I.

Observation 6:
Science

II.

Grade:
First Grade

III.

Students:
13 girls, 10 boys

IV.

Setting:
First Grade Classroom at Saint Matthias School
Multi-Age (6-7 years old) classroom, 23 students and 1 head teacher

V.

Pre-Observation:
The purpose of this observation was to monitor a science lesson and document
teaching style and student reaction and participation.

VI.

Data:
Observations were conducted November 16th 2016

VII.

Analysis:
Today the co-operating teacher taught a lesson on sound. The teacher
discussed and defined volume, pitch and sound waves. She explained that
they are all forms of energy. Volume that is loud uses more energy and travels
farther than soft volume, which uses less energy. She then emphasized that
sound is invisible energy that travels and bounces off and through objects.
The teacher then introduced a new word absorption to the class, supplied its
definition and explained how sound can be absorbed by objects. In an
experiment the co-operating teacher used a bouncy ball to demonstrate sound
absorption. The teacher bounced the ball off the floor and asked the class to
listen to the sound it made when it bounced off the floor. She then placed a
thin pillow on the floor and bounced the ball several times off the pillow as an
example of sound absorption. She then asked the class if the ball bouncing off
the pillow was louder or softer than when the ball was bounced off the floor.
The co-operating then explained that the softer volume of the ball bouncing
off the pillow was an example of sound absorption. The teacher also opened
and closed the classroom door to display how the door would absorb the
sound of students in the hallway. She then restated that sound also bounces
off objects and can create and echo. A Brain Pop video was played that gave
audio example of an echo and reinforced how sound travels.
Afterwards the co-operating teacher explained how vibration creates noise.
The faster the vibrations create high pitch sounds and slow vibrations create
low pitch sounds. The teacher then demonstrated how these vibrations created
sound by plucking a rubber band between her fingers. The teacher then

presented the class with a musical instrument she created with long and short
straws. She blew into the straws to display the difference in pitch created by
the long and short straws. The longer straws produced low pitch sound
meaning slower vibrations, while the short straws gave off a high pitch sound
meaning faster vibration. The class was then given straws and instruction to
create their own musical wind instrument. The students enjoyed the process
and the sounds they created with their new craft. I have supplied a picture of
the instrument within the Appendix.

a
b
c

VIII. Recommendations:
I cannot honestly supply a recommendation to improve the co-operating
teachers teaching of this lesson. She produced effective examples, definition
and enthusiasm for the topic. She also used a variety of resources and
intriguing explanations that kept the students engaged throughout the lesson.
Elementary school students learn science best when
they are involved in first-hand exploration and investigation and inquiry/process skills are
nurtured.
instruction builds directly on the student's conceptual framework.
content is organized on the basis of broad conceptual themes common to all science
disciplines. (NSTA, 2002)
The teacher did an excellent job of presenting the material in a way that all her
students could learn and afforded them the opportunity to participate in the
process.
IX.
Post Observation:
This was one of the most memorable learning and teaching experiences I have
had during my observations. The co-operating teacher displayed her
preparation, love of learning and teaching throughout the lesson. The students
and myself enjoyed every minute of it.
X.

Citations:
National Science Teachers Association. (2002, July). NSTA Position
Statement: Elementary School Science. Retrieved from
http://www.nsta.org/about/positions/elementary.aspx

Appendix: Sample Page

Science lesson musical wind instrument craft: