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Observation Task 4: Observing a teacher during a Science

Lesson

Objective

To observe Science teaching in action and begin to understand effective strategies


for Science teaching and learning in groups.

Procedure

You will need a copy of the Observation Table:

Before the Observation

Arrange to observe a lesson that focuses on Science and discuss the lesson
with the teacher beforehand so you can know the Objectives and the lesson
development.
Ask the teacher what strategies she will use to help her deliver the lesson.
Get an idea of the Inquiry/experiment the students will do.

Objective:
1. Know about the Amphilibians life.
2. Know about the fishs life.
3. Know about the reptiles.
4. Distinguish between the Amphilibians, fish and reptiles.

Strategies:
1. Discovery learning.
2. Learn with fun.
3. Explore and extend.

Inquiry/Experiment
1. Video.
2. Drawing photos ( about the animals).
3. Experiment about the cycle life of the Amphilibians. (Because they live in
the, both ocean and the land).

During the Observation


Complete the Table and make notes in the appropriate column on:

How the teacher introduces key terms and engage students.


Tell a story about three friends (Amphilibian, fish, and reptiles). Mention their

habitat and attitude. Using the objective.

The topic and how its introduced


After telling the story, the teacher discussed the topic with the students. And, she elicits
the information from the students. So, she will fill the missing gaps on students
knowledge.
How much of the lesson is teacher talking time.
The first ten minutes of the class was the teacher talking time. Whereas, the teacher let
the left time of the class for the students (work, discuss, and explore).
How much group work is used and if students are active participants
The teacher applied one long activity. This activity allows the students to work
individually or in groups (sport and scaffold each other).

What materials were used and their purpose


Video( to show the cycle life), papers and colors or crayon ( to draw the cycle life step
by step).
How much Arabic is used
The whole class.

Title of Science Lesson :

Amphilibians, Fishes and Reptiles.

Grade: Three/2
Objective(s):

1.
2.
3.
4.

Know about the Amphilibians life.


Know about the fishs life.
Know about the reptiles.
Distinguish between the Amphilibians, fish and reptiles.
Template For Task 4 Observing a Science Lesson

Activity

Interacti
on

Teacher

Student

Resources

Time
Showing
the
students
video
about the
Amphilibia
ns (frog as
an
example)
cycle life.

15
minutes.

Materials

Explain what
they should do.
Then give them
a clue about the
first step of
Amphilibians
life. First the
frog in the eggs,
then its become
a Tadpole.

Discuss and
draw the first
step (Egg Mass
and Tadpole).
Get the students
to use the new
vocabulary.

Video,
Papers, colors
or crayon.

Purpose / objective of
the activity
Discover and learn
the steps of the
frogs
life( Amphilibians).

Part one.

(Introduce the
vocabulary).
And, after they
draw the first
step, she tells
them about the
gills.

Step two of
the frogs
life.

10
minutes.

Ask what
happened next.
Then, give the
students the
new vocabulary.
And ask them to
draw.

Draw the second


step ( Tadpole
with legs).

Video,
Papers, colors
or crayon.

Discover and learn


the steps of the
frogs
life( Amphilibians).

The last
step of the
frogs life.

15
minutes.

Describing the
last step of the
frogs life, and
tell them about
the lungs. And
the difference
between the
young and adult
frog.

Give the
students the
chance to
discover and
realize the
difference
between the
young and adult
frog. Drawing
the frog and
write what
happened using

Video,
Papers, colors
or crayon.

Discover and learn


the steps of the
frogs
life( Amphilibians).

the new
vocabulary word.

After the Observation:

1. What was the objective of the lesson?


1.
2.
3.
4.

2.

Know about the Amphilibians life.


Know about the fishs life.
Know about the reptiles.
Distinguish between the Amphilibians, fish and reptiles.

Was the objective achieved?

No. Because, the teacher and the students spend long time on learning the cycle life
of frogs.
3.

How were key terms introduced and explained?


The teacher first starts the lesson with the story. To engage students and get
their attention. Then she gives the student instruction before showing them
the video. She models the activity using the PowerPoint slides. The activity
was about watching students the video related to frogs cycle life , and then
draw the steps of the frogs life.

4.

How did the teacher build the teaching/leaning? How


did the lesson progress?
Through applying the activity. Asking questions. Extract the information from
the students. Observe the students.
Did teacher do whole-class teaching or group work? Why?

In this activity the teacher applied the activity with the whole class. Because, its a
new lesson and the teacher should be with the students step by step and activate
the new vocabulary words.

5. Was there an inquiry/experiment? Describe the process.


The teacher doesnt apply experiment during the lesson. She relies on the
activities that explain the lesson and make all the students involve. And also,
she asks , observe, and evaluate the students during the activities.

6. Did students record the experiment?


No .

7. How much teaching was done in L1? Why do you think the teachers used L1?
The whole class. The teacher used L1 which is Arabic, because, the curriculum is
applied in Arabic.
8. What was the purpose of these?
The lesson was introduced in Arabic , because of the curriculum language.

9. Were there any other resources/materials used to deliver the lesson?


PowerPoint slides, Whiteboard, Video, crayon or colors, and papers.

10.Did teacher do whole-class teaching or group work?


Whole class teaching. When she introduces the frogs cycle life step by step. And,
thats helping the students to get and understand the idea.

11.When did she work with the whole class? Why?


All the activity. The teacher gives the students this kind of activity to explain and let
the students discover the steps . Also, she allows the students to use the new
vocabulary words.

12.How much of the lesson were the students using the book?
In this lesson the students only work on the activity, and it takes long time.

Reflect on students learning Science in English and the teacher teaching in


English.

In science the teacher uses L1 ( Arabic) to introduce or explain the


lesson. However, in the students book, the new vocabulary
words are written in both Arabic and English language. And thats
because to enhance students knowledge.