I.

Observation 5:

Science

II. Grade:

Fourth Grade

III. Students:

9 girls, 10 boys

IV. Setting:

Classroom at St. Matthias School in Somerset, NJ

19 Students, ages 9-10, one teacher

V. Pre-Observation

To begin the lesson, the teacher put vocabulary words from the current chapter in the students

science textbook on the smart board. After the students finished copying down the vocabulary

words into their notebook, the teacher and students explained the project they had begun that

week to me. The section they were on was Electromagnetism and they were starting a circuit

board project. The students already had the wooden boards with ten holes drilled in them for the

project. Students had also begun stripping their wires for the project.

VI. Data:

For the circuit board project, students have a wooden board with ten holes drilled. The teacher

then explained that the students would make up questions in any one subject (math, history,

language arts, science, etc.). The question would be on one side of the board with the answer on
the other side. As a game, the questions and answers are mixed up to test their classmates. If their

classmate gets the question right, the answer they choose should make the light turn on. The

students were given a piece of paper where they could write down their questions and answers.

The students stripped the ends of 10 wires using pliers. Using the stripped wires, a small light

bulb, batteries, and metal fasteners, students would design their circuit board. The students

wound the metal ends of the wires around the metal fasteners tightly. This was difficult for many

students and was even difficult for Mrs. Pennington and I. Many students were becoming

frustrated, but Mrs. Pennington showed them how to use their pliers to wind the metal ends

around the clips. They then repeated the same steps for the rest of the holes. Students need to

make sure they are attaching the wires in the correct places. The questions must match the

answers on the back of the board. Students will also wire two copper wires with the D battery,

with one connecting to a metal clip. This connection would create a series circuit. The students

then test their classmates. If they answer correctly, the answer they put the wire on should make

the light turn on. An example made by a student is shown below. After the students tested their

circuit boards, the students visited other classes to show them what they create. They spoke to

first, second, and third graders and explained their project to them. This was not only fun for

students, but it also helped them better understand the project by having to explain it to someone.
VII. Analysis:

Based on my observations, I think the lesson worked well for the students. They all really

enjoyed working with their hands and being able to create something. Students worked quietly

and calmly while working on their circuit boards. There were little to no behavior issues during

this activity. The teacher was very pleased and seemed surprised that some students were

finishing quickly and had completed the circuit board correctly. When some students worked

slowly or did something incorrectly, the teacher would become frustrated or make comments at

that student. She makes comments as if doubting their abilities. For example, she would

sarcastically ask students Where are your brains? when they did something incorrectly. Despite

the teachers attitude, the students enjoyed the project. In the article Taking Science to School:

Learning and Teaching Science in Grades K-8 written by the National Research Council, they
write Just like scientists, students ask questions, talk and write about problems, argue, build

models, design and conduct investigations, and come to more nuanced and empirically valid

understandings of natural phenomena (National Research Council, 2007, pg. 264). According to

the National Research Council, students are able to understand science concepts through

experimentation and hands on learning. The students in this class were very engaged and excited

to learn about electricity because of this project. The lesson was very interactive and the students

worked well individually.

VIII. Recommendations:

Though the students were engaged in the project, the teacher constantly spread negativity

throughout the lesson. The teacher made comments toward the students, either questioning their

abilities or making negative comments about their circuit boards. The National Research Council

says To do meaningful scientific work in classrooms, they require strategic supports, input, and

guidance from teachers and curriculum materials (National Research Council, 2007, pg. 264).

Students at any age need the support and encouragement from their teacher succeed. I heard

very few positive comments or words of encouragement. Students need to be acknowledged for

their hard work in order to learn. Mike Anderson talks about the importance of teacher support in

his book The Leap into 4th Grade. Educational Leadership and says Students need

reinforcement when they're doing something well ("James, I saw you pass the scissors carefully

to Tamika, just the way we practiced it"); frequent reminders ("OK everyone, before we start our

math projects, let's remember how to pass the scissors carefully"); and repeated chances to

review and practice(Anderson, 2011, pg. 33). Instead of finding the good in every student, the

teacher mostly focuses on negativity and mistakes made. The teacher should be encouraging

students and their achievements. When students struggle, the teacher should be finding ways to
guide and do what is best for the students. The teacher should be practicing and modeling good

behavior with students. Instead of barking orders at students and using sarcasm, the teacher

should direct and practice good behavior with students.

IX. Post- Observation:

I really enjoyed working on this project with the students and seeing them excited to create

something. Throughout the lesson, I made sure to walk around and compliment students circuit

boards. A simple compliment can boost a students confidence and enthusiasm for learning. I was

surprised and disappointed to hear very few kind and reinforcing words to students from the

teacher. I believe that every teacher should see and acknowledge the strengths and abilities of

students in order to help them thrive.

X. Citations:

Anderson, M. (2011). The Leap into 4th Grade. Educational Leadership, 68(7), 32-36.

National Research Council. (2007). Taking Science to School: Learning and Teaching Science in

Grades K-8, Retrieved from https://www.nap.edu/read/11625/chapter/11

Date Completed: Spring 2017
Date Submitted: Spring 2017
Title of Artifact: Observation Five: Science
Standard: Standard Five Application of Content The teacher understands how to connect
concepts and use differing perspectives to engage learners in critical thinking, creativity, and
collaborative problem solving related to authentic local and global issues.

I am placing my artifact, Observation Five: Science, under Standard Five: Application of Content
as evidence of continued mastery towards engaging students in meaningful learning. In the
analysis of my observation, I talked about how engaged and focused students were while
creating their circuit boards. The teacher used a variety of concepts from the lesson and applied
them to the project. I recommended that the teacher provide more support for students and allow
for more experimentation. This is evidence of my understanding of how to engage students in
creative thinking and learning.