Week 3

Observation Task 4: Observing a teacher during a Science Lesson

Objective
To observe Science teaching in action and begin to understand effective strategies for Science teaching and
learning in groups.

Procedure

You will need a copy of the Observation Table:

Before the Observation

Arrange to observe a lesson that focuses on Science and discuss the lesson with the teacher beforehand
so you can know the Objectives and the lesson development.
Ask the teacher what strategies she will use to help her deliver the lesson.
Get an idea of the Inquiry/experiment the students will do.

Objective:
- Identify the circle life of the plants.
Strategies:
- Showing film.
- Ordering the plant stages life.
- Drilling the new language.
Inquiry/Experiment:
Inquiring the plants stages life through watching video

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During the Observation

Complete the Table and make notes in the appropriate column on:

Title of Science Lesson:

Grade: two

The life cycle of a seed

Objective(s):

Organize events in sequential order through comprehension and writing activities.

Use time transition words to signal a sequence of events.

Use the appropriate present tense verbs to show the life cycle of a plant.

Template For Task 4 Observing a Science Lesson

Materials

Interaction
Activity

Teacher

Student

Resources

Time

Shake a paper bag filled

with carrot seeds.

Showing the picture of

carrot.

Asking students to guess what is in

the bag?

Discuss with students how a

carrot seed grows into a carrot

Students feel and examine the

seeds. Recognize and observe
the seeds.

Students give various answers.

paper bag

Purpose / objective of the activity

data-show

Encourage students to
give specific details.
Child thinks to give his
prediction.
Encourage the child to
observe and analyse.

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How the teacher introduces key terms and engages students

In the first, T put a video about plants stage life to engage them and catch them to the
lesson.
The topic and how its introduced?
While the video is playing she comments on the video, asking the question to extending the
Ss information and explore.
How much of the lesson is teacher talking time?
TT is more that Ss she tried to explain everything and dont challenging the Ss.
How much group work is used and if students are active participants
Ss work most of the time as a whole class but in one activity T decides to work as group, Ss
were not active because they were not usually working as a group. As a result, Ss
participant was not active as I expected.
What materials were used and their purpose?
Paper bag was to engage students in discovering and discussing, while data show to
present, observe, and analyse.
How much Arabic is used
The Arabic language was used in the whole class because the curriculum changed from
English to Arabic.

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After the Observation:
1. What was the objective of the lesson?

Recognize how seed becomes a big plant.

2. Was the objective achieved?

Yes.
3. How were key terms introduced and explained?

Review sequencing, using time transition words to indicate

sequence
4. How did the teacher build the teaching/leaning? How did the lesson progress?

The teacher used the elements of thrill in the lesson by bringing a

bag to touch the seeds and discover, and give specific detail.
Did teacher do whole-class teaching or group work? Why?

At the first whole class then groups work because she presents the
lesson at the first then students work as groups. She wants to
scaffold at the first then students can do the activity independently.
5. Was there an inquiry/experiment? Describe the process.

Yes, at the first Shake a paper bag filled with carrot seeds. Ask the
students to guess what is in the bag. Let the students feel and
examine the seeds. Record the observations about the seeds.
Encourage students to give specific details. Ask the students if they
know what will grow from the seeds. Record their predictions.
6. Did students record the experiment?

No.
7. How much teaching was done in L1? Why do you think the teachers used L1?
Whole of the lesson was in L1 because curriculum changed to Arabic.
8. What was the purpose of these?

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It was easier for the students to understand, and deliver the

information.
9. Were there any other resources/materials used to deliver the lesson?

Yes.
10. Did teacher do whole-class teaching or group work?

She mixed between this two methods according to the part of the
lesson.
11. When did she work with the whole class? Why?

At the first, because she presents the lesson it at the first.

12. How much of the lesson were the students using the book?

In this class, they didnt use a book.

Reflect on students learning Science in English and the teacher teaching in English.
The student learning between English and math is different because this
year local school changed MAG system. So students were more active in
Math and English because the language was in Arabic, so it becomes
easier for the children to understand it. In English, the situation is
different .Students were engaged but is difficult for them to understand
the teacher because students have a poor environment around them
because no data-show, realia, hands-on activity.