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Date: S-eptcmber 12 20J3
OBSERVATION OF CLASSROOM TEACHING
1
PROFILE OF STUDENT TEACHING PERFORMANCE:
A CONTINUUM OF PROFESSIONALDEVELOPMENT
Student Teacher Dan; e II e c Cl s ii \J 0
Cooperating Teacher c. Sn)' d er
Topics P lA rts of 0 f I ow er ( fO L 4. i-)
School R) Ver Bend Es-
Time/Class/Period BIOC..K a Scicnc-c
Instructional Strategies UsedModc.l > Smactaoard> Lg b

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"B: eREPARATIQN FQB INS'TRUCTIQN The student teacher ....
81. is familiar with relevant aspects of students' background, knowledge,
exoeriences. and skills.
82. plans for the unique characteristics of individual students (i.e. TAG/GT, ESL,
Soecial Needs amona others\.
B3. formulates clear leamina outcomes that are aoorooriate for students.
84. plans appropriate methods to meet the teaming outcomes (i.e. technology,
. coooerative leamina. etc.l.
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85. olans assessments of leamina outcomes.
C: The student teacher
C1. establishes a safe Dhvsical and osvcholoaical environment.
C2. creates a climate of fairness and respect.
C3. maintains consistent standards tor oositive classroom behavior.
C4. makes procedures and outcomes clear to students.
CS. oresents content effectivelv.
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C6. models aoorooriate lanauaae usaae.
C7. orovides aoorooriate accommodations tor diverse learners.
C8. provides oooortunities for content aoolication.
C9. checks for understanding using a variety of formal or informal assessment
techniaues.
J C10. 1.1ses instructional time effectlvelv.
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IL D: BliiiEb!;CTIQH ANQ - llf!ACT QH
The student teacher....
01. provides specific evidence to document student learning.
02. accurately describes the strengths and weaknesses of his/her teaching
skills in relation to student leamina.
03. seeks and uses information from professional sources (i.e. cooperating
teacher colleaaues and/or research) to imorove instruction.
04. indicates strateaies to improve instruction.


E: PRQFESSIQttALISM The student teacher ....
The student teacher demonstrates personal and professional behaviors that
support student teaming ancVor the performance of other professional
responsibilities (Use ti" for observed, NIO for not observed and NIA for not
applicable.) oJ
"' ;, responsible and dependable. l(1>v
""\;"shows initiative. U
'-\i exhibits the ability to make decisions. '
"'J demonstrates enthusiasm for teaching.
""'1 has compassion for students.
''v dresses appropriately.
demonstrates professional behavior.
_displays mature judgment and self control.
D:3 Date: 9-12-/3



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SyggesUons for <eonttnying Profe!lonal Development: Areas of Strenath and Areu for Growtb


