Storytelling, an impactful pedagogical method in the backdrop of the constructivist paradigm of education. It endorses cognitive and affective domains, facilitating conceptual understanding through elements of narratives using informal setting. However, teachers often struggle to find science stories that are engaging, scientifically accurate and contextually relevant. This pilot study proposes a new framework which divides any science story into four components Elements, Actions, Conditions, Results (EACR). Five science teachers were introduced to the framework during an eight-hour workshop. Data from pre- and post-surveys, stories, and interviews showed improvements in their ability to write science stories. The findings support the effectiveness of the EACR framework and offer insights into its impact. Future research in the area concern exploration of students’ perceptions of stories created using EACR framework, training teachers of different backgrounds and levels to use EACR framework.