Reflection On Insect Body Parts

What were the objectives of this lesson? How well do you think your students understood the overall purpose and relevance of the lesson? (APS 4.A–C)

Drawing on photo sources from the internet and identifying the physical traits of the butterfly, the teacher can achieve one of two objectives. Firstly, the students could use current knowledge “action schema”, appearing when presented with this new information (Francis, D., 2005, p. 257), and compare it to their own current knowledge of insect species, assimilation, or a new schema could be built in students of the species of the butterfly, accommodation. In doing this, the students increase their knowledge of species of insect. When the students leave the classroom to find physical specimens of the butterfly, they further cement their changed or new schemas.

I did my observations in a first grade classroom at R. L Brown Elementary school. My supervising teacher had strict guidelines about the lesson that she was allowing me to teach. Because I was doing my observation so close to the end of the year, I could only teach during the science block. She allowed my to choose between two standards. The standard I choose was LAFS.1.RI.3.9 Id( Identify basic similarities in and differences between two texts on the same).I spent a lot of time doing my lesson plan called the and different, and I tried to plan for everything possible. To be honest my lesson went okay. It was the little things that caused the most problems. I learned that actual teaching is a complex profession. There are always a million

Writing the teaching objectives and the learning outcomes, what the pupils will be able to do at the end of the lesson.

A two-part study was recently done to show what natural habitat a Pill bug, Armadillidium vulgare, naturally prefers: wet or dry environments along with a light or dark environment. It was hypothesized that a Pill bug would prefer and wet and dark environment based on its natural habitat of soil. For the wet and dry experiment, a coffee filter and soil were placed in each chamber of a double petri dish with one being dampened before being placed in. For the light and dry experiment a light was hung above one chamber of another double-chambered petri dish while the other chamber was covered with aluminum foil, after placing soil in both chambers. An equal number of Pill bugs was placed in each chamber and a study was taken for

Pre-assessment: Ask students to tell you what they know about the life cycle of butterflies. After brainstorming, categorize the different ideas by the students. Highlight the main categories and ideas that emerged during the

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

e. Assessment: Describe how you will assess student learning of the lesson objective based on the age/grade/ and needs documented.

Science is something that is not too much a part of the curriculum for this preschool classroom. I happened to be observing while they are watching caterpillars turn into butterflies. The first thing the teachers do is to explain the life cycle of a caterpillar turning into a butterfly, and then they read the book The Hungry Caterpillar. This book has vivid illustrations and really breaks down the life cycle of a butterfly. Students are asked questions and as questions along the way to ensure they understand the text and to clarify anything that they do not understand. Once the book is over, students are asked if they have any questions. Some do, but the main question was “Can we see the caterpillars now!”

Overall, I agree with the lesson objective but modified it to make it fit my lesson. I also thought that the opening question was a good way to start a discussion of what the Homestead Act is and why settlers moved west. I think this question really gets students thinking and is a great segway to the powerpoint lecture. After the class discussion the lesson plan went right into the the powerpoint lecture. I think this is a great next step but the powerpoint was very dry and boring. There is no way a class of 4th graders could sit for 20 minutes listening to the provided powerpoint. The worksheet packet is a great idea but it did not follow along with the powerpoint and at points is confusing. I believe if a teacher is going to provide a worksheet packet

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

As we met and tried to discussed our up and coming group presentation, we tried to figure what we were going to do. As we tried to figure out a solution to our problem we begin to think. We went over a number of questions in our heads. Such as, what will align with North Carolina Essential Standards for 6-8 grade science, BIO 2302 course outline and PEA Mission? Then I thought to myself, what would I want to do for an engaging activity if I were in a 6th, 7th, or 8th grade science class. Each meeting we started to ask each other important questions. Do we want talk about ecosystems, rocks, life science, etc? Will that be engaging enough for the students? Should we do something dealing with building things?

Since I was unable to help the children with their understanding of the new concept, I spent extra time going over it with them again. The students began to connect previous knowledge to the new concept using descriptive words, sensory words and emotions. As they worked in groups, they were able to think up different points of view for different characters. They played with creativity while giving human characteristic to objects. Students showed a good understanding of the material. One group in my first class gave me a great idea. As they stood up to share the point of view of a specific object, they did not tell us what object they had until the end of their writing. This made the class guess what the object was. I noticed all the students attention became more focused on what they were saying as their brains were churning. Since this was such a fun experience, I decided to continue it with my next couple classes. I was pleased with the outcome of the second lesson and how much the class not only learned from this lesson, but also how much fun they had doing

I think everything goes in a perfect way as it’s the first time for us to teach students. However, the time was very short but we controlled every thing and we start and end on time, rather than that the students were very exiting and interesting to know about the life cycke of the frog, and they did the activities and participate and some of them were asking questions about the frog, for example, where the frog live?. In addition, they were engage wich ,eans that they understand the lesson.

For this assignment, I had the pleasure of working with the same student I worked with for the first assignment. My student is in second grade and I well be referring to her as J.R. While working with J.R., I assessed her using four different assessments and I really got to understand her as a learner. This assignment was different from the first assignment because I was able to dig deeper into her literacy knowledge and I was able to identify many of her strengths and areas of need. I feel like I understand J.R. a lot better because I now know about her personally and educationally.