EDMG416Spring2016MiddleGradesScienceIntegrationandInstructionProjectThisisachancetoapplyideasfromourcourseinateachingprojectthatincludesalessonyouteachtoapublicschoolelementaryclass.Therewillbe4sequentialrequirementsforthisprojectincluding:

1. Abasicinitialplanningformcompletedwithyourcooperatingteacher2. Aliteraturereviewofintegrationofyoursubjectandscience3. Detailedlessonplan4. Teaching,gatheringstudentworksamples,andgettingfeedbackfromcooperatingteacher5. Analysisandreflection

ThelessonneedstoinvolvethestudentsinascientificorengineeringpracticeorpracticesasdefinedintheFrameworkforK-12ScienceEducation.Yourstudentsmustbedoingscience,notjustreading,writing,listening,talking,ordoinganartprojectaboutasciencetopic.Thelessonplanshouldbewrittenafteryourcontentresearchiscompletetoallowyourcontentknowledgetoinformyourplanning.Giveyourcompletedplantoyourcooperatingteacheratleastoneweekpriortothedateyouplantoteachinordertoallowsufficienttimeforfeedbackandrevision.IdeallyyouwillteachbetweenMarch16andApril16.Thiswillallowyoutofocusyourworkearlierinthesemesteronlearningtherelatedsciencecontentandpedagogyandonplanningyourlesson.Besuretoschedulearoundthedatesofyourpartnerschool’sbreaks.Thereareseveralclassdaysfocusedonhelpingyouwithelementsofthisproject.Seethecalendarforrelatedinformation.TheinitialplanningformisdueMarch9andthefinalproject(whichincludesalltheotherparts)isdueApril20.Youwilllikelyreceivea0onthisprojectifyoudonotactuallyteachthelessonandincludefeedbackfromtheclassroomteacherbecauseexperienceteachingasciencelessonisanessentialelementofthiscourse.

DetailsStep Notes

1. InitialPlanningForm

Meetwithyourcooperatingteacherforsomeinitialplanning.Bringaprintedcopyofyourgradelevel’sNCScienceEssentialStandardswithyou.CompletetheWCUStudent/CTInitialPlanningFormandturnitinonBlackboard.ThisInitialPlanningFormmustbecompletedandhandedinpriortootherstepsinthisproject.

2. Literaturereview

Developaliteraturereviewof6-8articlesthatdemonstratehowsciencecanbeintegratedwithmath,languagearts,orsocialstudies.Youwillusethisbibliographyasaresourcefordevelopingyourlessonplan.Whenyouhaveskimmedarticlesandfoundonesthatapply,readthemandgroupthem,eitherbytheirresultsorbythethemeofthearticle.Youshouldhavethreegroupstodiscuss.Outline:

1. Introduction(withoutthisheading)Thisparagraph

a. statesthetopicandinquiryquestionsforthisreviewb. tellsthereaderspecificinformationonhowmanyarticlesyou

reviewedandhowyousortedthearticlesintocommonthemesbasedonfindings(results).

2. Body(withoutthisheading)Beforeyoubeginthissection,besurethatyouhavesortedyourarticlesintodifferentthemes.Afteryousortyourarticles,itisimportanttogiveyoursortedgroupsadescriptivename.Thenamesofthesortedarticleswillbecomeyourheadingsforeachoftheparagraphsthatyouwriteinthebodyofyourreview.Thebodyofyourliteraturereviewwillinclude,

a. Theme1:aparagraphorseveralparagraphsthatdescribethefirst

themethatyouidentifiedandcompare,contrastand/orconnect

thearticlesyou’veselected.b. Repeatuntilyou’vecoveredallthegroupsofarticles.

3. SummarySummarizethemainfindingsfromthearticlesthatyoureviewed.Pointouthowyourteachingisinformedbythisresearch,especiallyintermsofhowyoucanteachscienceintegratedwithyoursubjectofchoice.

4. ReferencesCiteallreferencesthatyoumentionedinyourpaper.PleaseuseAPAstylewhencompletingthislist.

3. LessonPlan Writealessonplanusingthe5Elessonplanningapproach.Thinkofyourplanassomethinganyteachercouldpickupandeasilyusetoteach.

GiveyourlessonplantoyourCTatleastoneweekbeforeyouplantoteachit.ReceivefeedbackonyourplanfromyourCT.Reviseasneeded.Waitunityourlessonhasbeenapprovedbytheclassroomteacherbeforeteachingit.Suggestedsourcestobuildsciencecontentknowledge:ResourcesforTeachingSciencewebpagemanagedbyBethMcDonoughinHunterLibrary.http://researchguides.wcu.edu/teachscienceLookspecificallyat:

• Thebackgroundsectionsofteacher'sguideslistedintheCurriculumMaterialstab

• TheScienceContenttab,especiallytheNSTALearningCenter,theStopFakingItseries,andNCWiseOwl.

