|We currently have products for Foundation, Key Stage 1 and Key Stage 2. Do take a look and let us know if you would like other products.
| Secondary Plus
|TPS have launched our excellent Forensic Science range for Secondary school students, and it is also suitable for 6th form and BTEC Applied Science students.
If you have product ideas , please send them to us at [email protected] and we will try and make your product, the next one to be launched!
|Critical Thinking in Science
This book is designed to give
your students practice in answering questions and building
their literacy skills in science. You can use them in a
number of ways including, but certainly not limited to, review for national exams, as formative assessments during a unit, as homework, or as a “Do Now” to
begin class. They are designed
to help you assess your students progress on an on-going
The examples in this book begin
with a few paragraphs describing a scenario. The scenario
includes several scientific concepts with which the
student should be familiar. The
paragraphs are followed by questions that
ask the student to apply what he
or she knows about the topic. Sometimes
the student will be asked to
complete a graph, draw or label a diagram,
analyse some data that is
graphically represented, or some other skill
common to science
They require the student to read
and understand the situation described but
also to apply the science concepts studies in order to answer the questions.
Usually there are several
questions asked about each situation presented. Students are required to draw on
the science they have learned over time
to make sense of this new
context and accurately answer the questions.
Questions are often “scaffolded”
to help the student come to the final
answer in a step by step way.
They are often given hints in the question itself,
such as “be sure to include…in
These examples have been
designed specifically to test a wide range of
science and literacy skills.
They deal with science content but also assess
science skills such as working
with models, making predictions, drawing
and labelling diagrams, and
reading charts and graphs. The requirement to
gather their information from a
number of sources, present their thoughts by
writing in a clear way, and then
self-assess by reflecting on how their answers
compare to those in the book
help students practice process thinking and
Reviewing your students’ use of
science content and their success in
communicating their ideas in
writing will help you plan further lessons and
differentiate your instruction
where necessary to ensure higher studentachievement in science class.