I.

Observation 6:

Science

II. Grade:

Fourth Grade

III. Students:

9 girls, 10 boys

IV. Setting:

Classroom at St. Matthias School in Somerset, NJ

19 Students, ages 9-10, one teacher

V. Pre-Observation:

The purpose of this observation was to analyze the teachers science lesson and its effectiveness

in this fourth grade classroom. The teacher and the students briefed me on the current chapter

and what they had been discussing throughout the week. Prior to this observation, I read Anne

Tweeds Designing Effective Science Instruction.

VI. Data:

The teacher began the lesson by putting vocabulary words for the current chapter on the smart

board, such as conductor, insulator, charge, etc. To help students recall the information from the

chapter, the teacher asked the following questions: How do a negative and positive charge

react? and How do a negative and negative/positive and positive charge react? The teacher
asked students these questions and the students explained that opposite charges attract and same

charges repel. The teacher had a student come up to be a volunteer and rubbed two balloons on

her head, creating static and making her hair stand up. The teacher hung the balloons from a

string and showed students how the balloons repelled each other. She explained that this is

because the hair gives the balloons a negative charge, making the balloons push each other away.

The teacher then gave each pair of students a balloon that they would be testing throughout the

classroom. Students had to rub their balloon against a surface in the classroom and then see if it

would stick, meaning there is a static electric charge. Students tested various surfaces, such as

the tile, their shirts/sweaters, wood, glass, metal, plastic, among other things. Students would

then write down their observations and what surfaces they tested. Once every group was

finished, the class came together to discuss their findings. Students discussed what they found

were conductors and what were insulators.

VII. Analysis:

I think this lesson was effective for students and helped them develop a concise understanding of

the elements of static electricity. According to Designing Effective Science Instruction by

Anne Tweed, effective science lessons include collaborative work, engaging content, and group

discussion (Tweed, 2009, pg. 14). The teacher allowed students to move around the classroom

freely, which the students really enjoyed. Working with a partner not only kept students

motivated, but it also kept them engaged and on task. The teacher also asked questions to assess

students prior knowledge and allowed for discussion throughout the lesson. Tweed says research

finds that effective lessons include Essential questions or activities engage students in the

content and motivate them to learn. Students prior knowledge is acknowledged and built upon
(Tweed, 2009, pg.18). However, Tweeds research found that instruction is ineffective if the

classroom environment is negative (Tweed, 2009).

VIII. Recommendations:

The teacher of this fourth grade class put together a fun and interactive lesson for the students.

However, the students rarely hear good comments and positive feedback. Tweed talks about the

importance of creating a positive learning environment and says teachers should reinforce

progress and effort, believe all students can learn, encourage scientific thinking, and provide

feedback (Tweed, 2009, pg. 16). The teacher should find ways to support and acknowledge

students hard work. According to Tweeds research, the nature of the classroom has a direct

effect on students academic success. If the teacher had a better attitude and created a positive

classroom, students would learn more effectively.

IX. Post- Observation:

The students in this class enjoyed this observation and were all very involved. They were excited

to work in pairs and collaborate with one another. The students can be very restless throughout

the morning, so they really liked being able to explore their surroundings. Being able to get out

of their seats and experiment was effective and engaging for the students.

X. Citations:

Tweed, A., & National Science Teachers Association. (2009). Designing Effective Science

Instruction: What Works in Science Classrooms. Retrieved from

http://static.nsta.org/files/PB243Xweb.pdf
Date Completed: Spring 2017
Date Submitted: Spring 2017
Title of Artifact: Observation 6: Science
Standard: Standard Five Application of Content The teacher understands how to connect
concepts and use differing perspectives to engage learners in critical thinking, creativity, and
collaborative problem solving related to authentic local and global issues.

I am placing my artifact, Observation 6: Science, under Standard Five- Application of Content,

as evidence of continued mastery toward designing creative lesson plans and how to effectively
teach content. In my observation, I noticed that the activity was engaging for the students and
every child was immersed in the lesson. When students are interested in the content, there are no
issues with attention or staying on task. In the recommendations, I suggested that the teacher use
more positive reinforcement to encourage student progress. This is evidence of my understanding
of how to engage learners and encourage exploration through hands on lessons.