Eled3221 Lesson Reflection

Ally Hillegass
ELED 3221
November 2016
Lesson Reflection
The whole group science lesson that I taught during my clinical
experiences focused on static electricity. A class of fourth graders at Patriots
STEM Elementary School learned about recognizing the basic forms of energy
as the ability to cause motion and create change. Students used critical
thinking and collaboration to figure out how static electricity transfers
between different objects. The lesson began with a brief introduction and
think-pair-share, about ways static electricity is used in peoples daily lives. I
then continued the lesson by demonstrating one experiment when a balloon
is charged on a students head, then slowly lifted to see the hair attract to
the balloon. Students then continue to explore ways they can charge
balloons, and investigate the effect they have on different objects depending
on their charge. Throughout the investigations, students record some of their
findings and observations in their notebooks. Lastly, students completed a
worksheet as an evaluation of what they have learned about electricity
vocabulary, and the effect that different charges have on each other.
During the lesson and their experiences, students found out a number
of things about static electricity. They learned what static electricity is, what
causes static electricity, what the charge is of protons, neutrons, and
electrons, and different ways they experience static electricity in their
everyday lives. Before conducting the experiment with the balloon and the
water from the faucet, I asked students what they predicted would happen.
Some students said nothing would happen, some students said it would
cause electrocution. When the students observed that the water curved
toward the charged balloon, they gasped, and were surprised by what they
saw.
Students completed a majority of the activities in their assigned table
groups. For the most part, students worked very well, taking turns charging
the balloons, using the wool, and experimenting static electricity with
different areas of the room. Some students who were not directly holding a
balloon or the wool, became off task. Some students who were holding the
balloons, played with the balloons in ways that were not appropriate with the
activities. In regards to the students collaborating in their groups, they were
all able to work well with one another. The activities that the students
completed were open-ended to a degree, and the groups did do a variety of
experiments with the balloons, however they did most of the same activities.
Next time, I might consider developing more of a variety of activities and
experiments for them to do, so that they could all share their different
experiments with the class. After completing the activities, students came up
with ways to extend their investigation using their prior knowledge from
previous lessons. For example, one student became curious about what a
charged balloon would do next to a magnet.
One of the most important things I try to focus on when developing

lesson plans is finding a way to connect to the concept to the students daily
lives, rather than just being knowledge that is useless. In order to
incorporate static electricity into the students lives, I began the lesson by
asking them, What happens when you rub your feet against the carpet,
then touch a doorknob? They were able to connect the reaction to static
electricity. I then asked them to do a think-pair-share about other times they
have experienced static electricity. After completing all of the activities, I
asked students to connect their experiences throughout the lesson to other
ways static electricity can be produced in their daily lives. Some students
said going down a slide at the park, or rolling around in bed and touching the
metal on the bed frame. Through student discussion, and their responses in
their science notebooks, it was evident that students learned about what
causes static electricity, and how they can experience static electricity in
their daily lives, and what different objects they can use to develop that
static electricity. Something else I think the students got out of their
experience is that it was fun for them, so they were able to go home and try
the experiment at home, and further their exploration with static electricity.
One student in the class has down syndrome. From my science
observation in the class, I noticed that he gets along very well with other
students, and is able to complete the assignments with the help of his
inclusion teacher in class with him. I made prior arrangements in my lesson
to have him work with his group so that they could help him, and also have
the ability to work with his teacher. Unfortunately, when I got to the
classroom, I was informed by his inclusion teacher that he is afraid of
balloons. I had ran the lesson by my CT before teaching the lesson, but was
not informed that this student was afraid of balloons. I quickly thought about
what I could do to make appropriate accommodations for this student, but
his SPED teacher said she could work on activities with him on his chrome
book in another classroom. I felt terrible, but having to experience this
struggle, has caused me to consider talking to the students personal teacher
ahead of time, rather than just my CT. As far as students with other learning
differences, I ensured to incorporate a variety of different learning
opportunities including hands-on, visual, writing, whole group discussion, and
small group discussion.
What I remember most about this science lesson was the students
reactions during the activity with the balloon and the water. At first, the
water didnt do anything, which was awkward, so I needed to find a way to
make the reaction to show the students. When I got the water to move
towards the balloon, the students reactions were very memorable because
they were amazed at how the static electricity in the balloon could have so
much power and control over the water.
I would definitely use this lesson again in my future teaching. However,
I would make some modifications. First, I would make sure to discuss what
protons, neutrons, and electrons are in the beginning of my lesson, and talk
about what causes positive and negative charges in the balloons. I would
then proceed with the lesson and experiments. This would help my students
when they are completing the vocabulary worksheet. The last thing I would
want to do prior to teaching the lesson, is try to get an even better
understanding of static electricity. Science concepts have always been hard
for me to grasp, especially electricity concepts, so I struggled when
developing the lesson. However, I still tried to learn through research and
practicing the lesson on my own. Unfortunately, I still found myself struggling
to answer some students questions throughout the lesson, and some of the
questions I thought I should have been able to answer, but rather I had to tell
them that I honestly was not sure, and that it would be something good for
us to look into.
During this lesson, I learned that being a teacher also gives me an
incredible learning opportunity. Through class discussions, and talking to
students individually while they were working, I was able to learn about
different ways to extend the investigation when I teach the lesson in the
future. I also gained a better understanding of static electricity myself
through the hands on experiences and my prior research, and I learned
about how different students learn concepts in a variety of ways. I can use
the things that I learned in my future lesson planning to develop stronger,
and more engaging lessons than previous lessons.

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Ally Hillegass

One of the most important things I try to focus on when developing

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