fileserver.daemen.edufileserver.daemen.edu/~tlqp/spring2013/alyssaserba_le/… · web viewif you...

New York State Academy for Teaching and Learning

Learning ExperienceFinal

NAME: Alyssa Serba

LOCATION: Amherst, NY

E-MAIL: [email protected]

CURRENT TEACHING POSITION: Student Teacher, Grade 1

SCHOOL: Heritage Heights Elementary

COOPERATING TEACHER: Mrs. Margaret McDonald

SCHOOL ADDRESS: 2545 Sweet Home Road, Amherst, NY, 14150

SCHOOL PHONE: (716) 250-1525

Title of Learning Experience: A Study of Forces: Magnetism

New York State Learning Standards:Level: ElementaryGrade Level: First (1st)Learning Standard 4: ScienceTarget Area: Physical Setting

Key Idea 5: Energy and matter interact through forces that result in changes in motion.The students will describe the effects of common forces (pushes and pulls) on objects, such as those caused by gravity, magnetism, and mechanical forces. (Page 30)

Major Understanding 5.1e: Magnetism is a force that may attract or repel certain materials.

Supporting Standard(s): ELA New York State Elementary Common Core Learning Standards

W.1.8 (page 26) SL.1.1a (page 32)

Peer Review Date: April 9, 2013

Peer Review Focus Question: Is there another closure idea that would be quick, beneficial, and more engaging for the students?

Alyssa Serba 4/30/13 1

TABLE OF CONTENTS

Learning Context……………………………………………..……………………………..Page 3

Congruency Table……………………………………………………………………...……Page 3

Classroom Background………………………………………………………..…………….Page 5

Assessment Plan…………………………………………………………………………..…Page 7

Rubric………………………………………………………………………………...…...…Page 8

Student Work………………………………………………………………………………Page 10

Procedure……………………………………………………………………………...……Page 12

Resources………………………………………………………………………………..…Page 15

Differentiated Instruction/Modification Table…………………………………………......Page 18

Time Required……………………………………………………………………………...0

Refection………………………………………………………………………………..….Page 22


LEARNING CONTEXT

Purpose/Rationale

The magnetism learning experience is part of a unit on forces and one of three lessons on magnetism. In this learning experience, the students focus on magnetism. The book The Mystery of Magnets and the BrainPOP Jr. video clip activates the students’ prior knowledge on magnetic forces. The major ideas that the students discover are what objects are magnetic, what magnetic objects have in common, and what nonmagnetic objects have in common.

Enduring Understandings

For this learning experience: There are similarities among both magnetic objects and nonmagnetic objects.

For the unit: Different forces cause the transfer of different forms of energy.

Essential Question

What are the similarities among both magnetic and nonmagnetic objects? How do forces act over distances?

Guiding Questions

What is magnetism? What objects does a magnet attract? What are the similarities among these attracted objects? What is common among objects that a magnet does not attract?

CONGRUENCY TABLE

Level: Elementary Grade Level: 1st GradeStandard 4: ScienceTarget Area: Physical Setting.Key Idea 5: Energy and matter interact through forces that result in changes in motion.Performance Indicator: The students will describe the effects of common forces (pushes and pulls) on objects, such as those caused by gravity, magnetism, and mechanical forces.(0)Major Understanding 5.1e: Magnetism is a force that may attract or repel certain materials.Learning Objectives: During the magnetism portion of the forces unit:


1.0 With assistance from peers and the teacher, the students will be able to examine objects to see if the objects are magnetic or nonmagnetic at a level three on the four point Magnetic and Nonmagnetic Rubric.

1.1 The students will be able to identify which objects are magnetic and which objects are nonmagnetic by completing the gluing worksheet. The students will be able to complete the magnetic and nonmagnetic worksheet at a level three on the four point Magnetic and Nonmagnetic Rubric.

1.2 The students will be able to define and write what magnetism is in their own words at a level three on the four point Similarities Between Magnetic and Nonmagnetic Objects Rubric.

1.3 The students will be able to identify and write at least one similarity that magnetic objects have and at least two similarities that nonmagnetic objects have at a level three on the four point Similarities Between Magnetic and Nonmagnetic Objects Rubric.

Student Task Student Product Assessment Tools

With assistance from peers and the teacher, the students work with a partner to test whether an object is magnetic or not. Each group has a magnet and a box of specific objects to test.

The students cut out magnetic and nonmagnetic symbols. The students glue the appropriate symbol next to the picture and name of each object that they tested on the Mighty Magnets worksheet (see Appendix E).

A four point Magnetic and Nonmagnetic Rubric will be used to assess the students magnetic and nonmagnetic worksheet based on the following attributes;

The student’s name is on the page.

The student worked well with their partner while testing objects.

The partners tested all of the objects.

The accuracy of the student’s results.

The students independently define what magnetism is (in their own words) based off of previous knowledge, the book on magnetism, and/or the BrainPOP Jr. video on magnetism.

The students write in their writing journals the definition of magnetism (see Appendices G, H, and I).

A four point Similarities Between Magnetic and Nonmagnetic Objects Rubric (see page 8) is used to assess the students writing based on the following attributes;

The student wrote the definition of magnetism in his/her own words.

The accuracy of the student’s definition.

