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    Antes 408 3-Dayfieldreflection

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    The lesson focused on teaching students about the electromagnetic spectrum and how the sun heats the Earth. Most students understood that darker objects absorb more heat from sunlight. However, some students believed heat travels from the sun to Earth in particles. The discussions were most successful in helping students develop explanations, while small group work needed improvement. Breaking students into groups based on their initial ideas may improve engagement and ownership of the work. Pressing students to explain their ideas in whole class discussions was most helpful for developing explanations.

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    Antes 408 3-Dayfieldreflection

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    The lesson focused on teaching students about the electromagnetic spectrum and how the sun heats the Earth. Most students understood that darker objects absorb more heat from sunlight. However, some students believed heat travels from the sun to Earth in particles. The discussions were most successful in helping students develop explanations, while small group work needed improvement. Breaking students into groups based on their initial ideas may improve engagement and ownership of the work. Pressing students to explain their ideas in whole class discussions was most helpful for developing explanations.

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    antes 408 3-dayfieldreflection

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    The lesson focused on teaching students about the electromagnetic spectrum and how the sun heats the Earth. Most students understood that darker objects absorb more heat from sunlight. However, some students believed heat travels from the sun to Earth in particles. The discussions were most successful in helping students develop explanations, while small group work needed improvement. Breaking students into groups based on their initial ideas may improve engagement and ownership of the work. Pressing students to explain their ideas in whole class discussions was most helpful for developing explanations.

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    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    37 views6 pages

    Antes 408 3-Dayfieldreflection

    Uploaded by

    api-284899282
    The lesson focused on teaching students about the electromagnetic spectrum and how the sun heats the Earth. Most students understood that darker objects absorb more heat from sunlight. However, some students believed heat travels from the sun to Earth in particles. The discussions were most successful in helping students develop explanations, while small group work needed improvement. Breaking students into groups based on their initial ideas may improve engagement and ownership of the work. Pressing students to explain their ideas in whole class discussions was most helpful for developing explanations.

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    Download as pdf or txt
    of 6

    TE 408: Field Reflection Report

    Purpose
    The purpose of this assignment is to learn how to use data from your lesson to improve
    your teaching. You will not be graded on how well your students did, but on well you analyze
    and draw implications from the data.

    I. Lesson Context
    A. Lesson objective
    Michigan Objectives
    1.

    2.

    P4.6A Identify the different regions on the electromagnetic spectrum and compare them in terms of
    wavelength, frequency, and energy.
    P4.9B Explain how various materials reflect, absorb, or transmit light in different ways.

    NGSS Performance Expectations & Evidence Statements


    1.

    MS-PS4-2 Develop and use a model to describe that waves are reflected, absorbed, or transmitted
    through various materials

    2.

    Specific Lesson Objectives


    1.

    I can interpret and use the EM spectrum

    2. I can describe how the Earths surface is heated from EM radiation of the Sun.

    B. Story of What Happened


    Write a brief story of what happened when you taught each of the three lessons (about
    500-750 words). Include both what you did and said AND what the students did and said. Also
    be sure to include if you changed your plans based on what happened from one day to the next.
    Day 1
    The day started with showing a picture of the solar system, and writing on the board
    How does the sun heat the earth? I asked the students to discuss with their neighbor for a few
    minutes. I walked around and talked to a few students about their ideas. There were a wide

