Students are asked to identify the larger group that each of the following animals belongs to: turtle; swan; lizard; deer; frog; and rabbit. An example has been given to model this task.
Task: from a set of animals students identify which have observable features common to fish. They then use this information to identify which of the animals are fish. Assessment focus: classification of fish.
Task: Identify features of 4 animals that live in water, then use this information to decide whether they are fish or not. Assessment focus: classification of fish.
Task: Make observations from a photograph, identify potential environmental problems giving reasons, decide which problem is the most important, and give reasons for the choice. Assessment
focus: (1) observation, and (2) identifying and prioritising cause and effect relationships.
Task: Make observations from a photograph, identify potential problems giving reasons, decide which problem is the most important and give reasons for the choice. Assessment focus: observing, identifying risk.
Task: Make observations from a photograph, identify potential environmental problems giving reasons, decide which problem is the most important, and give reasons for the choice. Assessment focus: (1) observation, and (2) identifying and prioritising cause and effect relationships.
Task: Make observations from a photograph, identify potential environmental problems giving reasons, decide which problem is the most important, and give reasons for the choice. Assessment focus: (1) observation, and (2) identifying and prioritising cause and effect relationships.
Students look closely at a photograph taken on the beach and record their observations. They think and write about the consequences of the things they see.
Task: Identify features of 4 animals that live in water, then use this information to decide whether they are fish or not. Assessment focus: classification of fish.