Using Group Work to Develop Knowledge: Quick on the Draw!
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1. The document describes a classroom learning activity where students work in groups to answer questions about biological adaptations and survival. 2. The questions range from basic definitions to more complex explanations, and are graded based on difficulty. Students earn points for correct answers which their group tracks. 3. The goal is to build understanding of key concepts like adaptation, competition, and plant and animal survival strategies through cooperative learning and gamification.
Using Group Work to Develop Knowledge: Quick on the Draw!
- 1. Quick on the draw: Adaptation and survival How does it does it work? • There are piles of graded questions (E A*) • Get a question (start at E grade), bring it back to the group. Use the glossary / index / laptop. • Agree together what the answer is. Write it in your book. All practice saying it from memory. • Call sir or miss over. Only ONE of you will be chosen to answer. • If you get it right – add an ‘I’ to the scoreboard of awesomeness, return your Q to the pile, and get the next question. • If you get it wrong, or only offer an incomplete answer – back to the drawing board! • Answer the questions as per the ‘Scoreboard of awesomeness (next slide) • When you have completed your row, choose which questions to ask tactically (which will give you the most points in the shortest space of time? • The group with the most points at the end of the lesson will win an AMAZING prize!!!
- 2. Quick on the draw: Adaptation and survival Different groups may learn slightly different things in this lesson. However we will all pick up lots of knowledge that will be useful as we move through the unit. Example learning outcomes •Define adaptation, competition, seed distribution, living indicators (E) •Explain 3 ways in which plant adaptations help them reduce water loss in hot/dry conditions (C) •Describe the importance of surface area to volume ratio in determining the size of arctic mammals (A) Example key words Adaptation Competition Stomata Living indicator Ovipostor Extremophile Lichens Colony collapse disorder
- 4. SCOREBOARD OF AWESOMENESS TEAM E (answer 3) (1 PT) D (answer 2) (2 PTS) C (answer 1) (3 PTS) B (answer 1) (4 PTS) A (answer 1) (5 PTS) A* (answer 1) (6 PTS) TOTAL e.g. The mighty ones III II II III I I 36 1 2 3 4 5 6 7 1. Get a question (work from E A* grade) 2. All must write the answer. Practice saying it from memory. Close your books. Get Sir to check your learning. Anyone in the group may be asked! 3. If correct – add an ‘I’ to the column below, and get the next Q. When all done – choose Qs tactically!
- 5. KEY WORD CONTINUUM Like Dislike Understand Don’t understand 2 types of question:
- 6. Like Dislike
- 7. Adaptation Understand Don’t understand
- 8. Competition Understand Don’t understand
- 9. Like Dislike
- 10. Living indicator Understand Don’t understand
- 11. Stomata Understand Don’t understand
- 12. Like Dislike
- 13. Ovipostor Understand Don’t understand
- 14. Extremophile Understand Don’t understand
- 15. Extremophile Understand Don’t understand
- 16. ADAPTATION AND SURVIVAL EXAMPLE LEARNING OUTCOMES • Define adaptation, competition, seed distribution, living indiators (E) • Explain 3 ways in which plant adaptations help them reduce water loss in hot/dry conditions (C) • Describe the importance of surface area to volume ratio in determining the size of arctic mammals (A) Example key words Adaptation Competition Stomata Living indicator Ovipostor Extremophile Lichens Colony collapse disorder
- 17. SCOREBOARD OF AWESOMENESS TEAM E (answer 3) (1 PT) D (answer 2) (2 PTS) C (answer 1) (3 PTS) B (answer 1) (4 PTS) A (answer 1) (5 PTS) A* (answer 1) (6 PTS) TOTAL e.g. The mighty ones III II II III I I 36 1 2 3 4 5 6 7 1. Get a question (work from E A* grade) 2. All must write the answer. Practice saying it from memory. Close your books. Get Sir to check your learning. Anyone in the group may be asked! 3. If correct – add an ‘I’ to the column below, and get the next Q. When all done – choose Qs tactically!
