Pictorial Can be used for young children The pictures have to represent Grades 1-3 whose writing skills are less well familiar objects and events. Requires students to complete reasoning Draw a tree and it with the stick on developed. A lot of information tasks based on pictures used and the labels can produce evidence as the – can be obtained from analyzing context associated with the pictures. child’s understanding of the concept the pictures the children produce and their abilities to identify and “tree” in response to tasks given orally. name the different parts of the tree. Encourages children to Grades 4-6 demonstrate their capability to use science process skills predicting, – Give children a diagram to comparing, classifying, identifying etc. Worksheet the picture of the “Complete flowering plant. Write the names of the Can be used concurrently with the parts of the plant that the arrows point learning activities. to”. More than one answer is possible. To help the children, give a list of for labels. can produce evidence of children’s – basic knowledge and understanding. Reflective questioning Children may be required to use recall information, analyze information, the Consists of written tasks that expect information in new contexts and build new children to respond to a wide range of meanings. intellectual tasks. Encourage children to use a variety of approaches to solve a problem. Hands-on Enables the teacher to observe how well a Children manipulate materials from the student can perform: the use of science content, lesson in to complete tasks that tools and thinking. enable them to demonstrate what they understand. The Laboratory Practical A learning experience. An activity the child has been asked to directly interact with the materials and phenomenon as opposed to reading a description of it.
Pictorial Requires students to complete reasoning tasks based on pictures used and the context associated with the pictures. Can be used for young children whose writing skills are less well developed. A lot of information can be obtained from analyzing the pictures the children produce in response to tasks given orally. Encourages children to demonstrate their capability to use science process skills – predicting, comparing, classifying, identifying etc. Can be used concurrently with the learning activities. More than one answer is possible. The pictures have to represent familiar objects and events. Grades 1-3 Draw a tree and it with the stick on labels – can produce evidence as the child’s understanding of the concept “tree” and their abilities to identify and name the different parts of the tree. Grades 4-6 Give children a diagram to Worksheet “Complete the picture of the flowering plant. Write the names of the parts of the plant that the arrows point to”. To help the children, give a list of for labels. – can produce evidence of children’s basic knowledge and understanding. Reflective questioning Consists of written tasks that expect children to respond to a wide range of intellectual tasks. Children may be required to use recall information, analyze information, the information in new contexts and build new meanings. Encourage children to use a variety of approaches to solve a problem. Hands-on Children manipulate materials from the lesson in to complete tasks that enable them to demonstrate what they understand. Enables the teacher to observe how well a student can perform: the use of science content, tools and thinking. The Laboratory Practical An activity the child has been asked to directly interact with the materials and phenomenon as opposed to reading a description of it. A learning experience.
Christopher%20Long%20EDEE%204330-1.docx