genetic? environmental or both? why? argument map of hair colour variation What is the hair colour variety in the classroom? how could you choose a random sample of students from the AS biology students?