Field Experience Lesson Plan 12/02/1213

Elizabeth Howe 1

School Evaluating Teacher Subject Grade Level Topic of Lesson School Contextual Factors

Logan High School Mr. Ziegler Biology Freshman and Sophomore Introduction to Water and Its Properties Logan High School is one of three high schools in the La Crosse School District. There is a total 843 students enrolled. Students with disabilities are at 16.8 percent. Students that are economically disadvantaged are at 46.6 percent. Students with limited English proficiency are at 4.3 percent. The average class size is 24.5 students. Regular 45 minute class periods with extended learning days twice a week which have 85 minute classes. Race/Ethnicity American Indian or Alaska Native 1.4% Asian or Pacific Islander 12.3% Black not Hispanic 8.7% Hispanic 2.6% White not Hispanic 75.0% 5 students with specific learning disabilities (SLD) 7 English Language Learners (ELL) students (one also has specific learning disability) 3 unidentified grey area (one also a ELL student) 1 student with Cystic Fibrosis (CF) 23 total students, 3 were absent ELL teacher, Joanne Cappuccio and Special Education teacher, Samantha Bingen, in room for team teaching. The goal of this lesson is to introduce some aspects of water to the students, and then incorporate the terms learned in lecture into the lab for hands-on learning. PROPERTIES AND CHANGES OF PROPERTIES IN MATTER D.8.1 Observe, describe, and measure physical and chemical properties of elements and other substances to identify and group them according to properties such as density, melting points, boiling points, conductivity, magnetic attraction, solubility, and reactions to common physical and chemical tests TSW with 90% accuracy apply the terms cohesion, adhesion, surface tension, and solubility to the Water Olympics lab, upon completion of the lecture on Water. TWS with 85% accuracy explain one property of water after completion of the Water lecture and the Water Olympics lab. TSW with 85% accuracy explain what it means to float 1

Learner Profile/Contextual factors

Goals

Common Core Standards

Objectives

Field Experience Lesson Plan 12/02/1213

Elizabeth Howe 2 when asked upon completion of the Water lecture and the Water Olympics lab. The lecture was given at the beginning of an extended learning day, so we had an 85 minute class to complete the Preassessment, Water lecture, the Water Olympics Lab, and the post-assessment. Materials: Mr. Zieglers PowerPoint Pre/post assessment (enough copies for students) Water PowerPoint note packets (enough copies for students) Water Olympics Lad Worksheet (enough copies for students) Whiteboard and Computer The lab materials set out and ready: pennies, beakers, graduated cylinders, yarn, alcohol, eye droppers, timers, paper clips, coffee filters, markers, paper towel. People: Mark Ziegler, evaluating instructor Joanne Cappuccio, ELL teacher Samantha Bingen, Special Education teacher Started the class with a short pre-assessment of a six questions about aspects of water, because this was an introductory lesson on a new topic. Proceeded to the Water lecture and corresponding PowerPoint displayed on the white board. (The students were given a packet of the Water PowerPoint to help in their note taking.) Introduced the Water Olympics lab to the students. Set students free to complete lab in groups of two or three while I circled through the classroom asking and answering questions. Upon completion of the lab students went back to desks and we went over the results of the lab to check understanding.

Time Frame

Resources

Instructional

Procedure

Contextual Factors HPL SES

Accommodations NA to this class.

Modifications NA to this class.

Why Necessary? Yes, there is a fairly large range of SES at Logan High School, but for this class period it was not a factor for creating any accommodations or modifications. These 2

ELL

Slow down the

We did not see it

Field Experience Lesson Plan 12/02/1213 Students: 1., 2., 3., 4., 5.,6.,7. lecture and make sure to emphasize the most important topics of every slide. Circling/marking the words on the whiteboard, use bold font in the PowerPoint itself, ask students to repeat the topic or repeat it myself. When there are words that are uncommon or rather large I can try to use smaller words with the same meaning or make sure to give a definition. I also read the pre and post-assessment out loud and slowly for the class. necessary to change any of what was asked of the students to do for this class period.

Elizabeth Howe 3 accommodations are necessary because these students cannot as easily read the PowerPoint and listen to the teacher at the same time. English is their second language, so I must give these students more time to take in the word, find its meaning, and then bring it back out with understanding. Same with the pre/postassessment. I wasnt them to focus on what they know or have learned and not get frustrated with reading the question.

Spec. Educ. Students: 1., 8., 9., 10., 11.

Upon conferring with Mr. Ziegler, we agreed that there were no accommodations needed for this particular class period.

Other: Cultural, religious, etc. Student: 12 (CF)

There was none needed, because they could take the notes from the lecture at the pace it was given, and they could read the pre/post assessment on their own. Upon conferring with Mr. Ziegler there were no accommodations or modifications needed for this class period.

Closure

Analysis

After the review of lab results, I passed out the postassessment to the students. Students turned in the post-assessment and were reminded to bring back their note packet for tomorrows class. After I analyzed the answers of the pre and post-assessments I 3

Field Experience Lesson Plan 12/02/1213

Elizabeth Howe 4 could see that the students learned the objectives. The preassessment scores ranged from three with no answers wrong to three with all answers wrong, and the post-assessments scores ranged from nine with no answers wrong to one with three answers wrong. The table shows that the range of scales ran the gamut on the pre-assessment, but on the post-assessment the lowest grade was 50 percent higher than on the pre-assessment. The total number correct was over three times higher than on the post-assessment. I am very happy with these results. 0 1 2 3 4 5 6 Total # Wrong Pre 3 6 0 4 3 1 3 54 Post 9 4 6 1 0 0 0 17 100% 83% 66% 50% 33% 17% 0% Upon reflecting back to the lesson that I taught, I did see a few aspects that I could change for next time to aid my students for better understanding. Mr. Ziegler and I agreed that I should utilize the whiteboard with the PowerPoint. By doing this I will slow down my lecture and that will be a huge benefit my ELL students. By utilizing the whiteboard with the PowerPoint I can also make sure to show the students what the most important parts of each slide are by circling or highlighting. The students were really alert and good listeners while I lectured. I felt confident that many were really listening to me. The students also listened well when I introduced the Water Olympics lab and location of the essential materials for the lab. While students where performing the Water Olympics lab I was circling the room stopping at the groups to ask and answer questions. The groups were very open to me. They asked me questions with ease and involved me into their group without any hesitation. I would also like to arrange the PowerPoint a little differently. Mr. Ziegler said that it was group PowerPoint, so he wanted to change a little on it, also. I liked the information on the slides, but I felt awkward with reading an already made slide. I really enjoyed doing this once I got past the nervousness of being watched and critiqued, and it was a great learning experience. One of my biggest passions is to help with children with special education needs, and I am realizing that I also really like to work with the ELL students.

Reflection