• TheTeachingJournalstab,especiallyScience&ChildrenandScienceScope(andtheScience101columnswithinthem)

Suggestedplacestogetlessonideas:

• NCDPIScienceWikihttp://scnces.ncdpi.wikispaces.net/• NSTALearningCenter,especiallytheirScience&ChildrenandScienceScope

journals*http://learningcenter.nsta.org• FOSSandSTCTeacherGuides*• AIMSEducationFoundationresources*http://www.aimsedu.org• GLOBEresourceshttp://www.globe.gov• HandsontheLandhttp://www.handsontheland.org• NASAforEducatorshttp://www.nasa.gov/audience/foreducators/index.html• PicturePerfectScienceLessonsandMorePicturePerfectScienceLessons*

http://wncln.wncln.org/record=b2473805~S4http://wncln.wncln.org/record=b2646572~S4

Suggestedsourcestolearnaboutcommonmisconceptionsinscience:• UncoveringStudentIdeasinScienceseries*• MakingSenseofSecondaryScience:ResearchintoChildren’sIdeas(Driver,

Squires,Rushworth,&Wood-Robinson,1994;aclassic)**ManyavailableinHunterLibraryandlistedontheHunterLibraryScienceEducationResearchGuide.http://researchguides.wcu.edu/teachscienceSuggestedplacestogetscience-relatedsuppliestouseinyourlesson:

• Yourfieldexperienceteacher• HunterLibraryCurriculumMaterialsCenter(Tryareallysimplekeyword

searchoftheclassiccatalogandthenmodifythesearchtolimitlocationtotheWCUCMC.Lookspecificallyforkits.)

• CollegeofEducationandAlliedProfession’sInstructionalTechnologyResources

• CheckwithDr.Brickeraswell.Aspecialnoteaboutlessonplans:Youmaygetideasforassignments,includinglessonplans,fromsourcessuchaswebsitesandbooks.Youmust,however,properlygivecredittothesesources.Beabsolutelycertaintousequotationmarksfordirectquotes.Whenplanningalesson,youmaygetanideafromothersourcesbutyoumustcreateanoriginalplanthatshowsyourabilitytoplanalesson,notjustcopyorparaphraseone.Alongtheselines,youmaynotusealessonIteachinclassforyourteachingproject.

4. Teach,CollectStudentWork,andGetCTFeedback

IdeallyteachbetweenApril6andApril20.TeachingTips

• Haveallmaterialspreparedandreadyforclass.• Arriveearly.• Besuretogivecleardirectionsandreviewsafetyrulesbeforestudentsgetto

work.• Duringworktime,monitor,observe,andconferwithstudents.• Havethestudentshelpyouwithcleaningupthoroughly.• Endwithaclassdiscussioninwhichstudentsshareandyouaskquestionsand

highlightdiscoveriestoguidethinkingand/orjournalwritingordrawingtime.• Remembertocollectstudentworksamplestohelpyouseewhatstudents

havelearned.CTfeedbackcanbeontypicalblockformorformIprovide.BothareNOTnecessary.

5. AnalysisandReflection

Writeananalysisandreflectionusingthetemplateprovidedforthiscourse.Thisincludes3parts:

1. Analyzestudentworktoidentifyquantitativeandqualitativepatternsoflearningwithinandacrosslearnersinyourclass.Select3worksamplestoillustrateyouranalysisandpatternsoflearning.

2. Analyzeyourteachingofthelesson.3. Reflectonthisteachingprojectasawhole.

TeachingProjectGradingInformation

Requirement PointsPossible PointsEarned

WCUStudent/CTInitialPlanningForm 5 LiteratureReview 30 LessonPlan 30 CooperatingTeacherFeedback 5 AnalysisandReflectionPaper 30 Subtotal 100 Total 100 LessonPlanTemplatewithAnnotationstoGuideYourWork EDEL/EDMG416FullLessonPlan

Name Title GradeLevel ScienceEssentialStandard(s)

ThisshouldcomefromtheNCEssentialStandardsforScience.http://www.ncpublicschools.org/acre/standards/new-standards/#science

ScienceClarifyingObjective(s)

Again,thisshouldcomefromtheNCEssentialStandardsforScience.http://www.ncpublicschools.org/acre/standards/new-standards/#science

DPIUnpackingInformation

ThisshouldcomefromtheDPIUnpackingdocument.Usethisinformationtohelpyouunderstandwhatstudentsshouldknowand/ordo.Focusonconceptualunderstanding,notlearningisolatedfacts.http://www.dpi.state.nc.us/acre/standards/support-tools/#unscience

ScienceContent/TeacherBackgroundKnowledge

Buildyourownsciencecontentknowledgeonyourlessontopicandwriteawell-researchedsummaryhere.Beginbyclearlystatingyourfocusedtopic.Goontothoroughlydefineandexplainyourcontentattheadultlevel.Demonstratethatyoubringarichnessanddepthofunderstandingwellbeyondthecontentyouareexpectedtoteach.Therecommendationisthatthissectionbeatleasttwowelldevelopedparagraphsinlength,moreifneededtofullycovertherelatedsciencecontent.Multiplequalitysourcesandcitationsarerequired.

StudentPriorKnowledge

Whatknowledge,skills,andconceptsmuststudentsalreadyknowtobesuccessfulwiththislesson?

