How do interactive activities support student engagement in science?

TQS: 3b)"teacher applies a current and comprehensive repertoire of effective instructional

practices to meet the learning needs of every student.

Goal:
My goal is to create fun activities for students and enhance their thinking through questions and
discussions to engage them in science.

Rationale:
Science in elementary school has become very heavily lecture based with the new curriculum,
and students at this age have a hard time focusing on the material being lectured. There are 2
students in particular that have a hard time focusing and staying engaged in lessons. Having
more interactive activities in science will not only benefit these two students but also promote
learning and engagement for the whole class.

Strategies
1. Hands on activities/experiments
2. Group discussions
3. Classroom discussions/asking questions for students to answer

Proof:
One of my first science lessons was on water and ice safety so to try and make it more engaging
for the students I asked them lots of questions such as: “Why is the safety tip always jump in feet
first important?” or “Does this ice look safe? Why or why not?” I also had students discuss in
their table groups and come up with other safety tips on their own. They did very well and there
were lots of answers. At the end of the lesson I had them make their own safety posters where
they could pick any 2 ice and any 2 water safety tips that they would write and then draw and
colour pictures to accompany the safety tips. With these strategies water and ice safety (a
seemingly boring lesson) turned into something the students enjoyed or at least enjoyed more
than they would have otherwise (such as being talked to and given worksheets).
For my reversible change lesson I incorporated all three strategies. We had discussions at the
beginning and end of the lesson, I asked a few questions and gave examples, and we did fun
experiments (6 table activities: clay, lego, pipe cleaners, painting, balloons, and crafting). These
strategies seemed to engage all the students including 2 students that have a hard time staying
engaged. By the end of the lesson it also seemed like the students had a solid understanding of
what was taught (this was shown through their check-in worksheet that they did.
We had also incorporated these 3 strategies in my lesson on permanent changes where we had
discussions, I asked the students questions and we did a fun class experiment (making cookies).
All the students were not only engaged but were intent on listening to instruction and waited
patiently for the cookies as they baked.