Student Work Sample Analysis

Erica Stickler

April 23

For the Student Work Sample Analysis, I chose to examine samples from my second

taught lesson in the field this semester. This lesson was focused on the ways that the stomach

furthers digestion through chemical and mechanical means. The objective was that students

would be able to identify the stomach through various representations (Ziploc bag, crackers,

soda) and explain how chemical and mechanical digestion work together. They would also

physically see the process of digestion through the use of a science model and experiment.

Students worked at their tables to create the physical model and were encouraged to participate

in classroom discussion throughout the lesson. In addition, the worksheet was to be completed

individually to assess student understanding. The worksheet that corresponds with the lesson

asked students to write down their hypothesis, observations and answer the following questions

at the conclusion of the experiment:

1. What does the Ziploc bag represent?

2. What do the crackers represent?

3. What does the soda represent?

4. When we break apart the crackers before putting the soda in the bag, what type of

digestion is represented?

5. How does the stomach break down food chemically? Be specific!

The assessment was evaluated in several ways. For the hypothesis and observation sections,

students were given 1 point for completion. For questions one through three, students were given

1 point for the correct answer, and 0 points for the incorrect answer. Question four was worth 2

points for the correct answer and 0 points for the incorrect answer, and the final question was

worth 3 points with the opportunity to receive partial points. To be considered acceptable,

students had to receive 7 out of a possible 10 points, which would display evidence that they

understood the concepts and information presented and discussed throughout the lesson. The

following rubric was used to assess student work samples:

Question Points

Possible

Maximum Points

Received

Minimum Points

Received

Hypothesis Provided 1 1: Students provided an

educated hypothesis for the

experiment

0: Students did not

provide an educated

hypothesis for the

experiment

Observations Provided 1 1: Students provided

observations based on the

results of the experiment

0: Students did not

provide observations

based on the results of the

experiment

1. Ziploc Bag

Representation

1 1: Students concluded that

the stomach was

represented by the Ziploc

bag

0: Students did not

conclude that the stomach

was represented by the

Ziploc bag

2. Cracker

Representation

1 1: Students concluded that

the food was represented

by the crackers

0: Students did not

conclude that the food

was represented by the

crackers

3. Soda Representation 1 1: Students concluded that

the soda represented

stomach acid and/or gastric

juices

0: Students did not

conclude that the soda

represented stomach acid

and/or gastric juices

4. Type of Digestion 2 2: Students concluded that

mechanical digestion was

being represented

0: Students did not

conclude that mechanical

digestion was being

represented

5. Chemical Digestion

Explanation

3

(partial

points

may be

given)

3: Students thoroughly

explained how the stomach

breaks down food

chemically using key

vocabulary learned

throughout the lesson

0: Students did not

explain how the stomach

breaks down food

chemically

In regards to procedural fluency for this lesson, students had a very strong grasp of scientific

practices such as writing hypotheses and observations, as well as following the procedures

explained throughout the experiment. Many students were able to verbally explain what a

hypothesis was and how to make observations as if they were scientists themselves. For example

one student explained that a hypothesis is “an educated guess as to what you think will happen in

the experiment.” Students also knew that a hypothesis was formed and written before performing

the experiment itself. When prompted, students were able to explain that to make a good

observation, you must utilize the five senses; sight, hearing, taste, touch, and smell. They also

made note that in some instances, like our lesson for example, you would not use taste because it

is unsafe to do so. Students were very sufficient in developing the stomach model and carrying

out the investigation as a scientific practice. In regards to the story problem presented at the

beginning of the lesson, students were able to define the problem and create potential solutions

as to what may cause a stomach to feel pain.

The challenge for students was discovered through the conceptual understanding of how to

explain chemical digestion occurring within the stomach. Students understood that the Ziploc

bag represented the stomach, the crackers represented the food that had been “eaten,” and that

the soda represented a stomach acid, but not necessarily a specific one. Additionally, they had a

hard time explaining how the stomach breaks down food in a chemical way. Several students

understood that there was a certain stomach acid that “dissolved” the food, which is why it is

called chemical digestion, but lacked detail and key vocabulary discussed throughout the

introduction and literature used in the lesson. This provided me with evidence that students were

unable to explain the process of chemical digestion itself, which was the conceptual objective for

this lesson.

After analyzing the student work samples from the whole class, it became clear as to what

the students needed further support comprehending and explaining. The students with the lowest

scores received six out of a possible ten points. A majority of the students received eight out of

ten points, and two students received either nine or ten points. The graph below shows which

questions the students struggled with on the summative assessment worksheet.

It was noted that over half of the class did not receive full credit on question five; a majority

of students received either 0 or 1 point for their response. Because of this, I decided to evaluate

the error patterns and partial understandings for question five. During the lesson, the students

listened to a read aloud from the book Guts written by Seymour Simon, which talked about the

processes that occur during digestion. We focused specifically on the pages discussing the

stomach, and how it aids in digestion using chemical and mechanical breakdown before food

enters the small intestine. The book also reviewed how the stomach uses mechanical digestion to

squeeze and contract the food inside, using stomach acids such as hydrochloric acid and gastric

juice to break down the food particles that were consumed. Examples of student responses to

0

2

4

6

8

10

12

Question 1 Question 2 Question 3 Question 4 Question 5

Maximum Points 2 Points 1 Point 0 Points

question five include; “Your stomach uses a certain chemical to break down and burn the food”

(Student B), “It breaks it down chemically by using acids to break it down” (Student C), and “It

is broken down by the stomach chemicals” (Student A). This shows that students understand that

there are acids present in the stomach, but lack understanding in what these chemicals are and

how the process is carried out in the body.

