Jean Hutcheson

March 28, 2016

IMB Science
Reflection: Science Observation
While observing for my IMB Clinicals in a first grade classroom at
Mallard Creek Elementary School, I observed a science lesson on rocks and
minerals. The lesson I observed was a review lesson that brought the class
unit on natural resources to an end. The primary standard addressed in this
lesson was: 1.E.2 - Understand the physical properties of Earth materials that make them
useful in different ways. The clarifying objectives were: 1.E.2.1 - Summarize the physical
properties of Earth materials, including rocks, minerals, soils and water that make them useful in
different ways and 1.E.2.2. - Compare the properties of soil samples from different places
relating their capacity to retain water, nourish and support the growth of certain plants.

The teacher began the lesson by completing a three-part chart that the
class had begun at the beginning of their natural resources unit. The three
parts of the chart were: Know, want to know, and learned. At the beginning
of the unit, the class had filled in what they know and what they want to
know about rocks and minerals. During the lesson that I observed, the
teacher opened up the lesson and activated prior knowledge by having the
class help her fill in the Learned section of the chart. Following this
discussion, the teacher engaged students with a series of review questions.
One of the primary topics the teacher addressed during this time was types
of soil. The entire class discussed three different types of soil and where they

are most likely to be found. Students determined that sandy soil is found at
the beach, topsoil is used to grow plants, and clay soil is found in the
mountains and is used to make pottery. Next, the teacher introduced a game
she called, Name That Soil. Students were asked to come up to the front of
the classroom, close their eyes, and put their hand into a bag containing one of the three
types of soil that theyd previously discussed. Students then had ten seconds to tell the class
which type of soil they had touched.
Following the game, the teacher went over rocks, minerals, and what it means if
something is a natural resource. The teacher then explained that natural resources can be split
into three categories: solids, liquids, and gas. To conclude the lesson, the teacher created a
chart and had the whole class help her place different natural resources under each of the three
categories. Under the solids category the class put rocks, under the liquids category the class
put water and lava, and under the gas category the class put air.