Examine the Diagram Margin

Worked classroom example

Biology

Worked example

A scale bar allows learners to compare the size of a nucleus with the cell. The drawing alone does not show how quickly materials move through it.

Teaching sequence

1. Prepare a cell diagram with a scale bar and a brief caption. Introduce examine the diagram margin with one clear success criterion: read the title, key, labels and scale before using a diagram detail to answer a question; state what the diagram cannot show.
2. Model one short example from a labelled cell diagram. Think aloud about the language choice and the subject evidence; invite learners to test the example with a partner.
3. Learners apply the move to a new piece of Biology content. Use the prompt “Which feature helps you answer, and what is outside the diagram?” to check whether their language matches their evidence.
4. Collect one independent response. Ask for a new answer using a different label and check that the evidence is named precisely. Record one next step and adjust the scaffold to what this response shows.

Try it tomorrow

Read the title, key, labels and scale before using a diagram detail to answer a question; state what the diagram cannot show.

Independent check

Ask for a new answer using a different label and check that the evidence is named precisely.

Scaffold built into this activity: More scaffold

Reveal the diagram in layers and pair each label with a small visual glossary.

Teacher language

Ask learners to point to the evidence, wording or feature behind their answer. Give thinking time before inviting a revision.

Adjust the support

More support

Reveal the diagram in layers and pair each label with a small visual glossary.

Greater independence

Hide the question and ask learners to write one answerable and one unanswerable question.

Use the response to choose the next step; the scaffold label describes this activity design, not the learner.