RUNNING HEAD: FIELDWORK OBSERVATION

Fieldwork Observation

Yesenia Solis

National University
ITL 518
Professor Amanda Bell

November 6, 2020
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Fieldwork Observation

Abstract:

In this paper, a reflection of a science lesson for a 4th grade is explained. The lesson is

observed on the teachers and student’s ability to create a need to learn, make students critical

thinking evident, engaged in the lesson, participate in the science lesson, and exchange their

findings. The lesson structured, the teacher and student’s role, classroom management, teaching

activities, teacher material, phenomenon, and DCI’s were all factors noted in the observation

reflection. In this lesson, student inspiration, dedication, collaboration, discovery, and decision-

making process are noted. According to a few articles, these causes, practices, and strategies

discussed in the lesson can be contrasted with current metrics of a good science lesson.

Observation:

For the fieldwork observation, a 4th grade science class and teacher through the School

Improvement Network was observed. There was limited information on the teacher and her years

of service. The science lesson was video recorded for 31 minutes and 49 seconds. In the lesson,

the teacher performed a unit called motion and designed. She began the lesson with asking the

students what they have been working on. The students would raise their hand and would inform

the teacher and the rest of the class what was motion. The teacher would further explain the unit

by breaking down the information and asking the students more questions in order to further

their understating about the lesson. She starts the lesson by providing information of previous

lesson and experiments. The teacher had vocabulary words on the chalkboard. Several students

gave their explanation on what was force and gravity.

The Next Generation Science Standards (NGSS) that are associated with this high-quality

science instruction use evidence to construct and explain the relation of the speed of an object to

the energy of that object (Next Generation Science Standard, 4-PS3-1, May 2013). The NGSS
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Fieldwork Observation

helps guide science teachers by redefine the position of the teacher by giving responsibility to

teachers to build curricula that promote the behavior and thinking processes that contribute to

effective science learning in students (Hutner & Sampson, May 2015). The teacher creates new

ways to learn in several forms. A teacher must provide the lesson with a framework that

motivates learners to continue to learn, and motivation may be either extrinsic or intrinsic

(Hutner & Sampson, May 2015). The students in the class were motivated and eager to

participate by answering the teacher’s questions and asking questions themselves. There were a

few students who were confused however, where not shy to ask for clarification which I find it

amazing as I wouldn’t ask for clarification. The students were given clarification for the

information that they were given through hands on activities, observations, and discussions that

would expand on the concepts they were learning for the day. The students had prior knowledge

of the instruction as the teacher had been talking about motion in prior lessons and understanding

the newfound information would be important for future lessons as the information tends to

correlate to one another. The teacher motivates learning by constantly walking around while the

activity took place and asking the students questions about the experiment. The students were

very focused and stayed on task. Students utilize prior observational knowledge as evidence to

state their answer and discuss it with their groups. The teacher made the information relevant by

giving examples and by demonstrating it through visual representation.

Thinking was made visible in many ways throughout this lesson by testing force through

a falling weight system. The teacher continued to explained force and motion in order for the

students to comprehend the new information which will help them through the experiment of the

falling weight system. The teacher would help the students display their evidence through

journaling their findings and through displaying the experiment. The teacher gave the students
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Fieldwork Observation

visual aids before they started their experiment. This process helped the students focus on the

initial concept of the experiment which was measuring distance of the different weighted

washers in the falling weighted system.

The students were actively engaged in the activity since they had formed the vehicle in

another lesson, so they were familiar with certain vocabulary terms. They were guided by their

teacher through academic conversation if the students needed more time to complete their

assignment or if they were not understanding the assignment. Students were able to explore the

different weight systems that would have the car move forward. The students would experiment

and understand the scientific term for the phenomenon they have been observing in the class

which was force and gravity that gave the energy of the car to move forward.

They also participated in the act of science through observation and journaling. They are

able to write down their observations and are able to start and finish their experiment. The

students are able to write down their findings and organize them and utilize vocabulary terms

like gravity, force, and motion when describing the function of the falling weight system. The

teacher led the discussion by prompting question about the weight and having students think of

what will happen when the weight is added to the fishhooks. The students were eager to

participate and answer the questions.

Students were able to exchange meaning several times while discussing the terms of the

experiment. Students actively thought about the experiment, observations, and resources that

would motivate their thinking. They also used assumptions and prior knowledge to determine the

outcome. They asked the teacher questions which encouraged the students. The teacher would

the correct and supported mistakes or misconceptions. Students used tools correctly and

expressed predictability in repeated the activity with different weighted washers. Students were
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Fieldwork Observation

able to take the teacher’s techniques and apply them to their experiment and measure the

distance of the different weighted washers. Students made appropriate use of their paper and

pencils. With supplies on their desks, students were organized and understood what they wanted.

Students who were off duty or violated materials were diverted and made aware of appropriate

methods.

Reflection:

Overall, the 4th grade science teacher provided a strong science lesson. In order to

improve, students could have used more hands-on examples. The teacher could have asked for

more hypothesis about the experiment. Classroom management was seen when students were on

task and engaged in the lesson. Students learned how to volunteer data by lifting their hand

during conversation and investigation. Students knew when they were done, how to relax into

their seats and tidy up. Students became aware of practices such as writing notes in academia.

When they opened the unit on dropping weighted washers, students became aware of the

punitive key concepts. Much of the teaching was full class, and chances for students to partner

and share their studies were skipped. Students learned how to shift from full class to independent

work. In order to calculate the distinct distance between the car and the multiple weighted

washers, students were aware of how to perform observation and the different weights they

might apply. They were able to look at references in the textbook and to refer their notes back to

their journal.
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Fieldwork Observation

Reference:

Hutner, T.L., & Sampson, V. (May 2015). New Ways of Teaching and Observing Science Class.

Kappan: Texas.

Next Generation Science Standard (May 2013)

https://www.nextgenscience.org/sites/default/files/4%20combined%20DCI%20s

tandardsf.pdf.