Intro to Science teacher guide

1. Introduction
i
earning is a process and it takes time for
children to learn. Teachers should develop
Lsuch a safe and thoughtful learning
environment in which all children can learn. It
requires such teaching activities and strategies
that all students have active participation in the
learning process. It requires the teacher to
encourage children's efforts and acknowledge
their success. It is also the responsibility of
teachers to deal with students' misbehaviours
during learning process by using timely and
positive strategies. This teaching and learning
resource is designed to help you become a good
teacher.
Most of the teaching in our classrooms is done in
a traditional monologue way. The children sit
quietly in rows in the classroom, the teacher does
all the talking and the students passively listen to
the teacher. They speak only when called on to
and do exactly as they are told. Research shows
that when students are taught in this way, they
get very little (about 5%) of the knowledge.
Research also shows that the learning of students
improves a lot when their active participation is
ensured.
In a traditional classroom, the learning
capabilities of most students are limited merely
to copy what is written on the board and they are
not able to actively process the information
through thinking, comparison and analysis. Due
to this limited mental ability, students lose
interest in learning. Another reason is that
TheTraditionalClassroom

2. teachers do not vary teaching style to suit the
requirementsofthesubject.
GoingBeyondtheLecture
By using a variety of interactive activities in
classrooms, students' interest and active
participation in learning can be enhanced. Such
activities also enable students to construct their
own knowledge. When designing these activities
teachermustensurethatallstudentsparticipate.
Researchshowsthat:
· Students learn and retain more when asked
todosomethingthanjustlearninformation.
· Students learn more by actively participating
in observing, speaking, writing, listening,
thinking,drawing,anddoing.
· Learning is enhanced when a student applies
his/her knowledge for benefits to himself and
others.
· Learning styles of different children vary and
teachers should design activities and
strategiesaccordingly.
· Knowing about learning styles can help
teachers plan lessons, assignments and
activities.
Effectiveteachinginvolves:
· The use of teaching tools, techniques, and
strategies
· An understanding of how students learn, how
they process information, what motivates
them to learn more, and what impedes the
learningprocess
· Creating effective learning environments
where students are actively participating and
engagedwiththematerial
· The use of different instructional strategies
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Teachers’ Guide

3. for the development of skills, values and
psychologicalhealth
· MakingLessonsinteractive
Ask questions, encourage students to
question, engage students in individual, pair,
orsmall-groupactivities.
· Discussion
Discussion is an excellent way to engage
students in thinking and analyzing and
defending an issue. Students respond to one
another better than interacting only with the
teacher
· InteractiveDemonstrations
Developing an environment of fun and
demonstration in classroom stimulates
students'interestandcuriosity.
· RolePlay
Students learn by acting and observing. Some
students act out a scenario and others watch
anddiscuss.
· CooperativeLearning
Students work together in small groups.
During this group work, students cooperate
with each other. It maximizes their learning
and they get the learning objectives through
interactivedialogues.
· Inquiry-basedteaching
It enables the students to frame questions,
gather information, analyze it and draw
conclusion.
TeachingStrategiesintheNewCurriculum
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Teachers’ Guide

4. LessonPlanning
Important Components of a Lesson Plan in
Teachers'Guides
Many teachers in Pakistan rely on textbooks for
teaching. They come into the classroom, ask
students to open the textbook to a certain page,
andhavestudentsreadaportionofthetext.Then
they ask students to answer questions which
require them to reproduce material from the
text. Most of the teachers teach all subjects
(except mathematics) and use the same style for
everysubject.Byspendingalittletimetoplanthe
lessons, the teachers can deliver lessons in
meaningfulandinterestingway.
DevelopmentofLessonplans
The lesson plans can be developed concentrating
onthefollowingimportantpoints.
1. Where are your students going? (Aims,
Objectives,SLOs)
2. Howthestudentsaregoingtogettheseaims?
(Lessonintroductionanddevelopment)
3. How will you know when the students have
gottheaims?(Assessment/evaluation)
1. Students'LearningOutcomes(SLOs)
Thetopicsofdifferentsubjectshavebeengivenin
the National Curricula. In each topic, the
students' learning outcomes have been
identified. In teachers' guides, the lesson plans
have been developed on the base of these
students' learning outcomes. Each lesson plan
covers 1 to 3 learning outcomes. Students'
learning outcomes help you to clarify the
knowledge, skills and attitudes/values to be
developedinstudents.
2. Time:NumberofPeriods
Each lesson plan mentions the time / number of
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Teachers’ Guide

