Doodlebug Lesson Reflection

Lesson Plan Reflection

It’s been about a week after I presented my lesson plan on animal adaptations for a 6^th grade science classroom. The following is a reflection on the strengths and weaknesses I perceive after presenting the lesson as well as things I would do differently to make it more efficient and to enhance student learning and engagement.

LESSON OVERVIEW:

I attempted an inquiry-based lesson allowing students to simulate a predator-prey scenario of “Doodle Bugs” (colored dot paper on colored poster board) Each group of 3 students received three colors of “Doodle Bugs” one of which matched the color of the dot paper. We were testing the animal adaptation of camouflage or coloration (though students were not told this at the outset of the simulation). Then we went through three iterations of predators killing the bugs (taking them off the poster board) and reproduction (adding a colored bug for each surviving one). Students graphed their results after each iteration and discussed our findings.

 WEAKNESSES OF LESSON:

1)      Results of student simulation were inconsistent with purpose of simulation.

In a perfect world, the results of the simulation would have highlighted the advantages of camouflage on survival. The green bugs in the green environment would have thrived, red on red, etc. But the results were fairly inconclusive except for one group. There were two reasons for this. One, students were sitting down at their table. Therefore, they were simply grabbing the bugs which were closest to them. They weren’t focusing on color as much as what was nearest to them. Second, those students who acted as predators saw where the “game warden” was placing the bugs on the board. I concluded that the students could plan out where the bugs were and could grab them easier.

                Improvements

First, I would allow all students be predators that way they would all be engaged in that process. Second, all students would interact with all the Doodlebug environments, instead of staying at their station the entire time. Thirdly, I would have students rotate around the room station to station during each iteration. The purpose of this is to keep students active in the simulation by moving around the room. This adds a bodily-kinesthetic element to the lesson, and it would eliminate the issue of students simply picking the bugs which were closest to them while sitting down.

2)      The use of too many colors clouded the explanation of post-simulation discussion

Part of this problem was that only nine students showed up for class that day. My initial plan was to use several (more than three) colors on five different boards. I used orange, red, blue, yellow, purple, black, white and green. Because all the boards and colors weren’t used, it was difficult to compare colors to others on different boards.

                Improvements

Next time, I will stick with three colors (i.e. red, blue and yellow) and only use those color boards. That way we can compare similar simulations and compare more effectively how, for example, a red bug would survive on a red board compared to a blue or yellow board.

3)      Lesson could have better utilized inquiry to improve student engagement and learning

Although I thought students were well engaged in the simulation, the entire experiment was given to students. And while students were asked questions and came up with questions of their own, the lesson was not entirely inquiry-based.

                Improvements

I would probably allow students to design their own experiment with Doodlebugs. They could be of different shapes, sizes, two-dimensional and three-dimensional, paper or other substances and have them predict the outcome. This would allow the students to take control over what they test and would make the lesson more individualized to their own specifications.

STRENGTHS OF LESSON:

1)      The lesson utilized three or more of the multiple intelligences and succeeded in differentiating instruction.

Students were asked to make graphs and calculate data, students-used their hands and physically interacting with the experiment, students watched a video demonstrating the use of physical and behavioral adaptations and students shared the results of their specific simulation with the rest of the class, students worked together in groups.

2)      The conclusion of the lesson tied everything together well and hit on the BIG IDEA of the lesson.

The video and subsequent discussion helped clear any confusion students had about natural selection and adaptations. They could see the octopuses and squids morph their bodies to camouflage into their surroundings. The video was short and to the point and concluded the lesson nicely.

3)      Students were active in their learning

Instead of filling out worksheets or listening to a lecture, students were active with the simulation. The simulation allowed students to experience and visualize natural selection right in front of them. The simulation was more effective than more passive approaches to learning where the information is given to students. In this case, the students were able to make their own conclusions.