Secondary Science

Task 1: Planning Commentary

TASK 1: PLANNING COMMENTARY

Respond to the prompts below (no more than 9 single-spaced pages, including prompts) by typing your responses within the
brackets. Do not delete or alter the prompts. Pages exceeding the maximum will not be scored.

1. Central Focus
a. Describe the central focus and purpose of the content you will teach in the learning
segment.
[
The central focus of this learning segment is for students to be able classify groups of
the periodic table based on their physical properties.]
b. Given the central focus, describe how the standards and learning objectives within your
learning segment address

the use of science concepts,

the application of scientific practices through inquiry, and
the development and evaluation of evidence-based explanations of or reasonable
predictions about a real-world phenomenon based on patterns of evidence and/or
data.
[
The main science concept used throughout these lessons is being able to identify and
analyze certain physical properties of periodic elements. During lesson three, students also
identify and analyze chemical properties of specific periodic groups. Using guided inquiry,
students are also conducting laboratory research and analyzing their findings. Students must
test and analyze unknown samples and determine which periodic groups the unknown samples
belong to. Students are also analyzing their results to determine what they believe the actual
sample is (i.e., carbon, aluminum, silicon, copper and sulfur) and try to tie these to their
everyday life. Students will be asked thought-provoking questions as to where and how they
may use these materials in their life. ]
c. Explain how your plans build on each other to help students understand relationships
between scientific concepts, scientific practices through inquiry, and the phenomenon in
the learning segment.
[
The first lesson is based on student note taking and learning about some of the physical
properties of elements, groups and families. This lesson gives students the basic information
about the physical properties. The second lesson allows students to use their newfound
knowledge to test for these physical properties. They conduct a laboratory and analyze their
results to determine which family each substance belongs to based on the physical properties
tested for. The third lesson is mainly demonstration based due to safety. However, students are
asked question to try to tie into their knowledge about properties of periodic groups one and
two. These demonstrations also allows them to watch a chemical property of each group. For
example, group one elements are shown reacting with water and group two is shown reacting
with an open flame. ]
2. Knowledge of Students to Inform Teaching
For each of the prompts below (2ab), describe what you know about your students with
respect to the central focus of the learning segment.
Consider the variety of learners in your class who may require different strategies/support
(e.g., students with IEPs or 504 plans, English language learners, struggling readers,
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Secondary Science
Task 1: Planning Commentary

underperforming students or those with gaps in academic knowledge, and/or gifted

students).
a. Prior academic learning and prerequisite skills related to the central focusCite
evidence of what students know, what they can do, and what they are still learning
to do.
[
Students are able to read a periodic table in general. Students know which elements are
in certain groups and their group numbers. Students are able to complete a formal laboratory
write-up meeting the criteria set forth by the teacher including: title, purpose, hypothesis,
materials, procedures, data and conclusion. Students will learn to identify certain elements
based on the physical properties observed. By the end of this learning segment, students will be
able to identify everyday materials as certain elements on the periodic table. ]
b. Personal, cultural, and community assets related to the central focusWhat do you
know about your students everyday experiences, cultural and language
backgrounds and practices, and interests?
[
Two students who are on IEPs get support during class if needed. While conducting the
laboratory, an instructional assistant (who is in class daily) helps students conduct tests and
record data to help ensure students stay on task. One concept that can tie directly to the Pacific
Northwest is why group one elements are not found in nature. This was asked to students
during demonstrations as well. ]
3. Supporting Students Science Learning
Respond to prompts 3ac below. To support your justifications, refer to the instructional
materials and lesson plans you have included as part of Planning
Task 1. In addition, use principles from research or theory to support your
justifications.
a. Justify how your understanding of your students prior academic learning and personal,
cultural, and community assets (from prompts 2ab above) guided your choice or
adaptation of learning tasks and materials. Be explicit about the connections between
the learning tasks and students prior academic learning, their assets, and
research/theory.
[
For personal assets, struggling students were helped to progress at nearly the same
pace as other students. Although they can get help during lesson two by an instructional
assistant, if needed, they were given a model/outline of what a well-constructed data table
would look like to record proper data. They were also monitored during lecture times to check
for understanding. All students were held to the same standards of rigor and relevance. Lesson
two consisted of activities that fall within quadrants A and C. That is, the activities consisted of
applying and analyzing knowledge within one discipline. ]
b. Describe and justify why your instructional strategies and planned supports are
appropriate for the whole class, individuals, and groups of students with specific
learning needs.
Consider the variety of learners in your class who may require different
strategies/support (e.g., students with IEPs or 504 plans, English language learners,
struggling readers, underperforming students or those with gaps in academic
knowledge, and/or gifted students).
[
This learning segment was constructed for these students because it allows students to
use discourse, syntax, language function, language demand and content vocabulary. Allowing
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Secondary Science
Task 1: Planning Commentary