ScienceorEngineeringPractice(s)Addressed

TheseshouldcomefromFrameworkforK-12ScienceEducation.Practicesinclude:askingquestionsanddefiningproblems;developingandusingmodels;planningandcarryingoutinvestigations;analyzingandinterpretingdata;usingmathematics,informationandcomputertechnology,andcomputationalthinking;constructingexplanationsanddefiningsolutions;engaginginargumentfromevidence;andobtaining,evaluating,andcommunicatinginformation.PleaserefertotherelatedBybeearticlereadforclass.AdditionaldetailedinformationaboutthepracticesispostedonBlackboardforyouandisavailableonlineathttp://www.nap.edu/Note:Forthislesson,youmustgobeyondobtaining,evaluating,andcommunicatinginformation.

ScienceContentVocabulary

Whatcontentspecificterms(vocabulary)dostudentsneedtosupportlearningofthestandard/objectiveforthislesson?Includeboththetermsanddefinitions.

Materials Bespecific.Includequantities.

Procedures

5Eformatencouraged.Ifnotused,requires:Beginning,Middle,andEnd.Includeenoughdetailthatsomeoneelsecouldpickupyourplanandsuccessfullyteachthelesson.Attachanystudenthandoutsandanswerkeystobeused.Abulletedornumberedlistisfine.Usetheinformationyouhavebeenlearninginclassandfromourassignmentstoensureyourproceduresembedmeaningfulscienceeducationmethods.Engagestudents.Getthemthinkinganddoing.

Assessment

Youwanttoincludeanassessmentstrategythatwillallowyoutoknowhoweachstudentindividuallyisprogressing.Besuretospecificallyaddressthelessonobjective(s).Rememberthatyouwillneedtocollectatleast3studentworksamples.

SafetyConsiderations

Required.Iftherearenospecificconcerns,simplystatethat.

SafetyConsiderations

Required.Iftherearenospecificconcerns,simplystatethat.

ConnectionstoResearchorTheory

Whatinstructionalmethodsareincludedinthislessonandwhy,accordingtoresearchand/ortheory,arethesemethodsappropriateforyourstudents?Aspartofthissection,includecommonmisconceptionsandwaysyourlessonhelpsaddressthem.Includecitationstoqualitysources.

ReferenceList IncludeAPAformatreferencelistforallcitationsincludedinthe“ScienceContent/TeacherBackgroundKnowledge”andthe“ConnectionstoResearchorTheory”sections.

SourceforthisActivity

Wheredidyougetthislessonideafrom?IncludeafullAPAcitation.Ifthisisanoriginalidea,sayso.Donotleavethisboxblank.

EDMG416TeachingProjectAnalysisandReflection

1. StudentWorkAnalysisCollectandanalyzestudentworktoidentifyquantitativeandqualitativepatternsoflearningwithinandacrosslearnersinyourclass.Select3worksamplestoillustrateyouranalysisandpatternsoflearning.Handinyour3worksampleswiththispaper.

Specificstandards/objectivesmeasuredbyyourstudentworksamples.(Copyfromyourplan.)

Sample1:Sample2:

AnalyzeandRespondtoWorkSamples:Fromeachworksample,whatdoyoubelievethestudentlearned?Whatarethestudent’sneeds?Bespecific.Provideevidence.Connecttothestatedstandards/objectives. Sample3:

2. TeachingAnalysis:Howdidyourlessongo?

Whatworked?Whatdidn’t?Forwhom?

AdjustmentsandNextStepsIfyoucouldstartoverandteachthislessonagaintothisgroupofstudentswhatchangeswouldyoumaketoyourinstruction?Whatnext

stepswouldyoutakeifyouwereteachingarelatedlessonthenextday?

3. ReflectingontheTeachingProjectasaWhole

Whathavebeenyourbiggestsuccessesconnectedtothisteachingproject?(Considerallpartsoftheproject,frominitialplanningallthewaythroughthewritingofthisreflection.)

Whatarethemostimportantthingsyouhavelearned?

InwhatwayshaveyouaddressedNCProfessionalTeachingStandardsthroughthisproject?http://www.ncpublicschools.org/docs/effectiveness-model/ncees/standards/prof-teach-standards.pdf

AmandaClapp

SchoolofTeachingandLearning120BKillianBuildingCullowhee,NC28723

828-736-3887agclapp@email.wcu.edu

Spring2016 DearCooperatingTeacher,

AspartoftheEDMG416sciencemethodscourseatWesternCarolinaUniversitypre-serviceteachersarerequiredtoteacha30-60minutesciencelessontoasmallgrouporwholeclassofmiddleschoolstudents.Thepurposeofthisprojectistodevelopskillsinplanning,teaching,andassessinghands-on,minds-onscience.ThelessonneedstoinvolvethestudentsinascientificorengineeringpracticeorintegratedpracticesasdefinedintheFrameworkforK-12ScienceEducation(NationalResearchCouncil,2012).Ifyouarereceivingthisletter,apre-serviceteacherishopingtoworkwithyouandyourstudentsforthisassignment.Yourroleinthisprojectwouldinclude:

• MeetingwiththeWCUpre-serviceteachertoanswersomequestionsaboutyourstudentsandscienceteachingandlearningandtochooseatopicfromtheNCScienceEssentialStandardsforthisproject.Ourhopeisthatyoucanprovidesomeguidancetostudentsbutalsosomeopennessforthemtotryouttheirowncreativeideas.

