Thematic Unit of Study EED-510 Grand Canyon University Introduction Observing tenured teachers is always a great resource. It is important to look at great lessons that are being created. It is always so helpful to see how they structure their lessons and how they choose to illustrate the content they are teaching. It was a privilege to observe such a wonderful teacher with so much experience. The Lesson The science lesson was on the water cycle. This was a great lesson to observe. The teacher read from the text book a brief description of this process. The students were not as interested in this aspect of the lesson.
The teacher then showed some great video that allowed the students to see the process. The students enjoyed the interaction with great technology and with each other. The teacher did a wonderful job of incorporating other content areas that the students were learning. There was an emphasis on literacy and on comprehending the content (Carin, 2009). The lesson was taught using some great technology that made the students feel as though they were experiencing the content. The teacher had used video with audio and the students could hear the ocean and feel as though they were flying through the clouds.
Each stage in the water cycle was represented (Carin, 2009). The teacher provided paper, cotton and crayons. The students were asked to design and create a representation on the paper of the water cycle. The students enjoyed working on this project. Each representation was different. The students were also asked to present their creations to the rest of the class. The students seemed to be a little apprehensive about this part of the assignment. However, the teacher did a wonderful job of reassuring the students that they could do this (Carin, 2009).
The project the students were given to create a paper version of the water cycle really was a great way for the teacher to assess whether or not the students understood the content that was taught. The teacher also asked each student to present their creation to the class and explain it. This allowed the instructor to see if the student was simply copying what they saw in the visuals or if they really understood the importance of the water cycle (Carin, 2009). Differentiated instruction was used in the classroom. The teacher did a great job of presenting many ways for the students to grasp the content.
The teacher provided some verbal content, visual and audio content and creative content. These various avenues were used to incorporate students with various learning styles (Carin, 2009). The unit was successful. The students loved all of the various visuals. They also loved the opportunity to be creative and learn. While watching all of the students present their creations, it was observed that the students seemed extremely confident in their knowledge and most were very accurate. This represents a valuable and successful lesson. I think that I would try parts of this approach.
However, another approach that could be attempted is having various forms of water in the classroom instead of video options. The drawback is that this would be on a smaller scale. The video option allows the teacher to show the process in a larger form because of the size of the screen. I also think that each student could have a glass of water, an ice cube and some other things at their desks to illustrate the water cycle. This creates a little more of a hands on approach for the students (Carin, 2009). The unit could be more engaging by providing some great and colorful quick references (handouts) for the students to look at.
It also seems that encouraging questions and discussion would be a great addition to this lesson (Carin, 2009). Conclusion The lesson that was observed was a huge success. The teacher was enjoyable and really knew the content. She did a wonderful job of incorporating various learning styles into the lesson. The teacher seemed to be a visual learner and therefor did a wonderful job of providing some great visuals for the students. References Carin, A. , & Bass, J. E. (2009). Teaching science as inquiry (11th ed. ). Boston, MA: Pearson Education, Inc. ISBN-13: 9780131599499 (Available as eBook)