Task 5: The Structure of a typical Primary School Science Lesson

Comment on:

What the Science

Teacher does.

What the Students

do.

My mentor came in said

good morning

The learners said Good

morning Miss, thank you

I think the way teacher starts a

lesson is very relevant for student,
and my mentor did not even looked
at them. To make it explicit,
students can tell from the teacher
way in greeting if they are welcome
in the lesson or not (Kyriacou, 2007).

My mentor wrote on the lab

board the lesson objective.

Some students read aloud the

objectives, the others did not
pay attention.

She asked them is salt a

mineral? What do you think?
Why?

They have agreed the salt is a

mineral.

I liked the way she linked salt idea

with the objectives that allow
learners to have a concept about
the lesson.

She focused on the minerals

properties and repeated
terms like streak, luster,
shape, hardness, color.

Students sat in groups and

politely answered the teachers
questions.

Though Im not keen on with the

extra break minutes. But I think it
worked because students behaved
well and reminded each other in
groups.

Learners in group, used

microscope to magnify the
minerals and find differences
according to what they see.

I liked the student-centered

approach because the teacher
provided the materials and learners
have done all steps by themselves.

(p.s: she didnt allow me

to take photos)

Greetings

Introduction to
LOs/SOs/ revision
of prior learning

Focus on a
specific
content/Key
terms/ process

Methods of
teaching and
engagement

Exploratory
Activities

(include a photo of each

stage)

Comments
Document what you found
interesting; any issues that arose
and how they were resolved; Would
you have taught any part of this
lesson differently?

She grouped learners in the

lab and said the most group
who behave well will get
extra 5 minutes in the break.

She said the rules before

providing the materials such
as be careful with the glass,
wear gloves, do not shout out
just wait your turn, watch out
the microscope wire.
Then, she gave each group
two types of minerals, a
microspore, gloves, tooth
picks.

Monitoring,
supporting and
assessing
learning

The teacher watched the

learners, and warned some
students to not touch the
minerals.

The learners were very helpful

and listened to every single
word the teacher said.

She helped low-level students

in using the microscope.
Then, she gave each student
a worksheet that asked them
to reflect by comparing
between salt and copper

Individually, the learner

reflected and answered the
worksheets.

I believe she did a great job in scaffolding the

learn s
students learning.

Task 5: The Structure of a typical Primary School Science Lesson

Finishing off
Review / Recap

At the end, she asked

random students to read
their worksheets answers.
Then, she summarized the
whole concept.

Goodbyes and
transitions to the
next lesson

She asked students to put the

worksheets in the science
file, tide the chairs, clean the
table and then line up.
After she saw all students did
what she asked for, she said
see you after the break.

Chosen students read their

answers according to their
exploration.

The teacher summarize the differences between

the two minerals after giving learners
chance to share.

They fixed the errors, and took

notes to what the teacher said.
Students put the worksheets
and clean their mess, tided
their chairs.

The teacher used smooth transition and

gave clear instructions to avoid misbehaving
issues.

Then, they lined up and said

thank you miss.

Reference list:
Kyriacou, C. (2007). Essential Teaching Skills. UK: Nelson Thrones.

Appendixes:

Task 5: The Structure of a typical Primary School Science Lesson

Task 5: The Structure of a typical Primary School Science Lesson

Task 5: The Structure of a typical Primary School Science Lesson