Novida, Mary Grace D.

MAEd- Physical Science

Strategies on Teaching Science Activities Learning

Competency
Hands on Learning  Solving problems SF7E-III-a1

 Conducting experiments S7MT-Id-3

 Coloring activity S7LT-II-d-4

 Make a Jingle S7LT-Iif-6

 Poster or Slogan Making S7LT-IIf-6

Investigating in Science  3-2-1 -This strategy assists students in discerning S7ES-Ivj-11

between an observation and an inference.
 Question Strategy -This strategy encourages students to
think about how an investigation could be designed 27LT-IIIf-10
based on what they know and have available for
experimentation.
 Questioning to Engage Students in Inquiry -This is just S7LT-IIIj-14
one of many questioning strategies in the literature.
 Discrepant Event -This approach engages students in
asking, “Why,” as a way to activate students’ thinking S7MT-Id-3
about a topic after they observe something that does not
seem possible based on their prior experiences.
 Observing S7ES-IVh-9
Inquiry Based  Discrepant Event S7LT-Iid-7
 Questioning to engage students in inquiry S7LT-II-d-4
 Question Strategy S7LT-Iif-6
 Use a mystery Box with different questions 27LT-IIIf-10
 Use a toy and play a song the moment the music stop
the student will ask a question S7LT-IIf-6
Organizing and Remembering Information
Reading in Science
 Mnemonics- using the first letter of each word to make S7LT-IIIf-10
a new word or sentence
 Odd-one-out- use what they know about the topic to S7LT-Iic-3
identify the item that does not belong when given a
choice items
 Science Facts Triangle-divides information on a topic in S7LT-IIg-7
three parts
 Mind Map- helps students remember and associate key S7LT-IId4
words and concepts
 DARTS: Directed activity for reading Texts- uses text S7LT-Iic-4
or diagrams to focus students on finding specific
information.
 Reading Frames- This strategy assists students in S7LT-Iid-7
recognizing essential information while reading science
textbooks, books, articles, or webpages. Provide
students with a table with headings related to a selection
of text and have them fill in the details.
 Guided Imagery- This strategy helps students relate 27LT-IIIf-10
abstract or unfamiliar scientific concepts to their own
lives. Students could write their own guided imagery
passages after hearing it modeled and being instructed
on the elements of “good guided imagery” writing.
 Think Aloud-Used to demonstrate a thought process. S7LT-IIIh-i-12
Students verbalize what they are thinking as they
perform a particular task, read a passage, or solve a
problem to enable them to hear the inferences and
choices that are being made.
 Reciprocal Teaching- Allows students to observe how
someone (i.e., their teacher) comprehends an unfamiliar S7LT-IIIj-13
reading selection by formulating questions, clarifying,
summarizing, and predicting.
Writing and reflecting in Science
Learning Together in Science
 Issues, Evidence and You- This approach encourages S7ES-Iva-1
students to consider the implications of science
knowledge, actions, and/or current events.
 Science logs- This strategy can be used at any point in S7LT-IIIj-14
the lesson. Science logs encourage students to think
about what they know, what questions they have before
the lesson, what they have learned, and what additional
questions have been generated after the lesson.
 Experimental Design Diagram- This diagram conveys S7MT-Id-3
the essential elements of a science experiment in a
quick written format.
 Word Alive S7LT-Iif-6
 Write a Journal S7LT-IIe-5
 Jigsaw - Helps students become “experts” in an area S7LT-Iic-5
and teach the related material to others in the “home”
group. A teacher divides students into groups; each
group learns something different. Then the teacher
reassigns students so that there is one “expert” from
each group in each newly formed group, called a
“home” group. Each member of the “home” group is
responsible for teaching their “home” team members
what they learned.
 Peer Tutoring- Provides an opportunity for students to S7LT-Iic-3
help same-age peers learn a concept through one-on-one
interaction in which the tutor provides support and
feedback to the tutee.
 FOSS: Full Option Science System - In this cooperative S7LT-IIg-7
learning strategy, mixed-ability students assume roles in
a group to work on an activity together.
 Group Investigation -In this cooperative learning S7LT-IId4
approach, students are responsible for much of the
decision-making process
 STAD- In this strategy, students work together in four- S7LT-Iic-4
person heterogeneous teams to support the learning of
each of their team members.
Games
ENCOURAGING, DEMANDING, AND
ACTIVELY MANAGING THE
PARTICIPATION OF ALL STUDENTS
Differentiation
 Jigsaw puzzle- Helps students become “experts” in an SF7E-III-a1
area and teach the related material to others in the
“home” group. A teacher divides students into groups; S7MT-Id-3
each group learns something different. Then the teacher
reassigns students so that there is one “expert” from S7LT-II-d-4
each group in each newly formed group, called a
“home” group. Each member of the “home” group is S7LT-Iif-6
responsible for teaching their “home” team members
what they learned. S7LT-IIf-6
 Word Hunt- Find the word from the grid
 First 10- first 10 students who answer the question
 First 5- first 5 students who answer the questions
 Mystery Box- answer the question from the mystery
box
• Hand Raising S7MT-Id-3
• Multiple Hands, Multiple Voices S7LT-Iif-6
• Random Calling Using Popsicle Sticks/Index Cards S7LT-Iif-6
• Assign Reporters for Small Groups S7LT-IIIf-10
• Whip (Around)- Actively managing the participation of SF7E-III-a1
all students in smaller courses is sometimes well
supported by the occasional use of what is termed a
“whip around” or more simply just a “whip.”
 Give different activities like some of the students use colors S7MT-Id-3
and others will use clay
 Give topic some will do role play and other compose a jingle S7LT-Iif-6
 Other will do poster making other make a slogan S7LT-Iie-5
 Other will do puzzle and other will do colors S7MT-Id-3
 Other make a collage other do a puzzle S7LT-II-d-4