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As students progress in the learning, I have identified their ability level in understanding the concept.

Students hand in their exit cards (Assessment). Prior to this LA students have been given scaffold worksheets to aid them in completing their assessment.

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Exit Card:

at the end of the lesson, both groups will share their observations from the experiment.

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Pre-Assessment

Group sharing on what they think a force is?

Different groups provided brainstorming works of their sharing in various media

1. Through sketch/drawings

2. Writing

3. Oral conversations

Students are not grouped according to ability level at the moment.

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Pre-assessment:

Teacher will get students to form a close circuit with wires/bulb and batteries.

Based on their ability to complete the circuit and connect it correctly, they will be divided into 2 separate groups; the main group that could do up a circuit with little to no guidance and another that cannot form a circuit without any guidance.

Group with no guidance:

This group will be given a workshett with the aim of the experiement and a table for them to record their observations. They are to form their circuits based on their understanding of the aim of the experiment.

Group with guidance:

This group will be given a worksheet that explains the aim of the experiment and guides them to form the circuit and also change the changed variable. They will be instructions step by step to guide them to completion of experiment and recording of their observations.

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Level: P5 Foundation (Differentiation by process)

Topic: Using Electricity

Common misconceptions:

Adding more bulbs will make the bulbs in a circuit brighter

Prior Knowledge:

a battery is a source of electrical energy

a bulb is a source of light

bulbs need to be connected on the metal casing and metal tip to form a close circuit.

form a circuit (open/close)

Teacher conduct Activity 5.1 by differentiating through process.

Lesson Objective:

Pupils are able to state and show that the number of batteries in a circuit affects the brightness of the bulb.

Success Criteria:

I can show and prove that as the number of batterie increases, the brightness of the bulb increases.

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Level: P6

Learning Intentions

1. Identify what a force is and the effects of a force

Success Criteria

1. Student can state what a force is

2. Students can explain the effects of a force with examples

Key Pedagogical Approach

1. Group Discussion through exploration

Key Questions

1. What is a force?

2. What are the effects of a force?

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Exit card - Students sum up the lesson.

At the end of the lesson, LR students will explain what form of potential energy is shown in each of the 3 SLS scenarios. MR and HR students to critique, affirm or correct.

At the end of the lesson, MR students will state and explain what form of potential energy is shown in the illustrated scenarios drawn by them/given by the teacher. LR and HR students to critique, affirm or correct.

At the end of the lesson, HR students will demonstrate and ask LR and MR students what form of potential energy is shown in their scenarios. LR students could identify; MR students could explain. HR students to justify and mentor if LR and MR students should get the form wrong.

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Pre-assessment

Teacher will show one scenario on powerpoint slide.

Scenario 1: Picture of a stretched rubber band

Scenario 1, teacher will facilitate the discussion by asking the following question:

-        Do you think there is any form of energy in this scenario?

Teacher will group the pupils into two groups – ‘Yes’ group and ‘No’ group

Teacher will allow the two groups to buzz the reasons within their own groups. (pair sharing)

Teacher will then facilitate the discussion by asking each group to share:

Group 1, why do you say that there is no energy in Scenario 1?

Group 2 , Why do you say that there is energy in Scenario1?

Get pupils to explain.

After listening to the explanation by Group 2, pupils from Group 1 may want to ask group 2 any questions that they may have in mind.

The teacher will ask the pupils if they want to change their choice – Yes or No.

Those pupils who remain in Group 1 still think that there is no energy in it.

Students are grouped according to their readiness.

Tasks are provided to students according to their readiness level.

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Level: P5 (Differentiation by process)

Topic: Forms of Energy

Common Misconceptions:

There is only energy moving things

Stationary objects do not have energy

Potential energy is the absence of energy

Prior Knowledge:

●      Sources of energy – renewable and non-renewable.

●      Energy is required to make things work or move.

●      Different forms of energy: kinetic energy, potential energy, light energy, electrical energy, sound energy, heat energy

[Students would have completed Activity 1]

Teachers to conduct this DI lesson after completing Activity 1.

Lesson objective:

Pupils are able to identify the three different types of potential energy.

Success Criteria:

I can identify if something has potential energy.

I can differentiate the three different types of potential energy - chemical potential energy, gravitational potential energy and elastic potential energy.

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Teacher introduces a blended learning element: students will record effects of forces acting on objects which they can find at home and upload the video on the SLS.

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Pre-activity

Students have done a worksheet to draw or describe what they know about the effects of forces.

Based on their response, the students are separated into two main groups of 4 or 5 students- Advanced and Main.

1. Main : This group of students are to do Worksheet A (more scaffold given)

2. Advanced : This group of students are to do Worksheet B

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Level: P6

Topic: Forces

Prior knowledge

A force is a push or a pull

Learning Intentions

We are Learning To:

Identify the effects of forces on objects.

A force can:

move an object

stop an object from moving

change direction of a moving object

change the speed of a moving object

change the shape of an object

Success Criteria

Can state the different effects of forces on objects.

