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Instructor: _____________________________________________________________
Write a brief summary of your experiences teaching this lesson, addressing the
following questions:
I had my second observation on the 29th of March. The lesson was on
physical change using M&M; my students were tasked with an investigation.
Students will experience all five elements of inquiry as they ask questions
about M&M’s in water, design and conduct experiments to answer these
questions, and develop explanations based on their observations. Once
students observe what happens when an M&M is placed in a plate of room-
temperature water, they will have enough background to consider variables
that affect dissolving such as the color of the M&M’s, the number of
M&M’s, the temperature of the water, and the concentration of the
solution in which the M&M’s are placed. Students will then formulate
questions and design experiments to investigate the effect of these
variables on the way M&M’s dissolve.
What went well? What did not go well? (Cite specific examples)
Many parts of the activity went well. For example, students were able to
use their selected materials from the day before to symbolize the various
parts of the cells. However, I had those students who felt like they needed
more, which wasted a lot of time looking and walking around in search of
more supplies. As a result of this exercise, next time I will not offer the
option of getting any extra supplies. Most students were able use their
notes to label the correct cell parts. As a benchmark or starting point, the
students used their circular material for their nucleus. On the other hand, I
also had a few students who chose any supporting details. They chose not
to take advantage of using their notes for help. At the beginning, I asked the
students to a draw preliminary model before they had to construct the
actual model. By drawing, the students were enabled to help them in the
construction of the models and to alert them of what material to use for
each part of the cell.
Most of the students were able perform the objective; especially the
students whose tasked was to decipher the animal cell. It seemed like the
group who worked with the animal cell model finish their model quicker
than the kids that were tasked with plant cells. All of the students prepared
their models earlier that week by cutting out the circular and rectangle
cupboard. The earlier preps made the task a little easier to get the lesson
moving along quickly.
When you have the opportunity to re-teach this lesson, what will you do
differently (strategies, teaching tools, assessments, etc.) to improve student
learning for all students?
In the future, when I re-teach this lesson, I will use most of the same
strategies I used during this lesson. I will also assure that ever child is clear
on the direction and have the materials readily available.