MCT/MST Lesson Observation

Feedback to student teacher

Student teacher’s name: Amina (Serena) Observer’s name: M McMinn

Unit/Lesson: Science Grade Level: G1G
Date: 18 March 2018, 1:15pm

Competency Area F D C B A
Commitment to the Profession 
Planning for learning 
Managing Learning 
Implementing Learning 
Assessment 
Reflection on Practice 

Strengths of the lesson:

The class were seated on the mat to start the lesson. The opener was presented as a story
about a bird fishing for his dinner in the sea, before and after an oil spill from a ship, using a
bowl with water and food colouring, oil and a bird feather to symbolize the main elements
of the story. You have created a character that students can empathize with (you could
strengthen this further by asking your students if they would like to swim in oily water). A
class discussion about the problems with oil in the water followed. The students were using
some great language during this discussion, including ‘pollution’ and properties of the oil.
A video about the effects of water pollution followed and a discussion of the problems
noticed in the video. You gave instructions for the activity students were to do, and then had
a student repeat them back for clarification.
Students were moved to tables by name/groups (by the TA). Students filled in a table about
the tools and steps of the oil spill demonstration.
Students were calm and focused during the independent working time. Work was collected
and then students were transitioned to maths.
Areas for development:

Goal – classroom management. Use strategies to keep students calm and on task.
Proofread your lesson plan!
This is a great lesson for learning about the effects of humans on natural environments
(water pollution). The CCSS standards, aims of the lesson, your story and the video all linked
well together. However, the activity for the students was related to writing up the
experiment, not directly about the topic (this was a demonstration – a good one – but not an
experiment). Perhaps they could have written or drawn about how the story and video
makes them feel, or develop a poster to warn others about water pollution, etc. What will
you learn from their work that will tell you how well they understand the human impact on
water environments?
The activity was the same for all students – how could you scaffold lower level students,
and/or extend the more advanced students?

A = Exceptional, B = Very Good, C = Satisfactory, D = Marginal and F = Unsatisfactory