Can demonstrate the effect of forces on objects.

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Students to complete the attached two-tiered question independently, to be attached in their Biology Books

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Students are tasked to write, draw, or represent in any way that can communicate their ideas, in their Biology Book, an effect of global warming, and how global warming results in it, ie.

Effect of global warming:

How global warming causes it:

Students are then classified into different groups based on different readiness levels, determined by (1) how rich their prior/existing knowledge is; and/or (2) their depth of thought (ie. some students immediately pinpoint ‘hotter temperatures’ as an effect, and do not understand why their peers would say that global warming leads to soil erosion). It must be noted that students’ explanation for how the effect is caused by global warming must be taken into account to ascertain their readiness level. Sequential thinking in the following refers to how far-reaching students can identify effects of global warming, ie.

Global warming > increased temperatures (hotter) > more evaporation > more rain (severe storms) > loosening of soil/increased run-off (soil erosion)

HR: Students who can identify an effect of global warming that is not immediately related to global warming, eg. soil erosion, severe flooding, loss of species – showing depth of thought and aptitude for extensive sequential thinking.

MR: Students who can identify an effect of global warming that is related to global warming that shows some sequential thinking increased drought, rise in sea levels, loss of habitat – showing some depth of thought and an attempt at sequential thinking.

LR: Students who can only identify the most surface-level effect – surroundings/weather becoming hotter – showing little depth of thought and sequential thinking.

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Level: P6
Topic: Man’s Impact on the Environment
Activity sheet: Man’s Impact on the Environment (II)

Prior Knowledge:

Students would have learnt about pollutants, including greenhouse gases, and learnt that greenhouse gases trap heat, resulting in global warming.

Learning intentions:

- Exhibit logical, sequential thought to deduce the effects of global warming.

- Recognise the how global warming leads affects the environment

Success Criteria:

I can apply relevant concepts to identify the effects of global warming and explain how global warming leads to each given effect.

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Exit Card on Matter.

1. Identify 5 examples of matter.
2. Identify non-matter based on the items listed.
3. How to conclude if something is matter?

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Students are to key in their prior knowledge on the topic Matter in the padlet that I will assign them in their SLS.
1. Students will key in what they actually know about Matter.
2. Students will key in what they want to know more about Matter.
3. Teacher will then know which students did not key in.

Teacher will then segregate them into 2 groups based on their responses. One group who has knowledge on Matter and the other group, don't.

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Level: P4
Topic: Matter
Activity: 1

Success Criteria:
- I can state the properties of matter.
- I can state some examples of matter and non-matter.
- I can recognise that matter is all around us.

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Look through the term topics and identify one lesson/ concept that DI will benefit the students greatly.

Use the following scaffold to think through your lessons

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[23 June 2023] PD101_Celebrating the Joy of DI_Workshop 2

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- Pre-assessment tasks are not the same as KWL charts. KWL chart gives you an overall picture of the knowledge that the students have prior to your lesson. But KWL can be used as pre-assessment.

-Pre-assessment tasks feed forward your lessons. You are collecting data from the pre-assessment task so that you can better cater to students' needs.

- Since we are collecting data, pre-assessment must be relevant to the task after.
For example, you assess students on their content knowledge but after you gathered data and conducted flexible grouping, you noticed that you did not assess on their understanding to carry out experimental procedures.

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When designing pre-assessments, think through the following:
- How do I assess the prior knowledge or conceptions that my students have?
- Does the task help me plan forward my lessons by doing flexible grouping?
- Does the task help me understand the students better so that I can provide different worksheets of varying scaffolds?

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Level:
Topic:
Activity sheet:
Learning intentions:
-
-

Success Criteria:
-
-

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Definition of DI and Guiding Principles of DI in Science Classroom

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Some of the resources that helps us recap on DI

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Some of the resources that helps us recap on DI

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Dear teachers, attached some resources on the DI that has been shared either during school-wide PLT or department PLT.

Do share resources with all of us if you have come across others!

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Upload an exit card for the activity/concept that you have chosen.

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Upload your pre-assessment task that you have designed for the chosen topic and activity.

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- Exit cards are designed to answer the following question:  How do I know that the students have learnt?
Did every student achieve the success criteria that I have set out for them?

- Exit cards need not be lengthy, it can take the form of MCQs and open-ended questions which should give you a sense of the students' understanding of the lesson.

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Level: P3
Topic: Magnets
Activity: 7.2 Let's Create a Toy!

Success Criteria:
- I can use the properties of magnets to make my toy/game.
- I can explain and show how magnets make my toy/game work.

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Students will do a MCQ quiz on SLS for two magnets concepts.
1) Like poles repel, unlike poles attract
2) Making magnets using electrical method

To identify two groups:
Those who understand these concepts
Those who do not understand these concepts

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Exit Cards for Let's Create a Toy!

1) Explain how you made use of the properties of magnets to make my toy/game.

2) Self Assessment Rubric