Reflection (Weathering, erosion, and

deposition) Part 2.

This is the tenth lesson of the Hend Alyammahi

“How the world works” unit and
Lesson its main idea is to give the Student
unit/page students an idea of how teacher
landforms like rivers and bays
form in nature.
MST Mr. Joseph Townsend School RAK Academy PYP

Class Grade 4B Date October 16, 2018

Overall aim and context of the lesson

The students are supposed to figure out how water, ice, and wind affect the sand. Then, they will link
to the definition of the words weathering, erosion, and deposition.

Select (S):
Identify a lesson and what standards are you addressing
Lesson: How weathering, erosion, and deposition shape the landforms.
Strand: Earth and Space (how the world works?): Landforms: Weathering, erosion, and deposition.
Describe (D):
Who is the lesson for? Grade 4B (mixed level class: 6 HA/ 5 LA/ 10 MA)
Where did the lesson take place? In the classroom.

What were you trying to achieve in your lesson?

After conducting the experiments, the students must know the differences between the three process
and what causes them. Also, they need to learn that these processes take time to occur and they
change the surface of earth to create landforms like rivers and bays.

What did the students do?

Linking back to the experiments, the students had to come up with definition for each process.
Moreover, they had to classify real life scenarios underneath the right process. Finally, they sang a
song that included some drama about weathering, erosion and depositions.
Analyze (A):
Why do you think the students responded the way that they did?
The students had the ability to define each process using their observation from the previous lesson.
Additionally, they were able to recite the landforms that form within these processes. Finally, the song
and the provided pictures enable them to develop a better understanding of the new key terms.

How well did your teaching relate to the students’ prior understanding?
By reviewing what happen in the last lesson the students got engaged in the lesson and were ready for
the discussion. I used pictures and the song to enhance their understanding and correct any
misconceptions.

How well did you engage the students?

Most of the students were involved in the engagement part where we discussed the previous lesson.
In addition, the song helped them to memorize what happen in each stage. Finally, the leveled
worksheets matched all the abilities.
Appraise (A):

Explain the nature of the experience from the students’ perspective

I think the animated pictures, song, and the sorting activity at the begging were all motivational
activities. Here, I tried to provide different learning styles experiences to enhance everybody learning.
In general, I believe that all the students benefit from the song and enjoyed it.

Did your lesson meet your teaching goals?

This time I think I did much better in explaining the activities to the students. For the fact that most of
them were able to follow up and do what they have been asked to do. Also, I had less classroom
management problem than before.
Transform (T):
How might you enhance student learning of this lesson in the future?
For further implementation, I think I will start by the sorting activity in small groups instead of doing it
as a class. Additionally, I will send the high ability group earlier to do the worksheets and then they
can do some research on the landforms that are created by the three processes.

What are the implications for your professional practice?

I believe that I need to keep working on my teaching style and the way I deliver the lessons. Also, I
need to ask my MST for his feedback and some suggestions about my instructions.