• AllowingtheWCUpre-serviceteachertoteachtheir30-60minutelessonandcollectstudentworksamples.YouneedtoreceivetheplanfromtheWCUstudentatleastoneweekinadvanceandtheWCUstudentwillreviseituntilitmeetsyourexpectations.IdeallylessonswillbetaughtbetweenMarch16andApril15.

• Observingthelessonasitistaught,completinganobservationform,anddiscussingitwiththepre-serviceteacher.

• Contactingmeifanyissuesarise.Pleasedonothesitatetoletmeknowifyouwouldlikeadditionalinformation.Wegreatlyappreciateyoursupportwiththisproject.

Sincerely,AmandaClapp

DensityLessonPlan*IwillbeturningthisinforEDMG416&EDMG412*

LessonTitle/#:Density GradeLevel:8thgrade

LearningCentralFocusCentralFocus Studentswillbefocusingonreinforcingtheirpreviousknowledgeoffindingthevolumeofcylinders,conesand

spheres.Theywillalsobelearninganewconceptwhichwillbefindingthedensityofthosecylinders,conesandspheres.

ContentStandard

NorthCarolinaCommonCoreStateStandard8.G.9Solvereal-worldandmathematicalproblemsinvolvingvolumeofcylinders,cones,andspheres.9.Knowtheformulasforthevolumesofcones,cylinders,andspheresandusethemtosolvereal-worldandmathematicalproblems.NorthCarolinaEssentialScienceStandard8.P.1Matter:PropertiesandChangeUnderstandthepropertiesofmatterandchangesthatoccurwhenmatterinteractsinanopenandclosedcontainer.

StudentLearningGoal(s)/Objective(s)

Skills/proceduresStudentswillbeabletodeterminethevolumeofgivencylinders,conesandspheres.Theywillalsobeabletodeterminethedensityofthosegivenfiguresusingthevolumetheyhavefoundandgiventhemassofthefigures.Conceptsandreasoning/problemsolving/thinking/strategies1Studentswillbesolvingproblemswheretheywillhavetofindthevolumeofcylinders,conesandspheres.Theywillneedtoknowtheformulasforfindingthevolumes.

PriorAcademicKnowledgeandConceptions

Thestudentsmustalreadyhaveanunderstandingofhowtofindthevolumeofcylinders,conesandspheres.Theywillneedtoknowtheformulasandhowtousethem.

InstructionalStrategiesandLearningTasksLaunch15Minutes

ENGAGEAssoonasstudentscomeintotheclassroomIwillhavetheirbellringerontheactiveboard.Theywillthinkabouttheactivity,considertheirresponseandrecorditontheirbellringersheet.Theirbellringerwillask:

Doyouthinkthefollowingobjectswillsinkorfloat?Why?1) CanofCoca-Cola

2) CanofdietCoca-ColaThestudentswillbegivenabout5minutestocomeintotheroom,settledownandfinishworkingontheirbellringer.EXPLOREAftereveryonehasfinished,wewilldiscussthebellringerandtheirresponses.Option1:FirstwewilllookatthecanofCoca-Cola.Togetthestudentsupandmoving,studentswhothinkitwillfloatwillgototheleftsideoftheroomandstudentswhothinkitwillsinkwillgototherightsideoftheroom.Theneachsidewillhavethechancetoexplaintheirreasoning.WewillfollowthesameprocesswhenlookingatthecanofdietCoca-Cola.Option2:IfIfeellikethestudentsarealready“active”enoughthenwewilljustraisehandsinsteadofgettingupandmovingaround.Theywillstillhavethechancetoexplaintheirresponsesandtheirreasonbehindit.Duringthisportionofthelesson,Ireallywantstudentstoexploretheirownreasoningfortheirchoicesandalsobeabletoexploreandunderstandotherstudents’pointsofview.

Instruction25Minutes

EXPLAINOption1-Wewillwatchavideothatshowsacanofcokesinkingwhileacanofdietcokefloats.-Afterwatchingthevideowewillhaveadiscussionaboutwhatstudentsthinkandiftheythinkitisrealorifthereissomesortofmagictoit?Option2-Wewillconductourownexperimentwithacanofcokeandacanofdietcoke.Iwillplacebothofthemintoacontainerofwater.Wewillobservethecokesinkandthedietcokefloat.-Wewillthenhavetheopportunitytoseethatitisrealandonefloatswhiletheothersinks.Wewillhaveachanceforadiscussion.-StudentswillcopydownnotesasIexplainmoreaboutdensityandexplainthatthedensityofthedietcokeislessthanoneandthedensityofthecokeisgreaterthanone.Wewillalsotalkabouttheirsugarcontentandhowthatiswhataffectsthedensity.Thesearethestudentnotes:

Densityisarelationshipbetweenthemassandvolumeofanobject.Itishowmuchmassispackedintoacertainvolume.

