Classroom Observation Report

1. The only change in the classroom was all of the children special notes from their parents, "My child is Special because" The teacher posted them on all them were posted on the door.

I elicited and built upon student’s response to promote thinking and develop understanding of science concepts through questioning to get student think critically about what they did at each station and how it fit together what we see happen outside the classroom. it can be seen in the video clip 2 lesson 4 minute , it can been seen in the video that students are actively engaged in answering questions and are willing to give their insight into situation. In video clip 1 The students watch a video about the chemistry of carbon. and while the students watched the video there were a list of the question that each students need to answer it, and one of these questions was asking about “what the protein are made off “This provided students

science -inquiry concepts. In the video clip from lesson 4,minute Students will work together to form hypothesis, observe ,follow procedure ,collect and analyze data, write a conclusion. This lab has four stations, with each stations student were dealing with situation involving phenomenon that they see outside of the classroom, likely on daily basis. so, with each station the Students can be seen using data and their observations as evidence to explain why they were seeing this real-world phenomenon. then students need to answer the lab analysis questions that also connect them with real world. video 2. Furthermore, to help students construct their explanations, I asked questions that push students to make connections to the real world. For example, in video 2, minute , I ask students why organic compounds dose not conduct electricity ? and how about if we try using water and salt ?

The WebQuery, the 5E lesson plan, and the field trip guide, are examples of through which students engage in investigations that enhance learning and that helps them meet the NGSS. These artifacts also indicate my ability to develop lesson plans that promote the learning of science; that align content to the NGSS; that demonstrate the use of assessment to ensure that the students are meeting the standards; and that showcase the use of literature to support grouping strategies and lesson rationale

When reading the first and second language acquisition charts and deciding their functions in an ELL classroom, correspondingly, I would begin by determining what stage or stages each of my students are in. Upon obtaining their language level, I will then proceed to use instructional strategies to increase their language skills in the most efficient way possible. Per the charts, there is a critical age at which language is learned. By using these charts, I will be able to determine the most appropriate stage in which to begin the teachings.

For this course we received a hands-on opportunity to view science in an outdoors setting at Nixon County Park. I attended a training session to learn more about the practices and procedures of nature education and assisted two grade levels of children that visited the park. I helped first graders on a nature walk and fourth graders on an indoor lesson about animals. Both were unique experiences that helped me learn to become a better teacher of science.

This way I can be a source of knowledge rather than a teacher who fills the students head with knowledge. This technique should also be able to direct students’ enquiries as well as allow them to ask their own questions and follow what directions their enquiries about Science might take them. My next key learning element would be the value of group work and the peer collaboration between students to enable better understanding about the topic being investigated or the experiment being conducted. My other key learning experience that was gained from this lesson was the determination of what prior learning had the students done on a particular subject so that their constructs can be added to or modified to achieve better scientific results. My thoughts are that, even more careful planning has to go into a design and make (discovery learning) lesson than into a mere investigation through books and the internet. These tasks increase student motivation and the willingness to accept Science as practical, necessary and important in today’s modern

Zangori and Forbes (2014) conducted a study “to (a) examine third-grade students’ formulation of explanations about seed structure and function within the context of a commercially published science unit and (b) examine their teachers’ ideas about and instructional practices to support students’ formulation of scientific explanations” (p. 614). For their study, they addressed two research questions that were: (1) How do third-grade students formulate written scientific explanations about seed structure and function? and (2) In what ways and why do third-grade teachers provide instructional support for students’ formulation of scientific explanations about seed structure and function? The researchers examined both teachers and students in three third-grade classrooms during a unit on plant growth and development. They used qualitative and quantitative methods in order to analyze students’ written work and video-recorded observations of teachers to see if they supported their students while they formulated scientific explanations.

Seamless Assessment Chapter 3 applies to life science and how students investigate to build foundation. Mrs. Schwartz a first grade teacher engages her students to conduct an investigation to find out the differences between seeds and eggs. As part of the assessment strategies the students had to engage, explore, explain, and elaborate/evaluate. As part of the engage stage, students had to place objects into two different circle labeled “seeds” and “not seeds”. The different objects included candy, seeds, and beads. If the students were not sure they left it to the side. Mrs. Schwartz at the end of the activity had a scientist meeting. For young students I think it is imperative for them to be able to discuss their findings and thoughts. It

Recognize and respond to student diversity and encourage all students to participate fully in science learning.

At the end of the lesson Students are going to be able to describe where they live using the verb "vivir" and "tener" in Spanish. During unit two, they been using the these verbs and in the beginning of the lesson they answer the "Do NOw" activity where I asked then: ?Donde tu vives? They answer the question in Spanish and used the verb in the correct tense. After that, they answer a listening question where they had to identify the part of the house using the vocabulary proposed at the beginning of the lesson. Finally, they started a project where they had to create a Floor plan and describe their ideal house. For this activity, they have to use the verb "tener" in present tense. The completion of these activities ensures the acquisition of the new vocabulary and the verbs tense. It is important to mention, that this lesson will continue next week because students need more time to complete their DOL activity.

The earth is a web of complex interdependent relationships in ecosystems. For example, in order for plants to survive, they rely heavily on other parts of their environment for their energy and food sources. They also rely on the wind, water, and animals to help disperse their seeds so that they can grow in many different areas. All of this occurs in the ecosystems and habitats that are here on earth. Within each habitat, there is a great diversity of the species of plants and animals that live there. At a young age, children become curious about how all of these things occur. The Next Generation Science Standards have compiled this information into three performance expectations for second graders. The first expectation, 2-LS2-1, is that they must “Plan and conduct an investigation to determine if plants need sunlight and water to grow” (NGSS). The second is 2-LS2-2 which states that students must “Develop a simple model that mimics the function of an animal in dispersing seeds or pollinating plants” (NGSS). And the final one is 2-LS4-1, which states that students must “Make observations of plants and animals to compare the diversity of life in different habitats” (NGSS). Educators of these students must familiarize themselves with the performance expectations and all of the concepts that go

Conducting classroom observations are very important to the prospective teacher. Observing helps show how experienced teachers manage their classroom. For this observation it was important to notice how the classroom was arranged, how the teacher interacted with the students, the teacher’s management style, and interview the teacher.

In Science, teachers serve as the facilitator of learning, guiding them through the inquiry process. Teachers must ask open-ended questions, allow time for the students to answer, avoid telling students what

The following data was gathered while fulfilling duties as a principal intern at Theresa Bunker Elementary School. The data was observed during five to seven minutes of classroom observation as part of a walk-through in the spring of the current school year. My cooperating supervisor for my internship was able to go on these walk-throughs with me in order to have a productive reflection meeting afterwards. This elementary school has two of each grade level from Kindergarten to sixth grade. Since it was more feasible in this small school setting, I actually was able to do a walkthrough in eight classes. Here I will report my observations from five of those walk-throughs. As I went in to each room I was looking for four