- 18. WHAT IS AN EXTREMOPHILE? GIVE AN EXAMPLE! Grade E - 1 Point
- 19. DEFINE ADAPTATION Grade E - 1 Point
- 20. HOW DO PLANTS LOSE WATER FROM THEIR LEAVES? Grade E - 1 Point
- 21. LIST 3 THINGS ANIMALS COMPETE FOR Grade E - 1 Point
- 22. NAME 3 THINGS PLANTS COMPETE WITH EACH OTHER FOR Grade E - 1 Point
- 23. HOW MANY SPECIES OF FIG TREE ARE THERE? Grade E - 1 Point
- 24. WHAT IS AN INDICATOR? Grade E - 1 Point
- 25. Why are honey bees so important? Grade E - 1 Point
- 26. NAME 5 THINGS PLANTS NEED, AND ONE THING THEY PRODUCE Grade D – 2 Points
- 27. NAME 5 THINGS PLANTS NEED, AND ONE THING THEY PRODUCE Grade D – 2 Points
- 28. IN WHICH PARTS CAN A PLANT STORE ITS WATER? Grade D – 2 Points
- 29. GIVE ONE USEFUL ADAPTATION FOR A HERBIVORE, AND ONE FOR A CARNIVORE Grade D – 2 Points
- 30. NAME 4 THINGS PLANTS COMPETE WITH ONE ANOTHER FOR, AND WHY EACH IS IMPORTANT Grade D – 2 Points
- 31. WHAT IS UNIQUE ABOUT THE RELATIONSHIP BETWEEN FIG TREES AND WASPS? Grade D – 2 Points
- 32. WHICH NON-LIVING ENVIRONMENTAL FACTOR AFFECTS THE DISTRIBUTION OF POLAR BEARS? Grade D – 2 Points
- 33. WHAT IS COLONY COLLAPSE DISORDER? Grade D – 2 Points
- 34. GIVE EXAMPLES OF ADAPTATIONS IN HERBIVORES AND CARNIVORES Grade C – 3 Points
- 35. EXPLAIN 3 WAYS IN WHICH ARCTIC ANIMALS KEEP WARM IN THE WINTER. Grade C – 3 Points
- 36. WHY DO PLANTS OFTEN REDUCE THE SURFACE AREA OF THEIR LEAVES? Grade C – 3 Points
- 37. EXPLAIN 2 WAYS IN WHICH ANIMALS COMPETE FOR MATES Grade C – 3 Points
- 38. EXPLAIN WHY IT IS IMPORTANT THAT SEEDS ARE SPREAD AS FAR AS POSSIBLE FROM THE PARENT PLANT Grade C – 3 Points
- 39. EXPLAIN HOW THE STAR-NOSED MOLE IS ADAPTED TO SURVIVE Grade C – 3 Points
- 40. GIVE 3 DIFFERENT METHODS YOU COULD USE TO COLLECT ENVIRONMENTAL DATA. Grade C – 3 Points
- 41. HOW SOON COULD BEES DIE OUT IN BRITAIN? WHY IS THIS IMPORTANT? Grade C – 3 Points
- 42. EXPLAIN WHAT DENATURE MEANS. LINK THIS IDEA TO THERMOPHILES. Grade B – 4 points
- 43. GIVE 3 EXAMPLES OF ANIMALS WHOSE FUR CHANGES THROUGHOUT THE YEAR, AND ONE WHICH DOESN’T Grade B – 4 points
- 44. EXPLAIN WHY PLANTS LOSE WATER FROM THEIR LEAVES ALL THE TIME. Grade B – 4 points
- 45. GIVE 1 ADVANTAGE AND 1 DISADVANTAGE OF AN ADAPTATION DESIGNED TO ATTRACT MATES Grade B – 4 points
- 46. EXPLAIN HOW SHORT ROOTS CAN HELP A PLANT COMPETE SUCCESSFULLY Grade B – 4 points
- 47. EXPLAIN WHERE VENUS FLYTRAPS LIVE, AND WHY THESE ARE DIFFICULT PLACES TO SURVIVE Grade B – 4 points
- 48. GIVE AN EXAMPLE OF A LIVING AND A NON-LIVING FACTOS THAT CAN CHANGE AN ENVIRONMENT. Grade B – 4 points
- 49. NAME 3 THINGS THAT MIGHT HAVE AFFECTED THE NUMBERS OF BEES IN THE UK Grade B – 4 points