The student used examples to identify at least two similarities

The students identify similarities that magnetic objects have and similarities that nonmagnetic objects have (based on the magnetic and nonmagnetic worksheet).

The students write in their writing journals about similarities that magnetic objects have and similarities that nonmagnetic objects have (see Appendices G, H, and I).


between nonmagnetic objects.

The student used examples to identify at least one similarity between magnetic objects.

The accuracy of the student’s similarities between magnetic and nonmagnetic objects.

Supporting Standard(s): ELA New York State Common Core Learning StandardsLevel: ElementaryGrade Level: 1st Grade

W.1.8 (page 26) Strand: Writing Standard CCR Anchor: Research to Build and Present Knowledge Standard 8: With guidance and support from adults, recall information from

experiences or gather information from provided sources to answer a question.

SL.1.1a (page 32) Strand: Speaking and Listening Standard CCR Anchor: Comprehension and Collaboration Standard 1: Participate in collaborative conversations with diverse partners about grade

1 topics and texts with peers and adults in small and larger groups.a. Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking

one at a time about the topics and texts under discussion).

CLASS BACKGROUND

I taught this learning experience to a first grade class at Heritage Heights Elementary. Heritage Heights is located in the Sweet Home School District in Amherst. The classroom where I taught this learning experience is a general education classroom which contains twenty-one students. Six of the students are girls; the remaining fifteen students are males. There is a student with mental retardation, a student with a traumatic brain injury, and a student with autism. Approximately half of the students come from a low socioeconomic status and five of whom are English as second language learners. Due to this wide variety of students, there are


two classroom aides in the room. One aide is a one-to-one aide for the student with mental retardation. The other aide circulates the room and assists any student who is having difficulty.

Since the classroom rules (Appendix A) and procedures (Appendix B) have been enforced since the first day of school, the students’ behaviors generally do not get in the way of their learning. However, the student with a traumatic brain injury does possess self-injurious behavior when he is asked to work on something he is not interested in doing. Furthermore, the student with mental retardation oftentimes tries to mock the behaviors that he observes. Also, the floor plan (Appendix C) is set up so the students with Individualized Education Plans (I.E.P.’s) are sat towards the front of the room so the teachers can keep a closer eye on them. Finally, the more talkative students are split up among the four tables in the classroom. In doing so, the students remain more on task.

OVERVIEW OF STUDENTS KNOWLEDGE

Prior to Implementation

Brief overviews of the different forces (magnetism, push and pull, friction, and gravity). Magnets attract some objects. Magnets come in many different shapes.

During and After Instruction

Magnets will attract different types of metals (such as, iron, nickel, and cobalt). The magnetic field will cause magnets to attract or repel (due to which poles are facing

each other). The similarities among magnetic and nonmagnetic objects are based on what the students

tested.

KEY VOCABULARY

Magnet- a piece of metal or stone that can attract iron or steel. Magnetic- displaying magnetic properties. Magnetic field- a region around a magnetic material or a moving electric charge within

which the force of magnetism acts. Magnetic poles- the ends of a magnet where the magnetic field is the strongest. Attract- to pull together.

(When two magnets are placed together with unlike poles) Repel- to push away.

(When two magnets are placed together with like poles)


ASSESSMENT PLAN

Diagnostic

I incorporated the diagnostic test into the anticipatory set. During the anticipatory set, I ask the students to predict the similarities among magnetic objects and nonmagnetic objects. As the students verbally list their ideas, I write them on chart paper.

Before the learning experience I would have already made a T-chart on the chart paper and hung it in the front of the room.

Then as we learn facts throughout the learning experience, we can circle the information that is correct and cross of the information that is wrong. In doing so, the students will not be confused with the inaccurate information that is on the chart.

Formative

The teacher assesses the students’ Mighty Magnets worksheet (see Appendix E). In order to make sure the students accurately test the specified objects. This is a quick check of the students’ work to see if the students glue the pictures of the objects they tested under the appropriate side of the T-chart.

Summative

The students write about what they learned about magnetism. The students start by writing the definition of magnetism in their own words. In this section, I can make sure the students accurately incorporate a few of the terms that we learned about magnetism. After, the students can include similarities of magnetics and nonmagnetic objects; this section is worth twice as much as the other section because this is where the majority of the content is incorporated. Finally, I can grade the students on their conventions; this section is weighted by half because I want the students to concentrate on the science portion of this learning experience and not the English Language Arts portion. I grade the students according to the Similarities Between Magnetic and Nonmagnetic Objects rubric. I can review the rubric before the writing assignment so every student is informed.

The rubric aligns to the New York State Science Standards for first grade. For instance, this learning experience falls into the physical setting target area and key idea five. Specifically, this standard states how, “The students will describe the effects of common forces (pushes and pulls) on objects, such as those caused by gravity, magnetism, and mechanical forces.” More specifically it aligns to major understanding 5.1e which states, “Magnetism is a force that may attract or repel certain objects.”

The student’s score on the scoring rubric is one of the main grades that his/her Science grade for this unit will consist of (on his/her report card). The student friendly rubric however, is one of the main grades for the student’s effort that they put forth during this Science unit (on his/her report card).

Similarities Between Magnetic and Nonmagnetic Objects


Criteria Nobel Prize 4 Best Seller 3 Editing 2 Drafting 1 Score

DefinitionThe extent to which the student defines the word magnetism.

