11.

Reflection
Lesson Reflection (Completed after EVERY lesson taught)
Remember to use support from the academic literature
Lesson Life process Student Maryam Alblooshi
unit/page teacher
MST Mister, Brian O’Neil School RAK Academy (PYP)

Class Grade 5 Date 7-10-2018

Overall aim and context of the lesson:

- Students will be able to identify the living and nonliving things.

- Students will be able to differentiate between the three life processes (growth, movement,
reproduction).

Select (S):
Identify a lesson and what standards are you addressing

Describe (D):
The lesson is for students to have better knowledge about the life processes. The lesson relay take
place because students were able to demonstrate each process and they were able to connect what
I thought them to real life by writing a story about them self. I’m trying to achieve how learners
can differentiate between the life processes (growth, movement, reproduction). Students first did
a classification activity about living and nonliving things so they have opportunity to active their
prior knowledge. Second, some learners got a story to read while others got a picture to observe it
and from that they demonstrate their learning. Third, students got a worksheet that match their
level of understanding about the life process and in back of the paper they should write a story
about them self’s and from that they extend their understanding. Finally, students receive small
paper to write a self-reflection about what they learned toady. Overall, students were interacting
very positively and they enjoy the activities.
Analyze (A):
Learners responses the way that I’m expected from them and from that I noticed that they gain
the concept very well. Students were able to answer my questions which they were moving from
simple thinking order to the high thinking order. In the beginning of the lesson I active student’s
prior knowledge by doing a classification activity. Also, I asked students a lot of questions and
these questions help me to identify which learners are straggling with the topic, so they need
more focus during the lesson. I engage students in many ways by using multiple intelligence (that
some learners have pictures about the story while others are having a written story) and I make
balance in the activities because I make leveling activities. As a result, a provide scaffolding at
that moment which connected to students ZPD.

Appraise (A):
Students have great experience because they enjoy the activities and when we reached to the
assessment part they were saying no we want to learn more. According to the assessment I
determined that students achieved the learning objectives and that meet my lesson goals.

Transform (T):
For further implementation, I think it will be better to bring a real animal in the class such as a rabbit or a
turtle so students can see exactly what happen to living things. For my next lesson, I will try to use
manipulative during the lesson to let students be able to connect what they learn to real life.