5. periods required to teach the lesson effectively. A
teacher may him/herself divide the time for
different types of activities given in the lesson
plan. In teachers' guides the same time
distribution has not been emphasized. Teachers
may also consult the academic calendar for the
managementofwholecourse.
3. InformationforTeachers
This section includes the important information,
concept maps etc. that are essential for the
teacherforeffectivedeliveryofthelesson.
4. Material/Resources
It is an important part of lesson plan that the
material and resources for teaching the lesson be
identified for example, the apparatus to be used
in activities (e.g. charts, coloured pencils, ruler
etc.)andtextbooketc.
5. IntroductoryActivities
Introductory activities are designed to introduce
the lesson or establish connection with the
previous lesson. Such activities build readiness,
create interest, and identify what students
already know about the topic. In introductory
activities, students' attention may be gained by
showing pictures, stating a problem or a
dilemma, or reading a poem / story. A test / quiz
may be used to find out what students already
know.
6. DevelopmentalActivities
This section is the most important part of a lesson
plan. Most of the time allotted for in a lesson
plan, is for these activities. Developmental
activities grow out of the introductory activities.
These activities are designed to attain the
students' learning outcomes. During these
activities new concepts, skills and values are
introduced and these are built on past learning.
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Teachers’ Guide

6. These activities have this sequence: data
gathering activities, data organizing activities,
demonstrative or applicative activities, and
creativeandexpressiveactivities.
7. ConcludingActivities/Sumup
Such activities are used to enable students to
consolidate and summarize their knowledge.
They facilitate the application of knowledge and
skills to a new situation. They are generally
relatedtothemainideaofthelesson.
8. AssessmentofLearning
This section includes such questions or activities
that can assess to what extent the students'
learning outcomes have been achieved.
Assessment is important in all phases of the
lesson i.e. from introduction to conclusion. A
variety of techniques can be used to assess the
achievement of the chosen learning outcomes.
Some of these are prepared as part of the
learning activities; for example the drawing and
labeling of a map, the questions for evaluating a
discussion, the final written report etc. Other
tools such as tests / quiz are used at the end of
lesson.
9. Followup
This section includes enrichment activities,
projects, questions or homework to be assigned
to the students. The said activities enable the
students to apply their knowledge and skills in
dailylife.
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7. vii
Teachers’ Guide
Template of Lesson Plan ‰
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8. ExcerptsfromtheNationalCurriculum
SalientFeaturesoftheNationalCurriculum
The purpose of the Science Curriculum is to
develop two things in all students i.e. scientific
literacy and positive attitudes about using
science as a way of obtaining knowledge.
Studentsareexpectedtolearnhowtodoscience,
how to communicate the results of science
inquiries to others, and how to use their
knowledge of science concepts and principles to
reason about science and to solve problems in
real life situations. This can only be accomplished
by providing students with opportunities to
explore the context of science and its
applications, and to develop an understanding of
the connections among science, technology and
societyandenvironment(STSE).
Promoting Scientific Literacy in Teaching and
LearningProcess
The Science Curriculum gives special attention to
understanding of science ideas, critical thinking,
inquiry and skills that are presented as Students'
Learning Outcomes. The curriculum also
encourages the implementation of hands-
on/minds-on learning strategies. It gives
opportunities of in-depth explorations and
understanding of the way in which scientific
knowledge is created, validated and
communicated.
This curriculum will assist students not
only to understand science principles but also to
relate these to personal, social and global issues
and technologies. Acquiring these concepts
students will become lifelong learners, equipped
with the skills needed to access, understand,
evaluate and apply information in various
contexts.
ImprovingtheTeachingandLearningofScience
The aim of scientific literacy for all has created a
need for new forms of classroom organization,
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Teachers’ Guide