The student uses vivid and precise words that bring his/her magnetism definition to life. The student incorporates details from the books AND videos shown in class.

The student uses vivid and precise words that bring his/her magnetism definition to life. The student incorporates details from either the books OR videos shown in class.

The student needs prompting in order to incorporate details about magnets into his/her definition.

Even with prompting, the student was unable to develop a definition of magnets.

Instructor: _______

Out of 4 points

Ideas and ContentThe extent to which the student connects information to the objects.

Accurate descriptions of the similarities between both magnetic and nonmagnetic objects.

Most of the descriptions of the similarities between both magnetic and nonmagnetic objects are accurate. However, there are some inaccurate details.

Some of the descriptions of the similarities between both magnetic and nonmagnetic objects are accurate. However, there are many inaccurate details.

Rambling, thoughts that are unrelated to the topic AND unrelated to the text.

(Weight: X2)

Instructor: _______

Out of 8 points

ConventionsThe extent to which student uses correct spelling, punctuation, capitalization.

Excellent control, few or no errors, making the message able to be read and understood quickly.

A few errors that do not interfere with readability and do not distract from understanding the message.

Errors interfere with readabilityOR understanding the message.

Due to the amount of errors, the message cannot be read AND cannot be understood.

Weight: .5)

Instructor: _______

Out of 2 points

Total Score (14/14): __________/ 14 Comments:

Student Friendly Rubric:


-I listened the entire time.

-I follow directions

-I was focused

-I answered all of the questions.

-I had ending punctuation.

-I had complete sentences.

-I had lowercase and capital letters where they belong.

-I did my best work.

-I followed most of the directions.

-I tried.

-I understood the questions and I did the work.

-Most of my sentences were complete.

-Most of my sentences had ending punctuation.

-I had lowercase and capital letters where they mostly belong.

-I did some of my work.

-I focused sometimes.

-I understood part of what was asked.

-I need to go back and check for: -capital letters. -lowercase letters. -ending punctuation. -complete sentences.

-I didn’t do my best.

-I talked to friends a lot.

-I need to go back and check for: -capital letters. -lowercase letters. -ending punctuation. -complete sentences.

-I need help and it’s okay.

Comments:

STUDENT WORK


Below is the data from this learning experience. The charts will show the number of

students who performed at each level for both the pre-assessment and the post-

assessment. The chart also shows the percentage of the class that performed at each

level.

Pre-Assessment Data

Distinguished: Rubric score of 9 to 12 Proficient: Rubric score of 4 to 8 Developing: Rubric score of 0 to 3

o The scores are only out of twelve because conventions are not important on the pre-assessment.

Level Number of Students % of StudentsDistinguished 1 5%Proficient 5 24%Developing 15 71%

Post-Assessment Data

Distinguished: Rubric score of 11 to 14 Proficient: Rubric score of 6 to 10 Developing: Rubric score of 0 to 5

Level Number of Students % of StudentsDistinguished 14 67%Proficient 6 28%Developing 1 5%

The graphic summary of the student work shows the students progression throughout the

unit. The data shown below is representative of twenty-one first graders. Within the

group, there are three students with an identified disability (who all have Individualized

Educational Plans) and three more students who are in the middle of being identified.

GRAPHIC SUMMARY OF STUDENT WORK


Distinguished Proficient Developing0

2

4

6

8

10

12

14

16

Pre-AssessmentPost-Assessment

According to the pre-assessment data, fifteen students (or 71% of the students) scored in

the developing range, five students (or 24% of the students) scored in the proficient range

which is average, and one student (or 5% of the students) scored at the distinguished level

which is above grade level.

According to the post-assessment data, one student (or 5% of the students) scored in the

developing level, six students (or 28% of the students) scored at the proficient level

which is average for a first graders, and fourteen students (or 67% of the students) scored

at the distinguished level which is above average. These statistics show the growth in the

knowledge that the students acquired throughout these lessons. Furthermore, three of the

students’ works (one at each level) are provided in Appendices G, H, and I.

The student’s score on the scoring rubric is one of the main grades that his/her Science

grade for this unit will consist of (on his/her report card). The student friendly rubric

however, is one of the main grades for the student’s effort that they put forth during this

Science unit (on his/her report card).

Please see the modification table to see the plan for the student who is at the developing

level.


Number of

Students

Levels of Student Work

Although I would like to say that the results from this learning experience of the student

work are completely accurate, there are some threats to the validity that may exist. For

example, although I tried my best to monitor for cheating, the students sit close to each

other and cheating is possible. Furthermore, many first graders have a problem

expressing their thoughts on paper. Therefore, I believe that a few of the students’ may

have known the correct information but had difficulty writing the information they know

on paper; if that was true, then I believe a few more students would have been in the

proficient or distinguished levels on the post-assessment chart. Finally, I do not fully

know the extent to which the one-to-one aides assisted their designated individuals. With

that being said, the student with a one-to-one aide who scored at the proficient level may

have scored at the developing level.

PROCEDURE

Anticipatory Set

(The anticipatory set takes place in a whole group on the carpet)

Explain to the students how we are beginning the forces unit by talking about magnets. Create a T-chart for the similarities of nonmagnetic objects and the similarities of

magnetic objects. (Pre-assessment) Ask the students to predict what some of the similarities are based on

their background knowledge. As the students state their ideas, write the ideas on the T-chart.

o Make sure every student gives a prediction and write the students initials next to their ideas.

