518 Presentation Link

https://docs.google.com/presentation/d/1_fF1sB7TVj9yuatoYIjVosVPPk7bgkz-34C122D38jI/edit#slide=id.p

518 Field Observation

CLASSROOM COMPOSITE

            For this assignment, I had the pleasure of observing Ms. Crampton, a first year 6^th grade science/social studies teacher at Pinon Mesa Middle School. Her class is made up of 34 students. 8 special needs students, 3 ELL students, and 1 student who is currently going through an adoption process. Before the observation, I was able to sit down with Ms. Crampton to discuss the goals for this class period, and the student’s current knowledge of the subject. The students had previously been studying cells, and different components of the cells. Prior to this class period, students had taken notes highlighting key terms and vocabulary, and learning about the parts of the microscope and how to use it. Students had a basic understanding of a cell and it’s function, and this lesson would expand their knowledge. This strategy would connect the student’s prior learned knowledge of cells to new information, and create a well-rounded understanding of cells and their functions.

LESSON STRUCTURE (ENGAGEMENT)

When class started, students came in to a song playing on the projector, which explained the parts and functions of a cell. This would be considered a whole group activity. This was engaging for students, and they thoroughly enjoyed the song. Then, students used Chromebooks to explore pictures of cells, clicking on the parts of cells to learn more information. Students were given the option to work in pairs, small groups, or independently. Again, students were engaged, and were excited to learn more about the cell. The last half of class, students went to the science lab, and used microscope to looks at various slides of cells.  For this activity, students were split into groups of four, and worked cohesively to study slides of animal/plant cells.  Ms. Crampton reminded students of acceptable behavior while in the lab, to ensure a positive, safe learning environment. While in the lab, Ms. Crampton asked students multiple higher order questions, such as, “why is this function important for the cell?, what would happen if this part was absent?, what type of cell is this, and how do you know?” etc.

MONITORING STUDENT LEARNING (CLASSROOM MANAGEMENT)

Each part of the lesson flowed nicely, transitions into the next components were smooth, and Ms. Crampton maintained great classroom management. She used the “5… 4… 3… 2… 1…” method of gaining volume control while students were working, and redirected students who were loosing focus on the task at hand. In the last 10 minutes of class, students were prompted to answer questions on Kahoot, which served as the exit ticket of the day. Students were asked what new information they learned about cells, how can you classify an animal/plant cell, etc. Ms. Crampton circulated throughout the room continuously, monitoring student use on the Chromebooks, redirecting as necessary. She also answered any and all questions students had, referring back to notes and prior knowledge, and having students think out the answers to their own questions, scaffolding when needed.

CONNECTION TO NEW WAYS OF TEACHING

            Ms. Crampton’s lesson plan incorporated many elements of Hutner and Sampon’s article, “New Ways of Teaching and Observing Science Class.” First, before introducing new content, Ms. Crampton played a song with video about cells. This corresponds with #3, in that students engage in an activity, before diving in to new content. The song offered as a refresher of previous knowledge, and eased in to the next steps of the lesson (ABC approach). Next, students participated in the practice of science. Students performed an investigation of plant/animal cells, and analyzed their findings. This gave students the ability to think critically and creatively about cells, and develop knowledge they didn’t previously have. Lastly, Ms. Crampton’s lesson gave students ‘a need to learn’. Students were asked how can we know the difference between a plant and animal cell, and why is it important to know the difference. This was a driving question that students were challenged to find the answer for.

CONCLUSION

            Overall, this was a successful science lesson observation. I have learned how to incorporate the 5 E’s into a lesson, and make learning fun for students. I am also more confident in knowing how to prepare a lesson in the future. This was a fun and exciting lesson to observe, and I could tell the students enjoyed the lesson as well.

Hutner, T. & Sampson, V. New Ways of Teaching and Observing Science Class. May 2015.

            https://s3.us-east-1.amazonaws.com. 12 February 2019.

