Part 3

I’m hoping that the students will find this project interesting, entertaining and informative. This is somewhat of a less structured plan, allowing the students to complete their work in their own time, but also having the limit of the lesson, and my guidance to keep them on track.

I chose to start at the beginning with this assessment, as I feel it is important to start from the base up. I chose to provide the students with base concepts so as to develop their pre-existing knowledge.

As this is only really an introduction to biological processes. There was a significant time deficiency to go into real detail. I initially wanted to cover a much larger concept of our place in the universe. As I felt it would appeal to student to know where they fit into the scheme of things.

Incorporating ICTs into this task will aid in keeping students attention span, as there is information coming from many different medias. There is also self learning and time management involved, that must be mediated by the student in order to meet the deadlines of the task. I’ve given them direction but they must have the thought processes and drive to complete these tasks on their own, with guidance. This is a real world situation that they will have to work with within the school environment and beyond.

The questions in both tasks have the ability to be poorly answered, or for the student to go above and beyond, particularly in the “scientific development” questions. The more interested in the project the student is the better results/better answers will be put down.