Input/Modeling

(The input/modeling takes place in a whole group on the carpet)

Watch the Magnets video from BrainPOP Jr. The video gives the students ample background information to make sure everyone is on the same page. Also, the video hooks the students.

o (http://www.brainpopjr.com/science/forces/magnets/preview.weml) Read the expository text The Mystery of Magnets (big book) by Melvin Berger. Ask questions throughout the text to make sure the students are following along and

understanding what I am reading.


http://www.brainpopjr.com/science/forces/magnets/preview.weml

Guided Practice

(The guided practice takes place at the students’ pre-assigned seats in groups of two)

Volunteers distribute the magnets, the materials being tested, and the Mighty Magnet worksheet (each student gets their own set of materials).

Test specified objects to see if the object is magnetic of not magnetic. Cut out the object tested and paste it in the appropriate column of the T-chart (on the

Mighty Magnet worksheet). Use the Elmo to go over the correct results of the objects tested. Students check their work for accuracy. EXTENSION ACTIVITY: If the groups finish early, they can pair up with another

group to quietly check their results (what objects are magnetic and what objects are not magnetic). If the two groups have different answers, they can go back and retest the objects under question.

(When allotted time is up) Place Mighty Magnet worksheet in the grading bin and the students’ transition to their seats for the independent practice.

Independent Practice

(The independent practice is an individual activity. The students work at their pre-assigned

seats)

Talk about what the students should write about and write the writing prompts on the board.

o Ask the students to write the definition of magnetism in their own words.o Ask the students to write about the similarities that magnetic objects have (based

off of the video, book, and the objects they tested).o Ask the students to write about the similarities that nonmagnetic objects have

(based off of the video, book, and the objects they tested).o Remind the students to add vocabulary words (when possible) into their writing.o Remind students to check for conventions.

EXTENSION ACTIVITY: If the students finish writing early, they can read the magnet acrostic poem and then write their own (Appendix J).

(When the designated time is up) Hand in individual writing notebooks for grading and transition to the rug.

Closure

(The closure takes place as a whole group on the rug)


Bring out the T-chart that the students’ predictions are written on. Go through each idea on the chart.

o Circle the correct predictions.o Put a line through the inaccurate predictions.

Talk about what the students should expect for the rest of the lessons on magnets. EXTENSION ACTIVITY: If the closure ends early, have the students reflect on what

went well throughout the learning experience for them and what was difficult for them. Students’ reflecting on their work is a great way for students to practice higher order thinking skills. A reflection also allows the teacher to know which students had the most success and which students struggled. In doing so, the teacher can see if any parts of the learning experience were not taught clearly enough for a first graders’ mind.

FUTURE REFERENCE: Although I have already taught this learning experience, next time I may think about making a new T-chart. I would follow the same concept. However instead of just circling the correct answers and crossing out the ones that were wrong, I would transfer all of the correct answers onto a new T-chart. Therefore, I could hang the new T-chart around the room to use as future reference.

Assessment

The students are informally assessed throughout the entire learning experience. The teacher circulates the room whenever possible to assess the students work. However, the students are formally assessed on the writing they complete in their writing journals.

Technology

As a part of the input/modeling, I have the students watch a BrainPOP Jr. video on magnets. To ensure every student can see and hear, I can project this video and I can make sure the video is hooked up to the classroom speakers.

As a part of the guided practice, I will project a teacher exemplar of the Mighty Magnets worksheet. In doing so, I can have the students check their work for accuracy.

As the students are writing (during the independent practice), I can have a slideshow of different magnets, magnetic objects being tested, and nonmagnetic objects being tested. I can have the slideshow playing on my laptop and I can project it onto the projector screen. In doing so, the students can use the pictures to trigger knowledge and facts to write down.

RESOURCES

References:


Children’s Literature and Supplemental Reading:

Berger, M. (1995). The mystery of magnets. Marlborough, MA: Newbridge Educational

Publishing.

Morgan, J. (2007). Magnet acrostic podcast assignment and example. Retrieved from

http://jmorgan.edublogs.org/2007/12/18/magnet-acrostic-podcast/.

Web Sites:

BrainPOP. (n.d.). Magnets. Retrieved from http://www.brainpopjr.com/science/forces/magnets/.

Brooks, S. & Byles, B. (2011). Magnets. Retrieved from

http://www.internet4classrooms.com/science_elem_magnets.htm.

Professional Research Journal Article:

Arroyos-Jurado, E., & Savage, T. A. (2008). Intervention strategies for serving students with

traumatic brain injury. Intervention In School & Clinic, 43(4), 252-254.

Materials

Commercially made:

The Mystery of Magnets (big book) by Melvin Berger.


http://www.internet4classrooms.com/science_elem_magnets.htm

http://www.brainpopjr.com/science/forces/magnets/

Teacher made:

Mighty Magnet Worksheet Magnetism Writing Worksheet

Supplies:

Chart paper Markers Pencils Scissors Glue Whiteboard Magnets Paperclips Safety pins Paper fasteners Nails Seeds Erasers Teddy bears Fabric

Technology:

BrainPOP Jr: http://www.brainpopjr.com/science/forces/magnets/preview.weml Projector/ projector screen Elmo Laptop

o Appropriate laptop cords to connect the computer to the projector. Speakers

DIFFERENTIATED INSTRUCTION/MODIFICATION TABLE


http://www.brainpopjr.com/science/forces/magnets/preview.weml

For this learning experience, there are three students with identified disabilities. Those students have specific modifications that the students have written out in their Individualized Education Plans (I.E.P.’s). Furthermore, there are a few additional students who are going through identification testing. With that being said and the numerous learning styles that each student possesses, there are ample modifications that are made to assist the students with every lesson taught.