𝐷𝑒𝑛𝑠𝑖𝑡𝑦=𝑀𝑎𝑠𝑠/𝑉𝑜𝑙𝑢𝑚𝑒

What determines if an object will float or sink?

• Thedensityofwateris1gram/milliliter.• Ifanobjects’densityisgreaterthan1itwillsink

• Ifanobjects’densityislessthan1itwillfloat.ELABORATE-Wewillbeworkingonsomeexampleproblemswhereasaclasswewillbeworkingoutproblemstodeterminethedensityofobjects.Insomeoftheproblems,wewillalsohavetofigureoutwhatthevolumeis.-Thefirstdensitywewillcalculatewillbeofthecokeanddietcokecans.Iwilltellstudentsthatbothofthecanshavea-Herearetheexampleproblemswewillworkthroughtogetherinclass:1.Acanofcokeandacanofdietcokebothhaveavolumeof335milliliters.Cokehasamassof374gramsanddietcokehasa

massof335.1grams.Findthedensityofeachcan.2.Determinethedensityofaconewithamassof16gramsandavolumeof8milliliters.

3.Determinethedensityofspherewitharadiusof2cmandamassof120grams.

4.Lucystoreshercatfoodinacylindricalcanthathasaheightof6inches,aradiusof3inchesandamassof200grams.Shestoresherfishfoodinacylindricalcanthathasaheightof3inches,aradiusof1inch,andamassof6grams.Sheaccidentallydropsbothoftheminthefishtank.Determinethevolumeanddensityofthesecylindricalcanstodetermineiftheywillsinkor

floatinthewater.StructuredPracticeandApplication15Minutes

EVALUATEForthisportionofthelesson,Iwillprovidethestudentswithsomeexampleproblemsrangingindifficultyforthemtoworkoutontheirown.Studentswillbegiven15minutestoworkouttheseproblemsandIwillbecirculatingtheroomtohelpthemasneeded.Ifstudentsfinishearlythentheywillbeinstructedtocomparetheiranswerswithapartneruntileveryoneisfinished.Iwillbecirculatingtheroomduringthistimetoassiststudentsastheyneedhelp.Onceallstudentsarefinishedthenwewillmoveontowrappingupwiththeclosureofthelesson.

Closure5Minutes

Bythispointallstudentsshouldhavehadachancetofinishtheclassworkexampleproblemsandhadachancetocompareanswers.Wewillfinishupthelessonbygoingovertheexampleproblemsandstudentswillhavethechancetocomeupandsharetheirfindingsandtheirsolutionstotheproblemswiththewholeclass.Thiswillgivestudentsanotherchanceforcollaborativelearning.

Differentiation/PlannedSupport

Inthislesson,itisgoingtobeveryimportantforstudentstoalreadyknowwhatthevolumeformulasareandknowhowtousethem.Ifstudentsarestrugglingwiththisconceptthenitisgoingtobedifficultforthemtobesuccessfulduringthislesson.However,Iwillprovidethesestudentswiththeformulasandmodelforthemhowtousethoseformulasthenassessfromthere.IftheyarestillstrugglingthenIwillspendmoretimewiththemlookingatthoseformulasanddeterminingwhattheirissuesarewiththem.

StudentInteractions

Wewillbeworkingasawholeclassforthemajorityofthelessonbutintheirstructuredpracticeandapplicationpartofthelesson,theywillbeworkingindividuallythenwhentheyfinishtheirworktheywillbeabletocomparetheiranswerswiththeirpartnersittingbesidethem.Theyarefamiliarwithworkingwiththatpersonandtypicallythatiswhotheyworkwithforactivitiessuchasthis.

Theoretical Usingtheoriesofdifferentiationand/orpedagogy,whyarethelearningtasksforthislessonappropriateforyourstudents?

Principlesand/orResearch–BasedBestPractices

Istronglybelieveinthe“I-We-You”strategyforteachingmentionedinthebookTeachLikeaChampionby:DougLemov.Inthisstrategy,thepointisthattheteachermodelsatask,theclassdoesthetaskalongwiththeteacherandthenthestudentsdothetaskontheirown;thusthename“I-We-You.”Thisstrategyisproventobeeffectiveforstudentsbecausethe“I”portionconsistsoftheteachergivingthestudentsinformation.Iwillbedoingthatinthelessonduringtheexplainphase,afterthestudentshavethetimetoinquireandseekoutinformationontheirown.Thenthe“We”portionofthelessonwillbeduringtheelaborationstageandstudentswillbegiventhechancetoworkoutproblemsrelatedtodensitywithme.Finally,the“You”portionofthelessonwillbewhenstudentsareworkingonexampleproblemsindividually.Thiswillallowforstudentstotakewhattheylearnedthroughtheirowninvestigationsandwhattheylearnedfromthe“I-We”portionofthelessonanddirectlyapplythattowhattheyaredoing.Lemov,D.(2010).TeachLikeaChampion:49TechniquesThatPutStudentsonthePathtoCollege.SanFrancisco:Jossey-

Bass.Materials

Whatmaterialsdoestheteacherneedforthislesson?ActiveboardslidesCokeanddietcokecansWaterholdingtank(pitcherorsomethinglargeenoughtoputthecansin)Whatmaterialsdothestudentsneedforthislesson?PencilNotebooksWorksheet(providedbytheteacher)

AcademicLanguageDemand(s):

Whatlanguagefunctiondoyouwantstudentstodevelopinthislesson?Whatmuststudentsunderstandinordertobeintellectuallyengagedinthelesson?

