Jasmin Colon

EDUC 359

Fall 2017

Live Lesson Reflection

For Brianne, Sam, and Is lesson, we discussed heredity and genetics. It was made for a

seventh grade classroom. In our lesson, we narrowed our vocabulary down to about seven words.

We focused on inherited traits and Punnett squares. Our language objectives were students would

be able to explain how traits were passed, and write about the process of Mendels pea plants.

Our content objectives focused on identifying how traits were passed down, labeling parts of a

Punnett square, and creating their own Punnett square. We feel as though Jack, the student we

worked with, understood the material after completing it. We know because he was able to

complete the worksheet at the end with minimal help. The worksheet focused on some

vocabulary terms, questions about inherited traits, and to identify traits that are not inherited but

learned.

The goal was to challenge the students vocabulary development. The vocabulary we

included in our lesson was challenging for a seventh grader. Jack was in sixth grade, so he did

not recognize the terminology at first. He did ask questions based on the words to clarify his

understanding. However, as he began using the words in a sentence or explanation, he

understood the words a little better.

As we went through the lesson, we realized that some of the material was too difficult.

We tried to cover Mendels pea plants and Punnett squares in the same lesson. We decided that

to cover both would be too overwhelming for the student. We decided last minute as we began

our lesson to change it. Focusing on just inherited traits and Punnett squares turned out to be a
better idea. We also decided that we should have given examples of dominant and recessive traits

so the student would be able to visualize it. We did not find any part of our lesson too easy,

considering it is a vocabulary rich topic.

Jacks first language is English, so we were able to convey the topic well to him.

However, if we had a student who did not speak English as fluently as Jack, we would have to

make changes to our lesson. One adjustment we would make to our lesson would be to have the

student speak more. Jack understood the material and vocabulary, so we did not have him speak

as much. If it was an English Language Learner (ELL), we would have the student repeat after us

or read aloud the definitions. Another adjustment would be time. We were able to get through the

main points of our lesson quickly with Jack. However, if it was an ELL, we would have to

stretch the lesson a little bit more.

Overall, I thought it was a nice change to perform a lesson with a student. This way, it

put into perspective items on the lesson that needed to be adjusted. By performing the lesson

with a student, it makes it a little bit more real instead of performing it in front of other education

majors.