Clinical Field Experience A Social Studies Observation

Clinical Field Experience A: Social Studies Observation
Part 1: Observation
Grade Level: 1st Grade
Description of Social Studies Lesson:
The Standard 1-ESS1 Earth's Place in
the Universe
Use observations of the sun, moon, and
stars to describe patterns that can be
predicted.
Describe the
environment: Warm
and inviting? Cold and
strict?
The environment of the class was invited, for it was filled with children who were discussing how they will
learn the way sun, moon, and stars move. The classroom was filled with charts depicting the pattern in
which they moved. It was inviting as I saw globes being kept in each row, and the class was divided into
groups of five. It showed how the class would be conducted in groups to make it interesting for them. The
captivating part was students discussing what they already knew, which showed the importance of the
pattern of groups.
Describe any additional
academic content areas
that were present in the
lesson.
There were several additional contents that I noticed were being conveyed by the teachers as a result of
active participation from the groups. The children were excited to know the eclipses and were posing,
which they have heard or seen in books of their older siblings. The teachers seemed ready for this, and
there was considerable preparedness to deal with a question which arises from their inquisitive mind. The
group division worked for learning better as there were children who already knew more than others, and
grouping encouraged them to talk amongst themselves. There was also the use of the graphic presentation
showing the movement of sun and moon during the day and night.
How were the
expectations
communicated to the
class?
The expectation of the lesson was communicated through the use of division in the class works, which
were a reiteration of what has already been taught in the class. This helped the teachers understand step
by step student’s progress and their level of understanding. The expectation at the end of the lesson was
posted at the entry point of the class from where the student will be leaving as well, providing the last
revision of the pattern they have learned in the class. The students were asked to draw the pattern for
homework and write five sentences each as their understanding of the task.
How were students Student’s communication in the classroom was the most important thing to see for they were trying to

communicating with
one another during the
lesson?
help each other, and a pattern could be seen forming in every group. Some students knew more than
others due to their exposure and were helping the teachers as they could point the students who would be
able to contribute and help others in the group.
How did the classroom
arrangement contribute
to student
motivation/engagement?
The classroom arrangement with the model of sun and earth being drawn across the room and in the board
helped the student get excited about the topic before the lesson started.
How were students
assessed throughout the
lesson? Did all students
participate?
The students were assessed by making sure that all of them participated in the class with the use of class
works, and the appreciation mode of providing emoticons for each table made them enthusiastic.
How were students
assessed at the end of
the lesson/unit? (If
applicable)
The students were assessed at the end of the lesson very narrowly as they were given questions for the
groups in which some students were more active than others, and the assessment, on the whole, could be
not be assessed individually. However, they were provided with home works which would help the
teachers understand each of their position.
Part 2: Collaboration Summary
The exposure to the teaching of first graders social science in essential topics such as patterns of the movement of sun and moon can be
seen as the depiction of relevancy to the real-world with the lesson by explaining the phenomenon of day and night. The observation helped
understand the way young children’s interaction pattern and their method of questioning. It was surprising to see children from first Grade
asking a question about eclipses. It also led to a discussion with collaborators on how the use of social media and videos has helped children
learn the process of discovering things on their own. The use of models and diagrams showed how it piqued their interest in the topic. The use
of creative artwork showing one side of the room dark and the other as light, showing the rise and setting of the sun, could be used to display
how one side of the Earth experiences day and the other night at the same time. To show the relevance in the daily life of these patterns, for
example, one can provide homework by asking them to give them to keep a record by recording every day at what time the sun sets and when
does the student notice moon in the sky. It will open their mind to the understanding of the transition of day and night. In a world which is filled
to the brim with activities which can be appealing to young children especially, keeping them interested in social science is more complicated.
However, trying to appeal to their inquisitive nature can help by asking them to gather information from friends and family living in a different
part of the world and experiencing daylight at a different time than theirs. It will be valuable exposure to the pattern followed by the sun and

moon and how it affects us. Exposure to social media can be seen as a significant component, and students can be attracted to bring videos that
they have seen regarding the pattern, which will encourage them to talk about prior knowledge.