Name: Devon J ohnson Date of Observation: 6/25/14

Setting: MOSI Classroom Who you observed: Children in the

Crash test day camp
Childrens age range: 7-8

FIELD NOTES
1. Describe the content of the lesson that you observed.
The lessons I observed included an explanation of how the laws of motion would affects the
cars going down the ramp, the construction of the CD cars with various materials, and then
allowing the students to race them down a cardboard ramp.

2. Describe the instructional strategy or strategies (e. g., cooperative learning, peer tutoring, think
alouds) that were utilized in the teaching of those concepts.
The instructional strategy for the lesson was cooperative learning and demonstration


3. Please describe if and how the teacher utilized the following during the lesson: models, the
arts, and technology.
The teacher used models for this lesson. She provided a model of what the CD car would look
like and also allowed them to decorate their own cars with paper, tape, glue, and paper plates.

4. Describe the assessment strategies that the teacher used to assess the content knowledge of
the student. These assessments might be formative or summative.
To assess how the students learned the information of this lesson the instructor asked
questions about how the mechanics of the cars work to make the car be able to move. She also
referenced the Laws of Motion and had them explain what was happening in their own words.
The end assessment included the car going down a cardboard ramp and how they used their
higher order thinking skills to improve their car structure.

Take notes on student engagement. Pick several students to look at over the course of the lesson.
The student engagement in this lesson includes: each child building a car out of various
materials, he/she answering questions about motion and how to make the car roll down the
ramp, and using a ramp to roll their car down. They also had to explain how to make their
cars better and make it easier to roll down the ramp.

Student 1: He worked alone to create his car. He formulated a plan himself and executed it
without help of the adults. He only used the materials he was given as well. He liked to work
by himself and was proud to make his car by himself and then share it.

Student 2: He was having trouble doing the activity. He was getting frustrated and
discouraged while building his car. He asked for help and was assisted during the process.

Student 3: He was building the car and after looking at other cars he revised his own. He
figured out what would and would not work then changed the shape and structure of his car
just by observation.




Name: Devon J ohnson Date of Observation: 6/26/14

Setting: MOSI Science Summer Camp Outside Who you observed: Students in the Crash
Test group
Childrens age range: 7-8

FIELD NOTES
1. Describe the content of the lesson that you observed.
The lesson was about moving a bottle forward with mentos candy and diet coke to show how
the combination of the two materials could force the bottle forward.

2. Describe the instructional strategy or strategies (e. g., cooperative learning, peer tutoring, think
alouds) that were utilized in the teaching of those concepts.
The instructional strategy was demonstration of the effect and how to make the explosion
happen.

3. Please describe if and how the teacher utilized the following during the lesson: models, the
arts, and technology.
The teacher drew a model of how the bottle and how the coke and mentos would react. She
then modeled the reaction by taking the students outside and combining the two materials.

4. Describe the assessment strategies that the teacher used to assess the content knowledge of
the student. These assessments might be formative or summative.
The assessment strategies used in this activity were reviewing how diet coke and mentos
reacted with each other to cause the bottle to propel forward. They were also asked to tell what
the mix did to make the bottle move.
Take notes on student engagement. Pick several students to look at over the course of the lesson.
Student 1: This student was very engaged in what has happening within the bottle. This
student also asked how far the bottle would go with the mentos and diet coke mix.

Student 2: This student was partially engaged in the reaction within the bottle. He was curious
to see the result of what the mentos looked like in the bottle of diet coke.

Student 3: This student did not pay attention to what was going on with the diet coke and
mentos. He watched what was going on around him (people walking around, noises, and cars)
instead of watching the bottle.


Most of the students were excited to see the reaction between the two materials and wanted to
see what was in the bottle after the explosion stopped. Some of them wanted to do it again and
see what different sodas made a better explosion.