Sciencelearningmap Itl 518 Cal Tpa WK 3a Assignment

STAGE 1: PLANNING ⦽
YOUR TARGET: Standard, Goals & Outcomes
Teacher: Norman Robinson___Grade/Subject: 5th grade/Science
⦽ (Indicates aligned with CAL TPA Cycle 2)

TARGET: Unpack Your Standard
Part 1: My Standards, Goals and Outcomes
Academic Standards: STATE YOUR STANDARD ⦽
5-PS1-3. Make observations and measurements to identify materials based on their

properties. [Clarification Statement: Examples of materials to be identified could include
baking soda and other powders, metals, minerals, and liquids. Examples of properties could
include color, hardness, reflectivity, electrical conductivity, thermal conductivity, response to
magnetic forces, and solubility; density is not intended as an identifiable property
*Highlight the main idea/knowledge (what) *Underline the skills/verbs (how)
Big Questions Knowledge (Concepts to be Skills (what you will

(Questions to frame understood and applied) explicitly teach)
student learning)
What is electrical Magnetism I will teach how to create
magnetism? Natural magnet an electrical magnet from
Electrical magnet household items. I will
teach use of wire stripper.
I will teach the difference
between an electrical
magnet and a natural
magnet using household
items. Further we will test
which is more powerful?
Student Learning Goal: STATE YOUR GOAL FOR THE STUDENTS TO SHARE ⦽
Magnetism and how to make an electrical magnet?
Student Social-emotional Goal (LEARNER):
Confidence with science projects by using a hands on approach.

Barriers to learning (LEARNER): (level of literacy; language proficiency levels; funds
of knowledge; attention span)
All students will be engaged in building an electro magnet. Attention span should
not be a problem, also literacy should sufficient at even an ELA level to do this
project and experiment.
Common Misconceptions (LEARNER & TARGET): (Subject-matter specific; Related to

academic standard; Knowledge gaps; Student confusion; multiple meanings; cultural
differences; misunderstand)
Use models, and a great deal of scaffolding to effect the experiment. Knowledge gaps
like what is electromagnetism can be bridged with a choral reading of the definition. “
“The physical phenomenon produced by the motion of electric charge, resulting in

attractive and repulsing forces between objects.”
“Magnetism is caused by motion of electric charges.”
Part 2: My Class
My Classroom Composite: (TEACHER & LEARNER) Whole group (Broad needs of

students; observable patterns & trends; language and literacy subgroups;
digital/technology fluency; emotional regulation)
Your class is comprised of 23 students 13 boys and 10 girls. Three of your

students are extremely bright and school is easy for them. The majority of your
students speak good English (6) have passed the CELDT test and 3 are still ELL
learners. Two students are on an IEP, one is at grade level but has a diagnosis of
Autism (mild). the other student has ADHD and learning disabilities.
Technology ⦽
What technologies will you use?

Teacher: YouTube to show examples
Student: I will use Google with Professor in group overhead asking any questions
about magnets they might have.
What vocabulary words demand (Here are some examples)
attention & are related to our big Magnetic
idea? Nonmagnetic
force
electrical current
copper wire
Academic Language* (Here are some examples)

Observe
Record
*suitcase words- words you can pack up
and take with you to other subjects Hypothesize
Conclude
Support
Provide- Items necessary for experiment.
Analyze- which magnet is more powerful?
Identify-Which components you need to
make a magnet?
Sentence Frames:
Lessoneer Emerging: I know magnets exist but I did
not know I could make one in my home.
Expanding: One way magnets can help us is

to keep a grocery list on the refrigerator.
Bridging: After analyzing data from testing

the natural magnet vs the electrical magnet. I
came to the conclusion that in a household
the natural magnet is stronger.
(TEACHER, LEARNER, TARGET, ASSESSMENT, INSTRUCTION, MANAGEMENT),
ENGAGEMENT Describe how the teacher will capture students’ interest.

(multiple means of What kind of questions* should the students ask themselves after
engagement) the engagement?
The teacher will take the students through the wonders of
magnetism. This is an easy sell. The catch will be building
your own electrical magnet. As a teacher I will have to
watch for students falling behind and scaffold. Engagement
will not be a problem as this project will catch their interest.
EXPLORATION Describe what hands-on/minds-on activities students will be

(multiple means of doing.
action) Building their own electrical magnet.
List “big idea” conceptual questions the teacher will use to
encourage and/or focus students’ exploration
Magnetism is fun, and can be done with household objects.
EXPLANATION Student explanations should precede introduction of terms or

(multiple means of explanations by the teacher. What questions or techniques will
expression) the teacher use to helpstudents connect their exploration to the
concept under examination?
List higher order thinking questions which teachers will use
to solicit student explanations and help them to justify their
explanations.
ELABORATION Describe how students will develop a more sophisticated

(Multiple means of understanding of the concept.
expression) What vocabulary will be introduced and how will it connect to
students’ observations?
Vocabulary will be read chorally.
Vocabulary will be read individually off charts.
The students will use my video of making an electrical
magnet which will assist ELA and ILP students.
How is this knowledge applied in our daily lives?
Stressing the fact we are doing this will simple household
products, and that science is in our lives everyday.
EVALUATION
Describe multiple ways for all students to demonstrate
(Multiple Means of knowledge; include the following: Make sure the
Representation assessment is aligned with the learning goal. ⦽
( modeling & practice)
This should be embedded throughout the lesson as well as at the
end of the lesson
We will model the project on video, and I still scaffold
throughout the project. Everyone will have a computer with
the clip of my video playing and this project involves, hands
on, talking, discussing, listening, touching, and observing.
(*Questions of Inquiry: Open-ended)
STAGE 2: TEACHING
DAILY AGENDA: WHAT WILL YOU USE TO MANAGE DAILY INSTRUCTION
WHAT IS YOUR LEARNING MAP SEQUENCE FOR DAY 1?
Day 1 we will unpack the science text and read about magnetism
Day 2 we will watch video on magnets
Day 3 we will play with natural magnets
Day 4 we will build out own electrical magnet
WHAT MATERIALS WILL YOU USE?

