Instructional Lesson

Classroom: Science Classroom Observer: Taylor McClellan
Grade: 5 Date: 3/13/2017
Curriculum Area: Science - Genetics Time: 12-12:45

What I notice Thoughts, Questions, Connections to
Methods Classes
 Students share knowledge on  Students are using text-to-self
what they know about genetics and text-to-world
 Teacher refers to the origin and  Teacher refers to nature-vs-
how to relates to the bible AKA nurture
how everything started – but  Teacher is very clear when
makes sure they understand that describing terms like
this is not a biblical lesson nor chromosome, genetics, and
should they tell their parents that genes
 Students talk about traits they  Students are engaged
have similar to their families –  Teacher is clear on directions for
teacher makes sure to make the what she expects out of her
connection that you only receive students work
traits directly from your parents  Teacher has students annotate so
 Teacher displays video about they can use their notes as
genetics refreshers instead of reading
 Students calls out in shock about passage again
how humans are like moneys  Teacher provides an extensions
 Teacher reads facts about human which is a worksheet in case
genetics for students students finish their main work
 Teacher has students work on early and are not just sitting
online work related to the there
science lesson
 Students are staying on task and
completing the work that they
were assigned
 Students are asking teacher
questions about how traits are
inherited – things students who
are interested in because the
lesson sparked their curiosity

My 4th grade students were not working on a science unit at this
time so I observed a 5th grade science lesson. This was an interesting
lesson, for the students and myself, which focused on genetics. The
teacher started by asking the students about what they thought
genetics were and gave them constant positive feedback. She wanted
her students to be engaged and contribute to the conversation
whether their answers were correct or not. She then goes on to how
genetics goes so far back into time, like to the age of when the bible
begins. This shocked students and the teacher wanted to hear about
why it shocked them. The teacher made sure to correctly use the terms
genes, genetics, and chromosomes. She had them watch a video on
the basics for genetics. At the end of the video, she connects to the
percentage that humans are like monkeys. Students thought this was
absurd and the teacher wanted feedback as to why. She cared what
her students had to say. Students eventually went to work in their
workbook to complete the lesson. The teacher never had issues with
behavior management. Students knew what was expected and did
what they were expected to do. I think overall she did help students
interact with the new science concept. She had a small discussion, had
a video for students to watch, gave multiple fun facts about human
genetics compared to animals, and then finished it with a worksheet
from their workbook. She had students share their thoughts and then
would lead to a small discussion with them. She helped them deepen
their understanding by first testing what they already knew at the
beginning of class and then gave them more knowledge of the concept
to build onto. The students were engaged most of the lesson by
answering questions and sharing their thoughts throughout the lesson.
I don’t think this was an inquiry lesson because students weren’t
asking questions, finding solutions to a task, following up on
something, etc. They were just sharing their thoughts and answering
questions that the teacher had asked. If I were to change this lesson, I
would follow up on the student’s responses from the beginning of
class. I would ask students whether they were right or wrong about
what they believed and clarify and misconceptions.

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