Reflection #2- Phase II

Instructional Decisions/Teaching (InTask Standard # 9): Discuss the implementation process and describe

• What went well on my lesson was keeping my students engagement. They were very excited to perform the experiment so teaching them about the scientific method was a great first step. What did not go as well was my time management. In RTI we only have 25 minutes so this lesson was split into 2 days already. I was nervous that since we didn't get to where we needed to on day 1 that it would cut their experiment time on day 2.

• Students were able to formulate questions and hypothesis about a the experiment. They were introduced to the scientific method and applied their learning to a step by step scientific experiment. At the end of day 2 student recorded their data but they will wrap up the conclusion with my mentor teacher and she will collect the Science Experiment Form and I will be able to assess their learning.

• Audio/video on the scientific method was implemented in the lesson along with individual handout for students who could not see the board where from where they were sitting in the classroom.

Mechanics:
What technologies did I use (for the teacher and the learner)?

• Smartboard/Over- head Projector

How were the technologies used (by whom and in what manner)?

• Teacher used the Samrtboard/Over-head: Teacher was able to write on the smartboard so any changes students made the teacher would correct it on the smartboard.

My lesson was within the correct time frame

• My lesson was too long because we spend more time in group disscussion introducing the Scientific Method.

Assessment of Learning (InTask Standard # 6): Refer to Assessing Student Learning
Include at least 2 digital artifacts that demonstrate what you or your students (peers) have created as a result of your lesson

•  See artifact post

Describe your students' level of success in achieving the standards and objectives for your lesson based on your assessment

• My students level of success was about 90% based on my assessment. This is a RTI group and they are the enrichment group in reading.  

How do your individual reflections support this?

• My reflections support this because keeping my students engaged with the Scientific Method helped my students be successful learners and apply their knowledge. 

How do the comments from your classmates support this?

•  Emily H. said " The use of technology was so smooth from one to another that students didn't have side conversations during the lesson." Kept the students engaged for the whole lesson.

Reflection #1 -Phase I

Phase I Reflection

I. RATIONALE:

This link offers great resources/activities to implement a smart board in the classroom. (http://www.abss.k12.nc.us/domain/4380)

Please describe the research article that you found that supports this lesson AND provide a link.

II. OVERVIEW

Grade Level: 4^th grade

Subject(s): Science

Topic of Study: Scientific Method/Newton’s First Law of Motion

Time Allotment: 25 mintues

Standards:

Concept 1: Observations, Questions, and Hypotheses

Observe, ask questions, and make predictions.

PO 1. Differentiate inferences from observations.

PO 2. Formulate a relevant question through observations that can be tested by an investigation. (See M04-S2C1-01)

PO 3. Formulate predictions in the realm of science based on observed cause and effect relationships.

Concept 2: Scientific Testing (Investigating and Modeling)

Participate in planning and conducting investigations, and recording data.

PO 1. Demonstrate safe behavior and appropriate procedures (e.g., use and care of technology, materials, organisms) in all science inquiry.

Concept 3: Analysis and Conclusions

Organize and analyze data; compare to predictions.

PO 1. Analyze data obtained in a scientific investigation to identify trends. (See M04-S2C1-03)

PO 2. Formulate conclusions based upon identified trends in data. (See M04-S2C1-03)

PO 3. Determine that data collected is consistent with the formulated question.
PO 4. Determine whether the data supports the prediction for an investigation.

Objectives:

Content: SW formulate questions and predictions throughout the scientific investigation.

Language:  SW demonstrates their understanding of the Scientific Method through writing and performing the experiment.

Reflection: Assessing Prior Knowledge and Planning Instruction

• Students have been reading many books on force and motion along with many other science subjects. Newton’s Law in motion has been discussed in reading and we will discuss the steps in the Scientific Method and how to implement them in their experiment. My objectives and standards are related because they determine what students will be doing and learning as they complete the experiment. The lesson will be taught 5 weeks into the school years because the first few weeks teachers were grouping students by reading level.

III. IMPLEMENTATION

Procedure: Day1

1)    Technology: using the smart board I will project the Scientific Method Steps

2)    We will discuss what they are and how we use Science Inquiry in an experiment

3)    Next we will fill out steps 1-3 in the Science Experiment Charts, where students will make a question, hypothesize and write out the steps before we conduct the experiment.

