Task 1
Promoting scientific thinking
Explain questioning in science
Reference
Questioning is important for students, it has driven them to deep think and discover the answer even it doesn't right but they will rethink about the questioning furthermore, it helps to develop in their thinking "every field stays alive only to the extent that fresh questions are generated and taken seriously as the driving force in a process of thinking". if the teachers want to engage the students in thinking they should stimulate their thinking with variety questions that lead them to think deeply.
Engagement Activity (& subject & LO)
GW: Identify and Explain(M), Identify and compare (D), Identify and Illustrate(E) each sense and how we use our senses in our daily lives.
IW: Measure the length of given objects using non-standard units.
Question(s) asked by the teacher
Was thinking time given? if yes, how much
During the experiences:
Passing Perfume: what senses do you use?
Passing bell: what senses do you use now?
They touched the material: what senses do you use?
which senses do you use when you play music? How?
which senses do you use when you talk?
what senses do you use when you across the street? More than one senses.
How do you use the 5 senses?
given 4 mins depend to levels of the students
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How do you compare between two objects?
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How can you measure objects without using a ruler or measuring tape?
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What can you use to measure a big object?
Yes
5 mins
How did the students' respond
The teacher has chosen different student randomly.
- Most the students knew the answers because the experienced was very useful and clear for most of them. they've learned by doing.
The very low level needed some scaffolding and I helped them.
the students look around the class to think then answered because they used dofferent objects to measure.
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What animals do you like?........Why?
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What animals live in the desert? Why?
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What animals live in the ocean? Why?
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What will happen if we put fish in the desert?
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What will happen if we push the camel in the ocean?
Yes
5 mins
The students had different answers about the desert and ocean- Low level students needed to turn and talk and they asked questions about the habitats.
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How do you feel when you are hungry? why?
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How do you feel when you are thirsty? why?
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what happens if you don't eat? why?
Yes
5 mins
The students had different answers and all wanted to answered.
On reflection:
(1) Which question(s) did the students engage with the most? Why do you think that was?
(2) Which engagement activity were the students most engage with? Why do you think that was?
(1) Which question(s) did the students engage with the most? Why do you think that was?
The students were most engage with questions that were about how they feel when they are hungry and what happens if they don't eat. I think they liked the kind of questions because it related to their real life and they may be passed about it
(2) Which engagement activity were the students most engage with? Why do you think that was?
the students were most engage with habitat activity because they use authentic objects to make habitats and they could discuss together the animals that live in the habitats
In this task, I had chosen Engagement activities that have bloom 's Taxonomy questions that lead the students to deep thinking about high questions. The students have different ideas and the bloom's Taxonomy questions help the students to think more and ask questions about what they think about. they keep asking more questions and try to know they answers.
