You are an archaeologist, and you were tasked to given lecture to a group of young tourists explaining how pieces of shell-like stones can be found on a cliff when there is neither ocean nor sea nearby. Your lecture should include what fossils are and how they reached locations through plate movements. Use models from readily available materials at the site such as paper, sticks, leaves, stones, or pebbles which will allow you to show how these fossils were transported to places. The tour organizer will provide feedback on your lecture based on the accuracy and clarity of your explanations, and organization of presentation.
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When we find out something new, we fit it in amongst all the things we already know. We build up our own big picture (organising system) in our heads. That’s how the human mind works.
Think about how we organise our ideas of a family. We can represent this in a diagram called a family tree, where you place people where they belong in the big picture. Resource 1: An African family tree shows a typical family tree. You might like to create your own family tree to share with your pupils, or that of a famous person.
This is how it is with biology. As a teacher, you need to help your pupils to build up a useful big picture of living things and how they are related. There is an agreed organising system that scientists have developed over years. Resource 2: The current agreed classification of living things shows how biologists organise living things into kingdoms and some of their subdivisions.
A good way to start helping pupils organise their ideas about living things is to begin with items in your own environment – objects that pupils are familiar with and can easily investigate. Case Study 1 shows how one teacher did this with her class and Activity 1 shows how to make a display in your own classroom. If your pupils can start to classify (sort) these items into groups, they will be behaving as scientists.