1.
Case scenario
Seedy Pup_Modified by Zana, Tarika & Joan
Sunday morning at the Bishan Park was calm as usual. Jayden brought his dog,
Scruffy, for his routine walk.
As Jayden was admiring the peaceful scene, he noticed some Rubber trees growing
close to each other while the Angsana trees were spread out in a certain direction.
He saw fruits scattered on the ground near the trees and he walked nearer to take a
closer look.
Soon it was time to leave the Park. Jayden and his dog went home. After dinner,
Jayden noticed that there were plant materials stuck on the dog’s fur. He wondered,
“How did these stuff end up on you?”
2.
Two to three resources
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3.
4.
waynesword.palomar.edu/plfeb99.htm
www.mbgnet.net/bioplant/seed.html
www.countrysideinfo.co.uk/seed_dispersl/index-2.html
Marshall Cavendish MPAH – Upper Block Cycles & Interactions
Two possible activities
Activity 1:
Explore the different types of seed dispersal
 By Animal
 By Wind
 By Explosion
Activity 2:
Relate the pattern of trees distribution to the method of seed dispersal
 By Animal
 By Wind
 By Explosion
Activity 3:
To investigate the structural characteristics of the fruit to its ability to
disperse seeds
 Shorea (helicopter) vs Angsana (glidder)
Two student products
1)
Data collection (in a form of poster / graph / table / lab report) to compare the
efficiency of structural characteristics of:
 “glider” in Angsana and “helicopter” in Shorea
 “Paper Shorea” with varying
i) length of propeller
or
ii) number of propeller
2)
Power Point Slides on the different types of seed dispersal.
5.
Sample assessment /rubric
Beginning
0
Developing
1
Accomplished
3
Exemplary
5
Research &
Gather
Information
Does not collect
any information
that relates to the
topic.
Collects very little
information--some
relates to the topic.
Collects some
basic information-most relates to
the topic.
Collects a great
deal of
information--all
relates to the
topic.
Collaboration
Interaction
between
members is
disrespectful or
uncooperative
majority of the
time.
Interaction
between members
is disrespectful or
uncooperative
majority more than
a few times.
Interaction
between
members is
respectful and
cooperative most
of the time.
Interaction
between
members is
respectful and
cooperative
majority of the
time.
Be Punctual
Does not hand in
any assignments.
Hands in most
assignments late.
Hands in most
assignments on
time.
Hands in all
assignments on
time.
Material presented
is somewhat
orderly and point
of view is unclear.
Material is
presented in an
orderly fashion
but point of view
has some
ambiguity.
Material
presented is in
orderly fashion
and
demonstrate a
clear point of
view.
Presentation
Material
presented lack
order and point of
view is unclear.
Score
6.
Identify 21st Century Competencies
Part of Case Module for
ICBL
Case Narrative
Case Analysis: Know/Need
to Know
Action by Participants
Read aloud, read silently.
Individual and group
thinking about what you
already know, and
question generation.
Alignment with 21st Century
skills
3 because you need to
comprehend so there is info
processing and are
communicating via text
2 because a lot of thinking was
done and be aware of thought
processes, and analysis.
3 because you are learning from
the people around you
1 people are different in the
group, with varied backgrounds
Resources for answering
questions
Generate a list of
resources.
2 thinking about and choosing
among resources, be critically
selective
3 need search skills
Explore case resources
Examine the things we
offered
2 need to evaluate resources to
see if relevant
Also problem solving
Experiment
Groups designed and
conducted experiment
Design
1 need for cooperation among
team, especially in a multicultural
society
2 have to think through all
possible ways to prove/test
hypothesis, not being afraid to
make mistakes
3 communication on all aspects
Data collection and summary
2 how to collect and standardize
info
Presentation
3 made posters, talked about
poster, asked questions
2 peer evaluation of the
presenters
1. Civic literacy, global awareness and cross-cultural skills
2. Critical and Inventive Thinking
3. Information and Communication Skills