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Demonstrating
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Experimental work
An experiment is largely determined by the children with many possible routes and outcomes. Therefore, students have to take decisions at many points in the experiment. It is not totally predetermined by the teacher, although the teacher still manages the learning
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No. 1 2 3 4 5 6 7 8 9 10 11 12
SPS Observing Classifying Measuring or using numbers Making inferences Space-time relationship Controlling variables Defining operationally Predicting Space-time relationship Making inferences Experimenting Making hypothesis
No
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11
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Group
Examine/Study/Explore Explain / Describe Repeat / Re-do Decide/confirm/identify
Categorize
Investigate / Research Clarify Re-state Determine/make sure/justify
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Teacher intervention
Teachers can assist and support students through the experimental process by:
appropriate use of language verbal and written interventions helping students to start off help identify the scientific knowledge they may need engage students interest and allow them to experience phenomena before starting help students to suggest ideas for experimenting identify questions that can be addressed, and appropriate kind of experiments asking enabling questions planning sheets oral reporting of investigations
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Evaluation
Were your results what you expected ? Were there any results that didnt fit the pattern ? How could this have happened ? Did you make sure you kept everything accurately the same every time ? How ? How could you improve your investigation ? What further investigation would you like to carry out ?
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Communicating
How could you tell/show others what you did and found out in your investigation so that others could repeat what you did ?
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Drawing Table
A table can help to organize an investigation. Decide on your variables Write the column headings (include units) Choose the values for your manipulated variable Write in the values for your manipulated variable on the right column Add in the response variables while you do the practical on the left column
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TITLE
YEAR: THEME: LEARNING AREA: SPS: MS: MY PROBLEMS: THINGS NEEDED: WHAT I WANT TO FIND OUT?: MY RESULTS: MY CONCLUSION: TASK: Lynn-SKDPKL
TASK
PURPOSE / AIM: THINGS TO KEEP THE SAME: THING TO CHANGE: THINGS TO OBSERVE/MEASURE: WHAT WILL HAPPEN (PREDICTION): WHAT IS THE RELATIONSHIP BETWEEN T2C AND T2M (HYPOTESIS): WHAT HAPPENED/MY RESULTS? (OBSERVATION) MY CONCLUSION:
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