Task One – Promoting Scientific Thinking

This task is linked to EPR3703; using higher level questions (Bloom’s Taxonomy) to develop students’ thinking.
Teaching students, the skills of scientific thinking is not only for science class, but can be applied to any area of
learning.

Explain how questioning relates to Bloom’s
taxonomy and student learning.
Reference
The taxonomy provides categories of thinking skills that help
educators formulate questions. The taxonomy begins with
the lowest level thinking skill and moves to the highest level
of thinking skill.
Watson, S. (2017). Asking Better Questions with Bloom's
Taxonomy. Retrieved from
https://www.thoughtco.com/asking-better-questions-with-
blooms-taxonomy-3111327

On reflection:
Was
Engagement How did
thinking (i) Which question(s) did the students engage with
Activity time the
Question(s) On the most? Why do you think that was?
(& subject & given? If students’
asked by Reflection (ii) Which engagement activity were the students
LO) yes, how respond?
the teacher
much? most engaged with? Why do you think that was?
Redirection Prompting Rephrasing Motivation Probing
Lesson 1 Can I name -The video Yes, my The 
each part of a about what? teacher students the students like
 plant? ( plant) gave the were very the questions
- What did students active and and thy
you saw in time to raise their understood the
the video? think hands questions but
about the when they they like some
- Do you answers want to specific
remember maybe for answer, questions such
what the two and some
as when the
names of minutes. of the
teacher ask
each part in students
them who want
the plant write their
are? answers on to tell the names
the small again, they like it
Who want whiteboard, because they
to tell the and then heard the
names showed the answers and
again? teacher they want to say
their it again. The
answers. most activity
that they like
when they saw
the video
because they
saw the real
things and heard
the name of
each part.
LO1 The students
will be able to
identify name
of each part
 in the plant.
Engagement The teacher
activity showed the
students
video about
the plants,
and what
name for
each part of
the plants.
Then the
teacher gave
the students
worksheet
includes the
plant and he
let the
students to
write the
name for
each part in
the plant.
Lesson 2 Investigate What did Yes, my The 
how water is you saw in teacher students The
transported in front of gave the were very students
plants. you? students excited and like the
ten motivated most of the
How you minutes to with the questions
will put the do their teacher which is
water in the experimen when how the
plant? t and then before they
water
write what answer the
What do they questions transporte
you saw predicted. they d in the
how the discuss plant
water with their because
transported groups and the want to
in the plant? then raise explain and
their hand talk more.
Who wants to answer,
The activity
to explain because
it's very
for me what they want
excited for
happen to do the
when we experiment the
put the and look students to
water in the what will do first the
plant, and happen, experiment
how the they write before
water their starting the
transported answers on lesson to
in the plant? the notes let them to
then the have a
stick it on knowledge
the of how the
whiteboard, water
after that transporte
each group
d in plant.
discuss
about what
did they do
and what
did they
write on
their notes.
 LO1 The students
will be able to
recognize
how the
water
transported in
the plant.
Engagement The teacher
activity brings some
plants for the
students and
some water,
and he gave
each group
one plant and
one cup of
water, and he
wants the
students to
observe how
the water
transported in
the plants.
Lesson 3 Can I group Yes, the The 
animals in What kind students students
different of animals take five raise their The students like
ways? did you minutes to hands the questions
saw? understan when they and the teacher
d the want to explain for them
How many questions. answer, the questions
animals that and they but the
you have? write their
 answers on questions that
Did you the small they were very
classify the whiteboard excited about it
group to show the was what kind of
animals in teacher. animals that you
different saw? Because
ways? most of the
students know
Can you
the name of the
name the
animals and
group of the
animals? some of them
love the animals.
They also like
the activity
because the
touch the plastic
animals and
imagine what
group of this
animals.
LO1 The students
will be able to
identify the
name of the
group
animals in
different way.
Engagement The teacher
activity bring the
plastic
 animals for
the students
and let them
to name the
animals then
put it the
similar
animals in
the different
group such
as mammals,
and reptiles.
Lesson 4 Our amazing The video Yes, the The 
body about what? students teacher let
((Skeleton). take three the The students
What does to five students to were very
it mean of minutes to sit as a excited because
the think group to they want to
skeleton? about the discuss learn about the
answers. about the skeleton they
Who wants answers
like some
to tell for us and then
specific question
what names write their
that the teacher
of each part answers on
ask the students
in the the white
skeleton? board. such as what
After that does it mean of
Who wants each group the skeleton,
to say the raise their and all the
names of white board students wants
each part in to show the to answer this
the skeleton teacher question. The
 again? their students were
answers. very motivated
when they are
look at the
picture of the
skeleton and
then they write
the name of
each part in the
skeleton.
LO1 The students
will be able to
identify the
name of each
part in the
skeleton
Engagement My teacher
activity showed the
students
video about
the skeleton.
After the
video he
gave the
students one
sheet
includes the
picture of the
skeleton and
he let the
students to
write the
name of each
part in the
skeleton.