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Fifth Grade Erosion Lesson Reflection

The teacher candidate taught a lesson on erosion to 5th grade students by taking them on a walk around the school grounds to observe examples of erosion. The students enjoyed being outside and were able to identify signs of erosion like gullies and worn bricks, though they did not initially understand that erosion was the cause. Through guided questioning, the students started to apply their new knowledge to identify the specific agents of erosion. In the future, the teacher would provide more background on justification before the outdoor portion to improve students' ability to explain their conclusions about what caused the observed land changes.

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99 views3 pages

Fifth Grade Erosion Lesson Reflection

The teacher candidate taught a lesson on erosion to 5th grade students by taking them on a walk around the school grounds to observe examples of erosion. The students enjoyed being outside and were able to identify signs of erosion like gullies and worn bricks, though they did not initially understand that erosion was the cause. Through guided questioning, the students started to apply their new knowledge to identify the specific agents of erosion. In the future, the teacher would provide more background on justification before the outdoor portion to improve students' ability to explain their conclusions about what caused the observed land changes.

Uploaded by

api-310093867
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOC, PDF, TXT or read online on Scribd

Lesson Teaching Reflective Summary

Teacher Candidate for Science Endorsement: Janice Belcher


School: Dowell Elementary

Grade: Fifth

Lesson Topic: Erosion-Lesson 1


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

What went well? What did not go well?

The students really enjoyed able to go outside (and so did I). A large part of
our excitement was the recently cleared nature trail on our campus. At first,
the students were all over the place and I had to focus their attention as
walked around the school grounds, pointing out evidence of erosion and
weathering. For example, buckled sidewalks, gullies, worn bricks/concrete on
the building, and potholes.

How well were the lessons student performance objectives attained?

As we walked, I asked guided questions. For example, what or how do you


think that was caused? Overall, they understood that some type of weather
caused the gullies, but could not tell me that erosion was the cause. Because
this is the first lesson in the unit, I would not expect them to know the
specific agents of erosion. However, as the lesson progressed, it was
amazing to hear my students apply the knowledge learn as they began to
identify specifically what type of erosion caused.

Did classroom activity center on science understanding, inquiry, and


sense-making by all students?

I guided their thinking as we walked the campus. I explained that the earth
changes slowly over time. Rocks do not all start out smooth, sidewalks
buckle, foundations shift, concrete and bricks get worn down. I showed
pictures of various landforms and they identified what agent of erosion
caused the erosion.

Did your scientific content knowledge enable you to support students


construction of knowledge and understanding of important scientific
concepts and processes?

The students really enjoyed this lesson. At first some struggled with putting
down their ideas for what had caused the changes in the land. However, as
they went from picture to picture they seemed to become a bit more
confident, as they realized that they werent being graded on a right
answer, but rather that they put some thought into it & could give reasons to
back their statement. The justification part was probably the hardest. Many
students wanted to just write down that it was physical weathering without
giving reasons that supported their conclusion. We had to do a lot of
chatting about how to justify a statement given.

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?

It was a good opening for the erosion unit. They were excited about looking
for evidence of physical weathering and then to be able to connect it to
something at home that they could look for with their parents or a sibling
was great. Next time I would probably choose to begin with a mini lesson on
justification/evidence of what is stated before start by reading the book
Erosion prior to walking the campus. I feel that the book would give student
more background knowledge to answer the questions.

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