Portfolio Exemplar Cover Sheet

Teacher Candidate Donovan Martinez Cohort # 414

Title of Exemplar Varying Variables

Portfolio Category I x II III IV V

ACEI Standard Curriculum- Content Knowledge

ACEI Standard Element(s):

A2.2 Science Candidates know, understand, and use fundamental concepts of physical,
life, and earth/space sciences. Candidates can design and implement age-appropriate
inquiry lessons to teach science, to build student understanding for personal and social
applications, and to convey the nature of science.

Semester Spring 2014 Date February 13, 2014

1. Description of exemplar and how it demonstrates meeting this ACEI Standard and
Elements.

During my SPED student teaching field placement at Waialae Public
Charter School, I created and taught a science lesson on variables. Although this
was my SPED placement, this lesson was taught in a 5
th
grade general education
classroom of one of my SPED students, under our push-in model. The lesson
demonstrated my knowledge of content through the use of multiple teaching
strategies, content related vocabulary, differentiation of student work, and the use
of hands on activities to help my students strengthen their ability to perform the
scientific method.

To further support student connection to the material, prior to this lesson,
we had done a pre-assessment lesson on scientific method in which variables were
discussed. This lesson tied back to that lesson and the importance of controlling
variables when effectively creating a scientific investigation.


2. Reflection on my professional growth in knowledge, skills, and dispositions
related to the ACEI Standard and Element(s).

This lesson was designed to strengthen my students knowledge of
variables and how it is an integral part of the scientific method. In order to get my
students interested in the subject and to think creatively, I devised a Scattegory-
like game to encourage my students to expand their thinking and be actively
engaged while doing so.
Knowledge gained from this lesson is evidenced by my research on the
scientific method as well as the meaning of variables. I researched the scientific
method and meaning of variables in order to have a vast understanding of the
subject in hand. It is important to do so just in case questions arise, I will be
prepared as well as knowledgeable.

Communicating to plan this lesson was a disposition I gained. This lesson
did not take place in my SPED classroom. This lesson was taught in the
homeroom of one of my SPED students in which he is pushed back in to learn
science with his peers. I not only had to communicate with my SPED mentor to
help address the SPED requirements relating to my students IEP, but also with
the homeroom teacher, as well as her student teacher. Working with a multitude
of parties was not easy, but I found that communicating with each and everyone
of them ensured that my lesson flowed smoothly, was inline with what was going
on in the GenEd setting, and that all parties were on the same page, as well as
used as resources or facilitators.
Dual Prep Lesson Plan Format

Teacher Candidate Name: Donovan Martinez Cohort #: 414 Todays Date: 2/11/14

Lesson Title: Varying Variable Teaching Date: 2/13/14

CCSS Content Area: Science Grade Level: 5 Mentor Teacher: S. Mahoney
(J. Yamane)


Step 1Desired Results (what students will learn)
A. Brief narrative overview of lesson-
In this lesson, students will review the definition of variables, identify variables
discussed in previous lesson, and practice identifying variables in scientific
investigations, and recognize the importance of controlling variables in scientific
experiments.
Students will be able to answer the questions: What is a variable? Why is it
important to control variables in scientific experiments?

B. HCPS III Standards
Strand The Scientific Process
Standard 1: The Scientific Process: SCIENTIFIC INVESTIGATION: Discover,
invent, and investigate using the skills necessary to engage in the scientific process
Topic Scientific Inquiry
Benchmark SC.5.1.1
Identify the variables in scientific
investigations and recognize the
importance of controlling variables in
scientific experiments
Sample Performance Assessment (SPA)
The student: Identifies variables in a
scientific investigation and describes why
the variables need to be controlled.

C. General Learner Outcome (GLO):
GLO #1: Self-directed Learner
GLO #3: Complex Thinker
GLO #5: Effective Communicator



D. Hawaii Teacher Performance Standard:
InTASC Standard 4. Content Knowledge-
I4a. The teacher effectively uses multiple representations and explanations that
capture key ideas in the discipline, guide learners through learning progressions,
and promote each learners achievement of content standards

I4b. The teacher engages students in learning experiences in the discipline(s) that
encourage learners to understand, question, and analyze ideas from divers
perspectives so that they master the contents


E. IEP Annual Goal/Objective(s) for SPED students with mild/moderate
disabilities

Student Initial(s) IEP Goal/Objectives(s)/ (Standard if
different from B. above
KW N/A
ZM N/A
Step 2Assessment Evidence

A. Performance Task-
Students will identify variables and explain why it is important to control
variables in a scientific investigation.


B. Performance Criteria-
Checklist:
-Definition of variables
-3 or more examples of variables drawn from previous experiment
-Answer to the question: Why is it important when controlling variables in a
scientific investigation?



Step 3Active Learning Plan
Write a detailed sequencing of your student-centered lesson. If students with severe
disabilities are included in the group, embed individualized objectives into the general
procedures and describe the individualized prompting, correction, and reinforcement
procedures (see attached format).
Procedures Teacher will Student will
Attending Cue e.g.,
How will transition from
prior activity be made?
How will students
Signal to the class to call their
attention with a clap.


Stop talking, face
the teacher, and get
ready to learn.

attention be captured
prior to the lesson?
Your desks should be clear with
only a pencil and eraser out.
Have their desks
cleared and will be
ready to learn.

Anticipatory Set e.g.,
Introduce desired results;
ask essential question;
connect with student
experience. Is this
review or new info?
How does lesson link to
previous learning?
Is pre-assessment
necessary?
How will lesson be
presented?
The past two science lessons with
me, we practiced using the
Scientific Method with simple
experiments. Our main focus was to
familiarize ourselves with the whole
process of the Scientific Method
itself.