Academic intervention plan for the students who need additional assistance: All of the identified students are able to get time and half on assignments. The student with mental retardation has a one-to-one aide assisting him throughout every assignment. Even during whole group instruction the aide is in charge of making sure the student remains attentive and making sure that his behaviors are not distracting (to both himself and other students). The second classroom aide (as well as the teacher) then checks up on the other identified students and the students who are in the middle of being identified. The aide’s and the teacher’s job is to scaffold these students and not give them the answers.

MODIFICATION TABLE

Modification Type Specific

Modification

Rationale Benefits

Environmental/

Management

Already implemented environmental and behavior management

The students have assigned seats. In doing so, the students

With both modifications, students are more


techniques:-Preferred seating: Chatty students are separated and the students who are below average are placed toward the front of the room.-The token system: When students follow directions they are given a Panther Pride Paws ticket. Each student puts his/her name on the ticket and puts them in the raffle bucket. At the end of every day, the teacher pulls one ticket and that student wins a pencil.

who get too chatty when they are together are separated. Also, the teacher will be able to monitor the students towards the front of the room easier. As the teacher is presenting material, he/she can look over to make sure the students are following along. Furthermore, the token system is a positive reinforcement technique to increase desired behavior.

likely to remain on task and get the most out of each lesson; the token system gives students an incentive to work hard. Also the preferred seating makes sure the students who are struggling receive the support they need and the chatty students do not distract themselves as well as other students.

Instructional -I incorporate Howard Gardner’s Multiple Intelligences into instruction. By doing so, I made sure the lesson was appealing to: linguistic learners, logical mathematical learners, bodily-kinesthetic learners, musical learners, spatial learners, interpersonal learners, and intrapersonal learners.-Repeat material in future lessons.

Making the lesson appealing to numerous attributes of Howard Gardner’s multiple intelligences hooks the students and in doing so, makes the students eager to learn.

-The repetition in future lessons will allow students to remember material better.

Students are better able to grasp and remember information that is presented according to their preferred learning style. Therefore, it increases the retention of the knowledge I present throughout this lesson.

-There was one student who was still at the beginning level after the assessment for this learning experience. Therefore, I will repeat the information I taught a lot in the next two lessons


(which are more hands-on) and also throughout the remainder of the year. In doing so, the child will better be able to understand the material (that he could not comprehend after this lesson) by the end of the unit/school year.

Material -Big book for the read-aloud.

-Pictures of each object on the worksheet.

-Blown up worksheets for some students.

- The big book allows each of the students to follow along as I am reading.

-The pictures assist the students who are below average on their reading.

-In three of the students I.E.P.’s, it is stated how students need information blown up.

-The students who retain information better by listening and by visually reading will both be addressed.-I can more accurately assess the students’ knowledge. I can be assured the students got the information wrong because they are confused on what it means to be magnetic instead of not being able to read the name of the object being tested.-The students are better able to read what is being asked of them and the students are given more room to express their thoughts (without getting discouraged).

Tasks -Listen to a BrainPOP Jr. video and the Mystery of Magnets.-Test objects to see if they are magnetic or not.-Write about what they have learned and

The goal throughout this magnets lesson is to keep the students engaged by learning in a way that interests them.

When students are engaged (especially in hands-on activities) and are being taught in a way that they are interested in, the students are more likely to have success


the similarities they found.

and retain the information being taught.

There was one student who was still at the beginning level after the assessment for this learning experience. Therefore, I will repeat the information I taught a lot within the next two lessons (which are more hands-on) and also throughout the remainder of the year. The child will then be able to understand the material (that he could not comprehend after this lesson) by the end of the unit/school year. Furthermore, during free time, the one-to-one aide may pull the student aside in order to review material he is continuing to struggle with.

TIME REQUIRED

Planning

This learning experience takes about one hour and thirty minutes (ninety minutes) to plan. This specified time includes finding a copy of The Mystery of Magnets big book, to log on to BrainPOP Jr., to create the Mighty Magnet worksheet, Magnets writing worksheet, and the Magnet acrostic poems. Also, to make copies of the worksheets, to find the materials needed for testing, to locate magnets for each student, and to create writing prompts for the students’ writing.

Implementation

This learning experience was designed to be taught (and completed) in a seventy minute science block.

Assessment

The pre-assessment and post-assessment tasks were administered as a whole group. The pre-assessment takes about ten minutes to complete and the post-assessment takes approximately twenty minutes to complete; the time will change based on the students’ needs. The pre-assessment can be graded on the spot and the post-assessment will take a couple minutes per student to grade.

