Вы находитесь на странице: 1из 14

Lesson #3

Format and Cooperating Teacher Feedback Form


Name: Haley Williams

Content Area: Science

Date:

Grade Level: 2nd

10-7-15

Goal(s):

Content Standard Science Standard D-Physical Science:


o (By grade 4) Students in Wisconsin will demonstrate an understanding of the physical and
chemical properties of matter, the forms and properties of energy, and the ways in which matter
and energy interact.

Next Generation Science Standard (best match)


o 2-PS1 Matter and Its Interactions
o Science and Engineering Practices:
Planning and Carrying Out Investigations
Analyzing and Interpreting Data
o Disciplinary Core Idea
PS1.A: Structure and Properties of Matter
o Crosscutting Concept:
Patterns
Students who demonstrate understanding can:
2-PS1-2:
o Analyze data obtained from testing different materials to determine which materials have the properties
that are best suited for an intended purpose.

Planning:

I know that the whole group of students in this class have some previous knowledge for the
lesson/experiment that I am planning to teach. The students have been working on a study of magnets
and magnetism since the start of the year. They have created an ongoing KWL chart that includes what
they already knew about magnets, what they wanted to know, and some things that they have learned. I
also know that they are beginning to learn about what it means to be a scientist. They have talked about
how scientists explore things, ask questions, and sometimes make a guess about something that is not
correct. The students are just beginning to learn that sometimes as a scientist you make a mistake, but
that it is okay. This will be something to concentrate on as the students are doing this experiment. This

can be a difficult concept for students of all ages I think that this experiment is developmentally
appropriate for the levels of all learners in this classroom. It requires filling out a simple worksheet and
implementing an easy experiment. The students will also get to work together with some of the people at
their table, so that will help with any confusion or misunderstanding. I will also be available for
assistance during the experiment. I know that the students tend to be excited when they get to work with
hands-on materials which can cause some off-task behavior. So, for this experiment I want to make sure
that the instructions are continually clearly articulated so that students are completing the experiment
safely and in a way that allows them to learn. Some misconceptions of this lesson, like I noted earlier,
are that the students believe they cannot make a mistake when guessing for this experiment. For this
reason, we will be talking about some of the characteristics of a scientist and how it is okay to make
wrong guesses. Connecting this concept to the work of a scientist is very important. You are helping
them to understand that even adults make mistakes (wrong guesses), but that is how we learn.

Objective(s)::

Students will recall what knowledge they have about magnets. (They have an invisible force.)
Students will collect and display data on if a magnet attracts a paper clip through certain items.
Students will draw conclusions on why a magnet attracts a paper clip through some items and not others.

Vocabulary: data, attracts, force


Language Function: recall, collect and display, draw conclusions

Assessment:

Informal: The informal assessment for this science lesson includes listening to student responses as
they recall what information they already have about magnets. We will be using the KWL chart to
review that knowledge, and we will also engage in conversations that allow us to fill in some more of
our KWL chart once the experiment is over. During the experiment there will be a worksheet that will
allow the students to collect and display the data they find during the experiment. This will allow me to
see that students are participating in the experiment and exploring the power and invisible force of
magnets. There will also be an extended informal assessment that will allow students to write out a
conclusion that they draw from the experiment. This piece will allow me to see what insights students
gained from this experiment. (For example, why do you think the magnet attracted the paper clip
through one item and not another?) I also have a place for students to add more items to test if they
finish the items on the worksheet. More informal assessment will be done as I take notes on a discussion
checklist that I have created to showcase student understanding. Excellent ways to assess during this
lesson.

Formal: The students will be taking a more formal assessment in which they answer short answer
questions about magnets. EX. What does a magnet do? What will it attract through? What is magnetism?
This will get at individual understanding of the concepts.