After some absolutely brilliant
responses regarding variables
during those lessons, we are going
to take a look at that and build
upon it today.

First of all, what is a variable?






There are two types of variables,
raise your hand quietly if you can
tell me one of the types of variables.


Does anyone know what an
independent/dependent variable is?







Why is it important when
controlling variables in a scientific
investigation?






Listen attentively.













(Answers will vary:
A variable is any
factor that can be
controlled, changed,
or measured in an
experiment)

raise their hands
quietly (Answer:
independent and
dependent)

(Answers will vary:
independent variable
is the variable that
you change,
dependent variable
is the variable that
you measure
observe)

(Answers will vary:
If you dont control
your variables, it
may affect your data
and your findings
may not be accurate)

Hand back the science experiments
from last class.

Modeling e.g.,
What/how will you
model?
How will you support
students to activate their
own thinking?
Ill give you a minute to quietly take
a look at the feedback I gave. Then
we will focus on the second page.


Take a look at the New Questions
section on the second page. Any
one of those questions could solicit
responses from you folks that would
help you identify variables.

Get out a sheet of folder paper. I
want you to list the variables that
you came up with.

Quietly look over
their graded papers,
read comments, then
turn to the last page.

Look at the New
Questions section
on the second page
and identify any
variables mentioned.

List all the variables
they have on their
paper.
Guided Practice e.g.,
How will students
practice the learning?
How will you prompt?
What are you doing for
formative assessment?
What corrective
feedback will you
provide?
Now, as a groupI want the
recorder to write down the different
variables that each one of your
group members came up with. If
there is a repeat, you only need to
write it once. Be sure to include the
names of all group members &
make a group name.

I will give you 10 minutes to finish
your lists. Whatever you have on
your list at the end of 10 minutes is
what you will turn in.

Compile a list of the
different variables
each group member
listed, write the
names of all group
members at the top
along with the date,
and group name.

Turn in compiled list
at the end of 10
minutes.
Independent Practice
e.g., How will students
demonstrate ability to
perform skill
independently?
Now that you shared the different
possibilities for variables based on
our Gyrocopter experiment, Im
going to present you with another
experiment and you will come up
with possible variables pertaining
to this experiment.

Present sample experiment.

Now, were going to play a little
game I call Scientific
Scattegories I am going to pass
out your scorecard & you will keep
it face down. When I say GO! you















will have 7 minutes to FIRST write
your NAME & DATE at the top,
then write down as many variables
from this experiment that you can
think of. When time is up, stop
writing and pencils down.

Hand out the Scientific
Scattegories scorecard.

GO!







STOP! Pencils down!



Now, here is the scoringwithin
your table groups, rotate your
papers to the left.

Give your group member 1 point
for each variable they came up
with. (i.g. 5 variables = 5 points).

Now, for Bonus points.If your
group member has a variable that
nobody else in the group has,
reward them with 2 bonus points
for that variable. Add the score &
write it at the top. Leaders, you are
responsible for moderating this
discussion between your groups,
you have 7 minutes.











Flip their scorecard
over, write their
name & date at the
top, and write as
many variables as
they can think of in
7 minutes.

Students will stop
writing, put their
pencils down.









Tally up the score &
find a winner.

Assessment Evidence-
Summativee.g.,
How will you do the
summative assessment to
determine to what degree
lesson and IEP objectives
have been accomplished?
What part of their
Write down the BONUS variables
on the board & discuss the different
variables.

Now, look at these variablesIm
going to read each variable then
you will hold up the I sign or
Independent if it is an independent








learning will students
self-assess?
variable or the D sign for
Dependent if it is a dependent
variable.

Again, who can tell me what
variable is what?







Alright, first variable.(read first
variable & then the rest)




(Answers will vary:
independent variable
is the variable that
you change,
dependent variable
is the variable that
you measure
observe)

hold up either an I
for Independent or
D for Dependent
Closuree.g.,
How will you summarize
the lesson, including
revisiting the
Understanding and
Essential Question?
How will you connect
this lesson to future
learning?

Now after doing so much work
identifying variables, we must not
forget the importance of controlling
variables while conducting a
scientific experiment.

I want you to turn and talk to your
neighbor and discuss why its
important.

Now, give me a thumbs up if you
think your partner understands why
its important to control variables
when conducting a science
experiment, thumbs to the side if
they kind of have an idea, or a
thumbs down if they dont
understand.






Turn and talk with
their neighbors and
discuss

Show their
understanding using
thumb signal.



Modifications/Adaptations

SPED: Describe in detail what modifications/adaptations you will provide to support
learning.

Student A

Additional teacher supports, extended wait time for responses.

Student B

Additional teacher supports, extended wait time for responses.


Gen Ed: Differentiation Plan for the General Education classroom, non-IEP students.

Identify the type of need (e.g., ELLs,
gifted students, reading needs, etc.)
List the type of differentiation (learning
environment, content, process, or
performance task) and tell how you will
differentiate (e.g. change seating, give a
more advanced/simpler reading
assignment, etc.)
ELLs Provide key terms written on board,
diagrams if/when needed.

Accelerated Learners Help the students who were absent last
class or those that did not come up with as
many variables.

Struggling Students Partner them up with an accelerated
learner.

A. Materials to have ready:
Pencil and eraser
Folder paper
Science Scattegories Scorecard
Gyrocopter Science Experiment (from last class)


B. Approximate time needed for lesson:
50 minutes


C. Resources (where I got my ideas):
"Clean Pennies With Vinegar." Science Bob. N.p.. Web. 11 Feb 2014.
<http://www.sciencebob.com/experiments/pennychem.php>.