Observation
In the beginning of the lesson, the students take out their science books and worksheets that they had been working on. The teacher plays a video for them on Brain Pop Jr. and the students take notes as they watch the video. The teacher stops the video and repeats the important information that they should be writing down. The video is about the parts of a plant which they have already been talking about in class. The students have a diagram of the plant parts that they had filled out the previous day. After the video is over, the students work with their groups to write down the different jobs of the plant parts. The students can use their books and notes to fill in their diagram of the plant. The teacher puts a picture of a plant on the board and calls on a student to come up and fill in the diagram with one of the function choices for that part. The students then decide what on the board will make a plant grow and the teacher groups those objects together. The teacher shows a PowerPoint on the parts of a plant and students are encouraged to copy down important notes as they go along. The students take turns reading what is on the board. The teacher asks students questions to assess their learning. They next work independently on a cut and paste activity that they did not finish the previous day. Some of the students had trouble trying to determine the functions of different parts of the plant even when they went over the notes and were able to use their books. The teacher puts another activity on the board for students to work on when they are done. The students are to compare and contrast different landscapes with plants. They draw one side that is healthy and abundant plants and the other side desolate with dead plants. The students then write a note to citizens about what has happened and why the plants either lived or died due to the environment. The students show the teacher their work and she checks to make sure they understand what they have learned and if they have provided enough information to be able to move on. The teacher walks around the classroom to make sure students understand and are on track. This lesson seemed to be more teacher guided than the students exploring the information on their own. This lesson should have been more exploration instead of the teacher giving students all of the information.
In the beginning of the lesson, the students take out their science books and worksheets that they had been working on. The teacher plays a video for them on Brain Pop Jr. and the students take notes as they watch the video. The teacher stops the video and repeats the important information that they should be writing down. The video is about the parts of a plant which they have already been talking about in class. The students have a diagram of the plant parts that they had filled out the previous day. After the video is over, the students work with their groups to write down the different jobs of the plant parts. The students can use their books and notes to fill in their diagram of the plant. The teacher puts a picture of a plant on the board and calls on a student to come up and fill in the diagram with one of the function choices for that part. The students then decide what on the board will make a plant grow and the teacher groups those objects together. The teacher shows a PowerPoint on the parts of a plant and students are encouraged to copy down important notes as they go along. The students take turns reading what is on the board. The teacher asks students questions to assess their learning. They next work independently on a cut and paste activity that they did not finish the previous day. Some of the students had trouble trying to determine the functions of different parts of the plant even when they went over the notes and were able to use their books. The teacher puts another activity on the board for students to work on when they are done. The students are to compare and contrast different landscapes with plants. They draw one side that is healthy and abundant plants and the other side desolate with dead plants. The students then write a note to citizens about what has happened and why the plants either lived or died due to the environment. The students show the teacher their work and she checks to make sure they understand what they have learned and if they have provided enough information to be able to move on. The teacher walks around the classroom to make sure students understand and are on track. This lesson seemed to be more teacher guided than the students exploring the information on their own. This lesson should have been more exploration instead of the teacher giving students all of the information.