This unit of learning pays particular attention to literacy [BL], creativity [C], experimental design and demonstrations encouraging formative feedback e.g. assertive higher and lower on-task questioning [MI&T].  The poster presentation incorporates creativity to a high degree. Throughout this unit I have put a lot of emphasis on communication as this will greatly help their own learning and motivate students to be more actively involved in the classroom. I believe allowing students communicate to each other enables them to share ideas and concepts and become each other’s resources that will also enhance their creativity in inquiry-based experiments. [WWO, C, BC, MI&T]. Homework will support ongoing research e.g. poster completion, experimental investigation [MM].  By planning these key skills throughout my unit through posters, group work and investigations, the entire class and each student they will gain confidence [SW] and creativity [C] in order to prepare for the first Classroom Based Assessment (CBA1).

I have chosen to begin my first lesson with an inquiry-based experiment to stimulate students’ individual thinking and grasp the students attention. By using this method in my first class I can promote the true meaning of science. Having spoken to some of the students in the observation day, they would much rather be ‘doing’ something such as experiments rather than just learn from a book I will be able to use this feedback and encourage inquiry-based experimentation at the same time. I will be asking them, using a newly sown plant, to investigate the influence of light intensity on the rate of photosynthesis, allowing the class to work in groups. They will have to come up with their own hypothesis and use this in order to achieve the result I am wishing for. After 2 weeks, I will gather the plants and they will be able to reject or accept the hypothesis they chose and use this evidence to communicate the investigation. [WWO, BC, BL, MI&T].