Materials Needed:

Will a Magnet Attract Through These? worksheet


Magnets
Bags with test items in them (wooden ruler, cardboard, students hand, piece of fabric, tin can,
aluminum foil, pattern block)

Procedures:
Approximate time needed: 30-45 minutes
Introduction: (1 minutes)
Hook: Bring students to carpet. (Tables 1,4,5,6) Call by single tables. Tell students that it is time to put
on our metaphorical scientist goggles and lab coats because today we are going to be doing an
experiment with magnets! Very engaging!
State objectives. Today as scientists we will be thinking about everything we know/have learned about
magnets. Then we will be collecting data (information) on an experiment with magnets. When we
are finished we will draw conclusions (which means think about answers) as to why a magnet will
attract a paper clip through some things and not others.
Before you begin talking about the experiment, explain that it is important for scientists to think about
what they already know about their experiment topic before they begin.
Demonstration/Participation: (8-10 minutes)
Tell students that we need to think about what we know and have learned about magnets so far. Use the
KWL anchor chart for reference during this time. Have students turn and talk to partners about the
things they know about magnets before we have a short class discussion.
Bring the students back together. Listen to what students have to say about what they know about
magnets. (Type of force on Earth, an invisible force(which we will see more today), they attract
some things and not others)
Explain to students the experiment that we will be doing today. Todays experiment is titled, Will a
magnet attract through these? In this experiment we will be testing what items a magnet can attract
through and what items they cannot. Show the students their worksheet. Explain that they will use
the magnet and paper clip on one item at a time. Before they begin the test they will write down their
guess. Yes/or no, do you think the magnet will attract through this item? Then the students will
perform the test. Write down the test results.
Important thing to note: We are all scientists right now and sometimes scientists make mistakes and
that is OKAY. If your guess is not the same as the test result, do not change your answer. It is okay if
you are wrong. This experiment is helping us to learn more about magnets, so it is okay if you are
not right. This is an important step as students may have been very tempted to change a response (no

one likes to be wrong).


Tell students about supplies. The students will be given 3-4 magnets per table. They will also be given
a bag of supplies which include a ruler, cardboard, tin can, aluminum foil, piece of fabric, and a
pattern block). The students will have to share the items and the magnets because everyone is
participating in the experiment.
Tell the students that we will be doing three of the tests together before they go out on their own. Test
the water, shoe, and glass jar with the students. Model exactly how the students would perform their
own experiments.
o Water: Ask-do we think the magnet will attract the paper clip through the water or no? Get
some guesses from the students.
o Higher Thinking: Why did you make that guess? Excellent
o Perform the test. Write down the test results.
Continue on with shoe, and glass jar.
Write results on board so students can fill in this information on their worksheet once they receive it.
Once you have done those three together, show the students what is on the back of the worksheet.
Explain the first question. Tell the students that we want to think about why the magnet attracted the
paper clip through one item, but not another. Model an answer with the items you just did the
experiment with. Explain that there are no right answers. We just want to keep thinking deeper about
what we are doing. Next, tell the students that if they finish early they can try more items that are at
their desk. (Ex. Folder, pencil, paper) Tell the students it is important to try writing
something/thinking about these questions because we are going to come together as a class at the end
to talk about what we found during our experiment.
Re-explain experiment instructions quickly. Dismiss students to their tables. Deliver supplies to
students along with worksheets. Would it be better to re-explain once they are at their tables with the
supplies?
Practice: (10-15 minutes)
Allow at least 10-15 minutes for the experiment to be complete. Walk around the room during the
experiment to gauge how much time it needed and to help students as necessary. Restate directions
throughout experiment. Good idea
Closure: (10-15 minutes)
When students are finished with experiment, once again gather back to carpet by calling each table
individually. Tell students to bring worksheets for the class discussion.
Refer to the students as scientists-working really hard to gather and collect the data (information) that
we needed to see what items a magnet will attract through. Now tell the students it is time for us to
draw conclusions (or think about why/understand why) the magnet attracted through some things
and not others.
Start from the beginning of the worksheet. Ask the students their guesses for if the magnet would
attract through the ruler and their test results.