students to work in pair and/or small groups if wanted, gives student the opportunity to discuss
properties of elements using academic language. This also allows students to hear academic
language used in their partners terms. ]
c. Describe common preconceptions (based on prior academic learning and experiences)
within your central focus and how you will identify and address them.
[
One common preconception students may have before this learning segment is the
thought that ALL metals are GOOD conductors. This preconception is dealt with during lesson
two when students check the conductivity of two different metals. These two metal samples
should show students how one metal can be a good conductor but the other just a fair
conductor, or even a very low conductor. ]
4. Supporting Science Development through Language
As you respond to prompts 4ad, consider the range of students language assets and
needswhat do students already know, what are they struggling with, and/or what is new to
them?
a. Language Function. Using information about your students language assets and
needs, identify one language function essential for students to

use science concepts,

apply scientific practices through inquiry, or
develop and evaluate explanations or reasonable predictions about a real-world
phenomenon.
Listed below are some sample language functions. You may choose one of these or
another language function more appropriate for your learning segment.
Analyze

Explain

Interpret

Justify with evidence

[
Throughout this learning segment, students should be able to identify specific groups
and/or families on the periodic table based on physical properties being learned about. After
lesson one, students should be able to accomplish this task. With lesson two, students should
be able to analyze and interpret results found from their guided inquiry laboratory tests.
Students should be able to determine which specific family each substance belongs to by
interpreting each test result found. At the end of the learning segment, students should be able
to develop explanations of what elements are found in every day materials they encounter and
be able to justify their reasoning by relating back to their laboratory tests. ]
b. Identify a key learning task from your plans that provides students with opportunities to
practice using the language function. Identify the lesson in which the learning task
occurs. (Give the lesson/day and number.)
[
The lesson that most involves students using language function is lesson two. Lesson
two involves students conducting an inquiry based laboratory where they conduct tests and are
able to analyze results of unknown samples. From this lesson, student will be able to answer
the essential question of how do periodic groups differ in their physical properties? ]
c. Additional Language Demands. Given the language function and learning task
identified above, describe the following associated language demands (written or oral)
students need to understand and/or use:

Vocabulary and/or symbols

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Secondary Science
Task 1: Planning Commentary

Plus at least one of the following:

Syntax
Discourse
[
Throughout this lesson, student also use discourse with their partner(s) to interpret their
test results. During the laboratory, students are monitored and asked questions that require
them to use academic language such as: luster, malleability and conductivity. These are the
main vocabulary words that students would use to record their results on their formal laboratory
write-ups. ]
d. Language Supports. Refer to your lesson plans and instructional materials as needed
in your response to the prompt.

Identify and describe the planned instructional supports (during and/or prior to the
learning task) to help students understand, develop, and use the identified language
demands (function, vocabulary and/or symbols, syntax, or discourse).
[
Lesson one involves learning the new information about physical properties of certain
groups and families on the periodic table. Students are asked questions during the lecture such
as what can you tell me about this faucet? Teacher would elaborate on answers such as
shiny and inform students that the scientific term is called luster. In order for students to be
able to identify differences between samples, they also construct a data table that lies within
their formal laboratory write-up. This is a language demand that allows them to explain and
interpret results using academic language. This data table uses the Visual/Spatial aspect of
Gardners MI. Students are able to construct a table that allows them to organize and interpret
their results. ]
5. Monitoring Student Learning
In response to the prompts below, refer to the assessments you will submit as part of the
materials for Planning Task 1.
a. Describe how your planned formal and informal assessments will provide direct
evidence of students understanding of

science concepts,
the real-world phenomenon, AND
the application of scientific practices through inquiry
throughout the learning segment.
[
Throughout the learning segment, students are asked whiteboard questions that pertain
to chemical properties of certain periodic groups. This allows students to use academic
language in describing why one group is more reactive or less reactive than another group on
the periodic table. By the end of the learning segment, these lesson should also allow for
students to be able to justify why certain elemental groups are not found in element form in
nature. Students should also be able to reasonable explain what certain items are that they
encounter during their everyday life, in terms of its physical and/or chemical properties. Lesson
two activities allow students to apply their knowledge using guided inquiry. Students are asked
during warm-ups some open ended questions to allow the teacher to assess their previous
knowledge. This is also inquiry based in that students are allowed to explain their current and
previous knowledge. ]

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Secondary Science
Task 1: Planning Commentary

b. Explain how the design or adaptation of your planned assessments allows students with
specific needs to demonstrate their learning.
Consider the variety of learners in your class who may require different
strategies/support (e.g., students with IEPs or 504 plans, English language learners,
struggling readers, underperforming students or those with gaps in academic
knowledge, and/or gifted students).
[
These assessments and activities allow any students who struggle to use hands-on
activities to actually see and feel the physical properties of elements. It allows them to practice
organization of material when constructing a data table. These activities also allow students to
make a better connection to real world phenomena such as testing actual metals they may
encounter on a daily basis. ]

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