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TSEC Strategies for Teachers of 5-14 Science -
Improving Science Education CPD through Practical Activities

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DRAW AND WRITE

To carry out a Draw and Write technique PUPILS' WORK BEFORE & AFTER LESSONS SUGGESTIONs (LEVELS A-D)

This strategy, sometimes known as ‘Jugs and Herring’ from Noreen Wetton, gives the teacher an insight into the understanding or lack of understanding, that the pupils have of their learning.

By analysing the pupil’s responses the teacher can :-

find out what the children know, or think they know
celebrate what they already know
reinforce shaky knowledge
identify what children are good at

Once we know where the children are, the teacher can plan the next steps:

clear up any misconceptions
introduce and extend next steps in learning

Draw and Write can be used to :-

assess prior knowledge
inform next steps – formative assessment
evaluate what the pupils have learned – summative assessment

SEE EXERCISE: TO CARRY OUT A DRAW AND WRITE TECHNIQUE

SEE LESSON PLAN: PLANT GROWING CONDITIONS LEVEL C

SEE SUGGESTIONS FOR DRAW AND WRITE (TEACHING MATERIALS)

To carry out a Draw and Write technique

Each child needs:

A4 paper, pencil (crayons optional)

Example of instructions:

This is not a test.

There are no right or wrong answers. You can put “I do not know”.

Draw or write all your ideas for each question.

Do not worry about your writing or drawing, as I want your quick ideas.

Do not use dictionaries or wordbooks – spelling does not matter.

Just cross out anything you wish to change.

Do not share work with others. Use your own ideas.

I may have to stop you before you are finished. You will get time at the end to go back to other questions.

We will discuss your work at a later date.

Names do not have to be written on the papers if the teacher wishes an overall view of the class. Pupils can put boy or girl on the sheet. (If there is no name children are more willing to put their thoughts on the paper.)

Examples of pupils’ work before lessons


The pupil has most main parts drawn and labelled but has missed roots, minerals and heat.	The pupil indicates several misconceptions in the drawing:- foot not root, vine not stem or stalk, no leaves, no mention of minerals or heat.

Examples of pupils’ work AFTER lessons


The pupil has included all the necessary information on the drawing.	The pupil has shown a higher level of understanding realising that cacti have all the same parts and needs as other plants.
Draw and Write SUGGESTIONS Suggestions for using ‘Draw and Write’ to deliver Living Things and the Processes of Life.
Level A Draw some living things and label them. Draw groups of different types of animals. Draw a dog/cat/bird/fish etc and label the parts of its body. Draw a person and label the parts of their body. Draw an animal and round it show everything it needs to stay healthy. Draw a pet and show all the things you need to do to keep it happy and healthy. Draw a plant and show all the things you need to do to keep it healthy. Draw trees showing what they would be like for each season.	Level B Draw the stages in the life of a frog/ butterfly/ bird/ bean/ human. Draw a flowering plant and label its main parts. Draw a person and show the parts of the body which are used for our senses. Draw minibeasts from different groups and show their main features. Draw a simple food chain that might be found in a garden/park/wood/pond.
Level C Draw a person/animal and show all the processes needed to keep them alive. Draw and write about the organs in your body. Draw a plant, label it and show what each part of the plant does. Draw an animal from each of the vertebrate groups and label its main features. Draw some animals/plants which are rare or in danger and show why.	Level D Draw an animal which is protected and show how it is being helped. Draw the ways in which humans threaten the lives of animals/plants. Draw all the parts of the digestive system and explain what happens at each stage. Draw a plant from each of the main groups and write about their features.

Strategies

INTERACTIVE - TEACHING LEARNING

PLANNING FOR IMPROVEMENT - SCHOOL AUTHORITY -BASED APPROACHES

DEVELOPING - SKILLS UNDERSTANDING

OUTWITH THE CLASSROOM

RAISING ETHICAL ISSUES

HEALTH AND SAFETY

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DRAW AND WRITE

To carry out a Draw and Write technique PUPILS' WORK BEFORE & AFTER LESSONS SUGGESTIONs (LEVELS A-D)

Example of instructions:

Draw and Write SUGGESTIONS

Level A

Level B

Level C

Level D