SCIENCE LESSON PLAN

TEACHER: Karyn Corbett

SCHOOL: St. Joseph`s Convent, Port – of- Spain

DATE: 25th March, 2020

CLASS: Form 3 Biology

TIME: 80 minutes Periods: TWO

UNIT: Conservation Biology

LESSON: Conservation end of Unit Project

TOPIC: “Create a highlighting the importance of Conservation Biology use examples”

REFERENCES (Include page numbers. Avoid using the student’s class textbook).

Set Induction: What is Conservation Biology( https://youtu.be/LQ40F07uIWE )

Project: How to make a Poster Skills Supplies ( https://youtu.be/hkkUe8sKsxs )

Key:
The black colour represents the contributions of Biology (Ms. K. Corbett) in the development of this lesson`s
task.
The orange colour represents the contributions of Art (Ms. S. Barrow) in the development of this lesson`s task

PRE REQUISITES

Knowledge: - students should know:

 What is Conservation Biology

 Identify the two types of Conservation
 Examples of In- situ and Ex- situ practices
 They completed poster design in form 2 Art and reviewed in form 3 with focus on (lettering / fonts/ size,
image and layout)

Skill: - students should know how to:

 They can identify In-Situ and Ex- situ species

 Explain which types of In-situ or Ex- situ practices are relevant for the different species and how it is
done.
  Art Skills (Lettering, Poster Design and Layout)

MATERIALS AND RESOURCES

For Teacher For each group/student

Black or white board with markers or chalk. Pencils/ pens, Blank paper, Conservation project Handout,
LapTop and Projector with speakers, timer/watch, paper. Bristol boards, Images (Printed to be used on the poster),
stencils (lettering), rulers, colour pencils, markers, paint

CONCEPT OR PRINCIPLE
How to represent their knowledge of conservation Biology, identifying terms, definitions, species and detailed examples of
the conservation procedures and visual aids.

OBJECTIVES

At the end of this lesson, students should be able to :

Types of Objectives Classification

Cognitive
2) Define what is conservation, preservation and restoration. Understand
1) Explain the positive impacts of human activity on the environment- (conservation, Analyse
restoration)
3) Identify the types of conservation In-situ and ex- situ conservation and local,
regional and international examples. Application

4) Explain the Various methods of Conservation e.g. types of Preservation and Evaluate
Restoration practices e.g. sperm banks, nature reserves etc.

Affective
1) Students would work cooperatively in groups and identify examples of Responding
pollutants.

Psychomotor:
1) To develop their poster making skills (lettering, design and layout) Manipulation

HFLE:
The classroom willingly donated their posters to a named primary school to be used as an
educational aid.

PROCESS SKILLS
 Identifying/formulating a problem 
Designing and Planning an experimental procedure 
Setting-up and executing experimental work 
Observing and measuring 
Recording of data and observations 
ACTIVITIES
Interpreting and evaluating data and observations 
Communicating scientific ideas, observations and arguments 
Introduction: (4 mins)
Applying scientific ideas and methods to solve qualitative and quantitative problems 
IntroduceDecision-making
the Set InductiononVideo
examination of evidence
to capture and arguments
the students immediate interest. 
Extracting from available information data relevant to a particular situation 
 The students are welcomed to the class and a Summary video is shown on Conservation Biology to
remind students of content. (4 mins).

Transitional statement:

Conservation promotes population growth and restoration of organisms who are continuously at risk of
endangerment or extinction as a result of natural or manmade influences.

Development: (Multidisciplinary Approach)

 Biology posters (past students or internet) would be played in a slide show throughout the duration of the
class as reference.
 Students are allowed to also refer to their conservation Project handouts (which were distributed one week
ago) during the creation of their posters.
 Students are invited to place all collected materials and content information on their desks, so they easily
start their posters.
 Students are given one (1) hour under the guidance of both teachers who will be there to assist in the
creation of their posters. They are expected to finish the entire poster before the start of the next class
where it will be presented.
 Student journals are distributed to the girls at the start of the class, and they are now invited to complete
them before they leave the class. They are asked to identify the challenges and benefits of this lesson.

