The document discusses various strategies for effective science teaching: 1. The Five Es model (engage, explore, explain, elaborate, evaluate) and oral presentations can actively engage students in learning. 2. Hands-on activities, think-pair-share techniques, and group work promote active learning and discussion among students. 3. Excursions, case studies, mini-conferences, and plays can provide memorable real-world experiences to develop students' science understanding.

1. Strategies
for Science Teaching
ByAjaya Bajpai

2. 5
Engage, Explore, Explain, Elaborate,
Evaluate (Five Es)/Oral Presentations
Active learning-Hands on activities/Think-Pair-
Share/Group work
Knowledge of subject matter, planning & attitude
Excursions for developing science
understanding
Case studies/Mini-conferences/Plays
1
2
3
4
6 CONCEPT MAPS

3. Knowledge of subject matter,
The importance of subject
knowledge is that it helps teachers
to empower students and ensure
that the pupils make all the progress
that they are capable of.
Knowledge of subject matter helps
teachers to understand how pupils
learn and assimilate science and
what pupils need to know by the
time they complete Grade 3 to 5.

4. Planning
Planning shows itself
in the clarity of learning
objectives, good lesson
structures and the effective
questioning of pupils.

5. When considering teaching strategies, we have to
understand the powerful influence of the teacher's
affective domain. This domain includes the teacher’s
emotions, motivations, attitudes, and values. A
teacher who displays enthusiasm for teaching science
demonstrates positive emotions about science, which
can influence students’ attitudes and consequently
their learning!
Students answer
questions generated by
the teacher from open-
ended laboratory
Activities.
Students answer
questions of their own
from open-ended
laboratory activities.
Most students learn best
through personal
experience and by
connecting
new information to what
they
already believe or know.
Attitude

6. Here students engaged in full inquiry are learning in an
environment which induces them to
• Think of a question, and shape it into something they
can investigate - Hypothesizing
• Planning an investigation
• Collecting data
• Analyzing that data
• Forming a conclusion
• Communicating their findings – verbally or in writing.
Engage, Explore, Explain, Elaborate,
Evaluate (Five Es)

7. When students’ are
taught about plants,
roots, leaves and flowers;
they are provided with
live samples and taken
to a garden. As a result
they are able to exit the
classroom, find familiar
plants and point out the
name and parts of them.
Here, as a consequence
of Active Learning,
students connect
experiments to real-life
scientific knowledge
which has long-lasting
learning effects.
Whether the hands-on
activities are “naming plants,
planting seeds and watching
them grow over a period of
time” or “making the digestive
system, -science can be fun”
and these activities are
remembered as positive
experiences. Hands-on
science education
experiences can have lasting
and personal effects on
students.
Active learning-Hands on activities/Think-Pair-Share/
Group work

8. • Real-life interactivity with
fauna and/or flora
provides stronger focus for
learning, as students are
genuinely interested in
living things. Facilitating
learning opportunities
where students discover
for themselves unique
characteristics of living
things is a high-impact
teaching strategy.
• This can also facilitate life-
changing experiences that
lead to understandings for
sustainable living.
Think-Pair-Share

9. As science knowledge is socially
constructed , group involvement has an
impact on the participants‟ long-term
memories.
The discovery or investigation of science
with peers provides opportunities for
social interaction and an element of fun.
Moreover, group experiments in primary
science act as a foundational
experience for secondary work.
Group work

10. Thoughtfully-organised excursions
can provide students with
memorable science investigations.
Excursions for developing science
understanding

11. • Any topic can be used to create a play.
The script for the play can be written by the
students themselves. The play can be
performed by as few as three actors, or
with as many as seven or more actors using
costumes.
• The educational goals of the play, some
helpful references, and a few frequently
asked questions are also included.
• These scientific plays are a dramatic
narrative, often spoken out to the
audience. It is also often a rhythmic
collage of voices.
A Science Theater Play

12. • A symposium is a meeting where
participants give oral presentations on
subjects revolving around a common
theme.
• Each student selects one subtopic from a
list, research information on it, prepare and
deliver a comprehensive, concise, and
complete oral presentation to the class.
Each presentation must be at least three
minutes and not more than five minutes in
length. A time for questioning will follow
each presentation.
MINI-CONFERENCES

13. • Write down the most important word or short
phrase
or symbol for the center.
Think about it; circle it.
• Post other important concepts
and their words outside the circle
• Edit this first phase
Think about the relation of outside items to the
center item
Erase, edit, and/or shorten words to key ideas
Relocate important items closer to each other
for better organization
If possible, use color to organize information
Link concepts with words to clarify their
relationships
CONCEPT MAPS

14. This map is your
personal learning
document
It combines what you
knew with what you
are learning
and what you may
need to complete
your "picture"
Concept map – contd.

15. Bloom’s Educational
guidelines form a
framework for
developing lower- and
higher-order
questioning.
These
questions extend
Students’ thinking past
explanations of
observations.
Effective teachers
question students
constantly to make
students’ think and
determine their level of
understanding.

16. The following lesson plan only
focuses on the lesson
structure; a complete plan
would require other aspects
such as standards, key
concepts and prior
knowledge, resources,
teaching strategies,
classroom management,
assessment, and evaluation

17. Introduction
Investigate students‟ prior knowledge:
What do you know about the heart?
(Knowledge)
Where is your heart located in your
body? (Comprehension)
What is the main function of the
heart? (Analysis)
What can you do to maintain a
healthy heart? (Analysis)
Why do you think it is important to
exercise? (Synthesis)
What would you like to learn about
the heart and the importance of
exercise? (Evaluation)

18. Body
Students form groups and run a series
of one-minute physical activities
(sitting, walking, skipping, and running).
They record pulse rates for one minute
before and after each activity.
What were the pulse rate
differences?
What was different between each
activity?
Why do you think your pulse rate
changed?
How did your body feel after each
activity?
What do you think would happen to
your pulse rate if you exercised
regularly?
How might regular exercise help your
heart? Why?
Students create a table of their results
and complete their scientific reports
with explanations.

19. Conclusion
A class discussion is held to determine
students‟ learning around the science
topic.
What did you learn from today‟s
lesson?
What can increase your heart rate?
What do you think happens when your
heart rate increases?
Is it important to exercise? Why?
Which activity exercises your heart
better? Why?
How do you think exercising will help
you to have a healthier life?
How might walking or riding your bike
instead of being driven to places help
you?

20. THANK YOU!
by
Ajaya Bajpai