Summary and Reflection

When teaching my lesson, I taught about the different types of clouds. To activate
prior knowledge, I gave the students characteristics of the cloud types and asked the
students to tell me which cloud I was describing. Overall, the students did very well with
this part. The students also created a fortuneteller, which had the different types of clouds
and weather characteristics. I gave them about five minutes to play with it with each other
to test their knowledge on clouds. During the main part of my lesson, I had the students
create clouds out of cotton balls. I had the students fold their construction paper into
fourths. I then passed out cotton balls and had the students create the four main types of
clouds they have been studying, cirrus, alto, stratus, and cumulus. I created a model for
the students to refer to if need be. On the back, I had the students write down the main
characteristics and weather patterns for each cloud to show they know more than just
what they cloud looks like. After they created their cloud activity, I gave the class an
assessment on clouds. We reviewed the cloud types again by looking at a PowerPoint
with facts about each cloud. It was a short assessment and overall, the students did pretty
well. There was a question on the assessment that could have had two possible answers. I
did not realize this when creating the assessment, and when grading students work, this
is something I will have to consider and keep in mind.
When teaching my lesson, I had the students get into their science groups. In the
beginning of the year, my CT allowed her students to pick their science groups. Her
reasoning behind this was because science is not an EOG topic, and it is a little more
flexible when it comes to testing. As far as students working together in groups, there
were little to no problems. With the activity I chose to do with the class, each group

mostly did the same thing. While there was some free range with what to do, in the end,
the clouds had to look like they would if they were in the sky. Some students got creative
and added precipitation with certain clouds, but overall, each group/person created the
same activity. When students were given instruction on what to do, I showed them the
example I created. When it was their turn to create the activity, I allowed them to use
their notes and fortunetellers they created in the engage section. By creating clouds out of
cotton balls, students got to create themselves what cloud types look like. They also got
to learn more about their characteristics and weather patterns. By doing so, next time they
want to know what the weather will be like for that day, they can just go outside and look
at the clouds and gather an assumption from there. I started out the lesson by asking the
class what kinds of clouds were in the sky. That day, cirrus clouds were out and I asked
the class what type of weather is associated with cirrus clouds. The correct answer was
rainy weather and most of the students answered correctly (and wore appropriate clothes
for when it rains). After the students completed their work, I think what they got the most
out of the lesson is that leaning can be fun and educational. Most of the time, my CT gave
her students the same type of work each day, worksheets and handouts. They enjoyed
being able socialize and learn about clouds at the same time. Although my activity was
hands on, I did not incorporate much technology. I did however use a PowerPoint slide to
review cloud types and characteristics before the class took their assessment. My
classroom did not have a smart bored or doc cam, so the use of technology was a little
different. There was a projector for my CT to use to get PowerPoint slides or the Internet
onto the whiteboard. I incorporated using this in my lesson when reviewing the cloud
types before giving the class their assessment. With the experience, I think what the

students got out of it was that learning can be fun and informative. It is much more than
taking notes and filling out a worksheet. With hands on activities, they will more likely
remember the information and be able to use it. When giving the class the main activity, I
remember how excited the students were to be doing something other than taking notes.
Typically, the way lessons were done, my CT would lecture while the students took notes
or filled in the blanks for cloze notes. After my CT was done lecturing and it was time for
her activity, the class got into their science groups and completed a worksheet. Allowing
the students to interact with one another on something other than a worksheet was great
for the students and me. I enjoyed watching the students use their creative side while also
learning. I also remember how eager the students were to be showing me what they
already knew about clouds. When I was presenting the activity to the class, I had some
students raise their hands and tell me facts about different types of clouds. Making this
activity hands on the class really enjoyed themselves. If I was teaching fifth grade, I
would definitely do this activity again. The students had a great time getting to do an
activity they do not normally get to do. At my school, most lessons were direct
instruction, when the teacher would demonstrate/explain what to do, then have the class
do it. There was little room for guided practice and most activities my CT did with her
students were notes and worksheets. The students are always excited when they get to do
classwork that is out of the ordinary, such as hands on activates. The really enjoyed
getting to work with and converse with others while still learning everything they were
suppose to. As a future educator, I learned a lot about my teaching style and myself. I
know that I need to keep being clear with instruction and allow students to create the
assignment how they would like to. Each student should have the same information and

general look to their assignment, but each students work does not have to look uniform.
This is something that, as a perfectionist, I will need to get accustomed to. Because I love
things to be uniform and orderly, I know that with an elementary school class, that will
not always be the case. I will have to take things as they come and not every student will
produce the same work. That is okay.
I cannot wait to have a classroom of my own! I loved the CT, students, and school
I was placed at for IMB, and hope to have a class as great as them one day.