Schedule

Within the Unit: This magnet learning experience is a part of a Science unit about forces. Specifically, this learning experience is day two of the unit. The first day is spent giving a brief overview of all of the forces and key vocabulary that will be taught throughout the forces unit. However, this learning experience is day one (of three) of the magnet portion of the unit.


o Forces Unit: Day one: Overview of key vocabulary and a description of the upcoming

tasks. Also, use the iron filings jar to do a magic trick. Have the students see how the iron filings get pulled to the magnet and stand up in the jar. Then, secretly take out the magnet and have the students try to figure out how to get the iron filings to stand up in the jar. Repeat these steps until the students are hooked and eager to learn about magnets/forces.

Day Two: (This Learning Experience) Make predictions about magnetism, watch BrainPOP Jr. video, read The Mystery of Magnets, test specified objects and glue on yes/no Mighty Magnets worksheet, and write about findings.

Day Three: Test to see what objects are magnetic and nonmagnetic in the classroom and complete the magnet/nonmagnetic craft.

Day Four: Complete magnetic games (in centers). The students try to get paperclips out of a glass filled with water, get a car through the construction paper racetrack (without having the magnet directly touch the car), and the students learn about magnetic poles (complete the Magnetic Poles worksheet).

Day Five: Read a book on gravity. Students draw a picture of their favorite place in school or their house with gravity and then draw the same picture as if there was not gravity. The students then write about their findings and the differences between the pictures.

Day Six: The students get a plastic object attached to yarn. The students are asked to push and then pull the object. After, the teacher describes how the students used the forces of push and pull. Students then identify objects that they push or pull and how they know what force is being used (on the Push and Pull worksheet).

Day Seven: Start by reading a book on friction. Also, the teacher would have previously made a ramp. One side of the ramp is smooth and the other side of the ramp is made with sandpaper (the students use this ramp for experiments). The students use interactive writing to make their


predictions on what will happen when a smooth box is placed on the smooth side of the ramp. After the teacher shows the students what happens (using the ramp) and then the students write about what actually happened. After, the teacher repeats the same procedure for the other side of the ramp (which is made of sandpaper).

Day Eight: Watch BrainPOP Jr. videos and PBS Kids videos to remind the students of what they learned throughout the unit. The students then use both their individual laptops and the SMART Board (by taking turns) to play PBS Kids and BrainPOP Jr. games on the forces. The games are used to once again remind the students of what they learned during the unit.

Day Nine: Take a summative multiple choice assessment on the forces. Also, the students write about their favorite force and why it is their favorite force.

Within the Year: First grade teachers concentrate on teaching about the Earth, matter, forces, and the living environment throughout the year. Specifically, the forces unit takes place in the third marking period. The unit stretches from mid-February to mid-March. With that being said, this learning experience was taught in the third week in February.

REFLECTION

I wrote this learning experience for Dr. Jeffry Arnold’s Teaching to the Standards (EDU 327) class at Daemen College. The learning experience was designed to be the first lesson in the magnetism portion of the Science unit and the second lesson in the forces unit. Specifically the learning experience was created for a first grade inclusion classroom in the Sweet Home School District. According to the New York State Math, Science, and Technology Learning Standards, first grade students should be expanding on the brief information that they learned about magnetism from kindergarten. Learning about magnetism is important because many everyday items that people use would not exist without magnets. Furthermore, forces are important topics for students to grasp because it explains the transfer of energy; without such knowledge, we would not have skyscrapers, we would not know why gravity pulls us down, or how objects slow down, etc.

As I reflect upon this learning experience and the unit in general, I believe I met my teaching objectives. Before I began instruction, I knew my goal would be to not only further my students’ knowledge about magnets but to increase the students’ interest and curiosity of the topic. Looking back, I do feel I have met all three of these goals. Based on the data, after instruction there are thirteen more students at the distinguished level than there was in the beginning (based off of the pre- and post-assessment). Furthermore, the students were automatically hooked when I played the BrainPOP video. They were then extremely enthused to be able to perform their own experiments in order to test which objects given were magnetic and which were nonmagnetic. The majority of the students did not mind that they had to write about it (which is usually a hassle) because they were still excited from the previous experiments. One


student even said “This was the best day of school ever.” Little did she know that tomorrow’s lesson would be even more exciting. Finally, many of the students groaned when it was time for art (their favorite special) because they wanted to perform more experiments due to their curiosity on the topic.

If I was to teach this learning experience again, I may change a few things. Throughout the lesson, I would talk more about other metals that are magnetic. For example, I could bring up iron and nickel more. Also, I would make a few changes to the Mighty Magnets worksheet. I would start by moving the title of the worksheet to the top of the page. I then would make the boxes where the students glue objects into larger. In doing so, the worksheet will be easier for the students and I will not have any objects overlapping as they are glued. Also, I would have the students bring in their favorite item from home to see if the object is magnetic or nonmagnetic. As I taught the lesson, one of the students realized her bracelet was magnetic and the students were astounded by that finding. Furthermore for the closure, I would make a new T-chart. With the new T-chart, I would follow the same concept. However instead of just circling the correct answers and crossing out the ones that were wrong, I would transfer all of the correct answers onto a new T-chart. Therefore, I could hang the new T-chart around the room to use as future reference.

