TP Task One – Promoting Scientific Thinking

This task is linked to EPR3703; using higher level questions (Bloom’s Taxonomy) to
develop students’ thinking. Teaching students the skills of scientific thinking is not only
for science class, but can be applied to any area of learning.
Explain how Bloom’s taxonomy and questioning both of them have
questioning relates to simple and complex levels, both of them help students to
Bloom’s taxonomy and understand the concept, reach to higher thinking order and
student learning. challenge them to think out of the box. Also, help the teacher
to scaffold the learning, determine if students achieve certain
goals or not (Nappi, 2017).
Reference Nappi, J. S. (2017). The importance of questioning in
developing critical thinking skills. Delta Kappa Gamma
Bulletin, 84(1), 30.

Lesson 1:
Leaning objectives:
Engagement activity: Teacher give each learner a picture about food chain students
should look at it and discuss it with their group.
Was thinking time given: Yes, 3 minutes.
How did students respond: Students look to the carefully and some of them teacher go
and ask them about the picture to make sure that they are involved in group discussion
Questions and their types:
Q1: What do you know about food chain?
Type: Redirection (the teacher ask one students who was talking and she wait for one
minute to let him response, after that she redirected to another student).
Q2: What is the source of energy to organisms?
Type: Prompting (the teacher give hints to students. This source is a nonliving thing, it
gives everybody energy, we take the light and heat and its far away from the earth).
Q3: What is something that each food chain need?
Type: Rehearse (students were silent for some moments and the teacher said what is the
important thing in the food chain?).

Reflection:
First, the question that engage students the most was what do you know about food chain.
I think that was the most engaging questions because students share their thoughts
without getting disturb from others and some students say interesting information about
the food chain. Second, the most engaging activity for learners in that lesson was when
students make their own food chain. In my perspective that activity was engaging
because students do things by them own, students will be able to realize that everyone
have his own thinking and they do the food chain differently and that was a challenge for
them.

Lesson 2:

Lesson 1:
Leaning objectives: Students will be able to differentiate between living and nonliving
things.
Engagement activity: Doing a classification about living and nonliving things.
Was thinking time given: yes, 4 minutes.
How did students respond: Students were active and in their group they give each
learner equal pictures so they have equal chance to participate.
Questions and their types:
Q1: What are the characteristics of living things?
Type: Rephrasing (the teacher said immediately what things make the objects alive).
Q2: Who can tell me an example of living things?
Type: Probing (That object can eat? Its alive or not? Can it move by itself? Can it
breathe?).
Reflection:
First, the most engaging question was What are the characteristics of living things. I think
that question that most engaging because all students participate and I think that helped
the teacher to fix the misconceptions. Second, the most engaging activity was when
students compare the cat in the video and the toy cat. According to my way of thinking,
that activity was the most engaging because students from the beginning the build
knowledge that living and nonliving things they have some same shapes but their
characteristics are different.