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Science Lesson Reflection: Sink or Float

The teacher presented a science lesson on sink and float to their students. They were able to teach skills like science processes, manipulative skills, and thinking skills. The students seemed engaged and enthusiastic about learning the topic. Prior to the lesson, the teacher addressed how to motivate less engaged students through a token system. Splitting the lesson into two parts focusing on one skill each may have allowed more time to cover the material without feeling rushed. The teacher learned that classroom management is key to keeping students engaged, and they are able to adjust their teaching to better suit their students.

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12 views1 page

Science Lesson Reflection: Sink or Float

The teacher presented a science lesson on sink and float to their students. They were able to teach skills like science processes, manipulative skills, and thinking skills. The students seemed engaged and enthusiastic about learning the topic. Prior to the lesson, the teacher addressed how to motivate less engaged students through a token system. Splitting the lesson into two parts focusing on one skill each may have allowed more time to cover the material without feeling rushed. The teacher learned that classroom management is key to keeping students engaged, and they are able to adjust their teaching to better suit their students.

Uploaded by

hiyes
Copyright
© Attribution Non-Commercial (BY-NC)
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

Science lesson self reflection Goh Li Hui KDPM/ KDC

Science Lesson Self Reflections

On December 8, 2010, I presented a science lesson on the topic of sink or float

in the classroom. I had the opportunity to teach certain skills like science

process skills, manipulative skills and thinking skills. The lesson seemed to be a

success. I was very happy with the student’s enthusiasm as well as their

cooperation. The lesson engaged the students and encouraged their desire to

learn this science topic with joy.

Prior to the lesson, I took into account the students that needed help with their

personal motivation to be involved in the discussion. This avenue was

addressed by offering them a token system for their positive behavior. For

example, certain students normally would loose focus during the course of this

lesson. These non-attentive students were able to stay on task along with the

rest of the students.

This lesson encompassed both making inferences and generating ideas skills. If

only one skill for this lesson was taught, it would have also helped with time

management. Therefore, if I had split the lesson into two, it would have allowed

me to not feel rushed while covering the material. I found that classroom

management is the key to ensuring that every student is engaged and on task.

Lastly, when being critically evaluated I realize that I am capable of adjusting and

being flexible in order to better suit my students.

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