Kelsey Knollmueller Science Methods Analysis 3 Throughout the last eight weeks there have been so many changes

with the students, changes from how they go about learning to changes with their attitudes towards us. It has been such a good experience to be apart of their class, and teach them about science. I went about this analysis by going from lesson to lesson so that the changes could be seen. Lesson 1: For the first lesson we introduced ourselves to the class and explained what we would be doing for the next couple of weeks. It was a new experience to be talking to the students and telling them that we would be teaching them. We went over what we know about seeds/plants with the students, we got their understanding of things. This is when we brought in the KWL Chart. We then did a seed sort where the children had different kinds of seeds and tried to match which plant they thought went with the seed. This was a fun activity because some of the students knew which ones were the right ones.I think that something that might have been better to try would be explaining things more thoroughly. Lastly Patrick read the book A Seed is Sleepy; by Dianna Hutts Aston, this was a good way to show to the children how a seed will grow. However, I think that if we would have broken it up into parts throughout the lesson it might have gone better. The reason for this is because the children started to get antsy after a couple pages into the book. It was really great to have Ms. Yang there though. One of the students Hamza, has somewhat of an attitude at times and get angry fast, he got into the seed sorting and was very attached to the pumpkin seed. He really didn't want to let it go or let anyone else see it. Looking back now and know him better I think that he just wanted something that he could really call his own and he tried to do that with the seed. Lesson 2: For our second lesson we planted the seeds. This we started it off by introducing to the class what was going to happen. But first we went over the vocab from the week before. Once we had done this and explained to them what we would be doing in the class I explained to them what the Log Books were. I told them what was needed when they would be filling them out and how to do it. Then I handed it over to Patrick and he told the class all about the planting process. After this we had the children go back to their tables and I passed out their logs, in which then had them write their names on them and decorate however they wanted. During the planting process Patrick asked what the students thought would happen with the seeds. By the time the third table was brought up to plant most of the kids were getting restless. Some had gone to get a book from our plant library or others. Hikma and Hashim, two very sweet but super talkative students, were the two that got the books first so I thought that maybe it was a good idea to read them the story of The Lorax. I had the remaining tables come sit in a circle and listen to the story. I think that this was a really good idea because they seemed to really enjoy it. One thing I noticed that probably would have been a good idea would have been have the planting process with the groups differently. Over all though I think it went good. We did run out of time so one table wasnt able to plant their own seeds. Lesson 3:

Going over the log books again was what we started with on the third lesson. Since some of the children didnt really understand what they were supposed to do with the logs I decided to go over it again in more detail. Then I had all the children go through the life cycle. Start as a seed (crawl in a ball), grow, have someone be the sun, someone be the water.We went through the drama of acting out the life cycle about three times and the children were able to switch out who was the sun and who was the water. It was really fun for them and they seemed to catch on to what would come next after each stage. After each time we played I would ask some questions about each stage and had one or two children say the stages to me. It was very exciting for myself as a young teacher to see the students be so engaged. And one of the ELL students, Kimberly, really got into it which was a nice change because she and Rebecca kind of stick to themselves since they are the only two Hispanic students in the class. She was smiling and having fun which was an amazing experience. While this activity was going on Patrick had them go and observe their plants for any changes. After each group was done observing their plant and playing the game we then had the children go back to their tables and answer some questions on a worksheet that we had passed out to them. The worksheet had a spot where they could either write or draw what they thought of each of the questions. Some of their answers were very surprising. This lesson was very interactive for the students and it seemed like they had had a lot of fun with it. We did really well with time management this lesson and even had enough time for a closing and clean up. Lesson 4: Patrick started off the class with the introduction and going over what we did the week previous, like he has done in the weeks before, with him doing this in the beginning we went over the new vocabulary and what they remembered from last week and doing the activity where we acted out the life cycle of the plants. Once we were done writing, done with the new vocab and going over what we did the previous week Patrick handed it off to me. Using flowers(carnation)/plants(celery) and colored water to show to the students how water moves through a plant. We would start with the colored watered to show how water moves through the plant and flower through their roots, this helps give the students a better understanding of the cycle. I asked them what they thought was going to happen once we put the flowers and celery into the colored water. They came back with, They might change colors. and The plants might die. Something I noticed was that in this lesson Dureti, one of the students who has behavior issues, was very into the lesson and wanted to know about the colored water and what was going to happen. It was a nice change to see her happy. While this was happening Patrick called students over to the greenhouse by table. When students approach their plants as them to identify which plant is theirs, then go back and filled out their logs. We handed out a worksheet to the students that had the plant parts on it; roots, stem, leaves, flower. Something that I noticed was that some of the children needed reminding of which part was which. Overall the lesson went well, however one thing that we had discussed afterwards was that breaking the group up into multiple small groups probably wasn't the best idea. Some of the children are still having a hard time with understanding where the roots are. Lesson 5: Patrick started off the class with the introduction and going over what we did the week previous, like he has done in the weeks before, with him doing this in the beginning we went over the new vocabulary and what they remembered from last week and doing the activity where we put the flowers and celery into different colored water. He then explained how some plants don't need to grow in the soil but they can in

