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Description
Developmentally
appropriate
Criteria
Yes, the science lesson fully demonstrates connection to animal life. We developed a PowerPoint
explaining the different classifications of animals with vertebrates and the habitats of these animals as
well. The experiment also connected to our topic by explaining the habitats of animals in cold climates
and how they keep warm.
I believe Ellie and I delivered the lesson clearly and at a good volume we both have loud and
articulate voices for most of the time. As for speed, I think I could have slowed down a little bit, but
Ellie always speaks at a good pace for young students. I heard myself saying, guys and um a few
times. I used to have a problem with saying like and gonna but I have stopped myself in recent
lessons.
Content
I do not think research or more reading is necessary for the animal life topic because Ellie and I
understood the topic well and had no problem constructing a lesson plan for it. After completing the
lesson, we also gained more knowledge from the topic. The PowerPoints were also extremely useful and
we learned more about the topic from the slides.
Experiment
Yes, our formal lesson plan template includes all of the 6Es and we applied the 6E Model into the real
lesson. Our lesson included E-learning as well as games, fun activities for the students, and required
them to get up and move around the classroom.
Self/Peer Review
Yes, the lesson engaged all types of learners. An example of a part of our lesson that was kinesthetic was
the Blubber experiment because it was very hands on and the students can understand how animals in
cold climates stay warm. An example of a part of our lesson that was visual was the activity when we
put pictures of different habitats around the classroom and had the students read key facts about the
habitat. An example of a part of our lesson that was auditory was our introductory video.
Yes all of our peers gave very positive feedback! I think that all of the aspects of our lesson they
covered were all true statements and involved good criticism. One thing they pointed out that I did not
realize was how the Cranium game could have been set up better. Sometimes certain activities in a
lesson are set up well in your head before you deliver them, and then they are not carried out as planned.
If I could give the lesson again, I would definitely re-do the Cranium game and make it a little more
organized. With games in a classroom, there needs to be clear and concise directions for the students,
otherwise it could get messy and unorganized. I will grow from the experiment and lesson because I
realized how much planning needs to go into delivering an experiment to a class of young learners.