Students of Akanksha will develop a scientific thinking through hands-on investigative learning experiences that spark curiosity and encourage inquiry.
We aspire to empower students with skills and values to address real world challenges, thus transforming science education into a meaningful journey, providing students with a powerful pathway that opens doors to future opportunities of their choice and bridging gender inequity in STEM.
Teacher Values
Pedagogical Choices
Inquiry-Based Learning (IBL)
Hands-on experimentation and investigation
Student-led questioning and discovery
Problem-based learning scenarios
Scientific Method Integration
Systematic observation and data collection
Hypothesis formation and testing
Evidence-based conclusions
Technology Integration
Digital simulations and virtual labs
Data analysis tools
Online collaboration platforms
Collaborative Learning
Peer discussions and group work
Scientific debates and presentations
Team research projects
Scientific Communication
Technical writing and reporting
Data visualization
Scientific presentations
New Tool Launch in 2025 for Lesson Planning - 5E
5E Lesson Plan
Opening
Welcome to the session, “Inquiry about Inquiry”
Classroom Culture 05 min
Meditation : 30 seconds
Greetings to all!!
Teacher Action
Student Actions
Teacher gives the following instruction:
a) Fold your hands, legs to your self and back straight. b) Everyone closes their eyes for 30 second. c) T. counts to 30 or set up the board with help of student leaders.
All student are sitting with backs straight, closed eyes and listening to the 30 second count.
Set High Expectations: 4 minutes l 2 - 4 responses
Teacher Inquires
SER
T. asks, “What are the three rules of the class?”
S. raise the hands
T. encourages one of the pupils to answer
S. respond, “Rule 1: Raise a silent hand”
T. asks, “Why do we have this rule? Why participation is important”
S. raise the hands to answer
ESR(Why?): a) To ensure everyone can hear. It saves time. b) Supports active learning, articulate thoughts by sharing, speaking and writing.
T. asks, “What is the 2nd rule? Why do we have it? How do we do it”
S. answers, “Rule 2: Appreciate each other”
ESR(Why?): a) Every response of gratitude, means listener is actively listening. b) Gratitude motivates the speaker. c) It is a way to respect speaker.
Engage - Teachable Moment 05 min
Inquiry 1: Sinhagad Fort Night Trek 02 min
Imagine the school is planning a trip for a night trek to Sinhagad Fort. Create a list of the 5 most important things you will carry?
(S. raise their silent hands.)
T. encourages one of the students to answer. T. takes at least 2 responses.
(S. snaps if they agree, with the response and have it in their list as well.)
ESR:
Flashlight with extra batteries
Water bottle
Comfortable hiking shoes
Warm clothing
First aid kit
Inquiry 2: As we all agree to take a torch, what purpose does it serve? 03 min
(S. raise their silent hands.)
T. encourages one of the students to answer. T. takes at least 2 responses.
(S. snaps if they agree, with the response and have it in their list as well.)
ESR:
To see in the dark and avoid obstacles.
To signal for help if necessary.
To ensure safety by illuminating the path.
Inquiry 2.1: Where does the light come from? or Guess the internal structure of torch. 03 min
(S. raise their silent hands.)
T. encourages one of the students to answer. T. takes at least 2 responses.
(S. snaps if they agree, with the response and have it in their list as well.)
ESR:
S. will have various answers.
Why do we need engage?
Create teachable moments.
Personal meaning, intellectual puzzlement, individual motivation, and readiness to learn.
Students should be in a state of disequilibrium. Ignite Critical Thinking.
Explore - Investigation 20 min
Observation and Inference
Inquiry 3: What is the difference between observation and inference? 05 min
3.1 Keenly look at the image and write down your observations in your notebook.
3.2 Why did the plant became green over 5 days?
Difference between Observation and Inference:
Observation is the act of noting and recording something with the senses or instruments. It involves collecting data about what is actually happening or what is present.
Inference is the process of drawing conclusions or making interpretations based on observations and prior knowledge. It involves reasoning and making assumptions about what the observed data might me
Switch and it’s Purpose
Inquiry 4.1: Observe the simulation and identify the changes(Switch). 15 min
T. turns on and off the switch in the simulation and students observe and write the changes in the notebook.
Think Pair Share:
S. individually write in their notebooks and share among themselves to come to an ESR.
T. provides opportunity to students to share the changes they have noticed in large group.
(S. raise their silent hands.)
T. encourages one of the students to answer. T. takes at least 2 responses.
(S. snaps if they agree, with the response and have it in their list as well.)
Sr No
Elements of the Circuit
Purpose of the element in the Circuit
1
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2
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3
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4
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5
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Explain 15 min
Generally, in science every day to day item that we use, has a symbols.
In this particular circuit, the symbols of the all circuit elements are given below:
T. provides written explanations of (a) and (b)
Why do we need explore?
Encourage the students to explain concepts.
Formal explanations & clarity.
Elaborate 10 min
Inquiry 5: What is the role of plastic button in the switchboard? Can you compare the purpose of plastic button to one of the elements of circuit diagram? Why?
Evaluate 7-10 min
Q1. Name the element which “makes” or “breaks” the circuit.
Q2. Which part of an electrical circuit diagram is represented by straight lines?
Q3. Name the electrical components having the following symbols:
Q4. Draw a circuit diagram with closed switch. List all the elements of circuit diagram and purpose of the same.
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