Unit Reflection 

 
Strengths 
 
One strength during this unit was allowing students to choose 
their own animals or plants. This allowed the students to each listen for 
the information for the thing of their choosing. They were able to create 
this animal and share it with the class. Giving them an opportunity to 
share and compliment one another’s work let the students recognize 
strengths in others. It established a positive attitude during the unit. 
Another strength during this unit was having pictures and videos 
for the students. Being able to see what the animals actually looked like 
was exciting for them and allowed for engagement. Along with this, I 
allowed room for exploring different things about the animals. The 
students were able to ask questions and I was able to research it a little 
more when there was time. For example, the students were wondering 
what a howler monkey sounded like. We were able to read about it, but I 
was able to find a video for them and they thought it was the funniest 
thing. 
Another strength was being able to research animals that were 
interesting to them. The class was able to vote on researching the 
anaconda. They enjoyed finding information about it and asking 
questions. Giving them opportunities during the lesson and during 
journal time to practice the “How i Research” skills. Having the targets on 
the board helped students to recognize what their targets were for the 
lessons. 
 
Weaknesses 
One area that could grow in this unit would be to combine the 
layers of the rainforest lesson. This could be something that goes over 
two lessons instead of four. The students could then spend more time 
researching animals together and by themselves. This would allow for 
more time exploring other questions that students had at the beginning 
of the unit. 
Another thing that could improve if I taught the lesson again would 
be spending more time with visuals. Allowing for time to expand on the 
details of each animal would allow for the students to picture it better. 
For example, when discussing the anacondas size, we could actually 
recreate how big it would be to give the students a better picture. 
 
Worldview 
 
Throughout this unit, my worldview changed. After beginning my 
unit, through instruction, I noticed that students come into this unit with 
misconceptions about rainforests. Some often associate rainforests with 
the forests around us, and the animals in those forests the same as the 
animals in the rainforest. In addition, students often come in believing 
that the people that live in the rainforests are like them. However, 
through the unit, we were able to discuss the different kinds of people 
that live in the rainforest. Some students chose to journal about them 
and were fascinated by the differences and similarities between them. 
Through my instruction and topic, I noticed that it’s important to take 
time to discuss differences between rainforests and forests. This helped 
me to see the importance in relating material that is learned, and 
material you are teaching in your instruction.  
My identity was also shaped throughout this unit. I realized that if 
a student isn’t understanding what I’m hoping they would, or a lesson 
doesn’t go exactly as planned, I can’t put all the failure on myself. During 
the beginning of the semester I did, and this weighed me down 
tremendously. I was able to see that I am not perfect, but there is only 
one person who is. I am constantly learning, whether I am a student 
teacher, or a teacher who has been teaching for 30 years. There is 
always more learning to be done. I know that I don’t have to put so 
much pressure on myself, because Jesus paid it all for me, he is enough.