10 BIODIVERSITY, OCCURENCE OF ORGANISMS AND THEIR EXTINCTION IS THE RESULT OF EVOLUTION

Task 4:

Cut out the cards, read them carefully and match the features with the seasons in each field.

Procedure:

The teacher explains the procedure and demonstrates an example (autumn: fruit and vegetable picking etc.) Collective correction with the teacher or peer-correction. Oral evaluation (pupil‘s verbal assessment), for example according to criteria: correct matching of features, explanation.

Recommended teaching method/organisational form:

Problem-based learning or a didactic game/work in pairs or in small groups with a follow-up collective correction and a plenary discussion.

Features of the seasons of the year:

SPRING	SUMMER
• days are getting longer • snow is melting • the Sun is getting warmer • birds are returning • snowdrops are blooming • we are sowing radishes • trees are blooming • eggs are hatching and the young are being born	• holidays started • bathing outdoors • strawberries are ripening • children’s summer camps • the Sun is scorching hot • harvest start • we dress lightly • frequent thunderstorms
AUTUMN	WINTER
• the days are getting shorter • frequent fog • leaves are falling • fruit and vegetable picking • some birds are leaving • we fly kites • fish havest	• frost, snow • the days are getting shorter • feeding of birds and animals • sledging and skating • warm clothing • we make a snowman • we decorate a Christmas tree

Variation:

If there is a lack of time, pupils can only write features of two chosen seasons (choice depends on a teacher or a pupil) and compare them to each other.

Gifted pupils (gifted learners, gifted students):

Pupils can think up and add another features for each season based on their gained knowledge or experience.

SEN pupils (special educational needs):

A pupil can work on his/her own or in pairs and can only fill in 1 or 2 chosen seasons (or draw features of a chosen season).