‘departmental lesson comp ELED 4300 - Science Lesson with Technology Scoring Rubric student Courtney onsen ecco Science Topic) Si saci enniae Oot 1 ie Science Lesson with Technology-Students will eeate an integrated science and technology lesson plan that will include all semester 31 2pc/ Z0LY sonents and follow the SE Instructional Model. Background information & resources will be included ‘on the lesson. The lesson must be taught in the practicum class and must be evaluated by a college supervisor using the ‘department formal lesson evs signature assignment in the deps cutcomes of this Iesson willbe the focus of the Analy: raluation form. The lesson must include a WebQuest or other use of technology. This lesson is a artmental e-portfolio and must be turned in through the student’ e-portfolio. The leaning of Student Learning assignment. (70 points) Teson Flan | Unsatisfactory Gh] Below Expectations @) | Meets Expectations @) a Criteria Gouerteal—] MisingcomeraT | Trades contextual factors | Tckdes all contextual Factors! factors Gf students, but missing | factors of student 2 (pos Chasoom trodiiatons inlesson | demographics and aioe fans ee content Fa at —[aising walkways | Walk-away incades core] Wal-away includes core Menards butmising | standards, content and | Sonentaudlnguage’ | language sandardswalk- an Standage watkaways | aways that ae weten cletl that shows basic ga Wh Tesi objectives that suppor : ore Bin ides! “Assessment | Missing ‘Assessments include “Assessments include protest Asetsmeat ] Mie summative | formaiveand summative | and péstest evidence that {Gimments and does | evidence tat has a weak | as alignment with lesson alc creo chjectven Includes some ads daremsdtions for | components, modifications | modifications for diverse Girone vtadents | arethe same in each eson | students based on plan and dos ot adress | contextual factors Ea wet Galea cieren i Aalive Teantng pan doesnt | Leaming plan vnot Subject matier knowledge Learning Plan | include standards, developmentally fatiegentiratelsteanat ojectinater content, | propriate timed | planisdovelopmenally modifications, content knowledge, appropriate and connects in xa Lona Connection o sanders! | assessments, and closure FRranstoaaterementcins | Modieatios foe students ure. are made, Ay Fesinslogy Technology isnot | Selene Baie ectnology —]Seleets technology to | | used or doesnot for instruction. support instruction and 39 | today leasing oF instruction, [ison Cone | Closers missing] Clone review walk- | Closure review walk- Syayi butdoeenat | sovays eetentel quesions, address essential questions | and vocabulary, and 35 evetbuly aes aeeeag eomeeptand | derstanding ym) “Total this page bia 7ELED 4300 — Science Lesson with Technology Scoring Rubric (continued) Student Semester Tasson Plan] Unsatisfactory) | Below Expectations @®) | Meets xpecations (@) Seore Criteria Subject Notinehuded Missing ements Includes deep content ee Meee Toh mage Background referencsslisted. Arzet| Local acaoud Etfecive | Notinchdad issing clement Taclues effective scence a de teaching components of talk Teaching and argumentation, Components datalevidence, inyostigation xt Bur early in essonadhadels or ravings. wes Relleoion | Novinelded Missing Semen eerie? BR Notes Peer Noteompket ising ements Helpful and thorough B Evaluation feedback Supervisor Notineluded Evalation cluded ha Evaluation i “Total his page |___2 Total Score & out of 70 Notes: -My Peer alu tam ThwenewunDIXIE STATE UNIVERSITY ~ DEPARTMENT OF EDUCATION ELED 4300 SCIENCE LESSON PLAN TEMPLATE (B/23/14) ‘Teacher Candidate: Courtney Jensen Grade Level: 4! Title: The Water Cycle ‘CONTEXTUAL FACTORS (classroom factors) ‘Contextual Factors: =10 boys ~12 girls 1 ELL = Nick - WIDA Level unknown - 4 Learning Disabilities = John ~ Social ~ Nick — Reading, likes to make things up -Tellulah - Reading - Madison ~ Anxiety Classroom environment: - Students are in groups of four or five desks set up in 5 groups. The teacher's desk is in the front left corner. There is whiteboard and a smart board in the middle of the wall at the front. There is also an ELMO on the teacher's desk. ‘There are six computers on the right hand se ofthe classroom, There is a“U" shaped table on the left side ofthe classroom. ‘WALK-AWAY (As a result of this lesson, what do I want the students to know, understand, and be able to do?) State Standard /Objective: ~ Standard 1: Students will understand that water changes state as it moves through the water cycle. ~ Objective 2: Describe the water cycle. ~C: Identify locations that hold water as it passes through