Supervisor Observation #1-Reflection

Susan Tellefsen

The lesson that I instructed on was about the inner and outer planets. This lesson
went rather well for the most part. The lesson included a couple of activities, so
there was opportunity for cooperative learning within small groups and independent
work.
During this lesson, the students were able to put the planets in order and get a
perspective on the distance apart the planets are based on a scale model. Through
my questioning, I learned that they made connections between the closeness that
the inner planets have versus the distance separating each of the outer planets.
They also realized and were surprised at how close the inner planets actually are to
the sun.

This is an example of the work they produced based off of the scale chart that they read and measured from.

Grouping with popsicle sticks

I knew the first activity of using the clue cards to put the planets in order went quite
a bit faster than planned, but watching the video back, I saw that it only took about
4-5 minutes for that activity which I had originally planned. The students had
previously been taught the mnemonic riddle for the planets so that was how they
were placing them, rather than using the factual clues. I encouraged them to use
the clue cards and then check their order based on the mnemonic riddle they
learned.
Once that activity was over, I called their attention by having them respond to
class class and instructing them to return to their seats for the next activity. I
found that the method was effective for them.
At about 9 minutes into the lesson we were moving on to the next activity. I noticed
that I began to give instructions before everyone was back to their seat listening.
Seeing this has made me a bit more aware of the importance of waiting until
everyones attention is 100%.
13 minutes into the lesson was when I was demonstrating how they were going to
draw their Sun and measure the planets, beginning with Mercury. My collaborating
teacher made it a connection to Math, reminding them that they were using a
centimeter ruler and we were measuring in millimeters. She reminded them that
there are 10 millimeters in one centimeter. Even still, students had difficulty with
the concept. It was evident that revisiting measurement with these students would
be beneficial. Due to the number of students having difficulty, I wish I would have

Supervisor Observation #1-Reflection

Susan Tellefsen

had a student who understood the measurements come to the front and
demonstrate how they did it or I could have had a different student come up and
practice at the front for each of the planets that way I could have been there to
assist at a central location.
At about 19 minutes into the lesson as students were still building their scale
drawings, one of my students was surprised by the distance apart between Mars
and Jupiter. She then remembered that is where the asteroid belt is, so I was happy
to see her make that connection.
At the end of the lesson, students had a written response to answer what planets
were considered inner planets and which were considered outer planets and how
they knew. After evaluating their responses and looking for the three different
criteria, I had 13 out of my 17 students who answered the prompt completely.

Images show the different responses from students on their

writing prompt.

Based on this lesson, I will try to be more proactive in activating their background
knowledge (ex., how many millimeters are in a centimeter if they are going to have

Supervisor Observation #1-Reflection

Susan Tellefsen

to know that) across content areas. I will also try to be more strategic in the way
that I guide students. It is nearly impossible to give each student the independent
time that they are seeking based on the amount of time allotted for each activity, so
being more strategic about that would benefit myself and the students.