518 Powtoon Link

Jessica Kuiper’s Science Screencast: Powtoon Link

https://www.powtoon.com/c/b0DIEsvGC9d/1/m

518 Showcase

Project-Based Learning Planning Template
Teacher Name: Ms. Kuiper	Grade Level: 3rd	Project Title:  Hi Desert Weather Channel
Content Standards Addressed: (National Math Standards or Common Core/NGSS) 3-ESS2-1: Represent data in tables and graphical displays to describe typical weather conditions expected during a particular season.
Classroom Composite: Brief summary of whole group and 3 learners (ELL, IEP, Student with emotional needs) describe their assets and needs.   The class is composed of 19 students: 10 girls, 9 boys. Students sit in table groups of 4 throughout the classroom. The class is known to be talkative, but can be redirected easily. There are students in the class who try to push the limits, having a direct set of expectations and behaviors will best suit the class.
Accommodations/ Modifications Libby: Cerebral Palsy, has a 1:1 aide. Physical activity is modified to due to Libby’s arm crutches. Accommodations to the lesson plan: Libby will take breaks standing as needed. Libby’s aide will help Libby complete Athen Games. Logan: ADHD. Can be distracted easily, and distracts others. Logan benefits from having expectations and behaviors repeated to him when he is acting up. Accommodations for this assignment: Logan can take breaks as he sees fit. Logan will self-monitor his behavior. Abel: ELL, Speech/language, SLD. May struggle with vocabulary used in this lesson. Abel will benefit from connecting English vocabulary to Spanish. Providing a Spanish translated lesson plan will benefit Abel. Accommodations to this assignment: Abel will work with other Spanish speaking students, in order to immerse himself in English and Spanish simultaneously.
Cross-Curriculum Connections: What other standards and subjects will you address in this project. (Visual and Performing Arts, Computer Science or Health Education) 5.4 Describe how artists (e.g., architects, book illustrators, muralists, industrial designers) have affected people's lives. Students will study the work life of a weatherman, and how the visuals used in the weather forecast help viewers understand the forecast. 3-5. DA. 9: Use data to highlight and/or propose relationships, predict outcomes, or communicate ideas. Students will study the current weather conditions in different cities, and use this information to create a week long forecast for the upcoming week.
STAGE 1: PLANNING:
Driving Question: the question that drives the work	How can the weather be predicted based on weather patterns?
Project Summary: (what students will do, learn and accomplish by the end of the project)	Students will work in groups of three. Students will research the current weather patterns in differen cities using Chromebooks. Students will design their own backgrounds for the weather channel. Students will create a ‘forecast table’ showcasing their weather predictions for the upcoming week. Students will take turns recording their weather forecast. Students have the option to use different props in their video (costumes, anchor desk, micophone)
21st Century Skills: (to be taught and assessed) Based on 4C’s Framework	Creativity: Students will work in groups of 3 to create a weather channel forcast for the upcoming week. Students will create their own backgrounds for the forecast, and record a video. Students will create a forecast table, displaying the temperature, day, weather, and a graphic.		Critical Thinking: Students will analyze current weather patterns to predict upcoming weather conditions.
	Collaboration: Students will work in small groups of three to complete the project. Students will use teamwork skills to create and record their weather forecast and weather background.		Communication: Students must interact with each other to express ideas and brainstorm for the project. Students will analyze their data and discuss their findings.
The Hook: How will you engage the students and spark their interest	Students will begin the project by watching a real life weather forecast. (engagement) Students will participate in a whole group discsussion, going over key components of the forecast.
Resources & Materials	Material/Equipment: Real life weather forecast video Costumes Props Chromebooks Graphic Organizers Samples of weather tables, backgrounds Current weather patterns for different cities Video recorder Technology: Students will use Chromebooks to research the weather of the city they are given. Students will use Chromebooks to create weather data tables. Community/Onsite people: Teachers will offer support to students. Aides will work with students closely.

Learning Outcomes & Targets: What targets will students meet to be able to complete the project Students will need to know how to operate computers and recording devices Students will create a table Students will analyze weather data

Instructional Strategies: What will you provide to support student learning and scaffold information with materials and lessons aligned to learning outcomes and assessment. Background information and vocabuary will be delivered through the real life weather forecast. Frontloading terminology related to weather. Samples of weather forecast tables will be available.

(Days as needed) Day 1 Students watch real life weather forecast. Students are broken off into groups of three. Students choose the city they would like to create a forecast for. Students begin researching the current weather conditions of the city they chose. How is weather predicted? Day 2 Students continue researching weather conditions. Students design their props and costumes. Students create their weather forecast table. Day 3 Students continue research, creating props, and designing their weather forecast table. Finished groups begin recording their weather forecasts Day 4 Students record their weather forecasts Day 5 The whole class gathers to watch each group’s presentation!!

Checkpoint: How will you ensure all students are on track and moving towards the learning goal(s). Students will be aware of the time frame of the project. By the end of day 1, all students should be in a group and begin research. By day 3, students should be working on props and weather forecast table. By the end of day 4, students should be done or almost done with video recording. Day 5, students should be ready to present.

STAGE 2: ASSESSMENT

Assessment Products:	Individual: Students can actively participate in whole group and small group instruction. Each group completes a rubric on each other’s participation.	Specific Evidence and Completion: Students complete a rubric on each other in the group. (Did the student participate in the group, what did they contribute, was the student positive)
	Group: Did the group work together to complete the assignment? Students turned in their forecast video.	Specific Evidence and Completion: Groups turned in weather forecast video. Students created a weather forecast table.
Reflection Methods: (how will students capture their thinking across the scope of the project)	Individual: (graphic organizer/journal) Students can do journal writes for each day of the project. Students can create a log on the Chromebook describing their findings.	Group/Team: The group will discuss their predictions of the weather forecast. Students will keep log of their findings.
	Whole Class: Students will complete group surveys of the project, what did they learn, what was fun, what was hard, etc. Students will reflect upon their newcast videos.	Other: Each team will need to turn in a video recording and weather forecast table. Students will participate in a whole group discussion on the 5th day of the project.