CLASSROOM COMPOSITE
For
this assignment, I had the pleasure of observing Ms. Crampton, a first year 6th
grade science/social studies teacher at Pinon Mesa Middle School. Her class is
made up of 34 students. 8 special needs students, 3 ELL students, and 1 student
who is currently going through an adoption process. Before the observation, I
was able to sit down with Ms. Crampton to discuss the goals for this class
period, and the student’s current knowledge of the subject. The students had
previously been studying cells, and different components of the cells. Prior to
this class period, students had taken notes highlighting key terms and
vocabulary, and learning about the parts of the microscope and how to use it. Students
had a basic understanding of a cell and it’s function, and this lesson would
expand their knowledge. This strategy would connect the student’s prior learned
knowledge of cells to new information, and create a well-rounded understanding
of cells and their functions.
LESSON STRUCTURE
(ENGAGEMENT)
When class started, students came in to a
song playing on the projector, which explained the parts and functions of a
cell. This would be considered a whole group activity. This was engaging for
students, and they thoroughly enjoyed the song. Then, students used Chromebooks
to explore pictures of cells, clicking on the parts of cells to learn more
information. Students were given the option to work in pairs, small groups, or
independently. Again, students were engaged, and were excited to learn more
about the cell. The last half of class, students went to the science lab, and
used microscope to looks at various slides of cells. For this activity, students were split into
groups of four, and worked cohesively to study slides of animal/plant cells. Ms. Crampton reminded students of acceptable
behavior while in the lab, to ensure a positive, safe learning environment.
While in the lab, Ms. Crampton asked students multiple higher order questions,
such as, “why is this function important for the cell?, what would happen if
this part was absent?, what type of cell is this, and how do you know?” etc.
MONITORING STUDENT LEARNING
(CLASSROOM MANAGEMENT)
Each part of the lesson flowed nicely,
transitions into the next components were smooth, and Ms. Crampton maintained
great classroom management. She used the “5… 4… 3… 2… 1…” method of gaining
volume control while students were working, and redirected students who were
loosing focus on the task at hand. In the last 10 minutes of class, students
were prompted to answer questions on Kahoot, which served as the exit ticket of
the day. Students were asked what new information they learned about cells, how
can you classify an animal/plant cell, etc. Ms. Crampton circulated throughout
the room continuously, monitoring student use on the Chromebooks, redirecting
as necessary. She also answered any and all questions students had, referring
back to notes and prior knowledge, and having students think out the answers to
their own questions, scaffolding when needed.
CONNECTION TO NEW WAYS OF
TEACHING
Ms. Crampton’s lesson plan
incorporated many elements of Hutner and Sampon’s article, “New Ways of
Teaching and Observing Science Class.” First, before introducing new content,
Ms. Crampton played a song with video about cells. This corresponds with #3, in
that students engage in an activity, before diving in to new content. The song
offered as a refresher of previous knowledge, and eased in to the next steps of
the lesson (ABC approach). Next, students participated in the practice of
science. Students performed an investigation of plant/animal cells, and
analyzed their findings. This gave students the ability to think critically and
creatively about cells, and develop knowledge they didn’t previously have. Lastly,
Ms. Crampton’s lesson gave students ‘a need to learn’. Students were asked how
can we know the difference between a plant and animal cell, and why is it
important to know the difference. This was a driving question that students
were challenged to find the answer for.
CONCLUSION
Overall,
this was a successful science lesson observation. I have learned how to
incorporate the 5 E’s into a lesson, and make learning fun for students. I am
also more confident in knowing how to prepare a lesson in the future. This was
a fun and exciting lesson to observe, and I could tell the students enjoyed the
lesson as well.
Hutner,
T. & Sampson, V. New Ways of Teaching and Observing Science Class. May
2015.
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