Ladera Elementary

Fourth Grade

Tanya Barnett

February 21, 2008   10:40-12:00

Science Lesson: Body Systems

 

            The class was discussing a handout that explained each of the body systems in detail. They talked about various vocabulary words and their meanings. Mrs. Barnett explained to the class that their textbook is a very good resource for information. I noticed that much of the class was engaged, interactive, and asking questions. Everyone seemed to be focused and interested in the subject. Together the class did a walk through the titles in the textbook. The pictures in the book really sparked the student’s excitement. Occasionally the class would get too loud, conversing with each other, and Mrs. Barnett would say, “Boys and Girls…” This looked as if it worked very well. Mrs. Barnett has a softer voice, so the students are expected to listen.

 

            After sort of an introduction of the material, Mrs. Barnett used popsicle sticks with numbers on them to divide the class into groups of 5. She would randomly call numbers and the students would remember who was in the group. Each student has a number previously assigned to them. Each group objective was to create a poster for one of the body systems that their group was assigned to. There was three guidelines they had to follow, to include: organs (all), function, and why. Mrs. Barnett also mentioned, “Everyone has to contribute.” The groups split up and went to work. Everyone seemed to be working together and finding the correct information. After giving the groups about 15-20 minutes to work, she asked them to clean up and put their posters on the table to work on later.

 

            After cleaning up, Mrs. Barnett put the movie, “The Magic School Bus,” in for the class to watch and take notes. The movie was about some of the body systems and the function of your joints, muscles, and bones.

 

Reflection:

 

            Mrs. Barnett’s classroom was very positive in that she was available and remained open with her students. She was always walking around and guiding the students that needed some assistance. Her classroom is very friendly and happy with posters, pictures, and a sense of community.

 

            One challenge that Mrs. Barnett might face is that she has a very large class with 30 students. Her room is arranged in small groups of desks of about 6. Classroom management doesn’t seem to be a problem for Mrs. Barnett. The students seem very respectful and close. I have done many observations and practicum in Mrs. Barnett’s classroom and I have never seen her have to raise her voice, or have any major classroom behavior problems.

 

            One example of how Mrs. Barnett promotes positive learning is that she gives all of her students the opportunity to share ideas and work together as a team. While I was there, one student had mention to Mrs. Barnett that if you lined all blood cells end to end, of an average person, it would go around the world twice. Mrs. Barnett asked the student to share with the class what she had just said. Everyone was amazed.

 

            Mrs. Barnett has a great relationship with all of her students, which is why I think she was such a positive classroom. This leads to optimizing student learning. She also looked like she was enjoying what she was teaching, which transfers to the students.