water, and this is what we would be doing this week with potatoes. We examined and discussed what happened to the carnations, what did they see that was different and what they thought had changed, and how they changed. Then we had them write this into their log books. Next Patrick took the groups and had them go back to their tables. We gave each student a job, one person would be who wrote the table on the jar, the next would be who put the toothpicks in the half of the potato, then there was the student who put the potato in the jar, and then finally the student who put the water in the jar. Planting the sweet potatoes in jars of water was to show that not all plants grow in the soil. This activity took up all the time that we had in the class. It went over really well though, something I probably would have changed would have been to really watch the student with each job because some of the student took other students jobs. However the students were very interested in learning that not all plants have to grow in the soil. Lesson 6: We started class off by Patrick going over the words to review. He wrote these words on the whiteboard for the students to use as a word bank: Soil, Seed, Sprout, Root, Stem, Sun.The students knew what words were which and what they meant, which felt really good as the teacher because it meant that they were understanding what we were teaching to them. Next I passed out a worksheet of the lifecycle of a plant, it had blank spots for them to fill in with the words we had on the board: Soil, Seed, Sprouts, Stem, Sun, Roots, Seed, Plant. For the second activity Patrick was pulling the students table by table to the back of the classroom to observe the one sweet potato that had sprouted roots. It was kind of a bummer that only one had sprouted roots but overall it went well since the students were able to see some sort of roots. There were some students that didnt want to have anything to do with the worksheet so they filled in things that made no sense.Something I noticed again in this lesson was the ideas that some students had about the stem and roots compared to others. It makes it that much better to try and help explain to them what is what. Sahra, one of the students who I think has a stutter at times, was having a hard time with focusing on the worksheet, so for this I sat down with her and tried to explain to her what each thing was and what we were looking for. Once she had this explanation she seemed to really understand it, however she needed help with the spelling even though the words were on the board. Ive noticed with Sahra you really have to sit down and take the time with her to go over things. Lesson 7: Students will be able to identify parts of a plants apart from: Baby carrots, Celery, Snap peas, Romaine lettuce Baby tomatoes, and Sunflower seeds. Patrick started this lesson off by going to the front of the class and explaining why we had multiple containers of vegetables. Once this was explained to them that each vegetable was a part of a plant and they would be identifying them and their parts they got really excited. The children had two worksheets in which they will fill out what they think is each part of the plant with the vegetables at the table. Patrick was going over the vocab that they would be using while I put the plates at each table. Then had all the students go back to their tables and we passed out the worksheet we would be using for the identifying. We prepared 6 sets of each vegetable for each group beforehand e.g. 6 bowls of carrots, 6 bowls of peas etc. We started with tomatoes, which was the fruit, then went to the leaves which we used both snap peas and lettuce for, next we had carrots as roots, and finally sunflower seeds as the seeds. The tomatoes were the vegetable that the students wanted nothing to do with. While we passed out each vegetable we had them fill out the papers with each part and then once we were done it was time for lunch and clean up. This lesson went perfectly for timing. It was very hands

on so the students had a lot of fun and were very engaged in the lesson. The only downfall was that they didn't try each thing which is understandable. Hamza had an attitude about some of the vegetables which I wasnt surprised about, but I then saw a change in him that was awesome! He then got excited about which part was which, it was so nice to see this and hear him ask questions.

Final Assessment: For our final assessment we tested the students on a number of subjects related to plants. The assessment was designed to demonstrate the students knowledge of both the parts of the plant as well as their functions. There was three worksheets in which they filed out on numerous things about the plants. Matching parts, a drawing, and one on the lifecycle. Patrick and I both took a student at a time to go over and fill out the worksheets. I noticed that the students were understanding most of the things on there. When it came to Dureti to fill out hers I made sure that it was one on one time just her and I. This went so well, she got so excited about the ones she knew and would just light up when I said she got it. Doing this with her made my day, she didnt have an attitude and she wasnt being snippy towards me. Seeing the change in her and seeing that she knew what was what and what went where made the whole lesson go that much better.