Name:

Inquiry Based Science Lesson Topic:

Presentation Week:
Grade Level:

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.)

My lesson on electrical energy was intended for fourth graders. The next generation standards for this
lesson stated that students could make observations to provide evidence that sound, light, heat, and
electric currents can transfer energy from place to place. For the experiment, I had the students try to
conduct electricity by connecting a wire to a battery to the light bulb, which is possible through electric
currents. The second standard reinforced the idea of the experiment to test a device to convert energy
from one place to another. I personally think that the experiment would be hard for a fourth grader to
figure out, but I have never seen a science lesson in my fourth grade so I am not 100 percent sure. I
think my content was appropriate though. I clarified big words throughout my lesson so they could
understand the material.

Yes, I think my lesson fully demonstrated the topic because it had to deal with electricity and batteries.
My anticipatory set dealt with static electricity, which is one type of electricity. During my lesson I
talked about the two places we get our electricity and the two types of circuits. I also talked about
batteries and how they operate. During the students experiment, they had to know that the circuit had to
be closed in order for the light bulb to light up. The students also had to know how a battery transfers
energy.

Name:
Inquiry Based Science Lesson Topic:

Delivery

Do you deliver the

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

Presentation Week:
Grade Level:

I think I talked a little too fast during my lesson. I only had a half and hour to do my presentation and
had to give the students a good amount of time to figure out the experiment. When I was receiving
feedback from my professor and students they told me that I say gonna a few times. I really need to be
careful about using slang because students wont be able to understand what I am saying. It could have
gone a little smoother than it did, but that is something I can work on over time.

Name:
Inquiry Based Science Lesson Topic:
Content

Experiment

-Do you show a deep

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

Does your experiment

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

Presentation Week:
Grade Level:
I think I knew what I was talking about. I did not understand how batteries really worked until I did the
research for this lesson. During the lesson I knew exactly how they worked and how we get our
electricity.

The experiment that the students completed followed the 6E model. I was asking higher order thinking
questions throughout the lesson and experiment. I had them writing information down during the Prezi
and experiment as well. During the actual experiment, I did not tell them how to do it. I let them
explore and figure it out themselves. All I did was hand out the materials and told them the objective of
the experiment. At the end, I had students come up to the front of the class to show others how they got
the light bulb to light up. For the static electricity part of the experiment, I asked the students why the
balloons stuck to the wall or themselves. I had the students rub a balloon on their head and stick it
anywhere in the room.

Name:
Inquiry Based Science Lesson Topic:
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?

Presentation Week:
Grade Level:
My lesson engaged all types of learners. During the presentation, I had students writing on their
worksheet, watching a video about power plants. For the actual experiment, I had students do a handson activity by having them figure out how to make the light bulb light up. The other hands on activity I
had the students do were to make static electricity with the balloon and the wall or any object in the
room. The students loved the two hands on activities. They were getting very frustrated trying to figure
out the light bulb, but had a blast with it. By the feedback I was getting at the end of my lesson, I think
I could make the presentation a little more interesting and interactive for the students.

I really like getting feedback from my peers. My peers always have great points that I can work on for
next time. My peers were saying that I needed more interactive stuff during the Prezi. I would agree
with them on that point. Next time I should have had more questions on their paper or just some more
verbal questions throughout the Prezi. I would definitely still keep the two hands on activities because
young children would love doing those in the classroom. My professor stated that I said gonna a few
times. Next time I need to be mindful of that because students will not understand me when I say slang
words around them. After delivering this lesson, I think I am more comfortable doing a science
experiment in a classroom. I just have a few things to work on. When I got my topic of electrical
energy I was nervous about how the experiment part would work, but it turned out really well and I
loved it!

Name:
Inquiry Based Science Lesson Topic:

Presentation Week:
Grade Level: