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I liked how you all roved around and asked students further questions regarding their hypothesis and their building

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Time management was really good

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At the start of the lesson, you asked for students attention via using clapping, but only a few students responded and then you continued to talk. Eventually got their attention.

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I like how you ask further questions and reconfirmed each groups hypothesis. Especially the group who had 2 of them

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Would of been good to write what the variables were chosen by the students. Ended up having to go back and forth to Mak and ask her as she was recording on her notebook. Groups had to change theirs a few times because of this.

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Perhaps separate the iPad activity and building of the dome. It ended up being 1 student doing the padlet activity and then the rest were distracted by the materials

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Maybe we could show LI and SC at start of lesson - then can get them to reflect on their success related to that

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Asking what learnt

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Most students raised hands to say they enjoyed the activity

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Playing games on iPad after survey

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Maybe we should have used clear tape so we can see the seed growth better

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Choose one student to make sure blinds are up - give responsibility -mak

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Maybe stop students from moving until finish instructions - some moved to put biodomes away before finished

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Chelsea - rephrasing answers, getting students to elaborate

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Some students not listening to other groups - "listening still"

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What variable did you change and what is your hypothesis?

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Chelsea - eyes on me, hands off everything

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Chelsea - bonding with students

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When finished, some playing around with bottles etc

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Some group members have different hypothesises. Wrote them all down

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Working with each group - asking individual students hypothesis

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Choosing own group names - great

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After groups have finished making their biodome, teachers got students to make a hypothesis.
"What difference do you think there will be between your biodome with a variable and Adrian's biodome that has no variable"

Note: maybe get students to discuss the reasoning behind their hypothesis?

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Some students asked if they could change 2 variables. Maybe discuss with students why we can only change variable?

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Some students asked if they

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teachers got students to take photos of their progress as they are building their biodomes
(this was done at 9:30. Some students have almost finished building their biodomes)

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Teachers constantly checking in with groups asking what they are doing and making sure that everything is ok

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Brought attention back - didn't all stop straight away -mak

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Variable -> depth of seeds
"what if we put 5 seeds in the middle and 5 seeds at the top?"

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One student working on tablet while others building..  Maybe have them do padlet first then they can all build together

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Would have been good to work out where to put them before class - time restraints prevented

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All students seem engaged during making - excited noise, discussing

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Students talked about as a group what variable they would like to change

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Make sure students say why they decided to change that variable

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Some groups started without choosing their variables

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Good bm - clapping, "I'm going to do that again because I don't have everyone's attention" -mak

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Make sure get everyone's attention before speaking

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Mak- linked to engineering and stem through scaffolding of student

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Got students to think about what variable they would like to change as they are watching the teacher is building the biodome

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Teachers ask students why they are doing what they are doing
"Why did I put rocks in here?"
"Why did we bake the dirt?"
"Why did we put a string here?"

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Adrian - possibly when get response of "I don't know" can revisit them after going to someone else - questioning technique (for future, current time restraints don't allow this)

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Students see what the finished product is supposed to look like

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Good management - hands behind back, some kneeling -adrian

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Maybe should have moved our stuff away from the table before they stood around it

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Teachers made links to the making of biodome to STEM
"is it science?"
"Why is it engineering?"

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Teach

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Linked the making of biodome to the colonisation of Mars. Students understand the significance of the activity
"an enclosed environment"
"it has its own little atmosphere"
"If we built it on a bigger scale, it could produce oxygen and sustain life"

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Students didn'

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Students didn't get to share their ideas with the class after the think-pair-share

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Teachers walked around the room to listen to students as they were talking in groups

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Mac - get one answer then get another student to build on

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Got students to engage in think-pair-share to talk about "why Mars"

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Most students on task during turn and talk

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More students raised their hands to answer questions regarding what they now know about Mars

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Mak- remembered name 👍

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"What do you know about STEM?"
Science, Tech, Engineering, Maths

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Students engaged during video - eyes focused on front

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"What do you know about Mars?"
Students talked about what they already know about Mars (e.g atmosphere, on the Nasa watch list)

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Good asking for names before answer