Looking back, I do believe the students met the learning objectives and the New York State performance indicators. For starters, the majority of the students got a 95% or higher on the Mighty Magnets worksheet; where they tested what objects are magnetic and what objects are nonmagnetic. Also, fourteen students were at the distinguished level for being able to write about magnetism. These students were able to give an above grade level definition for magnetism and were able to find the similarities of both magnetic and nonmagnetic objects; which is fourteen more students at the distinguished level than there was during the pre-assessment. Additionally, six more students were at the proficient benchmark; which means the students were at the expected level for an average first grader. Overall that means, 95% of the students met or exceeded grade level expectations after the completion of this learning experience. That statistic means that 66% more of the students met or exceeded grade level expectations for the post-assessment than there were for the pre-assessment.

There are some threats to the validity that may exist within this learning experience. For example, although I tried my best to monitor for cheating, the students sit close to each other and cheating is possible. Also, many first graders may have a problem expressing their thoughts on paper. Therefore, I believe that a few of the students’ may have known the correct information but had difficulty writing the information they know on paper; if that was true, then I believe a few more students would have been in the proficient or distinguished levels on the post-assessment chart. Finally, I do not fully know the extent to which the one-to-one aides assisted their designated individuals. With that being said, the student with a designated aide who scored at the proficient level may have scored at the developing level.

I believe this Learning Experience not only prepares students for their future endeavors within school but it will prepare them for life outside of school as well. For example, in this learning experience I never recited the information that the students should know for the topic; it defiantly would have been quicker to do it that way but I believe it would not be as effective. Instead throughout the learning experience I showed students how they can use expository text and informational internet sites to gather information on a topic. Furthermore, I showed students


how they are responsible for their own learning. I did this by having the students perform hands-on experiments in order to get the results that they needed to complete the writing assignments. I believe that once students realize they are responsible for their own learning, they will be more eager to become independent both inside and outside of school. Additionally, I had the students reflect on the work that they completed. Reflection can allow students both inside of school and outside of school to pace themselves. For instance while playing sports, the children can reflect on whether they tried their best and maintained good morals (had good sportsmanship). Also reflecting can allow the students both inside and outside of school to know when they need to reach out for help. Finally, I used the knowledge that I learned while reading Intervention Strategies for Serving Students with Traumatic Brain Injury to teach the student with the traumatic brain injury important life skills. For instance, I made sure the student spoke his wants instead of violently acting out. I also eased the student into working with a peer during magnetism testing. The student was reluctant to work with a peer but by the end of the testing he made a new friend; which could be an excellent support system for him outside of school. All in all, there were numerous ways in which this learning experience prepares the students for life outside of school.

This learning experience was peer reviewed on April 9, 2013 by four of my peers and Dr. J. Arnold. While presenting my learning experience, I made the focus of my learning experience to be “Is there another closure idea that would be quick, beneficial, and more engaging for the students?” I was unsure whether or not the T-chart was an effective way to sum up the learning experience and show the students what they have learned. Therefore, Sara gave me a great idea to “keep the same concept, but transfer the correct information onto a new T-chart. Instead of the students possibly getting confused with the lines through the incorrect information and the circles around the correct information, the new T-chart could be on a separate paper. The correct information would then be more organized.” Although this idea is similar to mine, I never thought to transfer the facts onto a new chart. I will use her idea in future lessons because the new T-chart (with the correct information) can be laminated and hung around the room for students to reference.

Writing and teaching this learning experience has been invaluable to me. I was able to receive feedback on my work and gain new ideas for future lessons. I am truly thankful for my peer review group for the time they took to help me throughout this process.

APPENDICES

A. Classroom Rules

B. Classroom Procedures

C. Classroom Floor Plan


D. Letter Home to Parents

E. Mighty Magnet Worksheet

F. Post-Assessment Teacher Exemplar (Distinguished Level)

G. Student Work at Distinguished Level and Rubric

H. Student Work at Proficient Level and Rubric

I. Student Work at Developing Level and Rubric

J. Extension Activity: Magnet Poem

K. Blank T-Chart

L. Warm and Cool Comments

APPENDIX A- CLASSROOM RULES

1. Always follow directions given by the teacher right away.


2. Keep your hands and feet to yourself.

3. Raise your hand for permission to speak.

4. Please put materials back in their proper places.

APPENDIX B- CLASSROOM PROCEDURES

1. Students need to sit in their assigned seats unless told otherwise by an adult.


2. When entering the classroom the students should:

a. Hand in their homework.

b. Turn in their book baggie.

c. Fill their water bottle.

d. Complete the assignment on their desk.

e. Once finished and the assignment is turned into an adult, students may visit with

the rest of the students who are done or the students may read.

3. The students need to make sure their first name, last name, and the date are written on

every assignment (on the lines provided).

4. Water fountain: Students can drink out of their water bottles throughout the day. If a

student did not fill up his/her water bottle in the morning, then he/she can only get drinks

during bathroom breaks.

5. If a student needs to sharpen a pencil, he/she should raise his/her hand and hold one

finger up. Once okayed by an adult, the student may quickly sharpen his/her pencil.

6. When students need to go to the bathroom, he/she should raise his/her hands and hold

two fingers up. Once okayed by an adult, the student may leave the room quietly.

7. When students need to go to the nurse, he/she should raise his/her hands and hold three

fingers up. Once okayed by an adult, the student may leave the room quietly.

8. If a student comes in late to class, he/she should hand in his/her homework and quietly sit

down with the rest of the class. The teacher will then bring over the appropriate materials

and papers to the student.

