a. Content of introduction
Establish student’s prior knowledge. Educator runs a brainstorm on habitats: What do you need to survive? What do animals need to survive? What do frogs in particular need?
Introduction to Habitats PowerPoint presentation.
b. Structure of activities – Explore, Explain and Elaborate
c. Management of activities
Educator begins the lesson by asking students probing questions, trying to determine what they already know about habitats and adaptations. Questioning what habitats humans live in may be a good way to get students thinking about the concept. Once the concept of habitat is established, educator asks students what conditions frogs may need in their habitat
Educator provides computers to access the Australian Museum frog fact sheets (either paper versions or on the computer) so that students can research particular frog species.
As students are working on the dichotomous key, the educator walks around assisting any groups that need it.
Educator helps students with the beginning of class discussion. Educator sets out the parameters of the discussion, so that students do not interrupt each other when they are making their points. Educator could encourage the class discussion in a particular direction. For example; why might frogs be more appropriate than other organisms as bio-indicators? Are frogs better bio-indicators than mechanical instruments we may use? Do we usually think of species in this fashion i.e. as useful indicators for other biological processes? Do you think that thinking of frogs in this manner reduces them to a function, rather than a species or even individual organisms? (These lines of questioning may be better for older/advanced groups).
d. Content of conclusion - Evaluate