Tori Bass

Professor Padgett
ELED 3221-090
04 April 2016

Reflection of Cooperating Teachers Science Lesson

I placed in a third grade classroom. The daily structure of this classroom was
centered on math, language arts, and writing. The subject of science and social studies
were added on at the end of the day if there was time for them. The lesson I observed
was a lesson on the life cycle of a seed. This lesson I noticed was separated into two days
because of the time constraint. The lesson was integrated some with language arts. The
teacher informed me before the lesson began that the week before they had done a longer
lesson on the life cycle of a seed. Unfortunately this lesson was very short. But although
it was short the teacher had almost all of the five Es present in her lesson.
First the teacher introduced what they were going to be discussing for the lesson.
The teacher gave a short overview of the longer version of the lesson they had done the
previous week. The teacher then proceeded to explain the activity the students were
going to complete for the day. The first activity was she had them do a KWL chart. The
K stands for what the students already know, the W stands for what the students wonder,
and the L stands for what they have learned. The teacher then asked the students to
complete the know about the life cycle of the plant. The class took a few minutes to
complete that portion of the chart. They came back together as a class and discussed this.

Then the teacher asked the class to take another five minutes to think about a few things
they still wondered about the life cycle of a plant and to write this down in question form
in the wonder column.
After this was completed the class was handed a short article on the life cycle of a
plant along with a worksheet with five open-ended questions related to the article. At this
point the teacher had to stop the lesson and the class continued it the next day.
The next day the teacher started by reminding the students of what they had
started the day before and the students began working on the article along with the
questions. After majority of the students had finished the questions the class came back
together and the teacher had the students take out their KWL charts and fill out the what
they learned column. After a few minutes of allowing the students to complete this the
teacher had the class come together and discuss what they had learned from the article.
The teacher then collected this as a form of an exit ticket.