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Date
Rev6I05
(white copy- Student Teacher; yellow copy- Supervisor; pink copy- Cooperating Teacher)
Danielle Castillo
Cooperating Teacher: Mr. Kyle Snyder
River Bend Elementary School
September 12, 2013 lO:OOam
Date Submitted: September 5, 2013
A. PARTS OF A FLOWER LAB
B. CONTEXT OF LESSON
Over the past few weeks the students have been completing an ongoing flower project
where they planted a seed and watch the growth over time. The students really enjoy going to the
lab and being able to put their hands in science. From this, I knew my lesson would gain the
students' interest because I can see how much they enjoy going to the lab. We have been
studying flower parts and their functions for the past few days. We have made flash cards,
completed flower parts homework, and played a review game. Yesterday I gave the students a
SmartBoard Review of the parts of the flower. This lesson is applicable to fourth graders and
encourages them to work and communicate with a partner. Fourth grade students have
progressed to Piaget's concrete operational stage. It is during this stage that children acquire the
ability to think logically about concrete objects. Concrete operational learners acquire reversible,
organized mental operations that allow them to conserve, classify, and take alternate
perspectives. This lesson is well suited for concrete operational students because it allows them
to organize information, which expands their classification abilities. This lesson has students
using a. hands-on real life approach to flowers. This lesson has the student reading instructions,
observing, finding, and recording information. I will take my students through a quick review
today prior to going to the lab in order to refresh their memory.
C. LEARNING OBJECTIVES
Understand - Do-
I. Flowers are made up of I. The students will observe I. The students will draw and
many components. the parts of a flower both on record their observations as
the diagram and on the actual "secretary".
2. For many typical green flower.
plants, there are 2. Students will write and
anatomical structures that 2. The student will name the complete a chart on plants,
perform certain basic simple function of each flower drawing the class sample, and
functions. part and the role of flowers in identifying the basic functions
reproductions and will make of the different parts of the
3. Flowers contain the inferences about the roles of plant.
reproductive parts of the each part.
plant where new seeds are 3. The student will dissect the
formed. 3. Using a real plant sample, flower in the lab.
students will identify the basic
parts of the flower including
the petals, anther, stamen,
filament, sepal, stem, oistil
J
D. ASSESSING LEARNING
Know/Do (Leaming Assessment plan
objectives)
The students will draw and
I will collect the students' worksheets to make sure they were
record their observations
accurately describing and recording their observations. I may
as "secretary".
ask questions such as: Is the pistil of your flower well adapted
for capturing and holding onto pollen? Is the stamen of your
flower positioned higher or lower than the pistil? The children
should be working together and filling out their "description"
and ''function" portion of their chart.
Students will write and
I will ask the students as I walk around what the function is of the
complete a chart on plants,
part they are currently dissecting. I will collect the worksheet
drawing the class sample,
in order to make sure students were able to define the basic
and identifying the basic
functions of the different parts of a plant. I will ask questions
functions of the different
such as: What function did the sepals perform for the flower
parts of the plant.
before it opened? What role does an anther play?
The student work together
I will use a checklist to make sure students are working together
to dissect their flower in
with their partner and appropriately using the tools. I will ask
the lab.
questions such as: Can you locate pollen on the stamen? Can
you find the ovary of your flower? What will this become? Is
the neck of the pistil hollow or solid? Today in the lab you
touched the top of the pistil. Why do you think it was sticky?
How would it be helpful for the plant for it to be sticky? I will
collect data charts to make sure each part of a flower is taped
onto their chart.
E.RELATEDVIRGINIASTANDARDSOFLEARNING(andNATIONALSTANDARDS
if required)
4.4 The student will investigate and understand basic plant anatomy and life processes.
Key concepts include .
a) the structures of typical plants and the function of each structure;
b) processes and structures involved with plant reproduction;
c) photosynthesis; and
d) adaptations allow plants to satisfy life needs and respond to the environment.
F. MATERIALS NEEDED
I. ClearTape--(Mr. Snyder)
2. SmartBoard-(RBES)
3. Flowers-(Mr.Snyder)
4. Worksheet-{Me)
5. Magnifying Glass-{Mr.Snyder)
6. Pencil-{Students)
7. Doc Camera-{RBES)
8. Paperplates-(me)
9. Ruler-{Mr.Snyder)
l 0. Flower model-{Mr.Snyder)
G. PROCEDURE
Engage: I'd like for you to watch this video and predict today's topic is? This clip is very short
so watch carefully.
I. Play: Life Science: Plants
htJJJ:l!aou.discoveryeducation.com/seqrch?Ntt=the+survival+of+plqnts video beginning
at 2:45 with sound off. Visual Cue: Pink Daffodils Audio. Cue: "Pollen grains must travel
from one plant to another."
2. Pause: the video at 3:03. Visual Cue: Transition to hand holding vine plant. Follow-up:
Say: Based on the video clip, what is your prediction for today's topic? (Varied student
responses-targeted appropriate responses: flowers, inside of flowers, flower parts or
flower anatomy)
3. Say: You are right! We are going to be investigating flowers today. What flower parts do
you already know? (Accept varied student responses) Let's look at the model to review
the structures or parts of the flower and their functions or jobs.
4. Activity: Students will view the model and identify each part.
5. Say: Botanists are scientists who study plants and flowers. Often they will use a
microscope, how do you think using a microscope helps a botanist? Today, you are all
going to be botanists. Who remembers what a botanist does? (studies plant life and
flowers) We will be using our hands and microscope to take a closer look at flowers.
6. Before heading to the lab-warn class that they will need to be able to identify flower
parts today and may bring their flashcards from class as well as a pencil. Review safety
rules of the lab.
Lab: Divide the class into groups of two students (already set pairs)
Preparation: Have tape, magnifying glass, and dissection job cards already on lab table.
I. Each student will have a specific job to do today (we'll be switching halfway through the
class to the other job). The description is important and listed on the Flower Dissection
Job Card Worksheet at the center of your table. Your group's task will be to work
together to dissect the flower while following your own job description to complete the
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Secretary's Notes Worksheet. Assign roles of Surgeon & Secretary. Explain each job
and pass out one Flower Dissection Job Card per group.
a Secretary: Write the descriptions of each flower structure in your own words on
