Katie Zambito

CT observation - Connected Lesson

My formal observation lesson plan was based on the similarities and differences between
magnifying tools (hand lens, microscope, binoculars, telescope). The lesson was separated into
two days in which students would observe the functions of various magnifiers. Both lessons were
student centered and based on student conversations and partner work. Students were to work
with a partner (day 1) or in a small group (day 2) to complete an observation activity with the use
of hand lenses/microscopes (day 1) and binoculars/telescopes (day 2). Students were informally
observed throughout the lesson with the assistance of a checklist. Students were informally
assessed based on three divisions of criteria; accomplished, making progress, and needs
improvement. As the students worked with their partner or small group, I circulated the room and
listened to student conversations and decisions throughout the activity. Analyzing the informal
checklist showed that three students were in the 'making progress' phase of learning (day 1)
while the remainder of the class was in the 'accomplished' phase of learning. After analyzing the
informal checklist on day 2 showed that five students were in the 'making progress' phase of
learning (day 1) while the remainder of the class was in the 'accomplished' phase of learning.
From engaging in this lesson, I learned that student movement is a powerful form of
engagement in lessons. Both days of the lesson consisted of movements throughout the
classroom and outdoors. On day 1, students were partnered based on engagement levels
throughout science lessons. Students that typically show higher levels of engagement were
paired with students that may lack engagement throughout science. Students were to work with
their partner and locate objects around the classroom that they could use their hand lens to look
at more details in the object. While students worked with their partner, groups were called to the
back table to observe the difference between salt and sugar under a microscope. After watching

Katie Zambito
CT observation - Connected Lesson
my video (day 1) from my lesson, I noticed that the students were able to move throughout the
room and observe objects without breaking any of the expected rules that were stated prior to the
activity. On day 2, students were placed in small groups of 3 to complete an observation with the
use of binoculars. Students observed telescopes through the use of virtual images online and
discussion of the purpose of telescopes. The lesson incorporated movement as the students went
outside to locate objects that they could observe with binoculars. The purpose of the connected
lesson was for students to observe the difference between the tools that are used to look at small
objects versus the tools that are used to look at objects in the distance.
After watching the video from day 1, I noted that the directions were explicit with the use
of modeling, answering questions for clarification, and step by step directions (time-3:36).
Although the direction took longer than expected (5 minutes), the students knew the expectations
and were able to complete the activity without asking any questions in between. Throughout the
video, I noted instances in which certain partners were separated throughout the room rather than
working together (8:19, 15:42). The closing of the lesson allowed students to compare their work
with other groups in the classroom. The students turned their papers into the basket upon
completion and were given a countdown in order to get back to their seats quickly (42:51). After
watching the video from day 2, I noted that the students were eager to share their learning from
the previous day as a review after they were prompted to participate (2:03). The students were
accurate in their responses and lead into a discussion and introduction of new science tools that
magnify objects. Students were pre-assessed throughout the previous day (informal observations
and graded work) and discussion of basic functions of telescopes and binoculars. Students
expressed their familiarity with these tools and the basic functions of each magnifier (4:22).
Based on this connected lesson, my goals for future lessons would be to incorporate

Katie Zambito
CT observation - Connected Lesson
movement into more lessons. By allowing students to move throughout lessons helps connect to
students with different learning preferences. Movement can help create memorable experiences
for students in order to assist them in understanding and recalling the information. I was able to
incorporate kinesthetic, auditory, and visual learning styles into the lessons by writing/placing
the terms on the board/Elmo, allowing movement, and reading the directions on each worksheet
aloud for students.
By analyzing student data (day 1), I recognized that all students were able to identify
objects that could be looked at under a hand lens to analyze more detail. Students were assessed
based on their identification of objects that may need to be looked at more carefully (i.e. detail
on ribbon versus looking at the date on the whiteboard). After analyzing the data collected from
day 2, I noted that students expressed confusion with the documentation of the object being
viewed through the binoculars. The worksheet showed two circles (1 for each eye in the
binoculars) and the students drawings were condensed into one circle due to the confusion of the
purpose of the two circles. If I were to teach this lesson again, I would alter the worksheet to
have a basic area for students to document their viewings through binoculars.