    range of ideas and I opened up a whole class discussion. I asked a student to come up to the
    board and write down all the ideas. There were 6 ideas written down, 1. Naturally bright (like a
    lamp), 2. Light waves carry heat energy, 3. Through rays, 4. The gases of the sun are hot, 5. The
    sun heats particles, those particles heat the earth, 6. UV rays from the sun, some get through the
    atmosphere. The students were willing to contribute to the discussion and they were able to
    explain their ideas when I pressed them.
    I had the kids count off from 1-6, there are 6 tables in the back and they are different
    colors. I assigned each table a color and had them go to their table. Ryan modeled the model of
    sound waves. He explained each of the features of his model, and asked them to include similar
    features on their models, such as seen and unseen elements. The students drew their models and
    we went around and asked them to explain their thinking.
    Day 2
    The warm up question for day 2 was why can you see light through the window and not
    the wall?. There were many groups who decided that it was because the wall was thicker and
    the glass thinner. I asked them if they had ever been to an aquarium with a large tank, many of
    them had, and I asked them to compare the thickness of the transparent aquarium wall to the
    wall of the classroom. Other groups were saying that it is because light passes through the
    window, I asked them what happened to the light on the wall. After some pressing they were
    able to explain that the light was absorbed by the wall, and that the light passed through the
    window.
    Before the discussion I explained the instructions of the activity. They needed to set up
    their lab stations with the light bulb and the different thermometers early because their teacher
    was having problems getting the experiment to work. I had them pick their own groups. Then we
    had a tornado drill.
    After they collected data from their labs, I introduced the summary table and explained
    how we would fill it out. I volunteered one of the kids who was having behavior problems that
    day to be the scribe. It worked very well. Not many groups were able to get the results that were
    expected. All the students knew that the black thermometer was supposed to heat up more than
    the white thermometer. They had very insightful ideas about why it didnt work. My favorite
    explanation was that because they taped paper on with scotch tape, which was shiny so too much
    light was reflected for the black paper to absorb any.
    Day 3
    Once again we filled out the summary table. I put up a figure of the EM spectrum on the
    overhead and asked kids if they knew what it was and if they had any experiences with any of
    the areas. We added the evidence from their lives to the summary table and added the connection
    about how those experiences related to the original question of how the sun heats the earth. One
    of the students volunteered to write on the summary table. There were many great ideas and
    most of the students participated in some way in the discussion. Students were excited to get
    their ideas on the summary table, and oddly enough, there were no awkward pauses.
    I asked them if they thought they could take all the things we had talked about and make
    revisions to their models. Then I explained how the post-its worked and that there was a key in
    the back that Mr. Hibbs had written on the white board. They got back in their groups and
    worked on their model revisions. The one revision I noticed the most was about visible light and
    how it doesnt need a medium to travel through. They were able to cite evidence from their lives,

    the sun in in space, and we can see it, so the light can travel without a medium. Another revision
    I liked, was that the sun heats different parts of the earth differently depending on what color it
    is, darker colors absorb more light, and lighter colors reflect more light. I had planned on doing a
    science fair type presentations, however there wasnt enough time and they ended up just
    switching with the table next to them, with one person staying behind to present.

    II. Lessons learned


    A. Making Sense of Students Responses to Assessment Task
    Use the assessment data that you collected (e.g., the exit slip, worksheet) to describe
    what students understood and where they still had incomplete/partial or alternative
    understandings. Use specific evidence (# of students with specific types of responses; specific
    quotes from students work) to support your claim of what students know.

    B. Fill out Table

    Rapid Survey of Student Thinking


    Categories (You do not add
    anything in this column)

    Trends in student understandings,


    language, experience (sentence starters
    included below)
    [Many students have these facets of
    understanding already]
    Many students know that darker objects
    get warmer in the sun.

    Instructional decisions based on trends of student


    understanding

    Alternative understandings?

    [Many students believe this to be true.]


    Many students believe that there are heat
    particles that travel from the sun to heat
    the Earth.

    [I'll have to address / I may have to change


    or add an activity]
    I may have to add an activity about how the EM
    waves from the sun interact with matter on the
    Earth.

    Everyday language you can


    leverage?

    [I heard the use of the term_____, that I


    can refer to in upcoming lessons]
    I heard the use of the term transparent, that
    I can refer to in upcoming lessons.

    [I can use their descriptions as an entry point to


    talking about this example of academic language]
    I can use their descriptions as an entry point to
    talking about the different properties of materials,
    and how light is absorbed, transmitted, or reflected.

