Thinking Process and Planning
Because there is no specific science time in my kindergarten classroom, I wanted my science lesson to have a practical connection for the students and to open their eyes to new knowledge in a limited amount of time. Science in present throughout Room 103 in indirect ways (fish tank, empty turtle tank, nature walk), but for a practical implication I hope to bring science to the class in a way that will benefit the students most. I could use one of the four scheduled field trips as a jumpstart (Shadybrook Farm, Bartram’s Garden, Philadelphia Zoo, and Please Touch Museum). All of these places incorporate heavy science components, so I can plan my lesson to prepare the students for one of these field trips. As stated in the beginning of Ready, Set, Science, nonschool experiences can be drawn on in a constructive way in a well-structured science classroom, which is exactly what these field trips are intended do (Michaels, 2008, 7).
The limited initial support, ideas, and suggestions from my classroom mentor made this process harder than it should have been. I have never seen a kindergarten science lesson, so I did not know where to begin or what was grade appropriate. Looking back, it all worked out, but that initial planning process and my efforts to streamline my thoughts were frustrating. However, I think the “suffering” paid off in the long run because I know I did most of the lesson on my own (with feedback/support from Nancylee!).
When all was said and done, I am really happy how everything went. Even though I completely changed my original lesson idea and started over, it was definitely worthwhile. I was hesitant to do a lesson on seeds because I was afraid I did not know enough and I was going to be asked a question that I could not answer. Basic reading and research gave me the foundation and confidence to write a lesson plan that I felt good about and, as a result, I went into the lesson knowing it was going to be fine. This was good practice because I am sure I am going to have lessons in the future where I do not know much about the topic, but, with some research and reading, I will be fine.
My Penn mentor was very supportive throughout the whole process. She helped me stay on track when I really did not want to start over because it would mess up my “schedule.” (This is a lesson on flexibility right here!) In class small-group discussion, particularly on November 12, 2012, my classmates were very helpful because we were in grade-appropriate groups and it was good to get their feedback about my ideas - similar to what a grade group meeting should be like in the future. To have to articulate my ideas forced me to make some sense of them.
I thought I would be more comfortable and confident teaching nutrition, but I am so happy I did seeds because the lesson worked out well. In my mind, it was a risk to do a lesson on seeds, but in reality, it made the most sense and was more appropriate in preparation for their field trip to Bartram’s garden the following day. I originally got caught up in what was going to be easiest for me, but I am appreciative of the feedback I received and the changes I made.
The limited initial support, ideas, and suggestions from my classroom mentor made this process harder than it should have been. I have never seen a kindergarten science lesson, so I did not know where to begin or what was grade appropriate. Looking back, it all worked out, but that initial planning process and my efforts to streamline my thoughts were frustrating. However, I think the “suffering” paid off in the long run because I know I did most of the lesson on my own (with feedback/support from Nancylee!).
When all was said and done, I am really happy how everything went. Even though I completely changed my original lesson idea and started over, it was definitely worthwhile. I was hesitant to do a lesson on seeds because I was afraid I did not know enough and I was going to be asked a question that I could not answer. Basic reading and research gave me the foundation and confidence to write a lesson plan that I felt good about and, as a result, I went into the lesson knowing it was going to be fine. This was good practice because I am sure I am going to have lessons in the future where I do not know much about the topic, but, with some research and reading, I will be fine.
My Penn mentor was very supportive throughout the whole process. She helped me stay on track when I really did not want to start over because it would mess up my “schedule.” (This is a lesson on flexibility right here!) In class small-group discussion, particularly on November 12, 2012, my classmates were very helpful because we were in grade-appropriate groups and it was good to get their feedback about my ideas - similar to what a grade group meeting should be like in the future. To have to articulate my ideas forced me to make some sense of them.
I thought I would be more comfortable and confident teaching nutrition, but I am so happy I did seeds because the lesson worked out well. In my mind, it was a risk to do a lesson on seeds, but in reality, it made the most sense and was more appropriate in preparation for their field trip to Bartram’s garden the following day. I originally got caught up in what was going to be easiest for me, but I am appreciative of the feedback I received and the changes I made.