Observation
Instructional Lesson
Classroom: Science Classroom
Grade: 5
Curriculum Area: Science - Genetics
What I notice
Students share knowledge on
what they know about genetics
Teacher refers to the origin and
how to relates to the bible AKA
how everything started but
makes sure they understand that
this is not a biblical lesson nor
should they tell their parents that
Students talk about traits they
have similar to their families
teacher makes sure to make the
connection that you only receive
traits directly from your parents
Teacher displays video about
genetics
Students calls out in shock about
how humans are like moneys
Teacher reads facts about human
genetics for students
Teacher has students work on
online work related to the
science lesson
Students are staying on task and
completing the work that they
were assigned
Students are asking teacher
questions about how traits are
inherited things students who
are interested in because the
lesson sparked their curiosity
Reflection
My 4th grade students were not working on a science unit at this
time so I observed a 5th grade science lesson. This was an interesting
lesson, for the students and myself, which focused on genetics. The
Observer: Taylor McClellan
Date: 3/13/2017
Time: 12-12:45
Thoughts, Questions, Connections to
Methods Classes
Students are using text-to-self
and text-to-world
Teacher refers to nature-vs-
nurture
Teacher is very clear when
describing terms like
chromosome, genetics, and
genes
Students are engaged
Teacher is clear on directions for
what she expects out of her
students work
Teacher has students annotate so
they can use their notes as
refreshers instead of reading
passage again
Teacher provides an extensions
which is a worksheet in case
students finish their main work
early and are not just sitting
there
teacher started by asking the students about what they thought
genetics were and gave them constant positive feedback. She wanted
her students to be engaged and contribute to the conversation
whether their answers were correct or not. She then goes on to how
genetics goes so far back into time, like to the age of when the bible
begins. This shocked students and the teacher wanted to hear about
why it shocked them. The teacher made sure to correctly use the terms
genes, genetics, and chromosomes. She had them watch a video on
the basics for genetics. At the end of the video, she connects to the
percentage that humans are like monkeys. Students thought this was
absurd and the teacher wanted feedback as to why. She cared what
her students had to say. Students eventually went to work in their
workbook to complete the lesson. The teacher never had issues with
behavior management. Students knew what was expected and did
what they were expected to do. I think overall she did help students
interact with the new science concept. She had a small discussion, had
a video for students to watch, gave multiple fun facts about human
genetics compared to animals, and then finished it with a worksheet
from their workbook. She had students share their thoughts and then
would lead to a small discussion with them. She helped them deepen
their understanding by first testing what they already knew at the
beginning of class and then gave them more knowledge of the concept
to build onto. The students were engaged most of the lesson by
answering questions and sharing their thoughts throughout the lesson.
I dont think this was an inquiry lesson because students werent
asking questions, finding solutions to a task, following up on
something, etc. They were just sharing their thoughts and answering
questions that the teacher had asked. If I were to change this lesson, I
would follow up on the students responses from the beginning of
class. I would ask students whether they were right or wrong about
what they believed and clarify and misconceptions.