Learning objectives are essential to both the teacher and the student. They define the purpose and goals of teaching the lesson for that particular time, ensure that the unit matches the laid-down standards, and capture total students' attention. NGSS standard measures for this lesson include: conducting investigations to determine whether when two or more substances are mixed, new substances are formed; using models to explain that energy present in food (used for body growth, motion, respiration and repair) comes from the sun; Support that gravitational earth force is directed downwards and also create models to explain that matter is composed of small particles that cannot be seen or touched. The respective objectives for this lesson are as follows, analyzing the mixing of substances to determine if it results in new substances; explain the different paths that energy follows from the sun to the living organisms. Proving and understanding the direction of gravitational force and describe and understand the particles that form matter.
We implemented various teaching and learning activities to help the students grasp the concepts and understand the subject well. We selected lab experiments, formulated discussions, readings and lectures based on the lesson's topics and linked the activities with the unit. We used the integrated instructional sequence BSCS 5E model, which entails engaging lessons, exploration lessons, explanation, elaboration, and evaluation lessons ( Boesdorfer et al., 2020) . Other vital steps included setting performance expectations, asking the right questions on the topics, selecting appropriate learning materials, implementing and conducting impactful assessments.
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As part of the evaluation, the subject teacher helped me identify two students struggling with the lesson, student one and student two. Students English language mastery helps them understand this lesson better since it is taught in English and allows them to write science vocabularies well. Poor English makes it difficult to pronounce key terms and also affects the way they write answers. Less content knowledge background in science negatively affects the grades of these two students since they had no prior information concerning this lesson. They also portrayed a lack of interest and little knowledge in the subject and therefore no motivation to learn its significant concepts. The distinct cultural backgrounds of the two students do not embrace science teachings, which negatively affect their grades. They find no need of this subject, and their ways of life disregard science, terming its facts baseless.
Lesson assessments are vital for any lesson. They should be carried out regularly to know the learning progress and examine whether students are gaining from the teachings. If not, the teacher can then develop other teaching tactics to ensure that all students understand the subject ( Wright & Monsour, 2020) . My informal and formal assessment for these lessons covers science and engineering practices, disciplinary core ideas, key lesson concepts and possible misconceptions. The questions for these assessments are, Do you have a problem with understanding fundamental science and engineering practices? What disciplinary core ideas are you familiar with?, Have you encountered any misconceptions so far? and lastly, what are the key concepts that you have identified so far?. This assessment covers critical areas that determine whether the student is good or struggling with the lesson. The teaching and learning tactics implemented by this school use the three-dimensional teaching and learning model. It implements three pillars, including science and engineering practices, disciplinary core ideas and crosscutting concepts to support all the standards and learning objectives. After teaching the lesson that I had planned earlier, there was a significant difference in how the two students performed and understood the subject. They performed exceptionally well; using practical experiments helped the two students understand the concepts better than the previous lessons when the theory was primarily used. As a result, the students were able to meet and exceed my learning goals for the task.
References
Boesdorfer, S. B., Arias, A. M., Mull, B., & Lieberum, K. (2020). Characterization of curriculum materials to support NGSS‐aligned engineering instruction in chemistry teaching. School Science and Mathematics , 120 (7), 425-440.
Wright, M. F., & Monsour, F. A. (2020). Sustainability Education Assessments in Teacher Education: Addressing “Wicked Problems” in a Postmodern World. New Directions for Teaching and Learning , 2020 (161), 155-176.