Studentsmustbeabletounderstandhowtoapplythevocabularytermsinexampleproblemsrelatedtothetopic.

Whatcontentspecificterms(vocabulary)dostudentsneedtosupportlearningofthelearningobjectiveforthislesson

Density-arelationshipbetweenthemassandvolumeofanobject.ItishowmuchmassispackedintoacertainvolumeVolume–theamountofspacethatasolidtakesupMass–howmuchmatterisinanobjectDiameter–distanceacrossacirclethatgoesthroughthecenterRadius–halfthediameter,distancefromthecentertooneedgeofacircle

Whatspecificway(s)will Studentswillneedtobeabletoreadthesetermsandknowwhattheymeansotheycanapplythemtothe

studentsneedtouselanguage(reading,writing,listeningand/orspeaking)toparticipateinlearningtasksanddemonstratetheirlearningforthislesson?

problemswewillbeworkingon.Theywillalsoneedtobeabletospeakusingthesetermswheneverwearediscussingtheproblemsandhowtheyrelatetothevocabularyweareusing.

Whatareyourstudents’abilitieswithregardtotheoralandwrittenlanguageassociatedwiththislesson?

MostofthestudentsthatIwillbeworkingwithshouldbeveryfamiliarwiththesetermsandwithusingthem.

Howwillyousupportstudentssotheycanunderstandandusethelanguageassociatedwiththelanguagefunctionandotherdemandsinmeetingthelearningobjectivesofthelesson?

IwillbecontinuallyusingthesevocabularywordsthroughoutthelessonandgettingstudentstoengagewiththecontentbyaskingthemtotellmewhatthetermsmeanwhenIsaythewordorbygettingthemtotellmethewordwheneverItellthemthedefinition.ThiswilljustbesomethingthatIintegrateintothelesson.

Assessments:

Typeofassessment(InformalorFormal)

Descriptionofassessment Modificationstotheassessmentsothatallstudentscoulddemonstratetheirlearning.

EvaluationCriteria-Whatevidenceofstudentlearning(relatedtothelearningobjectivesandcentralfocus)doestheassessmentprovide?

informal

DensityClasswork Idonotanticipatetheneedforanymodifications.

Studentsaregiventheopportunitytopracticefindingthevolumeofsomefiguresaswellasapplyingthenewinformationregardingdensity.

informal

DensityHomework Idonotanticipatetheneedforanymodifications.

Studentsaregiventhechancetopracticeusingtheformulasforvolumeaswellasdensityusinganinquirybasedapproach.

AnalyzingTeaching

Whatworked?Whatdidn’t?Forwhom?

Ibelievethatthislessonworkedformoststudentsbecausetheyseemedtobeengagedthroughoutthelessonandwereactivelyaskingquestionsandwantingtoknowmore.

Adjustments IfIwasgoingtoteachthislessonagain,Iwoulddefinitelywanttoimplementactuallydoingtheexperimentintheclass.WhenItestedthisonmyownbeforeclass,mycokedidnotsinkandIcouldnotfigureoutwhy.However,onmywaytotheschoolthatmorning,Irealizedthatitcouldhavebeenthefactthatmywatermaynothavebeencompletelypureandhadotherthingsinthewater.

ProposedChanges.

Iwouldquestionthestudentsabouttheirpriorknowledgeoflearningaboutthisinpreviousscienceclasses.Theyexpressedaninterestinthistopicandsaidthattheyhadalreadylearnedaboutthis.IwouldliketoquestionthemandhaveabriefdiscussionaboutthisifItaughtthisagain.

Justification

Doingtheexperimentwiththestudentswouldallowformetogivethemthechancetogetupandbemoreactivelyparticipatingwhichisverybeneficialforyoungadolescents.Byquestionthestudentsabouttheirpriorexperiencewiththisconceptinearlierscienceclasses,Iwouldbegivingthemtheopportunitytobuildingmoreontheirpriorknowledge.

Resources:Koch,J.(1999).ScienceStories:TeachersandChildrenasScienceLearners.Boston:HoughtonMifflin.Lemov,D.(2010).TeachLikeaChampion:49TechniquesThatPutStudentsonthePathtoCollege.SanFrancisco:Jossey-Bass.

JessicaBaneEDMG416TeachingProjectAnalysisandReflection

1. StudentWorkAnalysisCollectandanalyzestudentworktoidentifyquantitativeandqualitativepatternsoflearningwithinandacrosslearnersinyourclass.Select3worksamplestoillustrateyouranalysisandpatternsoflearning.Handinyour3worksampleswiththispaper.

Specificstandards/objectivesmeasuredbyyourstudentworksamples.(Copyfromyourplan.)