    Experiences theyve had that


    you can leverage?

    [They seemed to connect their experiences


    of __ with parts of the big idea]
    They seemed to connect their experiences
    of seeing the sun with parts of the big idea.

    [I can use their everyday experiences with ____ to


    scaffold this part of the big idea]
    I can use their everyday experiences with the sun to
    scaffold their thinking about how light get to the
    Earth and what it does when it is here.

    Partial understandings?

    [In my instruction I can build upon / I may


    have to add or change]
    In my instruction I can build upon this knowledge to
    show how darker objects absorb more colors from
    the visible light range on the EM spectrum.

    B. Implications for your lesson plans


    Based on your analysis (both the analysis of assessment data and the rapid survey of
    student thinking table), what parts of your lesson plans were successful? Which parts needed
    improvement? Describe a specific improvement for your lesson plan. Explain your answers.
    The most successful parts of the lesson were the discussions, and adding those to the summary
    table. After some initial hesitation, most students were very eager to get their ideas on the table. I
    tried to get them to reference it during their model revisions; however some groups were not
    interested in participation in the written work. About half of the groups participated in the
    revisions, and two groups didnt do anything so I would need to improve on that. I think that
    when I broke up the groups that I shouldnt have counted off. I had some really great hypothesis
    that they came up with, and if I would have broken them up according to which one resonated
    with them, then I may have gotten meaningful small group work. I think they may have taken
    ownership of the ideas and been more invested in whether the work was done or not.
    C. Implications for how you interact with students
    Based on your analysis, which part of your interaction with students was most
    instrumental in helping them towards high level explanations? Least helpful? Describe a
    specific improvement for an interaction with students. Explain your answers.
    The whole class discussions were most instrumental in helpin them toward a high level
    explanation. I pressed students and wouldnt let them off the hook, even if they started with an
    idea that they thought was a joke, I made them explain it in the context of what the question we
    were working on. They were pretty comfortable with this by the end of the three days and they
    were able to come up with more sophisticated answers right off the bat.
    The least helpful was my small group interactions while they were working on the models. It was
    worse than trying to herd cats. I tried to ask my back pocket questions, but mostly it was
    behavior problems I needed to deal with. There was a sub on the first day, and it was very
    chaotic. The third day was Friday at the end of the day, and some students were over it.
    D. Implications for your assessment
    Which informal / formative assessment activities (asking questions, discussion, students
    asking questions) were most and least revealing of students thinking. Describe a specific
    improvement for your informal/formative assessment activities. Explain your answer.
    Class discussions were most revealing, I was able to uncover some alternative concepts
    regarding how the sun heats the earth. The final assessment of the model revisions were least
    revealing, as most students didnt participate. Ryan did his lesson after mine, and he made a
    change that I think was great. He made each person in the group contribute at least one sticky
    note. Even though the classes are very different, it worked really well and I would use that as an
    improvement. This is one area where I think grading for participation would be very helpful,
    maybe a point for a sticky note, and an extra credit point for two. They would have to be relevant
    and include evidence, but it could serve as motivation for student participation.
    RUBRIC
    Score: /100

    Pts
    Possib
    Story of what happened
    Coherent
    Includes students and teacher

    18

    Analysis of Student Work


    Clear claims of the level of student
    understanding
    Evidence of student understanding

    17

    Partial Understandings
    Trends
    Instructional Decisions

    Alternative Understandings
    Trends
    Instructional Decisions

    Everyday Language
    Trends
    Instructional Decisions

    Experiences
    Trends
    Instructional Decisions

    Implications for your lesson plan


    Conclusions match evidence
    Implications are useful
    Specific improvement proposed

    15

    Implications for interactions


    Conclusions match evidence
    Implications are useful
    Specific improvement proposed

    15

    Implications for assessment


    Conclusions match evidence
    Implications are useful
    Specific improvement proposed

    15

    Pts
    Earned Comments

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