Drawing Conclusions/Higher Thinking: Throughout the whole closing discussion, the students
should be questioned as to why they made the guess that they did and why they think the test result
turned out the way it did. (This item is thicker/thinner than another so the magnet force did/did not
make it through the item to attract the paper clip.)
o Could it make a difference if we had used a different magnet? Smaller or larger? The bigger
the magnet the more force there is.
o Was there anything interesting that the students noticed when testing particular items?
(Paper clip moving along ruler with magnet, magnet attracting paper clip through
space between fingers on hand, but not through the palm of the hand.)
These are great questions and get at the heart of the experiment. It isnt about right or wrong, its
about their thinking
Go through each item tested and have a short discussion on what some students found and their
thinking.
Refer to the question on the back (something that is already a main part of the discussion). Why do you
think the magnet attracted through some things and not others?
When finished going through worksheet items, find out what other items students tested during the
experiment and what they found.
After the discussion, see if there is anything new we can add to the KWL chart that we learned from
this experiment. Make apparent that this experiment showed us that a magnet has an INVISIBLE
FORCE. We could never see the force of the magnet attracting the paper clip, we could only feel the
attraction.
Tell students where theyve been: Today we really were scientists! We thought about what we knew
about magnets to help us do an experiment to collect data and then think about why a magnet attracts
through certain things and not others. We know that it is okay if we are wrong in our guess, but those
mistakes help us to learn and scientists are always learning!
You will continue to work on your vocabulary posters on magnets. This will help you to prepare for
the magnet test in the future.
Strategies for students requiring additional assistance:
Allow students to participate in turn and talk with their partner before having a class discussion, in
case some students are not aware/do not remember knowledge on magnets.
Walk around the classroom as the experiment is happening to help with misunderstandings or
directions.
Restate directions as students sit back in their seats for the experiment and then again during the midpoint of the experiment.
Encourage lower level writers to just write a couple of words or think about the thinking question on
the back of the worksheet, instead of full sentences.
Encourage students to work/think together during the experiment in case some students are not sure
what to do while at their table.

Remodel experiment procedure at tables for students who need a reminder of how to make a guess and
then write a test result.
These are great strategies that will assist all students

KWL chart:

Quick informal note taking:

Experiment modeling as a group:

Front and back of experiment worksheet

These pics are great and help to tell the story of this lesson

Lesson Self- Assessment #3


Name: Haley Williams
Lesson topic: Science Experiment- Magnets
Date: 10-7-15
School/grade level/ number of students: Rawson Elementary/2nd/25
Name of Cooperating Teacher: Laurie Nicholson
Planning and preparation: Describe how your plan provided opportunities for active engagement. How did
you provide for the needs of diverse learners? Did you adjust your plan in any way? Describe how and why if
you did.

This lesson had many opportunities for active engagement. In the intro of the lesson the students were
given time to recall their previous knowledge about magnets including everything that they had been
learning about magnets in the science lessons leading up to this one. This recall of info was done
through a turn and talk, so the students each had an opportunity to voice their knowledge as well as be
reminded of what else was learned about magnets from their partner. Doing this helped to facilitate our
class discussion about the things the students already knew about magnets that would help them in the
experiment that day. The turn and talk gives every student the opportunity to share what he/she knows
if you skip this step and move right into the group discussion, many students will not have the
opportunity to share their thinking. The experiment itself was a huge mode of active engagement in this
lesson. The students were able to work with a whole array of manipulatives in order to collect and
display their experiment data on the provided worksheet. This experiment was completed at each table.
The students were expected to share the materials and work together, (like real scientists would) in

order to successfully complete the experiment and gather the data that they needed. Finally, in our
conclusion we wrapped up the lesson with a large group discussion that allowed students to explain what
happened during their experiments, why that happened, and what new information we learned about
magnets as a result of that experiment (which was written on a KWL chart). Your lesson followed a very
logical flow that allowed students to draw on prior knowledge before moving on scaffolding at its
finest

I tried to have various ways in my lesson to provide for diverse learners. For this lesson there was
another worksheet that was attached to the initial data collection sheet. On the second worksheet it had a
question that asked the students why the magnet may have attracted through some items and not others. I
know that there are a group of students in this room who are not strong writers. For this reason, I
encouraged students to answer this question in a way that they felt comfortable. For example, I told
them that they could simply take a moment to think about the answer, write down one word or two, or
answer the question in a full sentence. The goal of this lesson was not writing full and complete
sentences, so I did not want to take away from the students work with the experiment if they were
struggling to write out an answer. Great decision! I served as additional assistance for students who
needed clarification on the steps/procedures for the experiment. I also worked to prompt students to
think about their work as they were collecting the data. I encouraged the students to work together so
that the experiment became less intense for students who could not comprehend the procedure as
quickly or as easily.

