Choose Active or Passive

Worked classroom example

Biology

Worked example

“We heated the sample” foregrounds the investigators; “The sample was heated” foregrounds the procedure. Retain the agent if responsibility matters.

Teaching sequence

1. Prepare a practical report about heating a sample. Introduce choose active or passive with one clear success criterion: compare active and passive versions, identify who performs the action and choose the form that suits the reader and purpose.
2. Model one short example from a method and a finding from an investigation. Think aloud about the language choice and the subject evidence; invite learners to test the example with a partner.
3. Learners apply the move to a new piece of Biology content. Use the prompt “Who needs to be visible in this sentence: the actor, the process or both?” to check whether their language matches their evidence.
4. Collect one independent response. Check that the chosen voice fits the section and does not hide a relevant agent. Record one next step and adjust the scaffold to what this response shows.

Try it tomorrow

Compare active and passive versions, identify who performs the action and choose the form that suits the reader and purpose.

Independent check

Check that the chosen voice fits the section and does not hide a relevant agent.

Scaffold built into this activity: Some scaffold

Use actor/action/receiver cards to build both versions before writing.

Teacher language

Ask learners to point to the evidence, wording or feature behind their answer. Give thinking time before inviting a revision.

Adjust the support

More support

Use actor/action/receiver cards to build both versions before writing.

Greater independence

Rewrite one whole report paragraph and discuss how voice shifts responsibility and focus.

Use the response to choose the next step; the scaffold label describes this activity design, not the learner.