Ocean - Assessment and evaluation


As an evaluation and during an educational assessment activity (building a conceptual storyline), the pupils recall the different ideas seen in previous sessions

Key ideas

  • Variable, according to the session plan previously chosen

Inquiry methods

Formative assessment


In groups:

  • 1 copy of a document made using Worksheet 63 (see “introduction” below)
  • 1 A3 page




Here we suggest assessing the knowledge acquired by the pupils during the sessions of this teaching module by building a conceptual storyline.

The teacher should, in order to prepare this assessment, select the concepts covered among those listed on Worksheet 63 (each “box” briefly summarises a key idea). H/she prepares his/her own documentary Worksheet adapted to the session plan followed throughout this pedagogical project.

Preparing a conceptual storyline (in groups)

It is too difficult to ask the pupils to build an entire conceptual storyline by themselves covering one or several sequences. However, what can easily be done is to suggest “random” concepts and ask the pupils to organise them and connect them: this is the purpose of this activity. This is a rich activity and provokes a lot of thought from the pupils.

The teacher hands the pupils a document that lists all the concepts addressed during the previous sessions. In order to save time, s/he may cut out the “boxes” using a paper cutter or else ask the pupils to cut out the boxes.

The instructions are simple: pupils must place the “boxes” in a logical order, indicating the connections between each one with arrows. For example, we can say that an arrow represents “therefore” or “results in”.

Group discussion (sharing results)

At the end of the session, the comparison of the various flowcharts made by the pupils indicates how much they have learned of the scientific ideas addressed throughout the project. Mistakes or missing parts may lead to a deeper discussion to recall the logical sequence that may have been poorly retained or not completely understood.

Example in a 4th grade class

For this activity, there is not a single right answer, and the conceptual storylines prepared by the pupils may all be different. What is important is their way of thinking and the explanations they are capable of giving using what they have written.

Teacher’s note

  • This type of activity can also be used to think about not only scientific concepts, but also the nature of science. For example, we can demonstrate the difference between a causal relationship and an equivalence relation:
    • One phenomenon can have two different consequences. This is the case, for example, for the CO2 emissions that are responsible for both global warming and the acidification of the oceans, by entirely different mechanisms.
    • 2 independent phenomena can have the same consequence. This is the case for the differences in temperature or salinity which can both be the cause for oceanic currents.

As an example, here is the conceptual storyline of the “primary school” programme.

Project partners