There were a couple of small ways in which I adjusted this lesson plan. After I introduced the
experiment to the students I planned to just tell them that they would find all of the materials necessary
that were on their worksheet in a bag on their table. Instead of simply just saying that, I actually went
down the list of items on the worksheet and named each one individually. I did this because when I got
to the classroom that day I had the chance to see the materials the students were going to use and found
out that not all of the materials looked like the picture that was presented on the worksheet. For example,
one material on the worksheet was a tin can. Many of the material bags had a tin lid of a can, but not the
can itself. I just wanted to make sure that the students would be better aware of what was in their
materials bag to prevent confusion when the experiment began. For this lesson I also refocused some of
the discussion on some key ideas that I wanted the students to get from the experiment. I noted in my
lesson that I was focusing largely on students recognizing that magnets have an invisible force. This was
a part of our discussion, but I also wanted to reiterate that we learned about what items magnets attract
through as well as some key vocabulary like attract and repel. I made sure to include those points in the
lesson because my cooperating teacher gave me the magnet assessment that the students would be taking
soon and it specifically questioned those things. I made the change in an effort to better prepare the
students for what was to come in their future. One more thing that I changed about this lesson was the
way that I informally assessed the student discussion. I planned to use a specific anecdotal note taking
chart, however, I found that the discussion went at a much quicker pace than expected, so I found it
more beneficial to take quick notes on a blank piece of paper, then take the time to fill in the spots on the
chart. You make adjustments on the spot, always with an eye on your purpose and how you will get
there. This is a real strength of yours!

Classroom environment: Evaluate the ways in which you encouraged student participation. How did you elicit
student responses? How did you engage them in responding to you and each other? Evaluate your plan for
individual, small group and/or whole class work. How effective were these different organizational techniques
for keeping students involved in your lesson?

The introduction of the lesson provided a comfortable environment for the students to participate in,
simply because they were recalling information about magnets to one another. The students respond
really well to one another when they have the opportunity to have simple one-on-one conversations.
This strategy is also what allows me to elicit responses from the students. Once they have those peer
conversations they are prepared and confident to share what information they now have/remember with
the entire group. Yes! I also made sure that the students were aware that it was important for us to have a
discussion about what they knew about magnets before the experiment could start. This made them even
more eager to participate, mostly because they were excited to be able to start the experiment. Once the
experiment was over the students had all of this great data and many experiences from their experiments
that they wanted to share. This motivated the students to participate in the closing discussion to draw
conclusions on and think about what happened in the experiment. I allowed students to tell me what data
they collected, which then gave me the opportunity to go a little more in-depth and ask them why certain
things happened in the experiment and why some things did not happen. I also encouraged students to
compare their results to other students results. These responses also came easily and quickly as students
wanted to share the differences they were noticing with each others data.

My lesson consisted mainly of small group and whole class work. The discussions that we had as a
whole group were very effective in that they were lively and full of relevant information that pertained
to our overall topic of magnets. In the closing of the lesson, which was a whole group discussion, the
students were able to successfully build off of each others responses and thoughts. This is what allowed
me to simply facilitate the discussion and call on students with hands raised because ultimately they
were having a discussion amongst one another. I was left interjecting the higher order thinking questions
and sometimes directing the conversation to those specific learning targets that would allow us to fill in
more of the Learned part of our KWL chart. The students small group work consisted of them
working on the experiment with one another, which also ultimately was an effective mode of organizing
the experiment. Because this lesson did involve doing an experiment, which is an extremely exciting
experience for young students, there were times when groups were arguing over whose turn it was to use
the magnet. These arguments were quickly dissolved by myself as well as the other adults in the room. It
was just a matter of reiterating the idea that we do have limited supplies, but we all need to work and
learn together, as scientists, to get the data that we need to learn more about magnets. Connecting what
students were doing to the work of scientists is a great way to reinforce expectations, in this case,
sharing materials.