9. If a student needs to go to the office (or any other rooms in the school), the student

should ask the teacher if he/she can quickly go to the room during a break or recess.


10. In the hallway students should: stand in a single file line, walk at all times, keep their

hands to their sides, and remain quiet.

11. If a student is missing a class material during a lesson he/she should raise his/her hand

and wait for an adult.

12. If students did not complete work because they were goofing off during instruction, they

will have to sit out of recess and complete the assignment.

13. Tests will occur at the end of each unit. The students will have ample practice using the

information on the test and will be given at least one week notice.

14. There is absolutely no chewing gum in class.

15. Students may only eat in class for breakfast, snack time, or if they are told otherwise by a

teacher.

16. Any trash that one has should be put directly in one of the garbage cans (placed at either

end of the room).

17. If someone needs help, he/she should raise his/her hand and patiently wait for an adult.

18. A quiet talk is permitted as students are working (as long as the discussions are about the

work being done). When working as a class, only one person should be talking at a time

(or when called on by an adult).

19. If someone has a question, he/she should raise his/her hand and wait patiently for an

adult.

20. If one is unsure about asking questions in front of peers, he/she can talk to an adult after

the lesson or leave a question on my (the teacher’s) desk and I will answer it promptly.


21. Adults should answer questions promptly and should remember that there is never a

stupid question. If the adult in the room does not know the answer, he/she should tell the

child they are unsure and will find out the answer on his/her next break.

22. Students should adhere to the schools dress code policy/school rules:

a. No hats in the classroom

b. No profanity on clothing

c. No gang symbols on clothing

d. No cigarettes

e. No alcohol

f. No weapons

23. When students hear “Bubblegum, bubblegum in a dish,” the students should stop what

they are doing and respond “How many pieces do you wish?” At the same time, the

students should begin cleaning up and then sit down on the bubble gum rug when they

are finished.

APPENDIX C- CLASSROOM FLOOR PLAN



Made in Classroom Architect

APPENDIX D- LETTER HOME TO PARENTS

Dear Parent or Guardian,

Next week, we will begin our forces unit in Science. The forces that we will be concentrating on are magnetism, push and pull, gravity, and friction. We will begin this unit by working on magnetism for the first half of the week.

Throughout this unit we will be reading informational texts, watching informative video clips, completing our own experiments, and participate in related educational games.

If you are interested in furthering your child’s knowledge on the topic, there are many simple ways for your child to explore at home. BrainPOP Jr. and PBS kids are both great websites. On both of these websites, there are educational games, and videos for your child to explore. If you do not have internet access, simply taking a refrigerator magnet and allowing your child to roam the house and see what is magnetic is both fun and will further their knowledge; if you chose this route , please make sure your child does not try sticking the magnet to the television.

I have had a great time working with your child throughout the past few weeks and I cannot wait to continue to teach them. If you have any questions or concerns for me, do not hesitate to contact me at [email protected].

Sincerely,

Alyssa Serba


APPENDIX E- MIGHTY MAGNET WORKSHEET


APPENDIX F- POST ASSESSMENT TEACHER EXAMPLAR (DISTINGUISHED

LEVEL)

Name: Miss Serba Date: February 26, 2013

1. What is magnetism? Magnetism is a force that attracts certain types of metals. A

magnetic field can work through varying distances. Also, if the north and south poles on

different magnets face each other, the magnetic fields will pull the magnets together.

However, if either the north and north poles of two magnets are facing each other or both

of the south poles are facing each other, the magnetic field will repel the magnets.

2. What do magnetic objects have in common? Magnetic objects are different types of

metals. For Example, iron, nickel, and cobalt. Some magnetic items include, nails,

paperclips, a metal toy train, and a tin can are all magnetic objects. Most of these objects

are a shade of silver and are shiny.

3. What do nonmagnetic objects have in common? Nonmagnetic objects can include

anything but some metals. For example, a teddy bear, bird seed, pillows, paper, and a

wooden block are all nonmagnetic objects. Nonmagnetic objects are sometimes fuzzy.

Also, some nonmagnetic objects are made of fabric, are food items, and are made from

trees.


APPENDIX G- STUDENT WORK AT DISTINGUISHED LEVEL AND RUBRIC


APPENDIX H – STUDENT WORK AT PROFICIENT LEVEL AND RUBRIC


APPENDIX I- STUDENT WORK AT DEVELOPING LEVEL AND RUBRIC


This student’s one-to-one aide wrote the answer to question one on a separate sheet of paper. The student then copied what the teacher wrote. Questions two and three were read to the student and then the student tried independently. Furthermore, the student was aggravated with the amount of writing by the third question so he simply wrote “SpongeBob” because his aide told him he has to write something down before he can be finished.

APPENDIX J

M agnets.

A ttract opposite poles.

G o away from like poles.

N ot all the same shape or the same power.

E arth is a giant magnet!

T hey are fun to use in experiments!

S ailors used them in compasses.


Name: _________________________________ Date: __________________

M ____________________________________

A _____________________________________

G ____________________________________

N _____________________________________

E _____________________________________

T _____________________________________

S _____________________________________



Similarities of Magnetic Objects

Similarities of Nonmagnetic Objects

fileserver.daemen.edufileserver.daemen.edu/~tlqp/spring2013/alyssaserba_le/… · web viewif you...

Documents