Name: Nicole DiVivo

Presentation Week: Week 13

Inquiry Based Science Lesson Topic:
Grade Level: 3

Reflection: Inquiry Based Science Lesson

Recording
After viewing the recording of your Inquiry Based science lesson presentation, evaluate your performance in the following sections.
Write a brief narrative in each of the comment boxes and then submit.
Category

Description

Developmentally
appropriate

-Does your Inquiry

Based Science Lesson
content align with the
CCSS for the
appropriate grade level?
-Is your Inquiry Based
Science lesson content
and experiment
developmentally
appropriate for grade
level stated?

Criteria

-Does your Inquiry

Based Science Lesson
fully demonstrate
connection to topic
taught?

Narrative (e.g. areas of strength, areas needing improvement, etc.)

Yes, our objectives for the lesson and the content of the lesson lined up nicely with the Common Core
standards for Science in grade 3. Our standards were:
1. Identify organisms that are dependent on one another in a given ecosystem. Define habitat and
explain how a change in habitat affects an organism.
The lesson content and inquiry based aspect of the lesson was developmentally appropriate for grade 3.
The blubber experiment was definitely useful for this age and the kids would absolutely love it. Any
hands on experiment that they can be fully engaged in is exciting for eight and nine-year-olds.

Yes, the science lesson fully demonstrates connection to animal life. We developed a PowerPoint
explaining the different classifications of animals with vertebrates and the habitats of these animals as
well. The experiment also connected to our topic by explaining the habitats of animals in cold climates
and how they keep warm.

Name: Nicole DiVivo

Presentation Week: Week 13
Inquiry Based Science Lesson Topic:
Grade Level: 3
Delivery

Do you deliver the

lesson clearly, at a good
rate, volume and speed?
Do you hear yourself
continually saying:
Um? Like? Gonna?
etc

I believe Ellie and I delivered the lesson clearly and at a good volume we both have loud and
articulate voices for most of the time. As for speed, I think I could have slowed down a little bit, but
Ellie always speaks at a good pace for young students. I heard myself saying, guys and um a few
times. I used to have a problem with saying like and gonna but I have stopped myself in recent
lessons.

Content

-Do you show a deep

understanding and
working knowledge of
the presentation topic or
is more
reading/research needed
on your part?

I do not think research or more reading is necessary for the animal life topic because Ellie and I
understood the topic well and had no problem constructing a lesson plan for it. After completing the
lesson, we also gained more knowledge from the topic. The PowerPoints were also extremely useful and
we learned more about the topic from the slides.

Experiment

Does your experiment

completely follow the
6E Model by allowing
students to Engage,
Explore, Explain,
Elaborate, and Evaluate
throughout the hands
on activity?

Yes, our formal lesson plan template includes all of the 6Es and we applied the 6E Model into the real
lesson. Our lesson included E-learning as well as games, fun activities for the students, and required
them to get up and move around the classroom.

Name: Nicole DiVivo

Presentation Week: Week 13
Inquiry Based Science Lesson Topic:
Grade Level: 3
Engagement

Self/Peer Review

-Does your Inquiry

Based Science Lesson
engage all types of
learners (i.e.
kinesthetic, auditory,
and visual learners?)
-Do your classmates
appear interested and
motivated in your
Inquiry Based Science
Lesson and its
materials?
Were your classmates
peer review
submissions similar to
how well you believed
you did when
presenting your Inquiry
based lesson and
experiment?
Was there something
that your classmates
pointed out, that you
did not know you were
doing, throughout the
lesson?
If delivering the lesson
again, what would you
do differently?
How will you grow
from this experiment?

Yes, the lesson engaged all types of learners. An example of a part of our lesson that was kinesthetic was
the Blubber experiment because it was very hands on and the students can understand how animals in
cold climates stay warm. An example of a part of our lesson that was visual was the activity when we
put pictures of different habitats around the classroom and had the students read key facts about the
habitat. An example of a part of our lesson that was auditory was our introductory video.

Yes all of our peers gave very positive feedback! I think that all of the aspects of our lesson they
covered were all true statements and involved good criticism. One thing they pointed out that I did not
realize was how the Cranium game could have been set up better. Sometimes certain activities in a
lesson are set up well in your head before you deliver them, and then they are not carried out as planned.
If I could give the lesson again, I would definitely re-do the Cranium game and make it a little more
organized. With games in a classroom, there needs to be clear and concise directions for the students,
otherwise it could get messy and unorganized. I will grow from the experiment and lesson because I
realized how much planning needs to go into delivering an experiment to a class of young learners.