Overview
The lesson provides a clear and simplified picture for 2nd-grade students. The teacher used movements and visuals to catch the audience’s attention from 1:00 until 1:30 (May 2013). Before the lesson, she encouraged questions and the learning process by acknowledging that there was no specific answer to her question at the moment from 0:30 to 1:00 (May 2013). This teacher creates effective communication and a supportive environment. She reacts to the questions posed by the students since they are more willing to participate if they believe they can succeed (Designing Science Lessons for All). She encourages the inclusion of all students, questions, and discussions from different students and reaches all students in the classroom. Methods of learning, such as addressing different styles and students’ needs, make everyone feel included in the learning process.
The teacher uses supplementary materials that students can touch and play with the foil, cup, and rubber band from 12:10 to 23:00 (May, 2013). The practical experiment, methods of knowledge application, and synthesis are applied for a better understanding and recognition of the science lesson. The time given for practical learning was 11 minutes, which is a substantial amount of time for every student to complete the practice and evaluate the results. The teacher also uses the method for training students with practice and reflection.
Application
The elements of these lessons to include in the future would be active participation, allowing multiple correct answers from the audience, and connection of science with real-life experience. Therefore, unlike traditional teacher-student relationships, the most remarkable element of the lesson is the active participation and inclusion of students in the learning process.
I would modify this lesson with a more thorough use of technologies because the current time offers various possibilities to use computers or tablets effectively in the teaching process. I would apply them in a combination of the practical part, demonstrating computer simulations or videos with different sounds for students to recognize volume and frequency.
Previous elementary science lessons offered more observations and clarifications with examples of illumination and transparent materials. In contrast, this lesson provided a more practical side for the students to explore the materials. The teacher offered clear instructions and a manual of work that followed every student to the result. Each achieved the goal at the end of the lesson. The teacher gave much time for thinking and practice, while most classes were timed per minute.
References
May, Allison Arthur. (2013). Science Lesson on Sound. [Video]. YouTube. Web.
Designing Science Lessons for All. (2009). Teaching science for all children: An inquiry approach. New York, NY: Pearson. (6th Chapter)