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Lesson Teaching Reflective Summary

Teacher Candidate for Science Endorsement: Alana Davis


Instructor: Dawn Hudson & Wes McCoy
School: Mableton ES

Grade: 1st

Lesson Topic: Plant Parts Science Literacy Lesson


Write a brief summary or blog of your experiences teaching this lesson,
addressing the following questions:

What went well? What did not go well? (Cite specific examples)

I observed a 1st grade Life Science lesson on plant parts. The teacher
started the lesson by engaging students with a read-aloud The Tiny
Seed by Eric Carle. What I really liked about the lesson was that the
teacher stopped throughout the reading and wrote down key
vocabulary words on a piece of sentence strip and taped to the board.
At the end of the book, the class had a discussion about the vocabulary
words and the students were challenged to say the words in context for
the rest of the lesson. Then, the teacher had the students glue in a
diagram of a plant in their Interactive Notebooks for them to label as
they talked about each part. What worked really well in this lesson is
that the teacher had real live plants to show students as they talked
about the different parts. This hands-on approach really helped the
students connect their learning to the specific parts on the plants they
were touching. After they would find, touch, and feel the parts, they
would label the parts on their diagram. It was nice to see the teacher
using real plants instead of a textbook to teach the students about the
science concepts.

How well were the lessons student performance objectives


attained?

I think that the lessons student performance objectives were attained


during the explore portion of this lesson in which the students were
actively involved in the learning. Being able to name and recognize
the specific plant parts were the main objective that was attained.

Did classroom activity center on science understanding, inquiry,


and sense-making by all students?

The classroom activity centered on science understanding and inquiry


as they were introduced to heat transfer and insulators and
conductors. Students were engaged throughout the lesson and their
learning centered on the investigation portion of the lesson.

Did your scientific content knowledge enable you to support


students construction of knowledge and understanding of
important scientific concepts and processes?

The teacher was able to support students construction of knowledge


and understanding of the important scientific concepts and processes
throughout the lesson. She did a great job finding any misconceptions
the students had during questioning and redirecting their learning in a
way that helped them understand the different parts and needs of
plants such as sun, water, and air to survive.

When you have the opportunity to re-teach this lesson, what will
you do differently (strategies, teaching tools, assessments, etc.)
to improve student learning for all students?

This lesson was good in that the teacher used a variety of assessment
strategies to gauge student understanding and thinking. The teacher
had the students share their thoughts as they did the hands-on portion
of the lesson to describe the different touch and feel of the plant parts.
I think this is a great way for students to take ownership of their
learning and to make sense to themselves of what they are learning. I
would use the lesson plan for this lesson because it is engaging and
teaches the content in a way that would make sense to a 1st grader.

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