Consolidation: (5 mins)

 Students are randomly chosen to share some of the challenges and benefits they identified in their journals
with their classmates.
 Home- work is distributed as a measure to introduce the next lesson.
ASSESSMENT:

Summative Assessment, as they are given an end of Unit Group Task which they are expected to complete and presented
for marking.

TEACHER’S EVALUATION OF LESSONS

TUTOR'S COMMENTS
School: St. Joseph`s Convent, POS
Subject: Biology (Form 3)
Project Topic: Conservation Project / Task ( Multidisciplinary Model)

Key:

The black colour represents the contributions of Biology (Ms. K. Corbett) in the development
of this lesson`s task.
The orange colour represents the contributions of Art (Ms. S. Barrow) in the development of
this lesson`s task

Student Instructions:

1) In groups of 5 develop a Poster which will be donated to a named Primary

school and posted within the standard 4 and 5 classrooms.

Art (Craftsmanship, Design & Originality) Instructions:

- Craftsmanship - How well materials were used
- Design - Font size, lettering styles, Layout (not clustered and visible), images
used appropriately (clear and relevant)
- Originality - Is it a copy and paste images from the internet? Or did they use
their own mascots or concepts or drawings

Biology/ Content Instructions:

Group 1: Using named examples, identify one organism which has been conserved using in-
situ conservation and one which has been conserved using ex-situ conservation. At least one
of the examples must be from within the Caribbean region

Group 2: For each example named above, indicate a) why the organism was endangered and
needed to be conserved b) the advantages of using the method of conservation c) two main
challenges / drawbacks to using that method of conservation

Group 3: For each in-situ conservation method listed in the appendix below, name a location
within the Caribbean where it occurs and one organism conserved in each location

Group 4: For 3 of the ex-situ conservation methods listed in the appendix, identify one
advantage and one disadvantage of each

Poster Guidelines:
- Each poster must be A2 (16.5 x 23.4 inches) in size
- Each poster must have a plain border of 2 inches and it must be in a flat colour
- Lettering (style and size) must be clearly visible when poster is viewed from 10ft.
- Poster must be geared to appeal to students ages 10 – 12
- Each poster must have a main title/ heading “Conservation Biology”
- The poster must follow and contain the guidelines mentioned under each group.

Total 25marks

Appendix A:

In-situ:
- Nature Reserves (Forests/ Savannahs)
- Parks
 - Sanctuaries

Ex-situ:
- Sperm banks
- Seed banks
- Agricultural farms
- field banks
- Nurseries
- Botanical Gardens
- Trusts.
- Zoos

Collaborated Task Rubric:

Criteria 4 marks 3 marks 2 marks 1 mark

Craftsmans - Very - Good use - Fair use of - limited
hip Good use of materials and use of
of materials skill materials
material and skill (manipulation) and skill
and skill (Manipul which has (manipula
(manipul ation) little relevance tion)
ation) which is to theme or which has
which is relevant task no
relevant to theme relevance
to theme or task to theme
or task or task.
*Size
Requirement and
main title
included.
Design - Very - Good - satisfactory - limited
Good selection selection and selection
selection and arrangement and
and arrangem of design arrangem
arrangem ent of elements and ent of
ent of design principles design
design elements elements
elements and and
and principles principles
principles
Originality - Excellent - Very - Good creative, - limited
creative, Good imaginative or creative,
imaginati creative, original imaginati
ve or imaginati interpretation ve or
original ve or of theme or original
 interpret original topic interpret
ation of interpreta ation of
theme or tion of theme or
topic theme or topic
topic
Content - informati - Informati - Information - informati
(Relevance on on collected has on
) collected collected some collected
is is very relevance to has
extremely relevant the topic limited
relevant to the questions relevance
to the topic to the
topic questions topic
questions questions
Content - All of the - most of - some of the - Only one
Developme compone the components of the
nt nts compone answered compone
answered nts completely, nts was
completel answered not all of the answered
y and all completel responses properly
of the y and were
questions some accurate.
were accuracy
accuratel to the
y content
explained explained
Use of - All of the - Most of - Some - Inappropr
appropriat listed the examples iate
e examples examples examples were identifica
were were appropriately tion of
appropria appropria chosen examples
te tely
chosen

** Bonus Mark: Each member in the group participated (1 mark)