This lesson was taught on September 25, 2017. It was the introductory lesson for my SPAT Science unit about the sun, moon and stars. I chose this lesson for to reflect on because at first glance, it appears that it went fine, but when I consider my big picture goal for my first SPAT teaching day, I think I could have gotten better results had I arranged things differently. My science lesson time slot is split into two 30 minute segments. During the first time segment, I did the unit pre-assessment with the students. This video was taken during the second time slot, at the end of the day. Before I started teaching my SPAT lessons, I hadn’t really realized that I needed to plan as if this second time was actually 20 minutes, so the kids have
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The learning targets referred to becoming familiar with the concept of a textbook, considering what students already know about the sun, moon and stars and learning to think like a scientist. Then, referring back the third learning target I asked the students to think about what they know about scientists and what they thought scientists did. I had them think, pair share about this, Then pairs shared their ideas with the class. I felt like I learned a lot from the think pair share the students did. I heard about student’s parents who had science related jobs, I heard about why students saw scientists as mostly good and helpful and I heard about the dangers students felt that scientists face. Hearing about what they already know seemed to give me a sense of what students think when I say scientists. It seemed to help the students because it got all of them thinking about what they have seen or already associate with scientists and most of all gave the students an opportunity to hear and relate to each other’s understandings. The students also seemed to enjoy the …show more content…
I found some mini posters about what a student scientist thinks like and does. Next, I introduced each Scientist poster. They were about observing, asking questions and reflecting on discoveries. In my mind, the science things the students were saying (based off their think, pair, share) directly related to the posters. So, as I introduced them, I tried to relate the poster topics to individual things the students had said. It seemed worked for the students for the first three posters but by the time we got to the last three posters I felt like the engagement level of the students dropped. I think this might have been because the concepts on the posters got a little more abstract toward the later ones in the set. I wonder if the students might have a little difficulty interpreting the sentence or imagining themselves doing that it said. Then again, maybe we had just been talking too long and they needed a change of pace. In hindsight, it may have been better had I had the posters already posted, instead of taping and hanging them as I talked. If I had done that then I could have briefly introduced them by title, before the think pair share and then referred back to them during think pair share as students brought up experiences/topics that related, and only referred to them when/if they related. After we discussed the Think Like a Scientist posters I finished the
The learning targets referred to becoming familiar with the concept of a textbook, considering what students already know about the sun, moon and stars and learning to think like a scientist. Then, referring back the third learning target I asked the students to think about what they know about scientists and what they thought scientists did. I had them think, pair share about this, Then pairs shared their ideas with the class. I felt like I learned a lot from the think pair share the students did. I heard about student’s parents who had science related jobs, I heard about why students saw scientists as mostly good and helpful and I heard about the dangers students felt that scientists face. Hearing about what they already know seemed to give me a sense of what students think when I say scientists. It seemed to help the students because it got all of them thinking about what they have seen or already associate with scientists and most of all gave the students an opportunity to hear and relate to each other’s understandings. The students also seemed to enjoy the …show more content…
I found some mini posters about what a student scientist thinks like and does. Next, I introduced each Scientist poster. They were about observing, asking questions and reflecting on discoveries. In my mind, the science things the students were saying (based off their think, pair, share) directly related to the posters. So, as I introduced them, I tried to relate the poster topics to individual things the students had said. It seemed worked for the students for the first three posters but by the time we got to the last three posters I felt like the engagement level of the students dropped. I think this might have been because the concepts on the posters got a little more abstract toward the later ones in the set. I wonder if the students might have a little difficulty interpreting the sentence or imagining themselves doing that it said. Then again, maybe we had just been talking too long and they needed a change of pace. In hindsight, it may have been better had I had the posters already posted, instead of taping and hanging them as I talked. If I had done that then I could have briefly introduced them by title, before the think pair share and then referred back to them during think pair share as students brought up experiences/topics that related, and only referred to them when/if they related. After we discussed the Think Like a Scientist posters I finished the