Batteries
Tape
Copper wire 1 ft.
Nail 2 inches
Thumb tack
Wire strippers
Colored stickers
Paper to draw the project afterward
HOW WILL YOU ASSESS STUDENT LEARNING? ⦽

Informal assessment: Does their electrical magent work?
Student self assessment: Students will have collaboration session to show
off their magents.
Formal assessment: Students will be judged based off of their electrical mag
working.
Accommodations/Adaptations/Intervention (Teacher, Learner, Instruction,

Management)
You have 3 ELL students and 2 students on an IEP, one of those students is
academically on level but has a diagnosis of autism (mild). the other student has
ADHD and learning disabilities.
The three ELL students will each be paired with a partner that speaks their
native language if possible. The IEP will be working directly with the
teacher. For them they will be my helpers, but actually doing the work on
their own.
Group your students that have similar learning challenges and plan
appropriate accommodations or adaptations to meet their needs. Do the
accommodations and adaptations you create assist students in reaching
learning goals in multiple ways? ⦽
STAGE 3: ASSESSING/REFLECTING
WHAT EVIDENCE OF STUDENT LEARNING HAVE YOU COLLECTED? Does it align
to the learning goals?
The learning goals are to be able to gauge changes in substances and
understand magnetism. Each student having completed the creation of an
electrical magnet will pass the project. The review is where I will catch
any stragglers with choral practice of vocabulary, drawing the project they
just created and working in teams to present their findings.
HOW WILL YOU ANALYZE THIS EVIDENCE?
Students will create electrical magnet, draw the project and repeat the
vocabulary. These three will be evidence of completion.
WHAT INSTRUCTIONAL DECISIONS CAN YOU MAKE AS A RESULT OF YOUR

ANALYSIS OF THE EVIDENCE?
The hands on approach works, the teaching of science should be

something in the students’ lives (like magnets), and scaffolding is the catch
all for students not really in the know.
STAGE 4: APPLYING
My Personal Reflection:
What new information did I get about my students in relation to their learning
preferences?
I realized the special needs students need audio and visual aids to learn.
That it is best to pair my ELA’s with someone that speaks their language if
possible.
How will I use this information to plan my future instruction? Do the lessons
built upon one another to develop student’s higher order thinking skills? ⦽
Yes, I believe these lessons do build on higher order of thinking; after

doing this project the students will understand electrical conduction better
than ever.
How effective were my practices? What will I keep, what will I improve and
what will I discard?
My practices were effective, and encompassing. I can probably discard the
choral vocabulary session and instead have the students do flash cards in
pairs.
What new understanding do I have about my own teaching practices?
That I like the hand on approach and will probably do a lot of science
projects as a teacher to keep children interested in the world around them.
What have I learned about myself as a teacher?
I enjoy science projects, it takes me back to my 8th grade teacher and a

time when I marveled at science.
As a professional learner where do I need to continue to grow and strive for?
Better use of suitcase terms, greater depth for ELA students (more videos,
pictures and para assist is called for).

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What is the teacher's goal for the students?

What is the teacher's goal for the students?

What are some common misconceptions students may have?

What are some common misconceptions students may have?

STAGE 1: PLANNING ⦽

YOUR TARGET: Standard, Goals & Outcomes

Teacher: Norman Robinson___Grade/Subject: 5th grade/Science

⦽ (Indicates aligned with CAL TPA Cycle 2)

5-PS1-3. Make observations and measurements to identify materials based on their

*Highlight the main idea/knowledge (what) *Underline the skills/verbs (how)

Big Questions Knowledge (Concepts to be Skills (what you will

Confidence with science projects by using a hands on approach.

Common Misconceptions (LEARNER & TARGET): (Subject-matter specific; Related to

“The physical phenomenon produced by the motion of electric charge, resulting in

My Classroom Composite: (TEACHER & LEARNER) Whole group (Broad needs of

Your class is comprised of 23 students 13 boys and 10 girls. Three of your

What technologies will you use?

Academic Language* (Here are some examples)

Expanding: One way magnets can help us is

Bridging: After analyzing data from testing

(TEACHER, LEARNER, TARGET, ASSESSMENT, INSTRUCTION, MANAGEMENT),

ENGAGEMENT Describe how the teacher will capture students’ interest.

EXPLORATION Describe what hands-on/minds-on activities students will be

EXPLANATION Student explanations should precede introduction of terms or

ELABORATION Describe how students will develop a more sophisticated

(*Questions of Inquiry: Open-ended)

WHAT IS YOUR LEARNING MAP SEQUENCE FOR DAY 1?

WHAT MATERIALS WILL YOU USE?

HOW WILL YOU ASSESS STUDENT LEARNING? ⦽

Accommodations/Adaptations/Intervention (Teacher, Learner, Instruction,

WHAT INSTRUCTIONAL DECISIONS CAN YOU MAKE AS A RESULT OF YOUR

The hands on approach works, the teaching of science should be

Yes, I believe these lessons do build on higher order of thinking; after

What new understanding do I have about my own teaching practices?

What have I learned about myself as a teacher?

I enjoy science projects, it takes me back to my 8th grade teacher and a

As a professional learner where do I need to continue to grow and strive for?

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Highlight the main idea/knowledge (what) Underline the skills/verbs (how)