Clinical Field Experience A: Science Observation Form Part 1: Observation Grade Level: Grade 6 Description of Science Lesson: The science lesson focused on the importance of having a balanced diet. To this end, the Instructor provided students with insights into living a healthy life by taking foods that are rich in proteins, vitamins, and carbohydrates. The lesson plan was also integrated with physical activities. Describe additional academic content areas that were present in the lesson. Apart from learning contents that focused on balanced diet, the students were enlightened on leading nutritional diseases. Examples of such diseases include: obesity, cardiovascular diseases, and nutrient deficiency disorders. Document the evidence that demonstrates that the teacher encouraged students to understand the material and ask questions for clarity. Relevant materials that are grounded on student interest were used by the teacher The class session was interactive since the teacher required all students to participate and share their views The teacher instituted group work, in which students would interact and share ideas. Technological systems such as projector screens were used to increase students’ engagement. Document opportunities that reflect on prior content knowledge, including cultural relevance, and specific academic language to support the instruction in the identified science content area. Social interactions were encouraged among students from different cultural groups. When asking questions, the teacher recognized wait times for diverse groups. The teacher was sensitive to cultural acclimation associated with immigrant learners. Finally, the teacher allowed learners to provide examples using their cultural backgrounds. Document how students responded during instruction and independent work. There was a direct relationship between students’ response during class work and their performances during their independent works. In all class works that the students answered and participated well, they performed excellently during their independent works. In addition, independent work improved students’ understanding of different topics. Some students stated that independent assignments made them to be self-directed and self-propelled to improve their class performance. Describe how students were assessed throughout and at the end of the lesson. Did all students participate? Students’ performance was assessed formatively and through summative assessment. Summative assessment included providing students with a final examination at the end of their term that covered all the lessons taught. Formative assessment was continuous and included providing continuous assessment tests, class quizzes, and class home works. Part 2: Reflection Science instructors work towards increasing students’ level; of understanding of different topics that they provide. As such, there are various ways in which student engagement can be foste ...

1. Clinical Field Experience A: Science Observation Form
Part 1: Observation
Grade Level: Grade 6
Description of Science Lesson: The science lesson focused on
the importance of having a balanced diet. To this end, the
Instructor provided students with insights into living a healthy
life by taking foods that are rich in proteins, vitamins,
and carbohydrates. The lesson plan was also integrated with
physical activities.
Describe additional academic content areas that were present in
the lesson.
Apart from learning contents that focused on balanced diet, the
students were enlightened on leading
nutritional diseases. Examples of such diseases include: obesity,
cardiovascular diseases, and nutrient deficiency disorders.
Document the evidence that demonstrates that the teacher
encouraged students to understand the material and ask
questions for clarity.
Relevant materials that are grounded on student interest were
used by the teacher
The class session was interactive since the teacher required all
students to participate and share their views
The teacher instituted group work, in which students would
interact and share ideas.
Technological systems such as projector screens were used to
increase students’ engagement.
Document opportunities that reflect on prior content knowledge,
including cultural relevance, and specific academic language to
support the instruction in the identified science content area.

2. Social interactions were encouraged among students from
different cultural groups.
When asking questions, the teacher recognized wait times for
diverse groups. The teacher was sensitive to cultural
acclimation associated with immigrant learners. Finally, the
teacher allowed learners to provide examples using their
cultural backgrounds.
Document how students responded during instruction and
independent work.
There was a direct relationship between students’ response
during class work and their performances during their
independent works. In all class works that the students
answered and participated well, they performed excellently
during their independent works. In addition, independent work
improved students’ understanding of different topics. Some
students stated that independent assignments made them to be
self-directed and self-propelled to improve their class
performance.
Describe how students were assessed throughout and at the end
of the lesson. Did all students participate?
Students’ performance was assessed formatively and through
summative assessment. Summative assessment included
providing students with a final examination at the end of their
term that covered all the lessons taught. Formative assessment
was continuous and included providing continuous assessment
tests, class quizzes, and class home works.

