Step Timing Details Resources Prior to lesson up to 15 If possible, observe woodlice in a natural habitat in the school min grounds, and collect some for investigation. This could be plenary to a previous lesson, or a short lunchtime activity. This could be a task for a selected group of students who can then describe their observations in detail to the rest of the group. Set the context 5 min Show Slide 2 (which show the kinds of places woodlice are found in a Slides 2-3 and share garden) and ask students to think about the questions: learning Where are woodlice usually found? outcomes How do the habitats where woodlice are found help them to survive? How do woodlice end up in the best habitat for them? Discuss as a class the answers to these questions. If observation of woodlice in their natural habitat has taken place these observations can be included in this discussion. Students may talk about the availability of food in these damp, dark places. Explain that woodlice eat rotting vegetation, particularly wood and dead leaves, and the organic matter in soil and compost. Explain that woodlice are crustaceans; more closely related to crabs and lobsters than insects. They breathe through air-holes in their external skeleton, and this system only works if woodlice are kept damp. the learning outcomes (Slide 3): recall the habitats in which woodlice are found collect evidence to investigate claims about woodlouse behaviour evaluate the degree of confidence in the claim by assessing the reliability of the data and relevance of the data to the claim describe woodlouse behaviour that results in their being found in damp dark places Present the 10 min Students consider Claim A (Slide 4): Woodlice must spend time in Slide 4 claim and make damp, dark places in order to survive, because they lose moisture Multiple sets of observations from their bodies. demonstrations 1 Ask students how they might decide whether or not the claim is and 2 set up correct. Discuss the importance of evidence (data / observations) in around the lab supporting or refuting a claim. along with student sheet Explain that students will now collect some data in order to evaluate page 1 or 2 as this claim. appropriate Put students in groups of four (two pairs). One pair from each group (which could be goes to observe the woodlice with cobalt chloride paper laminated). (demonstration 1). The other pair goes to observe the dark-damp / See Practical dark-dry choice chamber (demonstration 2). guidance:
Step Timing Details Resources Prior to lesson up to 15 min If possible, observe woodlice in a natural habitat in the school grounds, and collect some for investigation. This could be plenary to a previous lesson, or a short lunchtime activity. This could be a task for a selected group of students who can then describe their observations in detail to the rest of the group. Set the context and share learning outcomes 5 min Show Slide 2 (which show the kinds of places woodlice are found in a garden) and ask students to think about the questions: Where are woodlice usually found? How do the habitats where woodlice are found help them to survive? How do woodlice end up in the best habitat for them? Discuss as a class the answers to these questions. If observation of woodlice in their natural habitat has taken place these observations can be included in this discussion. Students may talk about the availability of food in these damp, dark places. Explain that woodlice eat rotting vegetation, particularly wood and dead leaves, and the organic matter in soil and compost. Explain that woodlice are crustaceans; more closely related to crabs and lobsters than insects. They breathe through air-holes in their external skeleton, and this system only works if woodlice are kept damp. the learning outcomes (Slide 3): recall the habitats in which woodlice are found collect evidence to investigate claims about woodlouse behaviour evaluate the degree of confidence in the claim by assessing the reliability of the data and relevance of the data to the claim describe woodlouse behaviour that results in their being found in damp dark places Slides 2-3 Present the claim and make observations 10 min Students consider Claim A (Slide 4): Woodlice must spend time in damp, dark places in order to survive, because they lose moisture from their bodies. Ask students how they might decide whether or not the claim is correct. Discuss the importance of evidence (data / observations) in supporting or refuting a claim. Explain that students will now collect some data in order to evaluate this claim. Put students in groups of four (two pairs). One pair from each group goes to observe the woodlice with cobalt chloride paper (demonstration 1). The other pair goes to observe the dark-damp / dark-dry choice chamber (demonstration 2). Slide 4 Multiple sets of demonstrations 1 and 2 set up around the lab along with student sheet page 1 or 2 as appropriate (which could be laminated). See Practical guidance:
Woodlouse%20-%20Teacher%20guidance.docx