Teacher Development Workshop

LIFE SCIENCES GRADE 11

                                               

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CONTENTS PAGE    

 

 CONTENTS  PAGE  .......................................................................................................................................  2  

PROGRAMME  OF  ASSESSMENT  FOR  GRADE  11  ..............................................................................  4  

TEACHING  LIFE  SCIENCES  GRADE  11  .................................................................................................  5  

ACTIVITY  A:  THE  URINARY  SYSTEM  .........................................................................................................................  5  

ACTIVITY  B:  POPULATION  ECOLOGY  ........................................................................................................................  7  

ACTIVITY  C:  POPULATION  GRAPHS  AND  PYRAMIDS  ...........................................................................................  11  

ACTIVITY  D:  SKILLS  LIFE  SCIENCES  .......................................................................................................................  13  

HOW  FOCUS  LIFE  SCIENCES  CAN  HELP  YOUR  TEACHING  .........................................................  15  

 

     

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OVERVIEW OF GRADE 11 TOPICS AND SUBTOPICS IN

LIFE SCIENCES CAPS  

TERM  1   TERM  2  

Week  1  

Biodiversity  and  classification  of  micro-­‐organisms  

Week  1  

Energy  transformations  to  sustain  life  Week  2   Week  2  

Week  3   Week  3  

Week  4   Biodiversity  of  plants.  (Focus  on  the  developmental  lines  and  not  on  in-­‐depth  studies  of  life  cycles.  Learners  must  be  able  to  use  and  interpret  phylogenetic  trees  and  cladograms)  Reproduction  in  plants  

Week  4  

Animal  nutrition  (mammals)  Week  5   Week  5  

Week  6   Week  6  

Week  7   Biodiversity  of  animals:  Invertebrates.  (Focus  on  developmental  lines  and  phylogenetic  trees.  No  further  details  regarding  the  morphology  of  the  six  phyla  are  required).  

Week  7  

Energy  transformations  to  sustain  life.  

Week  8   Week  8  

Week  9   Week  9  

Week  10   Week  10  

TERM  3   TERM  4  

Week  1  Gaseous  Exchange  

Week  1  

Human  impact  on  the  environment:  Current  crises  for  Human  survival:  problems  to  be  solved  within  the  next  generation  

Week  2   Week  2  

Week  3  

Excretion  in  humans  

Week  3  

Week  4   Week  4  

Week  5   Week  5  

Week  6  

Population  Ecology  

Week  6  

Week  7   Week  7  

Week  8   Week  8  

Week  9   Week  9  

Week  10   Week  10  

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PROGRAMME OF ASSESSMENT FOR GRADE 11  CAPS  provides  every  subject  with  a  detailed  Programme  of  Assessment.    The  table  below  indicates  the  formal  assessment  task  for  the  year  for  Grade  11  Life  Sciences.        

 Taken  from  Focus  Life  Sciences  Teachers  Guide  (page  xiv)      Discussion:    How  many  changes  have  been  made  to  the  quality  and  quantity  of  the  assessment  required  for  Grade  11  Life  Sciences?          

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TEACHING LIFE SCIENCES GRADE 11    Activity  A:  The  Urinary  System    This  activity  is  taken  from  a  Grade  11  Life  Sciences  Topic.    This  example  is  given  from  Focus  Life  Sciences  Grade  11.    Topics  to  be  covered:  

• Grade  11  The  Urinary  System  • Learning  styles  

 Instructions:  

• Participants  should  complete  this  activity  in  pairs.  • Study  the  diagram  taken  from  Focus  Life  Sciences  Grade  11    • Answer  the  questions  that  follow  

 

 Taken  from  Focus  Life  Sciences  (page  206)        

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 Taken  from  Focus  Life  Sciences  (page  205)    Questions:    

1. Why  is  it  important  to  use  graphics  such  as  this  one  in  Life  Sciences?    

2. How  does  the  graphic  assist  the  learners  to  answer  the  questions  that  follow?    

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   Activity  B:  Population  Ecology    This  activity  is  taken  from  a  Grade  11  Life  Sciences  Topic.    This  example  is  given  from  Focus  Life  Sciences  Grade  11.    Topics  to  be  covered:  

• Grade  11  Population  Ecology  • Importance  of  understanding  the  information  for  future  application  

 Instructions:  

• Participants  should  complete  this  activity  in  pairs.  • Study  the  extracts  taken  from  Focus  Grade  11  Life  Sciences  • Answer  the  questions  that  follow    

   

       

       

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Taken  from  Focus  Life  Sciences  (page  229  -­‐  230)  

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   Taken  from  Focus  Life  Sciences  (page  239-­‐  40)  

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 Taken  from  Focus  Life  Sciences  (page  241)      Questions:    

1. Discuss  the  difference  between  knowing  and  understanding.    

2. How  do  you  teach  this  section  of  work  to  ensure  that  the  learners  understand  it?  

   

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Activity  C:  Population  Graphs  and  Pyramids    This  activity  is  taken  from  a  Grade  11  Life  Sciences  Topic.    This  example  is  given  from  Focus  Life  Sciences  Grade  11.    Topics  to  be  covered:  

• Grade  11  Population  Graphs  and  Pyramids  • Learning  the  skills  of  drawing  and  interpreting  graphs  and  pyramids  

 Instructions:  

• Participants  should  complete  this  activity  in  pairs.  • Study  the  activity  taken  from  Focus  Life  Sciences  Grade  11.  • Answer  the  questions  that  follow.    