This partial understanding and error could be present for Students A, B, and C for several

reasons. First, the question did not specifically ask students to answer using the learned

vocabulary with references to the book, however it did ask them to be as specific as possible.

The goal was for students to be able to demonstrate their knowledge of hydrochloric acid/gastric

juices to break the stomach down chemically, as well incorporating the concept of squeezing and

contracting as a form of mechanical digestion to aid the process before the food enters the small

intestine. However as stated previously, the question did not specifically ask students to include

this information. Based on the information collected from the worksheet, the focus learners do

not have a clear enough understanding of what chemical digestion entails within the body. Thus,

a re-engagement lesson would need to be taught in which the student objective would focus on

explaining the process of chemically digestion, how it occurs, its components, and how it relates

to the digestive system, specifically the stomach.

To successfully teach students this concept, the re-engagement lesson would begin with a

simple review of mechanical digestion as well as the function of the stomach to refresh these

ideas with students. As a pre-assessment, I will have students describe what they know about

what happens to food in the stomach in their science journals. This will draw upon the focus

leaners prior knowledge of the subject to see how much information they retained from the

second taught lesson. After a few minutes to write, students will be asked to share their ideas

with the class. It will then be explained that there are three layers of stomach muscles that churn

the food and continue the process of mechanical digestion in the stomach, not just the mouth.

The students would then receive a science article entitled Spies into the Blender: Digestion in the

Stomach, (attached at the conclusion of this analysis) to complete a close reading activity. During

the silent reading time, students will be asked to fill out a graphic organizer based on the

following concepts/questions. They may use their article to research the answers and take notes:

Hydrochloric Acid: What is it? Why do we need it?

Three Types of Muscles

Chyme

Gastric Juice and Mucus

Carbohydrates, Fats, and Proteins

After reading, students will gather around for a whole group discussion and demonstration of

the activity completed in the second taught lesson using the Ziploc bags, crackers, and soda. The

students and I will discuss what the components of chemical digestion are, and how the body

also uses mechanical digestion in the body as well to fully digest foods. Each step will be

explained thoroughly, without the distraction of students performing the experiment

independently this time. Next, example images with corresponding vocabulary terms will be

provided on the SMART Board to reinforce these concepts. Students will then engage in a short

Magic School Bus video clip addressing the process of digestion, specifically the role of the

stomach and intestines. To conclude, students will review the answers and/or notes regarding the

graphic organizer with me to ensure that the answers or notes were correct, and clear any

discrepancies or confusion that students may struggle with still. Further instruction may be

adjusted based on student needs, discussion, and responses filled out on the graphic organizer.

After teaching the re-engagement lesson, the three focus learners seemed to have a better

understanding of both mechanical and chemical digestion as a whole. By using the re-

engagement lesson and through use of the visual examples and graphic organizer, students were

more clearly able to see how the stomach breaks down food chemically by using mucous,

hydrochloric acid, and gastric juices. Students A, B, and C also noted that mechanical digestion

is also co-occurring with the chemical digestion in the fact that the stomach is churning the food

as soon as it enters. Student B completed the graphic organizer and answered each question and

box with 100% accuracy. Student A completed the graphic organizer, but had a question

regarding why mechanical digestion occurs in the stomach as well. To clarify, Student A was

encouraged to revisit the article explaining how the stomach churns food to help break the food

down into particles the body can use. It was clarified that the body uses the ingredients and

nutrients found in food to sustain daily life especially in regards to energy and health. To provide

a visual aid, Student A also was encouraged to think back to the experiment where students were

asked to squeeze the Ziploc bag to make the cracker particles smaller in order to reinforce the

concept of mechanical digestion at work.

Finally, Student C completed the graphic organizer but was confused as to why the

stomach acid didn’t destroy the lining in the stomach. It was explained to Student C that

hydrochloric acid in the stomach is weaker than on the outside of the body. The stomach lining

uses mucous and other materials to protect the stomach walls from being consumed by the acid.

It was also addressed that the stomach replaces itself every few days to maintain its structure and

composition. This concept was related back to our story read entitled Guts in the previous lesson

which was supported by locating and reading that particular page once more.

Items such as visual images, a video clip, an article to read, discussion and whole group

demonstration were used in an effort to reach audio, visual, and kinesthetic learners, such as

Students A, B, and C, throughout the re-engagement lesson. Students were able to make their

own model and listen to a read aloud in the second taught lesson. In the re-engagement lesson,

students were watching the stomach juice model performed by the teacher, reinforcing their

knowledge through a video, and reading about chemical digestion in the form of a science story

directed towards a younger audience. Coinciding with the story, students were allowed to

explore and more critically comprehend the articles key points by filling out their graphic

organizer. Here, they were able to take notes and clarify the discrepancies they had individually.

Students were encouraged to engage in questioning and class discussion, and were provided

several opportunities to increase their knowledge on the conceptual understanding and lesson

objectives.

References

Unknown Author. (n.d.) Spies into the Blender: Digestion in the Stomach. Carolina Curriculum.

http://www.carolinacurriculum.com/premium_content/eBooks/Human+Body/pdfs/Lesso

n_5.pdf

Science Article:

A

B

C