Scribd
Upload
256 views

So Lesson Plan Reflection 2

This lesson plan reflection describes a science lesson where students observed the parts of a hibiscus flower using microscopes, hand lenses, and their eyes. The teacher felt it was a meaningful, hands-on activity that allowed students to better understand the inner workings of a flower. Some challenges occurred, such as not being able to project an image, but the teacher adapted successfully. Students worked well together and were engaged throughout the lesson. The teacher was pleased with how the integration of technology enhanced students' excitement and understanding of the flower.

Uploaded by

api-309886906
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
256 views

So Lesson Plan Reflection 2

This lesson plan reflection describes a science lesson where students observed the parts of a hibiscus flower using microscopes, hand lenses, and their eyes. The teacher felt it was a meaningful, hands-on activity that allowed students to better understand the inner workings of a flower. Some challenges occurred, such as not being able to project an image, but the teacher adapted successfully. Students worked well together and were engaged throughout the lesson. The teacher was pleased with how the integration of technology enhanced students' excitement and understanding of the flower.

Uploaded by

api-309886906
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
You are on page 1/ 4

SO Lesson Plan #2 Reflection

This lesson was on identifying the correct parts of a hibiscus flower and describing
why they are important. I am not really a science person, and this has affected my attitude
toward teaching science. Unfortunately when I was younger I didnt have memorable
experiences, but by teaching this lesson I gained an appreciation for science education.
For this lesson we observed the hibiscus flower to see the inner parts of the flower
using microscopes, hand lenses and our eyes. Before releasing students to centers to
complete there observations, I went over each part of the hibiscus flower by dissecting it
using an overhead microscope so students could visually see the parts. I feel that this
activity was very meaningful, it provided a hands-on experience and allowed us to have a
better look of the insides of a flower. This lesson aligned with the TIMS matrix, it was a
meaningful constructive learning environment. Students observed the parts of a flower
using different technology to connect new information to prior knowledge. When
integrating technology the level this lesson falls under is adaptation. I provided students
with technology tools to independently allow them to build an understanding of the parts
of a flower. Integrating technology enhanced this lesson by creating an experience that
addresses the parts of a flower. Students observed and described the parts of a hibiscus
and identified why they are important.
After teaching this lesson and letting the students observe and identify the parts of a
flower this could later be extended by teaching students the process of sexual
reproduction in flowering plants. Integrating technology was a great way for students to
observe and see the similarities and difference of the parts of a flower using three
different tools.

Integrating technology made the students excited to explore the parts of a flower.
They were all so surprised with what they observed and found. A success from teaching
this lesson would be that students worked really well in their groups. They were
discussing with one another what they thought the parts were and what they were used
for. Students discussed how the parts looked different when observing them under
another tool. This was really interesting to watch because the students worked together to
figure it out.
During the lesson I came across a few problems in both my instruction and in the
observation activity. One problem I had while giving instruction was that I couldnt
project the flower diagram that students had to label and display the hibiscus flower being
dissected. To solve this issue I asked the students to first watch me dissect the hibiscus
flower and describe to them the parts of the flower. Once I was finished with the
demonstration I projected the flower diagram onto the Elmo. Together we looked at all
the parts of a flower, I called on students who volunteered to come to the Elmo and label
the flower parts. Another issue I had was with one group of students. While teaching the
lesson and giving instructions a few students were pulled out of the class to attend
speech. When they returned they retrieved their lab packets and joined whatever group
they wanted. This caused a disruption because they got loud and were playing around
with the technology tools. I pulled these students to the side and explained to them how I
expected them to act during this lab. I moved each student to another group and didnt
have another issue.
My goal for this lesson was to keep students involved as much as possible in the
lesson and avidly learning. However, I was surprised to see students using their

knowledge of the parts of a flower and their observation of the parts through technology,
to start thinking about how a flowering plant goes through the processes of reproduction.
During the lesson I could see the excitement on my students' face when they saw what we
would be doing for the day. I also loved hearing the "whoas" when they were observing
the parts of the flowers using the technology provided. I think it is important for students
to enjoy the lesson they are being taught, and it is always great to allow them to have
hands on experiences. If I taught this lesson again, I would consider the time planning
time (either directly following a lesson or the next day) to have students share their
observations and thinking about the parts of a flower. This is when I can dedicate time to
push students thinking to consider why the parts are formed as they are. For an example
during the lesson when a student shared that he didnt want to touch it because it was
hairy I asked him why it was hairy. Next time I would dedicate time for students to
share their observations through group discussion.
I think my students genuinely enjoyed the lesson. They were engaged and
following along with their lab packet while using technology to observe the parts of the
hibiscus flower. I motivated students by asking about their observations as I
circulated each station. Together with the students I shared
observations, and asked students to tell me about their observations
and thinking about the parts of the hibiscus. Using questioning and
discussion techniques I helped students through the activity. Using the
technology I helped the students re-align the labels when they got
confused. For example I picked up the stigma and asked the
students which part of the picture it aligned with. Then together we

matched the plant parts to the labels. I also prompted students as


needed to engage in the activity, for example, I asked one student to
pick up the hand lens and said, now what do you see?
Overall I feel like this lesson went really well and I would teach it
again. I feel like I learned a lot about stepping out of my comfort zone
and being flexible. The students all seemed to enjoy using the
technology and learned form using it at the same time. I think that
students would really benefit from more interactive science lessons
with the use of technology like this one.

You might also like