Day 2

4)    Students will work a partner and conduced the experiment

5)    Students will do the experiment till they have finished gathering their results (4-5 on Science Experiment Form)

6)    Students will be asked to illustrated what they saw during the experiment

7)    As a whole class we will discuss Newton’s First Law of Motion to conclude our results of the experiment.

Technology Integration: We will use the smart board to project the Science Method Steps and we will fill out each step with the smart board pen.

Differentiated Instruction: Describe how you will differentiate the instruction for each of the following:

• Cognitive delay: Alternate Science forms to fit academic level of student
• Gifted: Allow alternate Science forms for collecting data
• ELL: Pictures and visuals describing each

Reflection: Designing Instruction (InTask Standards 7 and 8): My instructional method best fits my class because for RTI these students have already been grouped based on their reading levels. I have the enrichment group, which allows us to more at a faster pace and gives me as the teacher to follow my own lesson plans without a scripted curriculum. Since the first few weeks we have been reading book/articles on science knowledge it was clear to be that performing a hands on experiment in class would benefit the students to put their reading into practice. The scientific method will be reviewed before the experiment and to deepen the students learning they will be asked to record their results and steps.

IV. ASSESSMENT

Procedure:

I will collect each of the students Science Experiments Forms on day 2 when experiment has been completed. After reviewing the forms it will express to me students understanding of the Scientific Method and how to organize/collect data. Students understanding of the Scientific Inquiry Methods can be seen through the process of conducing the experiment. (Daring Dime)

Instruments: Scientific Method Steps List, Science Experiment Form

Reflection: Planning Assessment (InTask Standard 6): In the lesson students will be following the scientific method to conduct a science experiment. In each step of the scientific method students are being asked to ask questions, hypothesize, record result through writing and organize their information they discovered in the experiment. Each step requires specific information for students to properly perform the experiment. If they do not follow the scientific method steps correctly it will show in their Scientific Experiment Form. This lesson is able to reach all the students in the class needs because of the multiple means of representation. For example, smart board projection, individual worksheet, performing the experiment and images/visuals.

IIV. MATERIALS AND RESOURCES

In this section include any examples you have created for the students, resources (software, weblinks, books, crafting items, etc.) and other necessary items

Reflection: How does your lesson meet each of the ISTE NETs Standards? How does your lesson meet Standard 1: Facilitate and Inspire Student Learning and Creativity ? Through hands on experiments the students will learn and discover the process of the Scientific Method and how to implement it. How does your lesson meet Standard 2: Provide Digital-Age Learning Experiences and Assessments? Students will work a partner and conduced the experiment. Next, the students will do the experiment till they have finished gathering their results (4-5 on Science Experiment Form). Lastly, students will be asked to illustrated what they saw during the experiment As a whole class we will discuss Newton’s First Law of Motion to conclude our results of the experiment. We will have a class discussion to gather all the student tables data that they discovered during the experiment. Discuss similarities/differences and if our results match our hypothesis. I will explain Newton’s First Law of Motion to explain the results of the dime. How does your lesson meet Standard 3: Model Digital-Age Work & Learning? Through the use of technology in the classroom, we are able to use a smart board to visual involve all the students in a group discussion. Students and teachers can interact with this technology because it is accessible to all. How does your lesson Meet all four elements of Standard 4: Promote and Model Digital Citizenship and Responsibility by: advocating, modeling, and teaching safe, legal, and ethical use of digital information and technology, including respect for copyright, intellectual property, and the appropriate documentation of sources. addressing the diverse needs of all learners by using learner-centered strategies providing equitable access to appropriate digital tools and resources. promoting and modeling digital etiquette and responsible social interactions related to the use of technology and information. developing and modeling cultural understanding and global awareness by engaging with colleagues and students of other cultures using digital-age communication and collaboration tools. This is not the first time in our RTI has seen the use of technology in the class. Many articles/videos that students read on the smart board are on topics that are happening in their state. Current Events about natural disaster that have occurred in these last two weeks helps connect students to their readings. Their interest grows when students can connect to the reading, while the videos allow for visual learning. For this first lesson students will not physical interact with the smart board but the teacher will demonstrate the proper use of the technology. Students had access to the IPad and have used these in their own classrooms but for the first lesson they will see the teacher incorporate technology before the students are able to.

