Reflection: Lesson Plan 3 (Science)

Section 1: Whole Class and Instructional Decisions I chose to start the lesson by building off of what they students had done the day before in class by asking them questions to get them to recall and share their experience dissecting a pumpkin with Mrs. Davis. The students were very excited to share what they had done the day before. I chose to use a video to show the life cycle of a pumpkin because the students enjoy watching videos on YouTube. The video used real-life pictures so apart from actually growing and observing a pumpkin I thought this was the best way to show the life cycle. The students still have a little difficulty working independently so I made sure that I was available to them while they worked, especially the lower students. I also altered the way I assessed students if I needed to. One of the lower students does better if I verbally assess him and ask him questions using pictures so I assessed him that way. The students that finished early went back and added words to their life cycle of a pumpkin cards. I pulled examples of the life cycle cards up on the SMART board that had the words written beneath them for students that had trouble spelling the words themselves since I wasnt able to individually help all students. Not as many students met the objective as in previous lessons, and I think it was due to the content being more challenging. Overall the class was engaged in the lesson and participated well. If I were to teach this lesson again I would teach the sequence in simpler way in order to promote greater student understanding and help more students meet the objective. For example I would teach seed, sprout, flower, and pumpkin rather than teaching vine and green pumpkin also. Teaching six parts of the life cycle was a little too much for some of the students. It also may have been helpful for me to teaching the life cycle using a song and motions because the students enjoy moving and singing songs. Section 2: Analysis of Three Students Below Average Learner For the pre-assessment Israel said that pumpkins come from outside, that they are made in the ground, and the way that they grow is bigger. His basic understanding of how pumpkins grow was good before the lesson started. In the previous lesson he was able to complete the post-assessment with help from me and through conversation, but this time he had trouble even with help from me. He was able to recall that the seed came first and then I questioned him to see if he knew what would come next. The only one that he was able to get with my help was the sprout after the seed. I continued to try to guide him but he wasnt able to sequence the rest. I think that using six sequence cards was a little too much for some of the students, and I believe that is one reason that Israel had a trouble with the post-assessment. His difficulty with the lesson may also be

because he was introduced to new vocabulary which may have been a challenge. If I were to do this lesson again I would use a simpler sequence. Since Israel has difficulty writing I added the words on his cards so that he could trace them. Average Learner Prior to the lesson Sam told me that pumpkins come from God, they are made in a garden, and seeds, water, and sun are necessary for them to grow. Sam was able to sequence all six of the life cycle cards. I didnt have to offer Sam any help. He also had time to go on and color and write the words on the cards. Sam seemed to have a good understanding of the life cycle of a pumpkin after this lesson. I think that Sam did so well during this lesson because he stayed on task and he paid attention well which allowed him to recall the information. Above Average Learner When I questioned Caitlin about where pumpkins come from Caitlin said a pumpkin patch, and she told me that they grow on a vine. At the end of the lesson Caitlin was able to sequence all six of the life cycle cards, and she was also able to label all of the cards with the correct words. Caitlin is very efficient with her work, and she also is a great speller! She didnt seem to have any problem writing the words to label the cards. I think her ability to write and recall well allowed her to do so well during this lesson. Section 3: Reflection In order to engage the students I started off the lesson by having them recall an exciting experience they had dissecting a pumpkin the day before. I also showed them the seeds that came from the pumpkin they dissected. I also sprouted bean seeds and allowed the students to hold the bean sprouts which they found very exciting. The video kept their attention because the pictures were very good and it was wasnt too long. It was just long enough to show the life cycle. I utilized whole group instruction and the students worked individually. The students sit at tables together so when they are working alone they are still communicating with people at their table which is good practice for small group interaction. The dissection of the pumpkin the day before was the demonstration that I had wanted to do with my lesson but would not have had time to do, so it worked out well that Mrs. Davis was able to complete this part of the lesson the day before. By beginning the lesson with reviewing what the students did the day before they had a good foundation for this lesson. The students had the opportunity to turn and talk to express their thoughts on how a seed becomes a pumpkin before we discussed it as a class. After allowing them to reflect on the idea I showed them the life cycle of a

pumpkin through a video which allowed them to see the process. Afterwards we talked through pictures on a PowerPoint, and I allowed the kids to share what they thought would come next based on the video we had watched. After this short review the students worked individually to sequence life cycle of a pumpkin cards. I made sure to build off of prior knowledge and experiences the students had, and then I used scaffolding to allow them to gain independence in remembering the life cycle. I used a variety of materials for this lesson. I used natural objects such as seeds and bean sprouts in this lesson, and I also used a YouTube video on the Smart board. These materials allowed the students understanding of the life cycle to be expanded. The students were actively involved in this lesson. After the whole-group instruction the students worked at their tables sequencing, coloring, and writing. Students also had the opportunity to hold and feel the bean sprouts. I found the video and PowerPoint to be very effective, but the independent activity seemed to be a little difficult for some of the students. The problem was more so related to the intensity of the content than the materials. It was also difficult to get around to all of the students to check their sequencing so it wouldve been more effective to have them actually glue down their cards in the correct sequence so I could take them up and look at them later. This content is easily related to the lives of the students especially at this time of year because the students may be visiting pumpkin patches, carving pumpkins with their families, or eating food made from pumpkins. The actual instruction portion of the lesson lasted about twelve minutes, but it took longer for the students to work individually than I expected because they got into writing the words on their cards when I had intended for just students who finished early to complete that part. The students were really engaged and wanted to finish what they were working on. Analysis of Assessments A) Pre-Assessment: After completing the pre-assessment I was able to see that most of the students had a basic understanding of pumpkins and how they grow. Eleven students mentioned that seeds had something to do with the process of growing pumpkins. Common answers included that pumpkins come from pumpkin patches and that you have to put the seeds in the ground. This assessment tested what individual students knew and allowed me to see a few misconceptions about pumpkins as several students mentioned that pumpkins come from a store or a tree. The assessment led me to know what to teach in order to help students correct their misconceptions. B) During Assessment: As we watched the video and went through the PowerPoint pictures the class participated well in the discussion of the life cycle. They were able to answer the questions that I asked about what comes next in the life cycle of a pumpkin.

C) Post-Assessment: During the post-assessment I was able to observe seventeen of the twenty-six students and the way that they sequenced their cards. Eight students were able to complete the post-assessment without any help. Nine students were able to sequence at least four of the six cards with little or no help. A few students switched the sprout and the vine and also the green pumpkin and the orange pumpkin. If I were to do this lesson again I would do less parts of the life cycle and stick to four major parts such as the seed, sprout, flower, and pumpkin. I think that 6 parts was too much for most of the kids to remember. The cards were also slightly tricky because the orange pumpkin was only slightly bigger than the green pumpkin. I started observing their sequencing before they colored and in order to better see if the students understood that the green pumpkin comes before the orange pumpkin I couldve waited and then regardless of the right size just based the assessment on whether or not they put the green pumpkin first. It may have also been more effective if I wouldve had the students glue down their cards on a piece of paper so that I could ensure that I got to check all of the students work. It was difficult to get around and see all the students work before they rearranged their cards as they worked on coloring and writing the words.