A Lesson About Simple Geometric Shapes With A Class Of Masters Students

When I completed this lesson I actually felt I should re-think my decision to become an educator. Mrs. Anderson makes this job look easy. I had prepared my science lesson plan Monday and scheduled to start a 3-day lesson on Wednesday. I tried to keep my lesson close to the basal/textbook. I feel as though the students responded positively. They were responsible in raising their hands to answer questions. I had a note to “slow down” in my notes. This helped me pace my lesson appropriately. I felt confident….and then I did not! HOWEVER, this time I did not speed up my speaking and rush through the lesson as quickly as possible. I added a few examples that were not on my plan with the hopes to explain matter to the students and I believe that helped one or two students. I felt, as a class, we stayed on topic the entire class. There were a

How successful was the lesson? Did the students learn what you intended for them to learn? How do you know?

This activity is developmentally appropriate for this age group because it teaches the children many things such as weight and properties of matter. It also teaches the children the smell and texture of the sand. This activity allows them to use different things such as buckets their hands the sand and any other item they mite want to use. As a teacher I would be able to facilitate the children through out

During student teaching both of my placements were in math classrooms. With math being my endorsement, having a strong understanding of the content and knowing different methods (standards I & XII) lead to success with my students As a future teacher, I believe these two standards are the most important. I need to create learning experiences that are meaningful and age appropriate for my students. I created a lesson for my 8th grade students that showed the importance of content and methods of teaching. In this lesson, students had to solve questions involving the 8th grade math standards, but the questions were made in puzzle pieces. Students had to match the question and answers, making a shape once the problems were completed. This is called a tangram, which is a concept students had learned in an earlier grade. This lesson used a variety of strategies and met the needs of my diverse learners (standards III & V). The puzzle pieces had students use creative thinking and

COMPREHEND – I asked the teacher for help, because I was unable to comprehend the lesson about geometric figures.

What I hoped for in a specific lesson, how it turned out, and why I think it went the way it did. Ideas for next time…

This lesson is designed to support kindergarteners understanding of three-dimensional shapes. The students will be able to identify three-dimensional shapes, and tell if they stack, slide, or roll. Before anything was edited from my video it was 1hour long. I edited out the second group/center doing the same thing I did with the group that is in my video.

This week I only attended three days for block teaching. Monday was Columbus Day so the school was closed and everyone had the day off. Friday I did not attend because it was fall break for WIU so I decided to go home for the weekend. On Tuesday the students worked on Cornell notes for several headings in their textbook. Then on Wednesday I taught my first lesson on the battles of Lexington and Concord. The students analyzed two primary source documents then as a class we discussed their similarities and differences. The lesson went well despite the fact that two-thirds of the class was missing due to state testing. The fact that majority of the class made me worried for the lesson I prepared for the following day because the two lessons were designed to match up. However, I was pleasantly surprised that Thursday’s lesson went as smoothly as it did. The students stayed on task and were focused so I did not have really any issues with classroom management.

In general, I feel that this lesson was generally successful. The students, for the most part were engaged and thinking about the North East region. During the previous lesson, we discussed that the regions were divided by climate, culture, geography and economy and the students were able to apply those concepts to the lesson. Because they are familiar with this region, because it is our home region, they were able to compare and analyze aspects of this region to the other regions. They determined the climate, culture, economy and geography of this region by activating prior knowledge and sharing what they knew about the

Futhermore, I told her if you bite your nail during your lesson you are un able to understand what is important about your 3D shapes. I explain to her sometimes germs will live in our finger nails. If you put your fingers in your mouth, the germ will get into your body. Then she looked

My own class observation was for my 1st grade class. The art specialist was Benjamin Bragonier and lasted for one hour and thirty minutes. He was teaching the art lesson drawing with shapes (circles). The kids were instructed to make circles by just cutting corners only. They were also instructed to make circles by using black tip marker and going around and around until they got a good circle. The circles were matted onto tag board and circular designs were place into the bigger circles made by the students. The way that Mr. Bragonier showed the students the steps to the art lesson were truly impressive. He would give the students the direction for the first portion of the lesson at the carpet area and have them go back to their seats and

I think this third lesson went pretty well. One of my students was absent, but I had another girl from a different group join mine for this last time. Although the subject was a bit dull, the girls paid attention throughout the whole lesson and both of them spoke during our discussions. They gave reasoning for their answers and followed along while I read the informational passage. I also feel that I made my lesson very clear, which helped the students understand the main concept better.

Initially, the students responded well to the lesson and were focused. I began the lesson by asking the students about the movie, Jurassic Park. The student become engaged immediately and I had to take a minute to refocus the class before continuing on the with the lesson. The movie was popular among the students and familiar. The dinosaurs in the movie were computer generated models, CG. I pointed out that the creation of CG characters was a marriage of math and science. Computer science creates the model; however, the animals need to appear the correct size which requires math. Scientist are not old men in lab coats toiling over a microscope, scientists are inventing new technologies, creating digital monsters, and changing the world. A few students struggled to refocus and were distracted, but were easily returned to task with personal attention. I was pleasantly surprised when a student I had previous struggled with focused on the task and engaged in this lesson. She completed the sample graph, and then asked for assistance completing her project graph.

➢ It should be meaningful and satisfying to the learner. Playing with clay would be meaningful and satisfying to children going to preprimary schools but it may not be so for adolescents.

While I can say that Sarah and my lesson was a success because our student’s were able to reach the set learning objectives, I know that we could have improved upon this lesson to better teach the class. While our explore portion of our lesson was a great way for our students to make the connection that matter does not have to be visible to exist, I feel as if we could have introduced he topic of matter better by “reviewing” what the students had previously learned in class. Apart from lacking a quality review session in the beginning of our lesson, I believe Sarah and I did a great job creating a lesson with a backwards design approach, and then executing the lesson, as all of our students now understand that matter exists everywhere and that it cannot disappear.