Title:
1 Learning objective(s) (or intended learning outcome(s))
Objective Tick 9 one box Learning objective (more Tick 9
(in general to indicate the specifically) one box
main
terms) objective
A: By doing this Students can recall an
activity, students observable feature of an object,
should develop their or material, or event
knowledge and
understanding of the Students can recall a ‘pattern’ in
natural world observations (e.g. a similarity,
difference, trend, relationship)
Students have a better
understanding of a scientific
idea, or concept, or explanation,
or model, or theory
B: By doing this Students can use a piece of
activity, students equipment, or follow a practical
should learn how to procedure, that they have not
use a piece of previously met
laboratory equipment Students are better at using a
or follow a standard piece of equipment, or following
practical procedure a practical procedure, that they
have previously met
C: By doing this Students have a better general
activity, students understanding of scientific
should develop their enquiry
understanding of the
scientific approach to Students have a better
enquiry understanding of some specific
aspects of scientific enquiry
If you have ticked this box, please complete
the table below
Specific aspects of scientific enquiry Tick 9
all that
apply
How to identify a good investigation question
How to plan a strategy for collecting data to address a question
How to choose equipment for an investigation
How to present data clearly
How to analyse data to reveal or display patterns
How to draw and present conclusions based on evidence
How to assess how confident you can be that a conclusion is correct
2 Design 3 Presentation
2.1 Openness/closure (Tick 9 one box) 3.1 How is the purpose, or rationale,
Question given, and detailed instructions on communicated to students?
procedure (Tick 9 one box)
Question given, and outline guidance on Activity is proposed by teacher; no explicit
procedure; some choices left to students links made to previous work
Question given, but students choose how to Purpose of activity explained by teacher, and
proceed explicitly linked to preceding work
Students decide the question and how to Teacher uses class discussion to help students
proceed see how the activity can help answer a
2.2 Logical structure of the activity question of interest
(Tick 9 one box) Purpose of activity readily apparent to the
Collect data on a situation, then think about students; clearly follows from previous work
how it might be summarised or explained Activity is proposed and specified by the
Use your current ideas to generate a question students, following discussion
or prediction; collect data to explore or test 3.2 How is the activity explained to students?
Other. Please describe: (Tick 9 all that apply)
Orally by the teacher
2.3 Importance of scientific ideas (to carry out Written instructions on OHP or data projector
the activity well) (Rate: 4= essential;
3=fairly; 2=not very; 1=unimportant) Worksheet
Importance of an understanding of scientific (All or part of) procedure demonstrated by
ideas teacher beforehand
2.4 What students have to do with objects and 3.3 Whole class discussion before the practical
materials (Tick 9 all that apply) activity begins? (Tick 9 all that apply)
Use an observing or measuring instrument None
Follow a standard practical procedure About equipment and procedures to be used
Present or display an object or material About ideas, concepts, theories, and models
that are relevant to the activity
Make an object
About aspects of scientific enquiry that relate
Make a sample of a material or substance to the activity
Make an event happen (produce a 3.4 Whole class discussion following the
phenomenon) practical activity? (Tick 9 all that apply)
Observe an aspect or property of an object, None
material, or event
About confirming ‘what we have seen’
Measure a quantity
Centred around a demonstration in which the
2.5 What students have to ‘do’ with ideas teacher repeats the practical activity
(Tick 9 all that apply) About how to explain observations, and to
Report observations using scientific develop conceptual ideas that relate to the task
terminology About aspects of investigation design, quality
Identify a similarity or difference (between of data, confidence in conclusions, etc.
objects, or materials, or events) 3.5 Students’ record of the activity
Explore the effect on an outcome of a specific (Tick 9 one box)
change (e.g. of using a different object, or
None
material, or procedure)
Explore how an outcome variable changes Notes, as the student wishes
with time A completed worksheet
Explore how an outcome variable changes
Written report with a given structure and
when the value of a continuous independent
format
variable changes
Written report in a format chosen by the
Explore how an outcome variable changes
student
when each of two (or more) independent
variables changes
Design a measurement or observation
procedure 4 Learning demand
Obtain a value of a derived quantity (i.e. one
that cannot be directly measured) In the light of your entries above, how would you
Make and/or test a prediction judge the learning demand of this activity?
Decide if a given explanation applies to the (Rate: 5=very high; 4=fairly high; 3=moderate;
particular situation observed 2=fairly low; 1=very low)
Decide which of two (or more) given Learning demand
explanations best fits the data
Suggest a possible explanation for data
