4WS3A
Teaching Strategies
Contingent Responding »
Correcting errors»
Distractor»
Using Distractors»
Errorless learning»
Explicit teaching»
Fading level of support»
Gesture/Sign »
Guided practice »
Incidental teaching »
Independent Practice »
Matches to sample »
Attribute Meaning»
Blocking access »
Backward chaining »
Modelling»
Motivators »
Prompting »
Provide opportunities for choice»
Questioning»
Role Play»
Scaffolding »
Shaping»
Take Up time»
Levels Of Support
Full Physical Assistance (FP) »Partial Physical Assistance (PP) »
Modelled Response (M) »
Gesture/Sign (G/S) »
Verbal (V) »
Independent (I) »
Assessment Record
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Students plan and conduct investigations by:
Syllabus Indicator 3: Share in what they already know and how they could find out more about their questions relating to the natural and made environments.
Framework Indicators
4WS3A: Participates in lessons relating to the natural and made environments and are provided with opportunities to demonstrate what they know
Teacher Language
Give an instruction
SN, this is (environment). It is a made environment.
SN, this is a (environment). It is a natural environment.
SN, where is the made/natural environment?
Correction/prompt
This is the made/natural environment.
Try again.
Students will be able to achieve this indicator with varying levels of support. Fade this support as the student works toward developing independence.
There are a variety of acceptable ways a student can indicate a choice or make a response. These include; head/physical movements (e.g. nodding, pointing and reaching), facial expression, eye gaze, vocalisations and/or verbal responses.
Teaching Activities
4WS3A: Participates in lessons relating to the natural and made environments and are provided with opportunities to demonstrate what they know
Teachers can provide students with opportunities to achieve this indicator in a variety of ways around a range of topics relating to natural and manmade environments. Activities could include:
- Observing YouTube clips of a variety of made and natural environments such as a shopping centre, the beach, a construction site, a forest.
- Pictures of made and natural environments cut into jigsaw pieces and reconstructed by students with varying levels of support.
- Choosing between made and natural environments using visual representations of environments.
Teacher language to support these activities would include:
‘SN, this is a shopping centre. It is a made environment.’
‘SN, this is a beach. It is a natural environment.’
‘SN, where is the made/natural environment?’
Websites that contain resources, games or activities that could be used to support this goal include:
- Natural and Built Environments: https://www.youtube.com/watch?v=mXh8e2m6qSM
- PBS Kids – Natural Environment: http://pbskids.org/eekoworld/index.html?load=environment
- Turtle Diary – Seed Germination: http://www.turtlediary.com/kids-science-experiments/plant-growth-experiment.html
