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Hello fellow teachers, students and parents! I have again come your way with another important lesson we need to be aware in case we are planning Science lessons.


The content of delivery from the commence of teaching to the conclusion is very paramount in every lessons we present to students no matter which subject we are teaching. But in Science class the lessons should be more richer in practical aspect that theoritical to make students feel the presence of their World.



First of all, as the Science Teacher there is the need to follow Science Teacher's Guide in order to help you plan well with comprehensive lessons that will meet students specific objectives. For the 35mins or 70mins which for instance have been allocated to teach in Junior High Schools, should flow in systematic approach till the end of the lesson in order avoid the inclusion of any irrelevance materials, or the teacher from beating about the bush.


*Teaching in Sequence:*
Most Science teachers, or even other trained teachers often ask the reason it is only Science lessons that the allow the lesson to follow *in alignment pattern.* And more also, the *Relevant Pupil's Knowledge(RPK)* comes before the objectives. I think these are some the controversial questions we sometimes ask concerning Science lesson plan which all centres in moving sequencially or orderly to let the students get the concepts.  Because, there are some instances where the students will be allow to match some objects or regroup  which will be appropriate to follow the sequence in order not to lost or destruct the student's attention of what he has focussed. So, there is always linkage from the RPK, Introduction Stage, Specific Objectives, Activities, Application, content and Evaluation.  They all have to be corresponded till the end of the lesson. For instance, you will find out that the content of the intro has some link from the RPK being aligned, and also corresponding to the content one. In the same way, the objective one must be aligned to correspond with activity one, content one through to evaluation one in that order. In this case, when the Science isn't there, any other Science Teacher with that portfolio can follow the lesson plan and teach the students.


*Low-cost or no-cost Materials:*
Materials for teaching and learning have been relevance assets in Science class. The teaching syllabus and textbook for teaching and learning Science require the teacher to provide some materials relevant for the lesson. As a Science teacher, you shouldn't bother to get very expensive materials stock before you deliver the lesson, these materials can be obtained at *low-cost or no-cost. Our environments are already rich in some of these teaching materials. What you have to do as Science teacher is to make prior preparation for the lesson to be taught with the relevant materials for the lesson.



*Multi-ability learning:*
In most classes we have the challenges of handling more able students and less able students. Some teachers even segregate the more talented able students from the less able students. In multi ability class, I see this as an unfair situation, since most less able students learn best if they mix with more able students. In this case, the Science teacher should group his class members into four or five, depending on the size of the class, mix the less able students with the more able students and guide them so that they all participate in the lesson. Every student has his learning style, the more ability students can learn independently, while the less ability can't learn in that way, unless guided, but the Science teacher must ensure that they all participate in the lesson to achieve his objectives.

*Diagnostic evaluation and assessment:*
At every specific objective, there is a corresponding question to be answered by the students to help them revise the lesson very well. This is different from the evaluation questions we ask students at the end of the lesson. This is keep students well informed in the lesson they are learning, so that they wouldn't forget what they have learnt.  In any case there is also a periodic assessment to should be organized to assess students performances; for instance the class exercises, home work, projects, group work, class test and end of term or semester exams. All these should be taken into consideration to help the students learning become successful.


*Reference:  New Integrated Science for Junior High Schools, Discovery Series for Teacher's Guide 2.*

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