 Taken  from  Focus  Life  Sciences  (page  235)    

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 Taken  from  Focus  Life  Sciences  (page  260)    Questions:    

1. Discuss  the  importance  of  learners  being  able  to  draw  and  interpret  graphs.    

2. Discuss  successful  methods  that  help  to  develop  these  skills  in  learners.  

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 Activity  D:  Skills  Life  Sciences    This  activity  is  taken  from  a  Grade  11  Life  Sciences  Topic.    This  example  is  given  from  Focus  Life  Sciences  Grade  11.    Topics  to  be  covered:  

• Grade  11  Life  Sciences  • Key  Terminology  

 Instructions:  

• Participants  should  complete  this  activity  in  pairs.  • Study  the  extracts  taken  from  Focus  Grade  11  Life  Sciences.  • Answer  the  questions  that  follow.  

                                                                       

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   Taken  from  Focus  Life  Sciences  (page  237)        Questions:    

1. Discuss  the  importance  of  learners  using  the  correct  terminology.  

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HOW FOCUS LIFE SCIENCES CAN HELP YOUR

TEACHING  At  the  beginning  of  the  workshop,  you  were  required  to  rank  the  importance  of  the  criteria  that  are  considered  important  to  most  teachers  when  choosing  a  textbook.    Focus  Life  Sciences  books  cover  all  of  these  criteria.    Sequencing of Content according to the CAPS    Focus  Life  Sciences  books  follow  the  exact  sequence  of  the  CAPS.    Teachers  are  able  to  follow  the  sequence  of  the  textbook  and  be  confident  that  they  have  covered  everything  required  by  CAPS  and  in  the  correct  order.      Relevant and up to date content    The  authors  of  Focus  Life  Sciences  books  have  ensured  that  the  latest  CAPS  requirements  are  covered  as  well  as  the  latest  content  required  by  the  subject.    Assessment  tasks  are  all  relevant  to  the  age  group  and  environments  of  the  learners.      Specific tasks required for Programme of Assessment e.g. Tests, Projects etc.    Focus  Life  Sciences  books  include  all  the  required  tasks  for  the  Programme  of  Assessment  and  the  Teacher’s  Guide  includes  all  of  the  guidelines  and  answers.    These  can  also  be  used  for  revision,  extension  and  expanded  opportunities.      Annual teaching plan according to the CAPS with term-by-term overview    Focus  Life  Sciences  books  follow  the  exact  sequence  of  the  CAPS.    They  also  provide  a  term  planning  tool  which  assists  in  annual  and  quarterly  planning.      Teacher’s Guide which provides guidance and answers for Programme of Assessment    Focus  Life  Sciences  books  have  a  Teacher’s  Guide  that  provides  guidelines  on  how  to  use  the  assessments  and  how  to  mark  them.    Rubrics,  memoranda  and  checklists  are  also  provided  where  appropriate.    

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Variety of revision activities    Focus  Life  Sciences  books  provide  many  different  activities,  which  test  knowledge  and  understanding  on  a  variety  of  levels.    Teachers  are  able  to  see  the  learners’  understanding  of  the  content  matter  straight  away.  These  activities  are  very  practical  and  assess  the  content  in  the  CAPS.    There  is  a  revision  activity  at  the  end  of  every  chapter.   Diagrams and pictures to explain content    Focus  Life  Sciences  books  have  many  supporting  diagrams  and  pictures  to  support  the  content.    Focus  Life  Sciences  in  is  full  colour  with  eye-­‐catching  photographs.   Remedial activities to support those learners that may need extra support      Focus  Life  Sciences  books  have  many  activities  in  the  chapters  as  well  as  revision  sections  at  the  end  of  every  topic.  They  also  have  remedial  worksheets  which  can  be  used  for  remediation  and  extension,  which  can  be  found  in  the  Teacher’s  Guide.    Extension activities to support those learners that need expanded opportunities  Focus  Life  Sciences  books  have  many  activities  in  the  chapters  as  well  as  revision  sections  at  the  end  of  every  topic.  Focus  Life  Sciences  books  also  have  extension  worksheets,  which  can  be  used  for  remediation  and  extension,  which  can  be  found  in  the  Teacher’s  Guide.    Focus  Life  Sciences  books  include  a  wide  variety  of  possible  investigations,  all  of  which  can  be  performed  as  demonstrations  if  school  has  limited  resources.          

Focus  Life  Sciences  components:  • Learner’s  Book  • Teacher’s  Guide  with  Control  Test  Book  and  

Question  Bank  CD