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MCT/MST Lesson Observation

Feedback to student teacher

Student teacher’s name: Hamda Bader Grade Level: Grade 1

Unit/Lesson: Plants-Changes Date: March 14, 2018

Competency Area E G S M US
Professionalism and Understanding X
Professional growth
Planning for learning X
Planning activities and lesson aims
Implementing and Managing Learning X
Language and delivery
Classroom management X
Communication skills
Monitoring and Assessment X
Critical Reflection X
Strengths of the lesson:
1. Teacher experiments with rotations
2. Classroom management has improved
3. The resources were handmade and very appealing for students
4. Hamda experiments with rotations for the first time!
5. Technology is included to project

Areas for development:


1. In depth lesson plans-The small group portion of your lesson plan should include
descriptive information (and possibly pictures) of exactly what the students are going
to participate in at each center and the website link to be used should be should be
here in the plan. Your preparation section should have the exact materials that you
should prepare.
2. Be sure that students are utilizing science vocabulary
3. Be sure that your activities are aligned with the overall outcome
4. Be clear about your instructions

E = Excellent, G = Good, S = Satisfactory, M = Marginal and US = Unsatisfactory

*See additional comments that are highlighted below.


Lesson Plan Template
Student-Teacher: Hamda Bader.
Date: 13-3-2018.
Id number: h00333283

Grade Level: Grade1


Subject: science
Strand: the growth of the plants
Learning Outcome:
- Describe the growth of plants and identify the changes that take place as they grow.

Resources (what materials/equipment will you Preparation (what do you need to make or check
and the students use? Be specific) before class?)
1- Ppt that presents the growth cycle of the 1- Checklist.
plant. 2- Prepare all the activity materials.
2- Different worksheets. 3- Be on time.
3- Short Video about growth cycle of the
plant. Key vocabulary
1- Roots
4- Pencils, glues and other materials.
2- Stem
5- Online game on website about plant
3- Seed
parts (optional).
4- Grow
5- Flower
6- Fruits
7- Leaves

Opening (warmer activity + teacher introduction/demonstration of small group


15 min

activities)
One Group

1- First, I will start my lesson by using a power PowerPoint to show the students
what’s the lesson is about.
2- start teaching them and show them how the plant grow and then I will show them a
video about the growing stages of the plant.
Time:

3- The teacher can ask the students “what did you saw in the video?”.

Guided Experience (group working with the teacher)


1- The teacher will give students clear instructions about the group’s activities.
2- All of the 4 tables have different activities that are talking about plant growth
Time: 20 min
Small Group

cycle.
3- Each group should work and focus on the given activity and the teacher should
walk around the class to make sure of it.
4- Each activity will last for 5 minutes only, and then the teacher should whistle and
make the students move to the other tables to continue other activities.

Closing
Time: 10

1- Ask the students “what did you learn today?”


Group
Whole

min

2- An online game that is related to the lesson “plants growth”.


Assessment
1- Review the lesson with them next period.

1:30 T shows students slides from a PPT that


illustrates the growing process of a plant
as the students sit on the carpet and
share their descriptions of what they
see.
T asks the students what they know
about the plants and the students say
“small and big”
There are a total of 5 slides that the
teacher goes through with the students.
1:33 T tells students that she will show a
video
The video shows frames of pictures that
illustrate the stem, leaves, flowers, and
fruits.
1:35 Teacher tells the students that they will
now draw flowers.
T draws a seed and asks the students
what it will become after.
The teacher draws the seed with the
roots, then adds a stem, etc…
*Could this have been an opportunity
for the check the students’
comprehension and allow them to draw
or order the stems you have already
explained to the students?
*Perhaps have students to add the
written labels for all of the plant’s parts
*Be mindful not to turn you back to the
students too often while you draw as
students are hitting each other and
playing on the carpet.
1:41 T explains to students that there are 4
groups that have different activities
*The students begin to stand and T asks
students to sit down.
T explains to students that they will try
each activity
*Students walk away from the carpet.
T rings the bell and has students to
come back to the carpet and starts over
with giving the instructions.
*Have one of the students to repeat the
instructions back to you so that you are
sure that the students understand what
is expected of them.
T tells students that this is the 2nd time
that she has had to ask them to pay
attention and the 3rd time they will sit
on the carpet and not participate.
*What behavior management system
could you use here?
(a) this group is to glue the proper step
of plant growth next to the vocabulary
word, (b) students to match with a
pencil the picture of the plant parts
process to the word, (c) students to use
the color coded to color different parts
of the plant, (d) students to draw the
missing part of the plant growth process
1:46 T releases one group to each station and
tells students that they get one paper
per group.
Students go to groups but are asked to
go back to the carpet until she calls each
group.
1:48 All students are dismissed to work in
the designated group
*Some groups have 5 students, others
have 4, and another has 7
*One of the papers has 6 pictures but
only 5 words to match them with
(teacher is unaware, but students add
the missing word)
One group has the words germination
and pollination.
*Are these words the students know in
order to complete the life cycle of a
plant?
Students at another group paste the
missing pictures that are provided for
them
*Could the students have drawn these
pictures?
Final group has to color parts of the
plant according to the assigned numbers
*The numbers have colors but no names
of plant parts.
One students is on the carpet and says
that the T asked her to go there because
she was coloring by herself.
1:57 T rings the bell and some students put
their hands on their heads
1:58 T has students to switch groups
There is a group that has no resources
*What should the students be doing?
*You should be assessing students’
progression
Areas of Strength 1. The students know different
stages of plant growth
Ms. Maeve
2. Classroom management has
improved
3. Used what they already know
4. Think time
5. Attempt at group work
Areas of Development 1. Next time I will not let students
to rotate because they all want to
work at the same time

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