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    Lesson Teaching Reflective Summary

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    The students engaged in a lesson on ecosystems by dissecting owl pellets to learn about the bones and animals contained within. The students were highly engaged in carefully dissecting the pellets and identifying bones with identification charts. This hands-on lab kept students focused and allowed reinforcement of concepts. While time constraints limited exploration, the activity showed the students an ecosystem within the pellets and allowed them to make connections between prior lessons. Going forward, the teacher would allow more time for discovery and integrate additional subjects like adaptations and food chains into the pellet dissection lesson.

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    Lesson Teaching Reflective Summary

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    39 views2 pages
    The students engaged in a lesson on ecosystems by dissecting owl pellets to learn about the bones and animals contained within. The students were highly engaged in carefully dissecting the pellets and identifying bones with identification charts. This hands-on lab kept students focused and allowed reinforcement of concepts. While time constraints limited exploration, the activity showed the students an ecosystem within the pellets and allowed them to make connections between prior lessons. Going forward, the teacher would allow more time for discovery and integrate additional subjects like adaptations and food chains into the pellet dissection lesson.

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    lessonteachingreflectivesummarylifelesson4

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    The students engaged in a lesson on ecosystems by dissecting owl pellets to learn about the bones and animals contained within. The students were highly engaged in carefully dissecting the pellets and identifying bones with identification charts. This hands-on lab kept students focused and allowed reinforcement of concepts. While time constraints limited exploration, the activity showed the students an ecosystem within the pellets and allowed them to make connections between prior lessons. Going forward, the teacher would allow more time for discovery and integrate additional subjects like adaptations and food chains into the pellet dissection lesson.

    Copyright:

    © All Rights Reserved
    Download as DOC, PDF, TXT or read online from Scribd
    Download as doc, pdf, or txt
    39 views2 pages

    Lesson Teaching Reflective Summary

    Uploaded by

    api-310093867
    The students engaged in a lesson on ecosystems by dissecting owl pellets to learn about the bones and animals contained within. The students were highly engaged in carefully dissecting the pellets and identifying bones with identification charts. This hands-on lab kept students focused and allowed reinforcement of concepts. While time constraints limited exploration, the activity showed the students an ecosystem within the pellets and allowed them to make connections between prior lessons. Going forward, the teacher would allow more time for discovery and integrate additional subjects like adaptations and food chains into the pellet dissection lesson.

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    Lesson Teaching Reflective Summary

    Teacher Candidate for Science Endorsement: Janice Belcher


    School: Dowell Elementary

    Grade: Fourth

    Lesson Topic: Ecosystems- Lesson 4


    Write a brief summary or blog of your experiences teaching this lesson,
    addressing the following questions:

    What went well? What did not go well? (Cite specific examples)

    I had no idea how much the kids would learn from those gross little
    pellets. They each had identification charts to glue down the bones as
    they found them. I loved the discussions they had as they sorted
    through the fur, bones, and random regurgitation. They did an
    awesome job during the dissection and were extra careful not to break
    any of their precious discoveries. There were few management
    problems with the lab once the students started going; it kept the
    students engaged, which is probably the best management technique
    of all. I will definitely seek parent volunteers next time and allow the
    students a preview day with the dissection tools.

    How well were the lessons student performance objectives


    attained?

    This activity stood out as one of the most enjoyable in my student


    teaching experience. We were able to reinforce a number of different
    concepts that the students had learned. It showed the importance of
    planning the logistics of a lab: how materials will be distributed,
    collected, etc. The lab sheet I created, besides guiding the students
    during the lab, was a useful assessment tool, and showed that some
    students still held on to preconceptions after the lab, and that
    furthermore I needed to better explain the idea of functionality.

    Did classroom activity center on science understanding, inquiry,


    and sense-making by all students?
    Once the students were allowed to begin dissecting their pellets, at
    first many of them were very cautious; however, they soon became
    engulfed in picking it apart and every second I would hear my name
    called out because a student would want me to come over and see the
    bone or skull they had found. I havent seen my kids this excited
    unless they are out at recess, so I am glad that I was able to teach

    them such a fun lesson that they will remember. I think that the Bone
    Chart was a great way of incorporating math; furthermore, the
    students were excited to compare their charts to their neighbors
    charts to see who had found more of a certain bone.

    Did your scientific content knowledge enable you to support


    students construction of knowledge and understanding of
    important scientific concepts and processes?
    During this lab, the students connected their prior knowledge gained
    throughout this unit and realized that Owl pellets are actually
    ecosystems all on their own. As they dissected their pellet, students
    explained the roles of organisms and the flow of energy within an
    ecosystem.
    When you have the opportunity to re-teach this lesson, what will
    you do differently (strategies, teaching tools, assessments, etc.)
    to improve student learning for all students?
    Going forward, when I teach this lesson again, I will allow longer period
    of time. Due to time constraints I dont feel as though the kids had
    ample opportunity to explore how many bones are actually in owl
    pellets. I also think that I could have done a better job of questioning
    the students about predators and prey; however, once they began
    dissecting they were too excited to do much of anything else other
    than explore. Looking back now, if I were to do this in my own
    classroom in the future I would like to integrate a few more subjects.
    We did this as part of our health unit while talking about bones and
    muscles, but online I found so many great resources for using our
    pellets in teaching about animal adaptations, food chains, and of
    course science.

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