Today I taught my science
lesson in my clinical classroom. When I discussed with my CT what lesson I
should teach, she allowed me to pick any lesson from the next two weeks. The
science unit for these two weeks focuses on animal and plant parts. I decided
to do my lesson on the parts of plants. My CT usually teaches directly from
SmartBoard slides. She also includes a video and then has the students do an
activity based on the lesson. In my lesson, I taught about a plant’s roots,
stem, leaves, and flowers. I accessed the students’ prior knowledge about
asking what they already knew about plants. Many of them could name the plant
parts we were going to discuss. For this reason, I asked the students what the
job of each plant part was before I explained it to see how much they already
knew. We also talked about how plant parts are different for plants that live
in different habitats. For example, cacti have spine leaves to store water for
longer amounts of time. The students have already learned about habitats, so
they were able to brainstorm why it was important for plants to have special
parts in different habitats. After teaching about the plant parts, we watched a
BrainPop Jr. video on these parts. When Annie asked questions about plant parts
in the video, I paused the video so the students could turn to their partner and
discuss the answer since we had previously went over each part as a whole
group. After the students discussed with each other, I used popsicle sticks to
call on a pair to share their answer. When the video was over, the students
went back to their desk to make a flip book that contained each plant part.
Some of their flip books are pictured below.
After reviewing my CT’s
feedback with her, she said that I had many activities to promote engagement
with the students. I used popsicle sticks to call on them, had them turn and
talk to a partner, built on their background knowledge, incorporated drawing
into an activity, included a video, and had visuals on my SmartBoard slides. She
also said that I had paced the lesson well, although that is something that I
could have done better. She said that I used an appropriate volume and watched
for students who were misbehaving while I was teaching. Multiple students were
talking on the carpet while I was talking, so I gave them reminders of how to
act on the carpet when the teacher is talking. In addition, I clapped to gain
the students’ attention after their turn and talk during the video. I also made
sure to send my CT a copy of my lesson ahead of time and I had all of my
materials ready to go, so I was well prepared for the lesson. I had discussed
the content of the lesson last week with my CT so she was able to answer any
questions I had had. Although majority of the information I taught was stated
on the SmartBoard slides, I also was prepared to answer questions about content
that I was not planning on teaching for the day. For example, one boy said “I
thought all plants were supposed to be pretty.” In this case, I had to explain
to him that not all plants are pretty ones with bright colored flowers. I then
went on to discuss how a tree is a plant and so is a bush. We talked about how
the tree trunk is actually considered to be the tree’s stem. I was happy that I
had this background knowledge about the topic so I could confidently answer
this student’s question. Multiple times throughout the lesson, I had the
students put their thumb up if they agreed or disagreed with a statement. One
time I did this was after a pair shared what plant part they discussed during
turn and talk. To engage the rest of the class, I had them put their thumb up
if they talked about the same things with their partner.
Although there were many strengths
to this lesson, there are always improvements that can be made. While I tried
my best to manage the students’ behavior on the carpet, I could have done a
better job. My CT kept track of how many times I had to remind one student to
focus, and she marked down a total of six times! I had no idea I told her this
many times while I was teaching. My CT told me that if this happens again when
a student is continuously talking, I can tell him or her to clip down on the
chart. My CT has told me this before, but I have only had a student clip down
once. This student that I continued to remind how to listen during my lesson
had already clipped down once for the day, so I did not want to make her clip
down again However, I understand that my verbal reminders were not helping her,
so clipping down was the next step. Another thing that I would like to work on
is the timing of my lesson. My CT said that the timing was good, but I think I had
the students spend too much time making their flip books. By the time I told
them to clean up, almost everyone was done. I was happy to see that many
students had completed it, but now the students were talking because they were
done early. When I talked to my CT about this, she said she usually waits until
about 90% of the class is finished, and then moves on to the next activity. She
also always has an extension activity planned, which usually involves drawing or
writing something on the back. I tried to incorporate the same thing into my
lesson by telling the students to draw their favorite type of plant on the back
of their paper, but that did not take them very much time either. Another thing
for me to improve on is making sure that the students are respecting me when I
am teaching. I should not have to talk over them, so I need to make sure that
they are all focused when I am speaking. My CT pointed out to me that one time
while I was clapping to gain the students’ attention, another student was
clapping while I was. The students in my class know that they are not supposed
to clap until after I clap, so this is something I need to pay more attention
to. The final thing I would change about my lesson is actually something one of
my students brought to my attention. When the kids were making their flap
books, I demonstrated for them to be horizontal, but one student did his
vertically. I liked his idea a lot because he was able to show the roots at the
bottom of the book, and then progressed to the flower at the top. If I teach
this lesson again, I will do it his way instead!
Overall, my CT and I agree
that the lesson ran smoothly. The students appeared to be engaged, they
participated, and they all completed the activity correctly. They also showed
me that they understood the content at the end of the lesson when we reviewed
as a class. Almost every student’s hand was raised when I asked questions about
each plant part. This made me very happy to see that they understood what I
taught! I need to practice some classroom management things this semester
because I want to make sure they are respecting and listening to me when I
become the full time teacher.
EXCEEDS: I went over the word limit and I included pictures of two of my students' flip books that they made in class today. The top picture is what I demonstrated to the students in class, and the bottom picture is they way that I plan on changing my activity to if I do the lesson again because it creates a better visual for the students.
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