The aim of this Astronomy lesson for fifth graders is to aid their memory and understanding of the Earth's rotation and revolution around the sun. The selection of activities is intended to cater to visual, spatial, and kinesthetic learners. The teaching methods and available resources impact the student's learning experience when implementing the teaching cycle method (Lawson, 9.2). Students are expected to be able to define and describe rotation, revolution, explain why the sun has different positions in the sky during the day, and the cause of seasonal changes. The lesson comprises a PowerPoint presentation that details rotation and revolution, accompanied by questions for the students to answer as they go along. Two separate tasks are given, one for rotation and one for revolution. Additionally, students will examine diagrams of the Earth, identifying which season corresponds to each location. The lesson ends with two songs, which students can sing as they learn about our solar system. Students will then work in groups on an Our Solar System Learning Guide, conceptualizing the development of solar system models, labeling and describing each structure, labeling parts of the solar system and filling in a table with planet distance from the sun, rotation and revolution, atmosphere/surface, and number of moons. These activities were selected to simplify the complex concept of astronomy, making it easier for students to understand rotation and revolution while developing a conceptual understanding of the topic.

Reflection

I believe self-reflection and evaluation are crucial components when it comes to teaching. Taking brief notes on these aspects can provide insight into what can be adjusted and what should be kept the same for future lessons. The teaching style plays an important role in figuring out whether the student's curiosity is piqued or curtailed (Giddings, 13.6). In terms of evaluating my lessons, I ask myself questions such as, was it student-centered, what went well, what problems occurred, what could I have done differently, and what did I learn from this experience that can assist me in the future?

The lesson went well, and I discovered some of the misconceptions that students had about astronomy during the course. Student interviews helped me identify some myths and concepts in science that are often published as facts in textbooks and reputable publications. Clearing up these misconceptions is an important part of the scientific process (McComas, 4.2).

The lesson did encounter some problems, such as the inability to teach it informally. The National Space Station visit would have been an excellent way to supplement the course content. Informal learning has played a vital role in stimulating interest in science. Trips to museums, beaches, or zoos have inspired many individuals to enter various scientific fields (Csikszentimhayi, 5.4). Each student is unique, with their learning preferences, and as educators, it is imperative to utilize diverse resources to engage students in learning. Teaching science goes beyond imparting knowledge on the subject. Teachers must equip themselves to teach the whole student and possess more than a basic understanding of the subject area (Yeany, 2.4).

The lesson was good, but I believe it would have been more beneficial if it had been student-centered. I should have asked higher-order thinking questions and given students the chance to analyze data, explore, and explain concepts adequately. Introducing cognitive conflict between what the student perceives as true and the new information allows for higher levels of learning through explorations (Kang, 1.3).

To summarize, the course has equipped me with valuable insights on enhancing lesson planning in the future. I have learned to leverage Understanding by Design framework for planning instructional methods that are more effective. Additionally, Bloom's Taxonomy has been instrumental in helping me classify different stages of the learning process. By understanding each level and the associated questions, I can create a learning environment that is more conducive to student development.

Teaching science has its unique set of challenges, and conventional teaching methods are not always effective in delivering the desired outcome. While educators have been under the impression that science is best taught in conventional classroom settings, studies have shown that students tend to learn more about science in non-academic settings. As per Falk and Dierking's research, students acquire a deeper understanding of science when they are exposed to real-life experiences and activities outside of the classroom.

Overall, the course has been a valuable learning experience that has broadened my understanding of effective teaching methodologies. I am confident that these insights will help me create a more engaging and impactful learning experience for my students in the future.