Many teachers consider science to be a complex subject to teach, as it requires extensive preparation and planning. First, teachers need to know their students' abilities well before embarking on writing lesson plans for science subjects. Some of the main aspects that teachers need to find out include attention span, interest and skill levels, prior knowledge and learning experiences, and special needs, among others. This information allows tutors to identify the most suitable content and materials to include in lesson plans (Hassard & Dias, 2013). Second, teachers need to identify the goals and objectives that are appropriate for their science students and the expected outcomes of the lessons. The objectives set when preparing science teaching plans may be broad in nature, but they should at least directly address the skills and knowledge that instructors intend to impart to their students. Goals, unlike objectives, must be specific and should reflect what teachers want their students to achieve through the tasks they design for them in the learning process. Goals set in science lessons are usually performance-specific and behavioral in nature (Martin, Sexton, & Franklin, 2009). There are numerous teaching strategies that a teacher can use to support effective learning among students, especially when they are learning in groups. Inquiry-based learning is one of the teaching methods a teacher can use to facilitate learning among groups of students. Inquiry-based learning can be used to teach all science subjects, as it allows students to practice critical thinking and problem-solving skills when searching for solutions. This method is extremely direct and student-centered and requires only teaching... middle of the paper... proven that instruction is most effective when the teacher and students are clear about the goals and expected outcomes. This explains why it is important to incorporate performance and behavioral goals into lesson plans, especially in science lessons. The purpose of this article is to discuss the importance of performance and behavioral goals in science planning and teaching. Works Cited Curtis, D. (2013). Brain-based research suggests innovative classroom teaching techniques. Retrieved November 19, 2013, from http://www.edutopia.org/brain-based-research-powerful-learningHassard, J., & Dias, M. (2013). The art of teaching science: Inquiry and innovation in middle and high schools. New York, NY: Routledge. Martin, R., Sexton, C., & Franklin, T. (2009). Teaching science for all children: An inquiry approach (5th ed.). Boston, MA: Pearson.