Grade 6 Science Class Observation (Philippines)
Observe a class in an elementary/secondary school in your area. Have a verbatim record of the teacher’s questions. Assess how well each question asked was able to move towards concept development. Analyze mistakes, if any, on the questioning process. Explain how you would have done the questioning and developed the concept as intended by the teacher.
I observed a Science class in the elementary level, Grade 6, at the University of the Philippines Integrated School (UPIS). Professor REV was teaching Taxonomy at that time, particularly the characteristics of living things. He gave handouts to his pupils and told them what to expect. They should be able to infer that some living things possess certain characteristics that are similar and/or different to other living things.
He presented five exhibits so that his students could answer the questions. He let them observe an aquarium, an ocean floor model, a terrarium, an insectarium, and a wormery. After some time, he divided the class into groups and he let them brainstorm on the different characteristics of living things after they had observed preserved and real life specimens. He called a representative from each group to report on what they discussed. After all the groups had finished reporting, the teacher gave them a lecture on the phyla of the animal kingdom.
I checked if the topic (Taxonomy) was indeed included in the Science and Health curriculum of UPIS which was based on the Basic Education Curriculum Handbook in Science and Health (Elementary Level). Upon checking the goals, the closest one for Grade VI was the ecosystem, while the exact match could be seen in Grade V under the classification of plants and animals. I double checked by scanning the scope part and indeed found out that the major groups of animals were discussed in Grade V and not Grade VI. As there were topics on animals, plants and the environment in the Grade VI scope, I assumed that the teacher was just giving them a
I observed a Science class in the elementary level, Grade 6, at the University of the Philippines Integrated School (UPIS). Professor REV was teaching Taxonomy at that time, particularly the characteristics of living things. He gave handouts to his pupils and told them what to expect. They should be able to infer that some living things possess certain characteristics that are similar and/or different to other living things.
He presented five exhibits so that his students could answer the questions. He let them observe an aquarium, an ocean floor model, a terrarium, an insectarium, and a wormery. After some time, he divided the class into groups and he let them brainstorm on the different characteristics of living things after they had observed preserved and real life specimens. He called a representative from each group to report on what they discussed. After all the groups had finished reporting, the teacher gave them a lecture on the phyla of the animal kingdom.
I checked if the topic (Taxonomy) was indeed included in the Science and Health curriculum of UPIS which was based on the Basic Education Curriculum Handbook in Science and Health (Elementary Level). Upon checking the goals, the closest one for Grade VI was the ecosystem, while the exact match could be seen in Grade V under the classification of plants and animals. I double checked by scanning the scope part and indeed found out that the major groups of animals were discussed in Grade V and not Grade VI. As there were topics on animals, plants and the environment in the Grade VI scope, I assumed that the teacher was just giving them a