NorthCarolinaCommonCoreStateStandard8.G.9Solvereal-worldandmathematicalproblemsinvolvingvolumeofcylinders,cones,andspheres.9.Knowtheformulasforthevolumesofcones,cylinders,andspheresandusethemtosolvereal-worldandmathematicalproblems.NorthCarolinaEssentialScienceStandard8.P.1Matter:PropertiesandChangeUnderstandthepropertiesofmatterandchangesthatoccurwhenmatterinteractsinanopenandclosedcontainer.Sample1Thisstudentstartedoutdoingprettywellanditappearsthatheunderstoodtheconceptsfortheclassworkmostly.However,hishomeworkisadifferentstory,hedoesunderstandtheconceptofdensityandthatthingswillfloat/sinkbaseduponhavingahighorlowdensity.Hedidstrugglewiththemathportionoftheassignment.Idonotbelievehetookthetimetoreadthequestionsandseewhattheyareasking.Hejustwrotedownthedensityintheplaceofvolume.Hedidget2/3ofthedensitiescorrectbutstill,hedidnottaketimetoreadthequestionandactuallyseewhatitwasaskinghimtodo.IthinkhewasabletolearntheconceptofdensityandknowthemeaningbehindthatbutIbelieveheneedstoslowdownandtakethetimetoanswerthequestionsthatheisbeingasked.Sample2Thisstudentdidwellonthefirsttwoclassworkproblemsbutthenfeeloffalittleafterthat.Inthelasttwoexampleproblemsshedidnotfindthevolumeofanyoftheobjects,insteadshejustwrotedownthemassandputthatoverwhateverothervaluewasgivenintheproblem.Ibelievethisshowsherlackofinterestandabilitytounderstandthevaluesneededtofinddensity.Inproblemnumberthreeshedid250 𝑔𝑟𝑎𝑚𝑠8 𝑐𝑚andeventhoughthatisthecorrect

mass,sheusedthediametervalueinsteadoffindingthevolume.Onherhomework,Ireallydonotknowwhatshewasdoing.Itappearslikeshewasjustgrabbingnumericalvaluesfrompiecesthatshelikedandthenpluggingthoseintothedensityformula.Ibelievethisstudentunderstoodthattherewasaformulafordensitybutdidnotcompletelyunderstandwhatvaluesthatsheneededtouse.Ithinksheneedstohaveabetterunderstandingofthevaluesusedinthatformula.Idobelieveshelearnedtheideaofhighdensityobjectssinkingandlowdensityobjectsfloating.

AnalyzeandRespondtoWorkSamples:Fromeachworksample,whatdoyoubelievethestudentlearned?Whatarethestudent’sneeds?Bespecific.Provideevidence.Connecttothestatedstandards/objectives.

Sample3IbelievethisstudentreallylearnedwhatIwastryingtoteachrelatedtovolumeanddensity.Shereallydidasuperbjobontheclasswork.ShewasabletoshowmeallherworksoIcouldclearlyseeherprocessforworkingthroughtheproblems.ShegotallofthosecorrectandIcouldfollowherstepstoseewhy.

Shealsoansweredthesinking/floatingquestioncorrectlyforalloftheproblems.Onherhomeworkshealsogoteverythingcorrect.IbelievetheonlythingIwoulddowiththisstudentischallengehertogofurther.Iwouldwanthertotellmealittlebitmoreofherthinking/explanationfortheopenendedquestions.

2. TeachingAnalysis:Howdidyourlessongo?

Whatworked?Whatdidn’t?Forwhom?

Lookingatthislessonasawhole,Ibelievethatmostthingswentverywell.Iwasabletoreallygetthestudentstobeengagedearlyinthelessonwithaninquiryquestionfollowedbyanopendiscussion.Thisapproachtobeginthelessonreallygotstudentsinterestedinwhatweweregoingtobelearningaboutandreallygotthemtothinkingandaskingquestionsearlyon.Ibelievethatearlyengagementwasreallythekeytogetthislessontobeeffective.Afterthat,thekidswerereallyinterestedinthevideothatIplayedforthemshowingthesinkingandfloatingcans.Thenthestudentswereveryengagedduringthenotesandexampleproblemsbecausetheywereaskingquestions,thinkingofreallifeconnectionsandparticipatingwhenIaskedthemquestions.Tome,thatmeanstheywereallengagedandparticipatingbecausetheywereinterestedinwhatwasbeingtaughtbuttheywerealsocreatingtheirownconnectionstopriorknowledgeandbuildinguponwhattheyalreadyknew.Idonotbelievetherewasanythinginthislessonthatdidn’twork,therearethingsIwouldliketoimprovetomakeitbetterbuttherereallywasnothingthatwasjustterriblethatstudentswerenotabletolearnfrom.

AdjustmentsandNextStepsIfyoucouldstartoverandteachthislessonagaintothisgroupofstudentswhatchangeswouldyoumaketoyourinstruction?Whatnextstepswouldyoutakeifyouwereteachingarelatedlessonthenextday?

