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Name: Colette Monod

Presentation Week: December 1,2015
Inquiry Based Science Lesson Topic: Water Cycle &Pollution

Grade Level: Third

Reflection: Inquiry Based Science Lesson
Recording
After viewing the recording of your “Inquiry Based “science lesson presentation, evaluate your performance in the following sections.
Write a brief narrative in each of the comment boxes and then submit.
Category

Description

Developmentally
appropriate

-Does your Inquiry
Based Science Lesson
content align with the
CCSS for the
appropriate grade level?
-Is your Inquiry Based
Science lesson content
and experiment
developmentally
appropriate for grade
level stated?

Criteria

-Does your Inquiry
Based Science Lesson
fully demonstrate
connection to topic
taught?

Narrative (e.g. areas of strength, areas needing improvement, etc.)
My Inquiry Based Science Lesson content did align with the CCSS for third grade. The content and the
experiment were developmentally appropriate for the third grade. I felt that the lesson was very
interactive and the students really benefitted from the hands on experiment.

My Inquiry Based Science Lesson fully demonstrated a connection to my topic of the water cycle and
pollution. I used an interactive video to help the students understand the water cycle and a hands on
experiment to describe the effects of pollution. The students were engaged the entire lesson. This lesson
allowed students to explore the effects of pollution while expanding and evaluating their prior
knowledge.

Name: Colette Monod
Presentation Week: December 1,2015
Inquiry Based Science Lesson Topic: Water Cycle &Pollution

Delivery

Do you deliver the
lesson clearly, at a good
rate, volume and speed?
Do you hear yourself
continually saying:
Um? Like? Gonna?
etc…

Grade Level: Third

While I was delivering the lesson I felt as those I used a nice pace as well as tone. It is extremely
important to give your students ample wait time. I made sure to implement various methods or
questioning, and gaging for understanding, so that the students did not feel redundancy throughout the
lesson. However I did keep methods similar so that students felt structured.
I did not find myself using “Um? Like? Or Gonna” throughout my lesson. The only thing I did notice
myself doing was saying boys and girls when there were only girls in the classroom. But we cannot all
be perfect!

Name: Colette Monod
Presentation Week: December 1,2015
Inquiry Based Science Lesson Topic: Water Cycle &Pollution
Content

Experiment

-Do you show a deep
understanding and
working knowledge of
the presentation topic or
is more
reading/research needed
on your part?

Does your experiment
completely follow the
6E Model by allowing
students to Engage,
Explore, Explain,
Elaborate, and Evaluate
throughout the “hands
on” activity?

Grade Level: Third

I felt that I showed a deep enough understanding and working knowledge of the presentation topic. The
PowerPoint information that I was assigned was so vast that I had to narrow down my lesson to make it
appropriate for a third grade level. I focused on the water cycle, pollution, and conservation, and I feel
that I had a deep understanding on these topics.

My experiment completely followed the 6E Model. Students were constantly engaged because they all
had a role in the interactive story I read. They were able to visually explore the cause and effects of
pollution on the environment. They were asked to explain if the water was polluted and why, and also
who polluted the water. They were asked to elaborate on the assessment sheet I gave them. I asked them
to elaborate ways in which they could help prevent pollution and conserve the water. There was also
constant evaluation throughout the entire lesson. I asked questions to gage how much the students were
paying attention as well as how much they were retaining and comprehending.

Name: Colette Monod
Presentation Week: December 1,2015
Inquiry Based Science Lesson Topic: Water Cycle &Pollution
Engagement

Self/Peer Review

-Does your Inquiry
Based Science Lesson
engage all types of
learners (i.e.
kinesthetic, auditory,
and visual learners?)
-Do your classmates
appear interested and
motivated in your
Inquiry Based Science
Lesson and its
materials?
Were your classmates
“peer review
submissions” similar to
how well you believed
you did when
presenting your Inquiry
based lesson and
experiment?
Was there something
that your classmates
pointed out, that you
did not know you were
doing, throughout the
lesson?
If delivering the lesson
again, what would you
do differently?
How will you grow
from this experiment?

Grade Level: Third

My lesson engaged all types of learners because it had many different components. There was an
interactive video, interactive worksheets, as well as a hands on experiment.

The feedback that I received was much better than I had anticipated. I was very pleased with the
positive feedback that I received. I do not think that I received one negative remark however there is
always room for learning and improvement. If I were to deliver this lesson again I would make sure that
all students has a place to sit around the table with the water bucket.

Name: Colette Monod
Presentation Week: December 1,2015
Inquiry Based Science Lesson Topic: Water Cycle &Pollution

Grade Level: Third