Instruction: Evaluate your choices of instructional strategies. Did they have the effect you intended? Were the
needs of all learners met? What changes would you make if you repeated this lesson?

For this lesson, I once again chose to have the whole group instruction on the carpet in front of the board
in the classroom. Bringing the students in to a closer space not only allows for those turn and talk
conversations, but it also allows me to monitor student behaviors more easily, and creates more focus for
the students overall. I chose to have whole class discussions in both the opening and the closure of my
lesson. I find that this group of students participates in whole group discussions consistently and they
enjoy having their knowledge reaffirmed by both myself and their peers. The whole group discussions
also allowed all of the students to participate in learning and understanding some of the main ideas of
this lesson. It was important that we recalled together what information they knew about magnets and
then came back together once again at the end to share what was learned about magnets and put in on
the KWL chart. Each student has access to that information which is important for their future
assessment about magnets. Not only this, the large group discussion helped students to grasp the idea
that real scientists share the results of their experiments with the scientists who are also doing that

experiment. It was essential for them to see the differences in each others data and to think about and
discuss why that was. The choice to have the students work together on the experiment was also
essential to the lesson, not only because we were limited on supplies, but because doing this allowed the
students to work through the steps of the experiment together which included guessing what would
happen and why, doing the test and seeing what happened, and then thinking about why that happened.
They were having little discussions right at their own tables which was also preparing them for the large
group discussion. Excellent

I do believe the needs of all of the learners were met. During this lesson and experiment a classroom
aide was present and the students requiring special education intervention were able to work one-on-one
with her, which allowed their needs to be met, while I took the time to work with other struggling
students. As I stated earlier, the students working together in groups was a great way to end confusion as
well as facilitate discussions among students who understood what to do and other students who may not
have been sure. I also think it was an appropriate choice to allow the students to answer the written
question on the back with an answer that was comfortable for them (one word, a full sentence) because
then they did not have to feel pressured to write a long and precisely written response, which may have
taken away from other learning objectives of the lesson. This was a great decision as it honored what the
student could do, while still allowing them to meet objectives. As you said earlier, this wasnt a writing
lesson, so you didnt need to make that the focus.

The only change that I would make if I repeated this lesson would be to have the magnet assessment in
my possession before giving the lesson. As I stated above, the cooperating teacher was able to give me a
copy of the magnet assessment that the students would be receiving in the future on the day of my
lesson, so I could gear some of the class discussion towards responses on the assessment. It would have
helped to see that assessment prior to the planning, however, it worked out fine to incorporate what was
necessary, in the lesson that day.

Assessment: What assessment processes did you plan and how did they work? What did you learn from
listening to student responses, examining their work or listening to their interactions? How well did your
assessment procedures inform you about student attainment of your lessons objectives?

For this lesson I planned to informally assess our whole group discussions with a discussion checklist
that listed specific ideas that we would be talking about in our discussions. These included, recalling
information of magnets, discussing experiment results, and understanding why what happened in the
experiment, happened, as well as what was learned today as a result of the experiment. First, I found out
immediately when our introduction discussion began that it was going to be hard to write down what the
students were saying in this chart. For this reason, I found it much easier to simply write out some of the
discussion ideas and points the students were making on a blank piece of paper. I was able to write down
the names of some of the students who participated in those discussions as well as what they contributed
to the group discussion. This helped me to see what students were understanding and gave me an
opportunity to talk to, listen in on, or call on other students to assess their understanding. It also
provided a way to gauge overall class understanding. Listening in on these student responses in the
discussion proved to be a very effective way to inform me of the students attainment of the lesson
objectives. From listening to those responses I learned that the students had a lot of previous knowledge
on magnets, and could in fact talk on some of the important learning ideas that I planned to talk about in
preparation for their future assessment. I found out that the students had a good idea of what some of the
vocabulary associated with magnets is, like attract and repel. I also had a group consensus of magnetic
poles and which ones attract to each other and which ones repel (N & S, N &N, S&S). This is where I
used a quick thumbs up to see that the students knew what magnetic poles were and their properties. In