Lesson Plan: Daring Dime

Name: Jaclyn Ryan		Title: Daring Dime
Grade Level: 4th RTI	Time: 25 minutes		Date: 9-22-14
Standards: Concept 1: Observations, Questions, and Hypotheses Observe, ask questions, and make predictions. PO 1. Differentiate inferences from observations. PO 2. Formulate a relevant question through observations that can be tested by an investigation. (See M04-S2C1-01) PO 3. Formulate predictions in the realm of science based on observed cause and effect relationships. Concept 2: Scientific Testing (Investigating and Modeling) Participate in planning and conducting investigations, and recording data. PO 1. Demonstrate safe behavior and appropriate procedures (e.g., use and care of technology, materials, organisms) in all science inquiry. Concept 3: Analysis and Conclusions Organize and analyze data; compare to predictions. PO 1. Analyze data obtained in a scientific investigation to identify trends. (See M04-S2C1-03) PO 2. Formulate conclusions based upon identified trends in data. (See M04-S2C1-03) PO 3. Determine that data collected is consistent with the formulated question. PO 4. Determine whether the data supports the prediction for an investigation.
Pre-Assessment:  Students have been reading book/text about various subjects involving gravity, movement, motion and force.
Objectives: ·      Content: SW formulate questions and predictions throughout the scientific investigation. ·      Language:  SW demonstrates their understanding of the Scientific Method through writing and performing the experiment.
Vocab and Equations:   Newton’s First Law of Motion Friction Inertia Gravity Science Inquiry Hypothesis Predictions
Questions (essential and HOTS/DOK): Why did the dime drop into the glass and not fly forward like the index card? Can the dime fall in the glass without touching the glass or dime?
Prior Knowledge: Students have been reading many books on force and motion along with many other science subjects. Newton’s Law in motion has been discussed in reading and we will discuss the steps in the Scientific Method and how to implement them in their experiment.
Procedures: ·      Gradual Release Model (GRM):  I will introduce the Scientific Method/Inquiry worksheet and how it is used in experiments. We will fill out the Science Experiment Form steps 1-3. Then students will perform the experiment with table groups. After we will complete steps 4 and 5 of the Science Experiment Form. · ·      Grabber: Scientific Method Steps · ·      Steps: Day1 1)    Technology: using the smart board I will project the Scientific Method Steps 2)    We will discuss what they are and how we use Science Inquiry in an experiment 3)    Next we will fill out steps 1-3 in the Science Experiment Charts, where students will make a question, hypothesize and write out the steps before we conduct the experiment. Day 2 4)    Students will work a partner and conduced the experiment 5)    Students will do the experiment till they have finished gathering their results (4-5 on Science Experiment Form) 6)    Students will be asked to illustrated what they saw during the experiment 7)    As a whole class we will discuss Newton’s First Law of Motion to conclude our results of the experiment. ·      Closure: 1.     We will have a class discussion to gather all the student tables data that they discovered during the experiment. Discuss similarities/differences and if our results match our hypothesis. I will explain Newton’s First Law of Motion to explain the results of the dime. 1.
Post Assessment: I will collect each of the students Science Experiments Forms. After reviewing the forms will express to me students understanding of the Scientific Method and how to organize/collect data.
UDL (specific accommodations for 504/IEP/OHI and others, modality of learners, culturally and linguistically diverse, gifted, below grade level, attentions and behavior difficulties): -       Students will work in partners so they can assist each other and ask classmates for help. The Smart Board of Science Inquiry steps will allow students to clearly see the steps no matter where they sit in the classroom.
Materials and Resources: Glass jars (7) Dimes (7) Index cards (14) Science Experiment Form (15), Newspaper, Paper towels, Colored Pencils

Micro Lesson Plan

I am in my lesson planning process and will be using a smart board to teach a RTI group. This will be a 4th grade group and subject is Sports Science.