Reflection: Inquiry Based Science Lesson Recording

After viewing the recording of your Inquiry Based science lesson presentation, evaluate your performance in the following sections. Write a brief narrative in each of the comment boxes and then submit.
Category
Description
Narrative (e.g. areas of strength, areas needing improvement, etc.)
Developmentally appropriate

sss

Criteria

-Does your Inquiry Based

Science Lesson content align
with the CCSS for the
appropriate grade level?
-Is your Inquiry Based
Science lesson content and
experiment developmentally
appropriate for grade level
stated?

-Does your Inquiry Based

Science Lesson fully
demonstrate connection to
topic taught?

Do you deliver the lesson

clearly, at a good rate,
volume and speed?
Delivery
Do you hear yourself
continually saying: Um?
Like? Gonna? etc

Content

-Do you show a deep

understanding and working
knowledge of the presentation
topic or is more reading/
research needed on your part?

Experiment

Does your experiment

completely follow the 6E
Model by allowing students
to Engage, Explore, Explain,
Elaborate, and Evaluate
throughout the hands on
activity?

Engagement

-Does your Inquiry Based

Science Lesson engage all
types of learners (i.e.
kinesthetic, auditory, and
visual learners?)
-Do your classmates appear
interested and motivated in
your Inquiry Based Science
Lesson and its materials?

Were your classmates peer

review submissions similar
to how well you believed you
did when presenting your
Inquiry based lesson and
experiment?

My Inquiry Based Lesson on Plant Life did align with the appropriate grade level (3rd grade). The standards I used were all 3rd grade
standards.
My lesson content and experiment were developmentally appropriate for 3rd grade. I had the class sort seeds, plant their own seeds, and play
plant life jeopardy; all activities could be considered appropriate for a 3rd grade class.

My lesson was on plant life, so everything I covered had to do with the life of a plant, I covered topics such as germination, seed coats, plat
parts, etc. Also, the Jeopardy was my form of assessment for the end of the lesson, and all questions on the Jeopardy game had to do with
plant life.

I think I delivered the lesson well. I gave clear instructions, and projected my voice well when reading with powerpoint. However, I do need
to work on using the word "guys" and "um".

Because of the research I'd done before giving my lesson, I knew a lot about my topic. I knew how to explain things about the topic, and
could answer questions that the students might have.

My experiment was for students to plant their own sunflower seeds, and write in their "seed journal" predictions and a hypothesis. My
experiment followed the 6E model because the students were engaged in the activity, and it allowed for them to explore by undergoing the
process themselves. Students would elaborate when creating a hypothesis, and making other predictions.

My experiment engages all types of learners. The powerpoint was equipped with pictures for visual learners. The kinesthetic learners were
reached when they performed the hands-on experiment of planting their own seeds. When I "lectured" and played a video on seeds, that was a
way to reach auditory learners.
My classmates were very motivated during the lesson. They enjoyed planting their own seeds, and were excited to see fi their platen would
grow. Also, the class was very engaged during the Plant Life Jeopardy game. They were determined to beat the over team, and to do so they
really had to listen to the question, and know all about the material covered.
My classmates peer reviews were similar to what I believed I did during my lesson. A lot of the peer reviews mentioned that the game was a
lot of fun and very engaging. The class also thought that I delivered the lesson pretty well overall. They also mentioned that they believed I
knew the topic well, and made good use of technology throughout the lesson.

Some of my classmates pointed out that they thought I should have done something more to close the lesson, such as an exit slip or some
closing questions.

Experiment

Does your experiment

completely follow the 6E
Model by allowing students
to Engage, Explore, Explain,
Elaborate, and Evaluate
throughout the hands on
activity?

Engagement

-Does your Inquiry Based

Science Lesson engage all
types of learners (i.e.
kinesthetic, auditory, and
visual learners?)
-Do your classmates appear
interested and motivated in
your Inquiry Based Science
Lesson and its materials?

Were your classmates peer

review submissions similar
to how well you believed you
did when presenting your
Inquiry based lesson and
experiment?

Self/Peer Review

Was there something that

your classmates pointed out,
that you did not know you
were doing, throughout the
lesson?
If delivering the lesson again,
what would you do
differently?
How will you grow from this
experiment?

My experiment was for students to plant their own sunflower seeds, and write in their "seed journal" predictions and a hypothesis. My
experiment followed the 6E model because the students were engaged in the activity, and it allowed for them to explore by undergoing the
process themselves. Students would elaborate when creating a hypothesis, and making other predictions.

My experiment engages all types of learners. The powerpoint was equipped with pictures for visual learners. The kinesthetic learners were
reached when they performed the hands-on experiment of planting their own seeds. When I "lectured" and played a video on seeds, that was a
way to reach auditory learners.
My classmates were very motivated during the lesson. They enjoyed planting their own seeds, and were excited to see fi their platen would
grow. Also, the class was very engaged during the Plant Life Jeopardy game. They were determined to beat the over team, and to do so they
really had to listen to the question, and know all about the material covered.
My classmates peer reviews were similar to what I believed I did during my lesson. A lot of the peer reviews mentioned that the game was a
lot of fun and very engaging. The class also thought that I delivered the lesson pretty well overall. They also mentioned that they believed I
knew the topic well, and made good use of technology throughout the lesson.

Some of my classmates pointed out that they thought I should have done something more to close the lesson, such as an exit slip or some
closing questions.

If I were to deliver the lesson again, I would have given a better closing activity. I also would have used "um" and "guys" less.

This experiment will help me to grow because I will know exactly how to incorporate the 6E models into my lesson. I also will know how
to reach every type of learner. I will also use the peer reviews I was given to improve. I will learn to close my lessons better, and use
appropriate language, and less "fillers" (um, like, gonna).