My procedure for my demonstration teaching hinges on the 7E's. First is the "Elicit" which recalls information from previous topics and key concepts for the current lesson. Second is "Engage" which catches the attention of the students and here they will have some idea of what the topic would be. I used images that relate to the topic and I asked questions so that the students would be engaged. These visual aids and questioning will direct the students to learning the subject matter. Third is "Explore", in this section, the students will have a collaborative activity. In my teaching demonstration, the Grade 7 students categorized cutouts of pictures of heat transfers. The Grade 8 students are given a procedure on how to perform the paper chromatography experiment. They will write their observations on the results of the experiment. The Grade 11 students drew an illustration of the pulmonary and systematic circulation. They also have guide questions that they will answer when they present their work which would be the fourth E, "Explain". In this section, the students will discuss their output, describe their experiences and reflect on what they have learned. The fifth E is "Elaborate", now it is my turn to add some supplementary explanations to deepen the students understanding on the lesson. The sixth E is "Evaluate", where the students will be assessed on their understanding of the concepts. It could be through various methods, such as quizzes, tests, projects, or observations. Last E is "Extend", it is taking the learning beyond the classroom. It involves applying the knowledge gained to new situations and making connections to the real world. 

 CHALLENGES

One of the biggest surprises to me is that all of the textbooks used the native language. Including their science textbook. Science is filled with complex and intricate concepts and I believe that it is very impressive that the native language was adapted in their science textbook this proved to be a huge obstacle that I had to face. The language barrier is inevitable. I had difficulties in communicating with students, resource teacher, as well as the complexity of translating and teaching scientific terminology. Because of the limited use of English-language teaching materials, I had to improvise activities that are more on performance-based activities that makes use of pictures and drawing.