IfIcouldstartovertoteachthislesson,IwouldstillkeepthebellringeractivitythesamebecauseIfeltlikethatwentreallywell.Iwouldaddtothediscussionforthestudentstotellmewhattheyalreadyknewaboutthis/thinktheyknowaboutthisbecausemanystudentssaidthattheyhadalreadydonethisexperimentduringtheirscienceclassin4th/5thgrade.Ithinkthatwouldreallyhelpmebeabletobuildupontheirpriorknowledgeanddoabetterjobscaffolding.IwouldcutoutthevideoanddotheactualexperimentinclassusingdistilledwatersoIcouldbesurethatthedensityofthatwaterwasexactlyone.Ibelieveactuallydoingtheexperimentwouldreallyallowstudentswhoaremorekinestheticlearnerstogettoseehowthisreallydoeswork.Next,IwouldstilldothesamewithtakingnotesbutIwouldaddinthestudentsandgetthemtousethemselvesas“manipulatives”toexplaintheconceptofdensity.Iwouldtapeoffaspotonthefloorandgetafewstudentstostandinthat,thenIwouldkeepaddingstudentsintothatspotandthenwouldbeabletoexplainthatthemorestudents(matter)thatwehaveinourspot(volume)thenthemoredensethatitisgoingtobe.Ibelievethatwouldreallygetthestudentstohaveaclearervisualrepresentationfortheconceptofdensity.Thiswouldalsobehelpingoutmyvisualandkinestheticlearners.Afterthat,IwouldstillkeeptheexampleproblemsanddoingthosetogetherinclassbutIwouldchangetheirclassworkassignment.IwouldgetthemtoworkontheproblemsindividuallybutthenIwouldallowthemtobeabletocomparetheanswersthattheygotwithapartnerthenIwouldsharewholeclass.Thiswouldincreasetheirabilitytocollaboratewithinthelesson.IfIwouldweregoingtobeteachingarelatedlessonthenextday,Iwouldaddinamorediverserangeofobjectthatstudentswouldhavetofindthedensityof.Wecouldtalkabouttheideaofusingdisplacementtofinddensityandthenthatwouldallowustofindthedensityofjustaboutanythingthatwewantedto.Iwouldalsogetthestudentstobringinsomethingsfromhome(Iwouldtellthemaboutthisthe

previousday)andthenwecouldfindthevolume,massanddensityofanyobjectthattheychose.Ibelievethiswouldgiveustheopportunitytohaveadaytomakemorerealworldconnectionstothiscontent.

3. ReflectingontheTeachingProjectasaWhole

Whathavebeenyourbiggestsuccessesconnectedtothisteachingproject?(Considerallpartsoftheproject,frominitialplanningallthewaythroughthewritingofthisreflection.)

Whiledoingthisproject,Ihavehadtheopportunitytogetmorefamiliarwiththesciencestandards.Ihavebeenabletoseehowsomeofthesciencestandardsreallydocloselyrelatetosomeofthemathstandardsandhowtheycanbeeasilyintegratedintolessons.IbelievethisissomethingthatIwouldliketokeepinmindasImoveforwardinteachingandjustrealizethatintegrationcanbedoneinasimpleway.EvenifIamplacedinasettingwhereteammembersdon’twanttocollaborateorhavelessonsworktogether,Icanstillhavetheabilitytointegratewithinmyownclassroom.ThismakesamoremeaningfullearningexperienceforthestudentsandIhopetoachievethatforthem.

Whatarethemostimportantthingsyouhavelearned?

Ihavelearnedthatitisveryimportanttotestthingsbeforeyoutrythemoutinclass.Itrieddoingmyexperimentthenightbeforeanditdidnotworkatall.IamgladthatItrieditoutonmyownfirstbeforegoingintotheclassroombecausethatwouldnothaveworkedoutverywell.

InwhatwayshaveyouaddressedNCProfessionalTeachingStandardsthroughthisproject?http://www.ncpublicschools.org/docs/effectiveness-model/ncees/standards/prof-teach-standards.pdf

Standard1–TeachersDemonstrateLeadershipIdidcontroloftheclassroomatalltimes,therewerenotanytimeswhereIdidnotfeellikeIwasleadingtheclassandstudentsknewthat.IdidallowthemtoquestionandhavediscussionsbutultimatelyIwasleadingtheclass.Standard2–TeachersEstablishaRespectfulEnvironmentforaDiversePopulationofStudentsDuringmylesson,allstudentsknewthattheirthoughtsandopinionswouldberespectedandtheyknewthattheyhadthefreedomtosharewhattheywantedtobecausewehadestablishedarespectfulenvironmentwithintheclassroom.Iallowedallstudentstocontributethelessonandneverdirectlytoldstudentsthattheywerewrongbutinsteadredirectedthemsothattheycouldgettothecorrectanswer.Standard3–TeachersKnowTheContentTheyTeachWhileplanningthislesson,Ididnotknowthatmuchabouttheconceptofdensitysoduringtheplanningphaseofthislesson,IhadtodoalotoflearningmyselfsothatIwasabletotrulyknowthecontentthatIwasteachingthestudents.Standard4–TeachersFacilitateLearningForTheirStudentsIwasabletoprovidestudentswithprobingquestions,insightfulbriefnotesaswellasinvestigativeexampleproblems.StudentswerestillindividuallyincontroloftheirlearningbutIwastheretofacilitatetheprocess.Thiswasespeciallyevidentduringtheirindependentworkingtime.