the concluding discussion I also learned that students gathered a lot of information from the experiment,
which meant that they were meeting the objective of drawing conclusions on why a magnet attracts a
paper clip through some items and not others. The students talked about the thickness of an item, or if
the magnets force was interrupted by another metal, the size of a magnet, etc., as to why it attracted the
paper clip through some things and not others. They also talked about magnets being an invisible force
because throughout the experiment they could feel the attraction, but not see it. The students discussion
was productive in that it showcased their meeting of the lesson objectives as well as allowed us to fill in
more of their KWL chart to help prepare them for their more formal assessment on magnets. Also, even
though the data collection sheet for this experiment was an instructional task that served as a place to
record information, it allowed me to see that the students were meeting the objective in that they were
collecting and displaying data on if a magnet attracts a paper clip through certain items. Not only did
this worksheet help to meet this objective, but it also showed the students how important it is that as a
scientist, they write down what happens in their experiment so they can look at that information again
later when they need it. You created multiple opportunities for student assessment to occur in
meaningful ways all while meeting the needs of individual learners.
Professional responsibilities: What did you learn from your cooperating teachers feedback on this lesson?
How will you apply it to future lessons?

My cooperating teacher commented on my use of vocabulary throughout the lesson, which is something
that I try to focus on in all of my lessons. I want the students to be able to walk away from the lesson
using the relevant vocabulary in a confident and accurate manner. My teacher also noted how wandering
around the room and reminding the students of the experiment procedures was effective because it
helped students who were off task to refocus. I want to make sure that when teaching I always take time
to restate directions because I know that students can often forget a lot in transition time or in overall
excitement to begin an activity. Laurie wrote that it is important that when I am at one table discussing
with a group that I am always looking at the entire class, which is a hard task. I want to remember in
future lessons that even though I may be having individual or group conversations at one table that I
need to continually look around to observe and monitor other students behavior in an effort to keep the
students on task and focused. Consider where you position yourself when working with a group. This
can help you maintain focus on the other groups, which is essential. My CT commented on the
importance of rephrasing some of my questions during the discussion time so that I could get an answer
that probed and required a higher level of thinking. I think that this is something important to remember
for future lessons. Instead of just giving up on a question, I will continue to find ways to rephrase it so
that students can answer it in a different way or give an answer that requires more critical thinking.
Finally, she noted the importance of giving a quick review of the lesson at the last minute. It is important
that at the closure of any lesson the students understand where they have been, what they did, and what
is coming in the future for them. These are great goals for future lessons.

Reflection: What did you learn about student learning and assessing from this lesson? How will it affect your
planning for future teaching?

From this lesson I learned that not all modes of informal assessment that are planned may work for a
given situation, but that it is important not to give up on trying to assess in that situation. For this lesson
I had planned to use a discussion checklist, but I found it just as effective to take quick notes on student

discussion. I ultimately got the information I was looking for, but it happened to be in a different and
more suitable way for what was going on in the lesson at that point. From this lesson I also learned that
students learn well from engaging and thoughtful discussions among one another. In the discussions that
were done throughout this lesson the students continually built on one anothers responses and found
ways to compare and contrast their experiment results with one another. It was a great way for the
students to learn from one another, rather than having to listen and learn from me. It was interesting to
see how the students successfully used the vocabulary of the lesson, especially after one of their peers
used it. I know that student conversation and discussions will remain a part of my future lessons. These
discussions not only helped with student learning, but I also gained crucial information that allowed me
to take those quick informal discussion notes on student understanding. I know that it is not always
possible, but having some kind of piece of paper to write notes on during a student discussion, (when
appropriate) can be helpful. I can use those notes as talking points for future lessons, as review points for
what was discussed during a lesson, and to gauge student understanding. I want to work to have these
discussion notes be a part of future lessons. More great goals for your future lessons. You might try
keeping some type of notebook/journal with you that could serve the purpose of impromptu note taking.
Having the notes all in one place can be easier than trying to keep track of individual pieces of paper
especially when gathering materials together at the end of a long day.

CT Feedback Lesson #3

You are getting such great and useful feedback from your CT! This combined with your reflective nature will
serve you, and your students very well!

Вам также может понравиться