Stage What Experiences will Questioning Process Literacy skills

students participate in? Map skills

These must also include: Which literacy skills will I create

 Differentiated Activities What are some What process experiences for students to use
and questions that I skills will I at each ‘E’ that students will
 formative evaluation, will ask students create use at this stage
including what will during each ‘E’ experiences (name, and say how and where)
students produce by the ( & at what level for students
end of this section. of Bloom’s is to use at each
each of these ‘E’
questions?)? (name, how,
and where)
Engagement Provides an opportunity for the Ask the students After telling the After gave the students a time to
students to express what they some questions to students the think how they can save the garden
 Access prior know about the concepts or skill, make them think story gives and keep the birds away, give each
learning tell the students about the more to find a them time to student a chance to write down their
problems and they let them retell solution such as: think how they thoughts “if they able to write it”
 Engage the problem by their own words. can save the
students in new What materials we garden and Then let each student to share tier
concept. The students are familiar about can use to keep the keep the birds thoughts.
the kind of animals and to know birds away?
 Elicit curiosity away from the
the bird and what the birds eat. seeds
 Act as a bridge Think of something
between past Student will learn about identify that the bird afraid How we can
and present and compare the external of? hide the seeds
features of living things that
learning from the birds?
make them different. Think of way that
experiences
we can use the
 Expose prior Different activates:
straw for?
conceptions. sort out the living things and
 Organise non-living things. How we can hide
students the seeds from the
birds?
thinking
towards the
LOs

Exploration Find out what the bird is I will give the I will ask the Give the students a chance
afraid of? and build students a students to to draw what they think of
 According to the
something that keep them question based think and and share it with the teacher
level of inquiry,
away from the garden on Bloom’s create and other students.
students are given
opportunity to taxonomy and I something
design and/or will ask them to to safe the
conduct a the Questions garden by
preliminary based on the using straw
investigation. The problem we
investigation allows have.
learners to use their
prior Questions such
conceptualisations as:
to explore
 Stage What Experiences will Questioning Process Literacy skills
students participate in? Map skills

These must also include: Which literacy skills will I create

 Differentiated Activities What are some What process experiences for students to use
and questions that I skills will I at each ‘E’ that students will
 formative evaluation, will ask students create use at this stage
including what will during each ‘E’ experiences (name, and say how and where)
students produce by the ( & at what level for students
end of this section. of Bloom’s is to use at each
each of these ‘E’
questions?)? (name, how,
and where)
questions and What do you
possibilities think if we keep
surrounding the the birds eating
LOs, and to the seeds?
generate new
thinking about the Why we should
LOs. keep the birds
away from the
garden?

Where do you
think we can
but the straw
man?

Explanation students explain the What would Ask the Let the students to write the
phenomenon of new knowledge
happen if we student to feature of the straw man “if
 Teachers provide is gained and applied
build a straw think of the they can write” if they
opportunities for give the students chance to
learners to engage man? feature or cannot write let them tell
explain their thoughts
in the conceptual the straw the feature of there straw
Different activates: Where you
probing and man man and the teacher will
want to put
development Teacher will ask each student to write for them.
do their own straw man and
your straw
needed to explain
the science (or a show it to the teacher. At the end man?
of the lesson teacher will give
focus area of it) that
the students a formative How many
supports the assessment to sort out the living straw men you
exploration, and its things and non-living things.
want to build
outcomes.
and why?

Elaboration Provides the opportunities What size do Ask the Give chance for the students
for the students to apply you want your students to draw their own straw man
 Teacher provides
what they have learned to straw man? why they and use the size and shape
students with
new situation and so want to
 Stage What Experiences will Questioning Process Literacy skills
students participate in? Map skills

These must also include: Which literacy skills will I create

 Differentiated Activities What are some What process experiences for students to use
and questions that I skills will I at each ‘E’ that students will
 formative evaluation, will ask students create use at this stage
including what will during each ‘E’ experiences (name, and say how and where)
students produce by the ( & at what level for students
end of this section. of Bloom’s is to use at each
each of these ‘E’
questions?)? (name, how,
and where)
experiences which develop a deeper What the shape create straw that they like.
help to deepen and understanding of the you will use to man? How
broaden students’ concept or great use of build your straw the straw
conceptual skills the skill man? man will
and knowledge
product the
around the LOs. The Let the students to share You want to put
elaboration,
watermelon
their thought thoughts some eyes on
extension, and and the
and compare their ideas your straw man
application of the garden?
to make a new idea and or not?
LOs to real life
each student will listen to
phenomena is
welcomed at this
other.
stage

Evaluation Students re-represent Why you think You think we Give each student a chance
(Summative) their understanding and the straw man can use to show their screw man and
reflect on their learning will keep the another let them to retell the story
 Evaluation with the
and teacher collect birds away from material to and ask them again why they
5E learning cycle
occurs at every evidence about the the garden? build a man use to make a screw man in
other ‘E’ achievement of outcomes to scare the the garden.
Did you think if
formatively; and at summative assessment of bird instated
we build only
the end of the the conceptual. of using
on straw man
lesson summative. straw?
 Differentiated Activities: the birds will go
Each student will do away or they
their straw man and
may come back
they will share picture
with teacher and on garden?
students.
Did you think
 formative evaluation,
that we can
including what will:
students will draw the plant our
garden with the straw garden inside
man and retell the story. the home to
save it from the
birds?
Stage What Experiences will Questioning Process Literacy skills
students participate in? Map skills

These must also include: Which literacy skills will I create

 Differentiated Activities What are some What process experiences for students to use
and questions that I skills will I at each ‘E’ that students will
 formative evaluation, will ask students create use at this stage
including what will during each ‘E’ experiences (name, and say how and where)
students produce by the ( & at what level for students
end of this section. of Bloom’s is to use at each
each of these ‘E’
questions?)? (name, how,
and where)