**OSENI SHAMSIDEEN OWOLABI**

**2012/3/0030TE**

**EDUCATIONAL TECHNOLOGY**

**400 LEVEL**

## METHODS OF TEACHING SCIENCESEdit

### Science teachers have an exciting opportunity to teach kids about how science makes the world work. Unfortunately, reduced teaching budgets and apathy on the part of students sometimes makes it difficult to get students interested in topics like biology, geography, anatomy, physics, and chemistry. Some teachers are now using techniques such as peer learning, role-playing, and incorporating current events in science lesson plans. These techniques help engage students and help them understand the importance of science. They also make it fun to teach scientific concepts and help students understand common topics in the scientific world.

**Peer-to-Peer Teaching**

### Traditionally, teachers used the lecture format to teach children about science. One of the drawbacks to the lecture format is that it does not engage students in their learning. This teaching technique encourages rote memorization and note-taking instead of excitement about the world of science. Peer-to-peer teaching is when the students actually get involved in teaching each other about science. This is an active learning method that encourages students to discuss scientific topics, develop questions about the material, and work in teams to learn new information. Buzz groups, solution and critic groups, and affinity groups are just three of the ways to use peer-to-peer teaching in the classroom. When students work in buzz groups, they spend approximately 20 minutes studying a topic and gathering information. At the end of the session, one representative from each group presents information to the entire class. For solution and critic groups, the teacher assigns one group of students to gather information and give a presentation. A second group of students acts as the critic group by evaluating the presentation. Affinity groups work together outside of the classroom and then present their findings during normal class time. All of these techniques help students develop research and presentation skills that will help them in the science classroom as well as other areas of life.

**Real-Life Scenarios**

### The use of real-life case studies reinforces classroom learning. These scenarios are ideal for classes of any size, but they work best when each student has access to needed specialized equipment. Case studies should be relevant to students, as this will make it easier to engage them in learning. Case studies should also address timely topics, as students are likely to become disinterested when presented with a case study that is not relevant to today’s technology.

**Current Events Tie-Ins**

**Hands-On Activities with Follow-Up Work**

### Hands-on activities are a great way to introduce students to the world of science. Whether a chemistry teacher has students mixing chemicals in a lab or a physics teacher asks students to design and develop a physics experiment, these are excellent opportunities for learning. All hands-on activities should be followed by follow-up work, whether the teacher assigns an essay or asks students to complete a group project. Assignment questions should ask students to analyze the results of the activity and explain why a certain set of events may have occurred. These assignments reinforce learning and help students better understand scientific principles.

__Name__: ADEYEMO KUBURAT RONKE

__Matric No__: 2011/01/0004ME

__Department:__ Mathematic

__Level:__ 300

__TEACHING MWTHOD IN TEACHING SCIENCE__

**1 . LECTURE METHOD**

**This is one of the commonest methods of teaching. It is prominently used in most of the tertiary institution. It is a method where the teacher do most of the talking all the time an d the learner sit and listen.**

**2 . LEARNER CENTRED METHOD**

**The method we use in teaching can be divided into two major, based on whether the learner or the teacher is the principal actor. If the learner is the more active of the parties involved in teaching/learning, then the method is learner centered. If, however the teacher is more active while the learner does little, the method is teacher centered.**

**3. PROJECT METHOD**

**Project method involves teaching the learners by engaging them in some constructive practical activities. For instance, after the teacher has taught the learner how to keep poultry through the use of battery cage, he/she can ask the learner to construct an improvised battery poultry cage through the use of local material.**

**4 . DISCUSSION METHOD**

**In this method, the learners are given the opportunity to discuss issues, ideas, topics based on their understanding of issues of such issues, ideas and such topics. The teacher should know that one of the best ways of helping the learner to understand and learn ideas s to give them opportunity to talk about them.**

**5 . DEMONSTRATION METHOD**

**The teacher is the key play in demonstration method. He/she demonstrates how a specific action is done while the learner’s listens to his explanations on the basic step involved in performing a particular task. Demonstration method could be used for explaining how an experiment could be used the performing in the biology or chemistry lesson**

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** LESSON PLAN IN TEACING SCIENCE**

**Lesson preparation is step-by-step ordering of how a particular lesson is to be taught. It states how the lesson is going to be executed, proceeded or the activities that will be involves from the introduction of the lesson to the conclusion.**

** **

__NAME __ Adeyemo kuburat ronke

__MATRIC NO__ 2011/01/0004ME

__LEVEL__ 300

__SCHOOL__ Ikosi junior high school ikosi ketu

** **

__CLASS__ J.S.S1

__SUBJECT__ Mathematics

__TOPIC__ Approximation

__SUBTOPIC__ Round up of number to the nearest 10, 100, 1000

__DATE__ 13^{th} June 2014

__NUMBER OF PERIOD__ 3^{rd} and 4^{th}

__DURATION OF LESSON__ 80Minutes

__AVERAGE AGE OF LEARNER__ 12Year

__OUTLINE OF INSTRUCTIONAL CONTENT__

**-Revision of the previous lesson**

**-Approximation value of subtraction**

**-Approximation value of multiplication**

**-Rounding up of numbers to nearest tenth, hundredth and thousandth**

__AIM/GENERAL OBJECTIVES__

**To teach and impact into the student the general concept of approximation**

__SPECIFIC [BEHAVIOURAL] OBJECTIVES__

**By the end of the end of the lesson the student should be able to:**

**Approximate values of subtraction****Approximate values of multiplication and division****Round off number to the nearest 10 100 1000**

__ENTRY BEHAVIOUR__

**The student are familiar with the meaning of approximation, rounding up of number, significant figure and as well as approximation values of addition **

__INSTRUCTIONAL [AUDIO-VISUAL] MATERIAL__

**A chart showing a line diagram of numbers less than 5 and greater than 5**

__INTRODUTION__

**Teacher revises the previous lesson and explains what is approximation of numbers and give note on it**

__EVALUATION__

**Teacher summaries the lesson and gives some questions to the student to determine the level of their understanding **

__SUMMARY__

**The teacher goes over the lesson again to make it clearer to the student **

__ASSIGNMENT__

**Round off these numbers to the nearest thousands **

**1.173569**

**2. 495726 **

**3. 309457**

__TEXTS AND REFERENCE__

**New general mathematics for Jss1 by J.B CHAMON**

**MAN Mathematics for junior secondary school book 1 **

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