Lesson Teaching Reflective Summary

Teacher Candidate for Science Endorsement: Alana Davis

Instructor: Terri George & Marlee Tierce
School: Mableton Elementary School

Grade: 5th

Lesson Topic: Earthquake Choice Board Formative Assessment

Write a brief summary or blog of your experiences teaching this lesson,
addressing the following questions:

What went well? What did not go well? (Cite specific examples)

How well were the lessons student performance objectives

attained?

Did classroom activity center on science understanding, inquiry,

and sense-making by all students?

Did your scientific content knowledge enable you to support

students construction of knowledge and understanding of
important scientific concepts and processes?

When you have the opportunity to re-teach this lesson, what will
you do differently (strategies, teaching tools, assessments, etc.)
to improve student learning for all students?

For this lab station activity students were split up into small
groups to complete 3 different earthquake lab stations. The first
station worked really well as students used cookies to simulate the
different types of boundaries. This was of course the most popular
station, and because I had the directions inside their mini-lab
notebooks and materials were already set aside for students in baggies
it went mostly smoothly. The Shake It Up station was fine, but I did
notice that students tended to get finished quickly. The last station
was earthquake informational reading comprehension and students did
a pretty good job with that. This lab took 3 days to get through
because we would break out after our mini-lesson to complete
learning.
The student performance objectives were attained and I was able
to see exactly how well they did on each lab station by observing them
and checking their mini-lab notebooks.
The lab stations were centered on inquiry about earthquakes and
how they act as a destructive and constructive process on Earth. The
students developed science understanding by completing hands-on lab
stations to understand surface features caused by earthquakes.
My science content knowledge allowed me to support students
as they asked questions about what they were constructing in the Food
Faults lab station and during the Shake It Up lab station. Since I had

recently just completed the Earth Science content class before I taught
this unit, I was confident that my support and teaching would help
students to construct the appropriate knowledge about earthquakes as
both a constructive and destructive force.
When I re-teach this lesson, I will use the same stations because
they worked really well and the students enjoyed the hands-on
activities involved. The informational article I used pertained to an
earthquake that had just happened, so I will more than likely find a
more recent earthquake article to use.