BONUS -> Science Classroom Visit

A look into Mrs. McCurdy's AP Biology Classroom

For my Science Classroom visit, I choose to visit the AP Biology first block class. This class was very exciting to me as it used principles of the inquiry approach that I love incorporating in the classroom. In my observation of Mrs. McCurdy's class, I noticed she was able to focus student attention on the lesson  by making them active participants in the material they were learning. Additionally, she was able to capitalize on student interest by making them (their salvia and hair) samples to use in the classroom. Ultimately, Mrs., McCurdy was able to clarify goals of the lesson by clearly stating her objectives and creating a self driven structure to the lesson. 

Class: AP Biology 

Lesson Title: How do we use our microscopes? 

Date: 2/1/2022

Lesson Objectives

• Explore different sensitivities and powers of microscopes 
• Determine different characteristics of objects when viewed under a microscope 

Notable Teaching Behaviors

The most notable method/behavior in this lesson to help achieve the objectives was encouraging the students to ask questions about what they saw. Given the students were using specimens with variability, everyone say something different and had something they could ask questions about. This curiosity then drove much of the lesson and pushed students to uncover more. 

Student Interest

I think the students were EXTREMELY interested in this lesson. Mrs. McCurdy gave the students a lot of autonomy when it came to what the students were looking at and how in depth they could learn about their specimen. Something I think got students really interested in the lesson was allowing them to look at their hair follicles and saliva samples. This got students feeling much more involved in the lesson and excited to see what they could find!

The Learning Being Done

In my opinion, Mrs., McCurdy was doing more facilitating of learning than "giving away" information. As the lesson was inquiry driven, the students were guiding themselves through the learning they wanted to do. 

Teacher Representation of BECOV

Business-like Behavior

• Student procedures were clear and followed by students
• Class began on time
• Teacher was organized for the lesson

Enthusiasm 

• Teacher seemed excited about the material 
• Teacher encouraged students to get excited about the lesson

Clarity

• Objectives were clearly stated
• Students were given written direction and vocal direction

Opportunity to Learn 

• Students were given various routes of exploration
• Students were given a worksheet to help guide them through the lesson
• Students had past experience with microscopes that helped them in the lesson

Variability 

• Students could choose the materials they looked at
• The lesson included both a lecture component and the lab component