the water cycle (eg. oceans, atmosphere, fresh surface water, snow, ice, and ground water). ~ E: Describe how the water cycle relates to the water supply in your community. Content Walk-Away: = Iwill imagine I am a water droplet in St. George, and will explain my journey as I travel through the locations that hold water in a short story. Language Walk-Away: ~ [will imagine I am a water droplet in St. George, and will explain my journey as I travel through the locations that hold water in a short story. Vocabulary: = water supply, atmosphere, fresh surface water, ground water ‘TEACHER BACKGROUND INFORMATION: ~ http://elimatekids.nasa.gov freshwater-gallery/ ~ This website has many pictures of fresh water and what it looks like when it gets polluted. ~ http:/Jclimateki WY - Why is the ocean important? After all, we live on land. But our world is a water world. The ocean covers 70% of Earth's surface. The average depth of the ocean is about 2.7 miles. In some places, the ocean is deeper than the tallest mountains are high! The ocean contains about 97% of all the water on Earth. The ocean plays a starring role in whatever happens with the environment. One big part of its role is to soak up energy (heat) and Aistrbuteit more evenly around the Earth, Another pat isto sak up CO2. www, hy-for-kids/o1 hi - Moisture in the Atmosphere: Moisture in the ais something that almost al of us are familiar with, We see its effects practically ona daily basis, Moisture or water in the atmosphere causes clouds to form, fog to cover the landscape, and humidity to thicken the air. It also causes rain, snow, hail and sleet to form. Indeed, water gas is one of the most important elements of our home planet's atmosphere. Water from the atmosphere can create dramatic short term and long term changes to the landscape around us. Events like super charged storms can dump buckets of water in a single location, creating floods. ‘Over time, regular rain cycles cause erosion, literally changing the shape of the surface of the Earth. The water gas found in the atmosphere is colorless, tasteless and odorless. Usually we are only aware of its presence in cases of extremes. When the air is extremely laden with water vapor it feels sticky. We say that the air is very humid. At times of extreme dryness, our lips crack, becoming chapped.inttp:/ [wo clostgeorge.com/rivers-streams huml - The rivers in St. George: Virgin River - The Virgin River and its tributaries is responsible for carving Zion National Park and the Virgin River Gorge. During heavy rainstorms the Virgin River becomes a chocolate color as sediment from the red sandstone and top-soil is pushed downstream. There are ‘many places inside Zion National Park where people can walk or tube in the river. In the spring-time some intrepid rafting and outdoor adventure companies offer kayaking or rafting experiences on the Virgin River. Be aware that during spring run-off the Virgin River can be a dangerous place. Use appropriate caution during these time frames. Santa Clara River The other main river in the St. George Utah area is the Santa Clara River. It starts on Pine Valley ‘Mountain and works its way west to the town of Gunlock and then circles southeast past Santa Clara and eventually connects with the Virgin River in St. George. Other small rivers (or creeks) in the area, are Laverkin Creek and Quail Creek. The upper Santa Clara and parts of Quail Creek are known to be reasonable spots for trout fishing. = http://www.dostgeorge,com/lakes-reservoirs, html ~ Lakes/Resevoirs of St. George: Lakes/Resevoirs ‘There are three main reservoirs in the St. George area for boating and other water sports. + Gunlock State Park - Gunlock Reservoir offers year-round boating, water sports and quality fishing for bass and catfish. The reservoir is rimmed with ponderosa pine and trails leading to alpine meadows and pine forests. A mild winter climate makes Gunlock State Park a year-round destination. + Quail Creek State Park = Quail Creek offers some of the warmest waters in Utah. Quail Creek Reservoir offers excellent bass fishing. + Sand Hollow State Park Sand Hollow State Park offers warm, blue waters and a magnificent red sandstone landscape. The Hurricane sand ‘dunes are the southern backdrop to this popular location where ATV / OHV activities are permitted. Bass fishing is usually good here. RV or tent camping available in the campground. Many people refer to Sand Hollow as "Little Lake Powell" because of the red sandstone formations on the northwest part of the reservoir. Other lakes more commonly used for fishing are: + