TEACHERS: Stephanie Martinez DATE: 12/10/2017

TEKS: 112.20.b.6 GRADE LEVEL: 8th grade

Post-Teaching Reflections for each component of the 7-E Model:

ELICIT: Students demonstrated prior understanding of some concepts related to todays lesson, solely based
on these real world examples. They were able to elaborate on how they have observed the relationships between
force, mass, and acceleration before without even knowing that it applies to Newtons Second Law of Motion.
This component was effective in gaining students attention and helping them relate the concept to something
they are already familiar with.

ENGAGE: Due to students previous responses, they had already developed an understanding of the lessons
basic idea. They grasped the concept of mass affecting acceleration. All students agreed on the same hypothesis,
that the water bottle with the greatest mass would reach the bottom first.

EXPLORE: All students hypothesized correctly. The demonstration effectively reinforced the concept.
However, due to their clear understanding of the concept, I would attempt a challenging, hands-on approach for
future lessons, possibly an activity among groups. This component of the lesson can be improved with a
different activity that allows students to test their hypotheses on their own.

EXPLAIN: The use of a video in this component helped students who require visual aids to better understand
concepts, but most students still required an additional explanation when the video was over. It was necessary to
review the terms of the video and ensure that all students were following along. It was not until the guided
practice with the Powerpoint that students demonstrated a better understanding of the mathematical formulas
involved in Newtons Second Law of Motion. The use of the formula triangle also gave students an additional
option in determining how to solve a given problem. Over all, this component was effective in explaining the
mathematical concepts of todays lesson.

ELABORATE: The use of small groups to elaborate students knowledge of Newtons Second Law was useful
as it encouraged students to help one another. Those who understood the concept the most were able to relay
their knowledge to their classmates effectively. Although I was available to answer any questions, most students
felt comfortable asking their classmates for help. Walking around the class also helped prevent students from
simply copying off each others papers. This component was effective in encouraging students to practice
independently and in groups.

EXTEND: Students we able to identify real life situations in which Newtons Second Law of Motion applies. It
was made clear that they understood the relationship between force, mass, and acceleration. The components
were effective in the transference of learning.

7-E LESSON PLANNING MODEL: Modified Madelyn Hunter/5-E Lesson Planning Template (1-16/RLA)
EVALUATE: Students demonstrated understanding when answering questions out loud and also when
working in groups. Through observations, I was able to determine which students had a better understanding of
Newtons Second Law when they were able to relay the information to others. Students effectiveness in
answering their worksheets provided an idea of their understanding. Although some teachers may prefer for
students to work on their worksheets independently, the use of small groups worked in this situation due to the
students willingness to help their peers and work with each other.

CLOSURE: The brief class discussion about how Newtons Second Law applies to safety in the real world
added an additional transference of knowledge and also added to the importance of the concept learned today.
Students were able to understand both given examples and the implications of seat belt and speed safety. This
component was effective, yet could be improved with an accompanying video or visual aid to further emphasize
the importance of car safety and its relationship to Newtons Second Law of Motion.

7-E LESSON PLANNING MODEL: Modified Madelyn Hunter/5-E Lesson Planning Template (1-16/RLA)