Lesson Plan & Implementation:
Reflection and Analysis
College of Education
Childhood Education & Literacy Studies
Time Celebration/Struggle/Question:
Students turn and talk about the
variables that make up speed and
the tools used to measure those
7:15 variables.
I explain to the students how they
will be arranged based on their
15:57 groups after I had to change my
initial arrangement.
I had the students line up with
their groups rather than in
alphabetical order so that it would
23:4 be easier to delegate to the
students where to go once we got
outside.
One student models exactly what
the students were supposed to be
doing throughout the lesson. While
29:30 he was waiting, he was also
completing his worksheet about
arranging speeds from fastest to
slowest.
Students are engaged in the lab and
are excited to get their times
30:2 measured.
Student did not follow directions
and ran down the track. I told him
to turn around and try it again
35:0 correctly unless he no longer
wanted to participate in the science
lab.
Claim about teaching practice
Having the students engage in
turn and talks is an excellent
way to bring up prior
knowledge, and have students
clear up misconceptions with
their classmates. FEAP 3f.
In teaching, it is very important
to be flexible and adapt your
lessons to meet the needs of
your group of students. FEAP 3j.
Sometimes it is good to make
temporary adjustments to
typical procedures in order to
make the timing and
organization of a lesson more
efficient.
It is important to give praise to
the students who are following
directions and completing their
work. This student in particular
followed directions perfectly
and ultimately understood the
content that was reviewed
throughout the lesson.
High levels of engagement led to
an understanding of the topic
that was being taught. The
students in following days
related a lot of their science
activities back to the lab that we
did on speed. FEAP 3a.
Whenever a student does not
follow directions, it is important
not to punish them immediately.
I instead allowed for him to redo
his turn so that he could
continue to learn from the lab.
 ELL student that is typically quiet
is seen eagerly asking her group
38:9 members what they got for their
times so that she could fill out her
own chart and put the speeds in
order.
A behaviorally challenged student
pulled another students hair and I
42:10 did not notice.
Students had a huge misconception
about time and speed, so I had to
49:12 alter my instruction to discuss this
misconception.
Students filled out their exit tickets
and quietly placed them on the
52:13 wonder wall.
What aspects of your lesson were implemented differently than you planned? Why did that
happen?
The biggest aspect of my lesson that was implemented differently than originally planned
was the way that the students were timed. Initially, the students were going to be broken into
Again, creating lessons that are
fun and engaging will excite
even the quietest of students
and help them be more involved
in the lesson. I was so happy to
see this student interacting with
her peers and working hard to
figure out who went the fastest
and who went the slowest in her
group. FEAP 3a.
Towards the end of the lesson,
one of my behaviorally
challenged students pulled
another students hair while I
was across the room. This
caused the “victim” student to
put her head down and not
interact with the rest of the
lesson. I should have recognized
this and addressed it as it
happened.
It is crucial to identify and
explain misconceptions that
students have throughout
lessons. It is even better if the
student is able to figure it out on
their own, but assistance is
sometimes needed from the
teacher. FEAP 3j.
Exit tickets are an excellent
strategy for getting a snapshot
of what the students learned
that day. In this case, I asked a
broad question “What did you
learn today about speed?” to see
what my students focused on
during the lesson.
four groups and were each going to be given a timer to time their group members as they walked

the ten meters from start to finish. The timer was then going to shout out the time for each group

member to hear. This would have allowed for the outside portion of the lesson to run more

smoothly and timely. Once I created the ten meter tracks for the students to walk on, I realized

that we would not have been able to fit four tracks into the hallway that we were conducting the

investigation, and I knew my students well enough to know not to spread them out too much in

the hallways. It was also important that we did not block the two main hallways as not to disrupt

hallway traffic coming in and out of the lunch room. At 15 minutes and 57 seconds in the video,

I explain to the students how they will be arranged. I did not share how they originally were

going to be arranged because I knew that they would have been disappointed that it was not done

that way. Another issue that we found was that the stopwatches were not working correctly, and

we had to use our phones to record the students’ time to determine their speed. Rather than

having four groups of students, my CT and I were each able to time a group as they walked down

one of two ten-meter tracks. While two out of the four groups were going, the other two groups

were completing a worksheet on speed that focused on putting objects in order from fastest to

slowest. At 23 minutes and 4 seconds we lined up to go outside once the students were made

aware of the arrangement of the lesson. Although this was not the arrangement that I initially

wanted for the lesson, the students were still engaged and the objective of the lesson was met.