3. Part 2: Reflection
Science instructors work towards increasing students’ level; of
understanding of different topics that they provide. As such,
there are various ways in which student engagement can be
fostered and maintained. In a multicultural class setting,
students are given a sense of belonging to the class in order to
achieve high grades. Many common patterns of improving
student engagement in classroom and learning recommend use
of a pattern of best practices that should be executed
repetitively. Such engagement strategies include: interaction,
exploration, relevancy, use of multimedia tools, as well as
providing clear instructions (Parsons & Taylor, 2011). Instance,
interactions may recommend the use of respectful relationships
and interaction. In the contemporary world, students intensely
engage in social interactive learners.
The role of science in promoting critical thinking is widely
recognized and documented. Indeed, science promotes critical
thinking due to its humanizing nature and ability of learners to
situate science within the context of personal, ethical, cultural,
and political situations. Science enhances critical thinking by
placing learners in a situation of thinking out of the box by
finding evidence-based answers to the questions that they raise.
By guiding learners’ factual information, science encourages
them to make informed decisions that are free of biases and
selective perceptions (Santos, 2017). There are two forms of
scientific knowledge that are essential to the development of
critical thinking skills: educators who think critically and
creatively based on scientific perspectives encourage learners to
think critically. In the same way, the notion of critique is
deemed as the very essence of science in which individuals are
able to assess a piece of work and provide an unbiased value
judgment, thus increasing critical thinking.
Science learners should also gain the capacity to seek
knowledge through independent learning. To this end, an
instructor can encourage students to set their own goals for

4. assignments and work towards attaining them. The instructor
should also help students to stay in track by offering
opportunities for frequent self-checks. Further, students can be
taught science using relevant learning materials, and explaining
the scientific concepts to them by definition, repetitive learning,
and setting exams to test the extent to which they have gained
the concepts.
References
Santos, L. F. (2017). The role of critical thinking in science
education. Online Submission, 8(20), 160-173.
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Reserved.
Clinical
Field Experience A:
Science
Observation
Form
Part 1: Observation
Grade Level:
Grade 6
Description of
Science Lesson
:
The science lesson focused on the importance of having a

5. balanced diet. To this end, the
Instructor
provided students with insights into living a healthy life by
taking foods that are rich in proteins, vitamins,
and carbohydrates. The lesson plan was also
integrated with physical activities.
Describe
additional
academic content areas
that were present in the
lesson.
Apart from learning contents that focused on balanced diet, the
students were enlightened on leading
nutritional diseases
. Examples of such diseases include: obesity, cardiovascular
diseases, and
n
utrient
deficiency disorders.
Document the evidence
that demonstrates that
the teacher encouraged
students to understand
the material and ask
questions for clarity.
Relevant materials that are grounded on student interest were

6. used by the t
e
acher
The
class session was interactive since the teacher required all
students to participate and share their
views
The teacher
instituted
group work, in which
students
would interact and share ideas.
Technological systems such as projector screens were used to
increase students’ engagement.
Document opportunities
that
reflect on prior
content knowledge,
including cultural
relevance, and specific
academic language to
support the instruction
in the identified science
Social interactions were encour
aged among students from
different
cultural

7. groups
.
W
hen asking questions, the teacher recognized wait times for
diverse groups. The teacher was sensitive to
cultural acclimation associated with immigrant learners.
Finally, the teacher allowed learners
to provide
examples using their cultural backgrounds.
Clinical Field Experience A: Science Observation Form
Part 1: Observation
Grade Level: Grade 6
Description of Science Lesson: The science lesson focused on
the importance of having a balanced diet. To this end, the
Instructor provided students with insights into living a healthy
life by taking foods that are rich in proteins, vitamins,
and carbohydrates. The lesson plan was also integrated with
physical activities.
Describe additional
academic content areas
that were present in the
lesson.

8. Apart from learning contents that focused on balanced diet, the
students were enlightened on leading
nutritional diseases. Examples of such diseases include: obesity,
cardiovascular diseases, and nutrient
deficiency disorders.
Document the evidence
that demonstrates that
the teacher encouraged
students to understand
the material and ask
questions for clarity.
Relevant materials that are grounded on student interest were
used by the teacher
The class session was interactive since the teacher required all
students to participate and share their
views
The teacher instituted group work, in which students would
interact and share ideas.
Technological systems such as projector screens were used to
increase students’ engagement.
Document opportunities
that reflect on prior
content knowledge,
including cultural
relevance, and specific
academic language to
support the instruction
in the identified science
Social interactions were encouraged among students from
different cultural groups.
When asking questions, the teacher recognized wait times for
diverse groups. The teacher was sensitive to
cultural acclimation associated with immigrant learners.
Finally, the teacher allowed learners to provide
examples using their cultural backgrounds.

9. Clinical Field Experience B: Science and Health Pre-
Assessment
Part 1: Pre-Assessment and Implementation
Grade level of mentor class:
Standards being taught in mentor class:
Description of unit being taught in mentor class:
150-200 word description of Pre-assessment:
Feedback from mentor teacher:
Part 2: Reflection