9. communication, and instructional strategies. The
Standards and Learning Outcomes described in
this curriculum demand changes in science
teachingandlearningprocess.
TheCurriculumgiveslessemphasison:
· Knowingscientificfactsandinformation
· Studying subject matter disciplines (physical,
life,earthsciences)fortheirownsake
· Separating science knowledge and science
process
· Coveringmanysciencetopics
· Performinglabactivities
· Implementinginquiryasasetofprocess
TheCurriculummorelessemphasison:
· Understanding scientific concepts and
developingabilitiesofinquiry
· Learning subject matter disciplines in the
context of inquiry, technology, personal and
social perspectives, and history and nature of
science
· Studying in depth a few fundamental science
concepts
· Collecting and using evidence to build
explanations
· Implementing inquiry as instructional
strategiesforabilitiesandideastobelearned
EnhancingLearninginScience
The purpose of the Science Curriculum is to
providedirection for learning in science. Learning
isenhancedwhen:
· Students have the opportunity to clarify their
ideas, to share and compare, ask questions,
evaluate,andmodifytheirideas.
· Scientific knowledge, skills, and attitudes are
introduced incontexts whicharerelevantand
familiartothestudents;
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Teachers’ Guide

10. · Students have opportunities to use their new
ideas and skills, first in a variety of familiar
contexts and later in other challenging and
unfamiliarsituations;
· Students see the relevance and usefulness of
sciencetothemselvesandtosociety;
· Teachers and students work within a
supportive atmosphere of mutual respect
where all the experiences, ideas, and beliefs
areacknowledgedasabasisforlearning;
· Learning environments are visually
stimulating and reflect contemporary
science;and
· Teaching strategies respond to a diversity of
learningstyles.
Note: Appropriate time, facilities, and resources
are important for teaching and learning science
and need to be considered in relation to the
abovefactors.
Theteacherneedsto:
i. Work with and take an active role in the
students'learning;
ii. Take into account what students already
know and understand about science rather
thandeterminingwhattheydonotknow;and
iii. Ensure that key science concepts and
processes are taught in an increasingly
complexway.
Inquiry-basedScienceLearning
Inquiry/investigation is a process of framing
questions, gathering information, analyzing it
and drawing conclusions. The following are the
characteristicsofInquiry-basedlearning:
· Inquiry shifts ownership of the learning
process from teacher to student. Teacher acts
asafacilitatorinthelearningprocess.
ClassroomTeachingStrategies
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Teachers’ Guide

11. · Inquiry requires students to ask questions
and devise answers, and test the reliability of
theknowledgethey'vegenerated.
· Teacher asks open-ended questions such as
"How do you know?" and "How your activity
data supports your conclusions?" in order to
encouragefurtherprobinganddiscovery.
· Students reflect on the lesson and explain
why it is important. They gain greater
understanding about the inquiry process and
howitrelatestolearning.
· Teacher involves students in hands-on
activities, whole class instruction, or group
collaboration.
· Inquiry teaching encourages students to
collaborate with one another, communicate
ideas and thoughts, ask questions, justify
answersandseekadvicefromothers.
Problem-basedScienceLearning
Problem-based learning supports a constructivist
approach to teaching and learning. Students
identify problems, formulate hypotheses,
conduct data searches, perform experiments,
formulate solutions and determine the best
solutions. Teacher assumes the role of coach
rather than knowledge-holder and disseminator.
Students are the active problem-solvers,
decision-makers, and meaning-makers. Problem-
basedlearninginvolvesvariousstepssuchas:
· Identifyaproblemsuitableforthestudents.
· Connect the problem with the context of the
students' world so that it presents real
opportunities.
· Give students responsibility for defining their
learning experience and planning to solve the
problem.
· Expect all students to demonstrate the
results of their learning through a product or
performance.
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Teachers’ Guide

12. Science, Technology, Society and Environment
(STSE)Connections
An aims of curriculum states that students will
develop an understanding of the nature of
science and technology, their application and
implications,andtherelationshipamongscience,
technology, society, and the environment. The
students' understanding of science concepts and
principles is clarified and strengthened when
they attempt to apply their knowledge in the
contextofsociety,technologyandenvironment.
AttitudesandValuesintheClassroom
During the classroom learning experiences
science education can contribute to attitudinal
growthwhenstudentsare:
· involvedinscienceinvestigation&activities
· providedwithopportunitiesfordevelopment
ofattitudesthatsupportscientificinquiry
· asked to work in groups' situations and on
real-lifeproblems
· involved in activities that encourage
responsiblebehaviours
Homework
Homework is an essential component of the
science program. Good homework extends the
opportunity for students to think scientifically
andtoreflectideasexploredduringclasstime.
DevelopingScienceSkills
The following skills / processes are central to the
delivery of instruction and assessment activities
inclassrooms.
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Teachers’ Guide
Observing Measuring Classifying
Inferring Predicting Communicating
Hypothesizing
Designing
Experiments
Controlling
Variables
Interpreting
Data
Formulating
Models