Oranges

Students investigated the floating behaviour of citrus fruits – oranges, lemons and limes – while developing their skills in planning investigations and working collaboratively. The teacher used the “fist to five” method to ensure students understood the task, and “traffic light cups” to ensure directed guidance during the lesson. Assessment methods included classroom dialogue and self-assessment, as well as evaluation of student artefacts.

This implementation was trialled as part of nine lessons focused on introducing the concept of density. The main focus of the inquiry activity was on planning investigations, in which students had to formulate a research idea, plan an investigation, conduct the experiment and document and present their results. The teacher provided formative assessment throughout the lessons, and evaluated student artefacts at the end. Peer-assessment was also used for formative feedback purposes.

The teacher regularly reflected on what the groups were doing and why during the activity, and modified the implementation to better suit the students’ ability and understanding of inquiry. The teacher collected the students’ worksheets at the end of one lesson, and chaired a whole-class discussion to provide feedback in the next lesson. The teacher used rubrics to evaluate students’ worksheets and identify performance levels, and formative feedback was provided to each group.

This case study details implementation with two lower second level classes, one of which was a workshop for home-schooled children. The teacher provided a detailed worksheet to guide the students’ inquiry. All four SAILS inquiry skills were assessed; students’ skills in carrying out an investigation and working collaboratively were assessed through classroom dialogue and teacher observation in-class, while developing hypotheses; planning investigations and forming coherent arguments were assessed through evaluation of student artefacts after the lesson.

In this case study, a group of in-service teachers investigated the floating properties of clementines. Teacher observation and peer-assessment were used to evaluate skills in developing hypotheses, planning investigations. Scientific reasoning was developed through collecting and recording of scientific data, while critiquing experimental design enriched scientific literacy.

The emphasis in this inquiry session was placed on the students asking inquiry questions and then testing them out and observing what happened, rather than on them getting the “right” answer. Skills assessed were developing hypotheses, planning investigations and working collaboratively. Assessment was formative, and provided through teacher observation and in-class questioning. No formal rubric was used, but the teacher did identify five general criteria for success during the lesson.

The Floating orange activity was chosen as a stand-alone inquiry to develop students’ skills in developing hypotheses and working collaboratively. The students engaged in small-group discussions to agree on a question and data to collect, which a spokesperson described to the teacher. In this manner, the teacher assessed the group’s ability to form a question. For assessment of working collaboratively, the teacher prepared a five-level rubric for assessment of participation, communication and explanation. Poster presentations were given a diligence score.

The focus of this case study was development of students’ communication skills, demonstrated in their use of scientific language and through the sharing and dissemination of results. Formative assessment was carried out through teacher observation and classroom dialogue, with an emphasis on communicating scientifically, while also developing skills in planning investigations, developing hypotheses and forming coherent arguments. The teacher found that this provided an accurate picture of students’ knowledge and creativity.