- 50. EXPLAIN HOW EXTREMOPHILE BACTERIA ARE ABLE TO LIVE IN THE DEAD SEA Grade A - 5 Points
- 51. Name 4 adaptations for animal survival in hot, dry environments Grade A - 5 Points
- 52. GIVE 3 ADAPTATIONS PLANTS HAVE TO REDUCE WATER LOSS FROM THEIR LEAVES Grade A - 5 Points
- 53. EXPLAIN, GIVING AN EXAMPLE, WHY ANIMALS THAT ARE DEPENDENT ON ONE TYPE OF FOOD CAN EASILT BECOME EXTINCT Grade A - 5 Points
- 54. EXPLAIN HOW PLANTS CAN OVERCOME THE PROBLEMS OF GROWING IN THE SHADE OF ANOTHER PLANT Grade A - 5 Points
- 55. EXPLAIN HOW VENUS FLYTRAPS WORK (5 POINT QUESTION) Grade A - 5 Points
- 56. GIVE 3 EXAMPLES OF NON- LIVING INDICATORS, AND ONE EXAMPLE OF A LIVING INDICATOR Grade A - 5 Points
- 57. PLOT A BAR GRAPH OF THE DATA ON THE BOTTOM OF PAGE 90. ADD A BAR FOR THE YEAR 2030 IF THE TREND CONTINUES. Grade A - 5 Points
- 58. EXPLAIN WHAT DENATURE MEANS. LINK THIS IDEA TO THERMOPHILES AND ENZYMES. Grade A* - 6 Points
- 59. EXPLAIN THE LINK BETWEEN SURFACE AREA: VOLUME RATIO AND THE SIZE OF ARCTIC MAMMALS Grade A* - 6 Points
- 60. MAKE A LINK BETWEEN STOMATA, RESPIRATION, PHOTOSYNTHESIS, AND EVAPORATION Grade A* - 6 Points
- 61. LINK ADAPTATIONS OF PANDAS, CORAL SNAKES, MIMIC SNAKES, GANNETS, AND PEACOCKS Grade A* - 6 Points
- 62. EXPLAIN 3 WAYS IN WHICH PLANTS GET THEIR SEEDS TO TRAVEL AS FAR AS POSSIBLE FROM THE PARENT PLANT Grade A* - 6 Points
- 63. LINK THE UNIQUE ADAPTATIONS OF THE FIG TREE, THE STAR-NOSED MOLE, AND THE VENUS FLYTRAP. Grade A* - 6 Points
- 64. EXPLAIN WHY LICHENS ARE SO IMPORTANT AS LIVING INDICATORS (5 POINT QUESTION!) Grade A* - 6 Points
- 65. GIVE AN ACCOUNT OF THE CHANGING FORTUNES OF THE DARFTORD WARBLER IN THE UK AND SPAIN (5 POINT QUESTION) Grade A* - 6 Points
- 66. SCOREBOARD OF AWESOMENESS TEAM E (answer 3) (1 PT) D (answer 2) (2 PTS) C (answer 1) (3 PTS) B (answer 1) (4 PTS) A (answer 1) (5 PTS) A* (answer 1) (6 PTS) TOTAL e.g. The mighty ones III II II III I I 36 1 2 3 4 5 6 7 1. Get a question (work from E A* grade) 2. All must write the answer. Practice saying it from memory. Close your books. Get Sir to check your learning. Anyone in the group may be asked! 3. If correct – add an ‘I’ to the column below, and get the next Q. When all done – choose Qs tactically!
- 67. ADAPTATION AND SURVIVAL EXAMPLE LEARNING OUTCOMES • Define adaptation, competition, seed distribution, living indiators (E) • Explain 3 ways in which plant adaptations help them reduce water loss in hot/dry conditions (C) • Describe the importance of surface area to volume ratio in determining the size of arctic mammals (A) KEY WORDS Adaptation Competition Stomata Living indicator Ovipostor Extremophile