Secretary's Notes Worksheet. Draw pictures of your observation using colored
pencils Use Flower Dissection Data Sheet Attached (beginning of document)
b. Surgeon: Carefully dissect the flower while keeping the flower structures intact.
Glue flower structures to appropriate place on Secretary's notes worksheet
2. Every student will be given a worksheet. They will first fill in "Initial Observation"
section. (Use timer: 4 minutes)
3. Give each group a fresh flower and the attached Flower Dissection data sheet. Tell them
not to touch anything just yet and that I will model and do the first step with you. I
will show you how I would like you to fill out this chart.
4. Flower examinations can begin by looking at the top of the stem, just below the flower
petals. Have each student locate the petal.
5. Take one of the petals and tape it in the "petals" square on your flower parts page.
6. Tell the class to look at the petals. Ask the class what they think is the purpose of the
petals. Their beautiful color, shape and arrangement are meant to attract pollinators like
bees and butterflies. However, they also play an important role of protecting the other
parts inside.
a. Say: Petals function to attract pollinators. They use their shape, size, and color to
attract bees, butterflies, and birds to their nectar.
7. Then, have students complete the remaining boxes on the data sheet: number, color, and
function.
8. Allow time for students to complete the flower dissection by removing and inspecting the
other flower parts listed on the data sheet.
9. Have the class carefully peel off the petals to get a closer look at the parts inside the
flower. Look for the male parts of the flower, known as the stamen.
a. They look like long delicate stalks with a small, oval ball on the end. Stamens are
broken up into two parts, the long strands called the filaments and the small,
pollen carrying, oval balls called anthers.
10. Students can carefully touch the anther to expose some of the pollen. Usually pollen is a
yellow or orange powder like substance. If no pollen comes off, that means that the
flower isn't ready for pollination yet
11. Next the students can remove the stamens to reveal the thicker, central strand called the
pistil, the female part. The end of the pistil, called the stigma, is often very sticky.
a. Say: Today we will not be removing the ovary, however, during pollination the
stigma catches the pollen to bring it down the tube to the ovary. The ovary is
where seeds form at the thick area at the bottom on the flower.
b. So again, we will not be breaking open the ovary to uncover the ovules inside.
The ovule is the female reproductive cell that will develop into a seed when
fertilized by pollen.
12. After the class finishes their chart, if we have early finishers they may review their
flashcards that they've already brought to the lab. We will be having a plant unit test
next week so they will need to study the flashcards.
16. Class will head back to classroom. The class can finish working on any of the
descriptions or drawings they need. If they have finished they may work with their partner
and quiz each other on the flashcards.
Closure: Students will pull out their planners to mark their homework for the evening.
Students who were on task, quiet in the halls, attentive, and prepared will earn four stamps.
As we leave the lab I will make sure the tables are cleared off and ready for the next block to
work.
H. DIFFERENTIATION
This hands-on laboratory exploration invites students to explore functions and parts of a plant.
Students will ask questions and devise ways to find answers as they discover why each part of
the plant is important. The students will use descriptive language through their observations.
Writing is integrated into this lesson. For students that may not be great writers, the lesson still
has many hands-on components where the student would still be learning. The students are
paired to have one student help another if needed. In addition to working with scientific process
skills, students engage in writing activities that encourage descriptive and clear thinking. The
diagram with colored pencils will allow students to still understand the parts of the flower
without writing. I used assigned roles to cater towards the students' strengths. I will provide a
rubric for all of the students as they complete their data sheet and drawings. We do not have any
ELL students in the class, however, the drawing and dissection component would help them
understand the content if we did. Students that finish the lab early may begin to work on the
diagram at the bottom of their worksheet. Students that finish the worksheet may study their
flash cards. I will walk around the room as the students are dissecting the flower and work with
those pairs that seem to be struggling. I will also have the help of Mr. Snyder to walk around the
room as well. For students that are struggling to write out the function, I can check their
understanding by receiving a verbal response.
L WHAT COULD GO WRONG WITH TIDS LESSON AND WHAT WILL YOU DO
ABOUT IT?
1. If the students seem to be loosing focus during the lab, I could bring the class back to the
document camera (I would model & they would follow).
2. If the students do not know their parts even after review, I will allow students to use their flash
cards.
3. If there were a fire drill I would tell the students to put down all materials. I would then tell
the students to come to the front of the room, get in a straight line, and to follow the hallway and
fire just as they normally would.
4. If the student is not properly dissecting the flower, I will switch the partner roles (surgeon
and secretary).
(Plan must be initialed and dated by the teacher when it is reviewed-at least one day in
advance.)
Rubric
Students should be able to label a diagram showing the parts of a flower, observe and
describe their flowers using appropriate language, and create a detailed data chart. The
following five-point rubric will evaluate my students' work during this lesson:
*
*
*
Five points: labeled an accurate diagram of a flower, observed their flower, wrote
detailed descriptions, completed all parts of the recording sheet
Three points: identified, diagrammed, and labeled most parts of a flower; observed
their flower; wrote an adequate description; completed most of the recording sheet
One point: identified, diagrammed, and labeled at least three parts of a flower;
observed their flower; wrote short descriptions; completed approximately one-half
of the recording sheet
Name:
- - - - - - - - - - ~ -
Date: ________ _
Partner:
~ - - - - - - - - -
I. Initial Observations
1. What is the width and height of your flower? Measure to the nearest cm.
2. What does your flower look like? Color?
3. Does your flower have an odor? _____________ _
4. What flower parts can you see?
If you finish the flower dissection lab early, you may begin to fill in the diagram as review!
Word Bank: Anther Sepal Stem Filament Ovary Stigma Style Petal
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.I.flower Dissection

Date:----------
As you dissect your flower, complete the fullowing data table:
Flower
Number
Tape each part here Description Function
Part
(count)
Petals
Anther
Stamen
Filament
Stem
Pistil
Sepal

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