What connections can you make to your lesson today from your coursework, the literature,

and any previous lessons or experiences?

Whenever I interned in first grade for my level two internship, I planned and
implemented a science lesson about motion that was very engaging to the students. I had stations

set up around the room that each represented a type of motion for the students to investigate and

identify. This was the only lesson that I taught all semester that had the students as engaged as

they were. I was able to relate this past experience in teaching science back to this lesson because

I saw students that are not typically engaged in lessons actually participating and excited about

learning their speeds and the speeds of their friends. For this lesson, the students were able to

step outside of the classroom to determine their own speeds of something that they do every day,

walk! At 30 minutes and 2 seconds students are videoed smiling and anxiously awaiting their

turn to walk the ten-meter track. I considered allowing the students to choose how they wanted to

walk the ten meters, but eventually decided against it due to the many variables that would

impact the investigation and maturity levels of the students in our homeroom. At 35 minutes a

student ran down the track, and I made him go back and redo his turn because he did not follow

directions. I also learned to have something for the students who are not working with the

teacher so that they are not sitting and wasting time. The worksheets on putting objects in order

from fastest to slowest enabled students to relate how distance and time are the two factors that

determine speed.

Identify an individual or group of students who did especially well in this lesson today.

How do you account for this performance?

I have two students in particular in my afternoon math and science class that tend to

misbehave and veer off topic easily during lessons. Most of my interactions with these students

are typically negative in nature due to their disruptions and off-topic conversations that distract
the other students. This lesson was something that evidently piqued their interests because their

engagement and involvement was up, while their negative behavior was down. At 29 minutes

and 30 seconds into the video, one of these students is seen walking quietly down the ten-meter

track, recording his time, and sharing it quietly with his group members. I am led to believe from

this experience that this student enjoyed being out of the classroom and was excited to

participate in a science investigation where he was being measured for speed. The other student

is seen eagerly asking her group mates “what did you get” at 38 minutes and 9 seconds into the

video so that she can complete her chart and determine who got the fastest speed. Overall, I was

able to determine that students who typically do not show interest in the lesson and misbehave

are not engaged or interested in the task they are assigned to do, and therefore do not see value in

completing that task. They also are not as aware of their behaviors and as a result disturb their

classmates. Moving forward, I will make an effort to design lessons to be more interactive and

possibly even outside the classroom to give all of my students a change in their learning

environment.

FEAPs

3a. ​- ​The students were very engaged in this interactive science lab about speed. They had to

determine which variables are involved in calculating speed, and found out the speed in which

they walk through the hallways on a daily basis. The behavior was great which indicated to me

that the students were engaged and interested in the science lesson.

3e.​ - For this lesson, speed was integrated into the daily life experience of walking. I wanted to

come up with a lesson on speed that allowed the students to calculate something that they were
doing. I knew with the group of students that I was having the observation with that I could not

do anything that would get the students too excited because then behavior would be an issue, so I

decided to have the students calculate their speeds when they walked 10-meters in the hallway.

3f. - ​At the beginning of the science lesson, I had the students turn and talk about the variables

that make up speed. They also had to brainstorm various tools that are used to measure speed. At

the end of the lesson, the students had a discussion with their groups about why the number for

time gets slower as it gets greater, and the number for speed gets greater as it gets faster.

3g. - ​ Multiple technologies were used throughout this lesson. The day prior, a video about speed

was shown to the students that various objects can move at different speeds. The day of my

lesson, an overhead projector and document camera was used to explain the graphic organizers

students would be using. A stopwatch was used to record the students times as they walked

10-meters, and a calculator was used to divide the distance by their times.

3j. - ​ ​The students made it clear towards the end of the lesson that they were not understanding

the correlation between time and speed. They thought that the lower the number for speed, the

faster the student went. This misconception required me to adjust instruction and have a

discussion with my students about the differences between the values of time and speed.