Creating a Diverse Lesson In the Science Classroom

Most students describe science as uninteresting and unnecessary. It is my goal as a science teacher to provide an enlightening, enthralling, safe, supportive and challenging instructional environment for each of my students. It is important for classroom teachers to feed the minds of students and unlock the hidden potential in each student. As highly qualified individuals in our field we are expected to pass on our knowledge. The assumption behind training for elementary and secondary teachers is that when you study a subject in depth and learn the proper method of instruction presumably you then become a more competent and outstanding teacher (J. Kottler, Kottler, and Zehm ,2005) But all the knowledge and skills in the world are virtually useless to a teacher who can not convey their meaning to learners in a personally designed way (J. Kottler, Kottler, and Zehm, 2005).
In order to make science more inviting to student it is important to design lessons that are more engagement. In order to meet this requirement I like to design lesson plans that include questioning and inquiry. I found that using the five “E” lesson plan strategies very useful. This method allows educators to create a lesson that is engaging. This method guides teachers to use scientific inquiry to promote student exploration. Providing the chance to work in small groups teach interpersonal skills. Small group also allow students to peers tutor . The use group time provides a tool to monitor student comprehension. Students often feel more comfortable working in small groups with their peers.
To make my lesson on physical and chemical changes I used real life examples of changes and ask the students to decide if they are chemical or physical changes. I also incorporate small group to help ensure that all student participate. To make the lesson interactive student play a game. Students are placed in groups of four with one host, a recorder and two contestants. I use this to introduce physical/chemical changes. I normally follow it with several labs the students do themselves. Each of these labs refers back to this presentation. Throughout the lesson students are allowed to reflect on the lesson and evaluate what has been learned and discovered.
Using the five E’s, engagement, exploration, explanation, elaboration and extension, and evaluation help to make my lesson plan more enlighting and enthralling for the student.
　
References:
Kottler, E., Kottler, J. A., & Zehm, S. J. (2005). On Being a Teacher: The Human Dimension (3rd ed.). Thousand Oaks, CA: Corwin Press.
Hammerman, E. L. (2006). Becoming a better science teacher: 8 steps to high quality instruction and student achievement. Thousand Oaks, CA: Sage Publications.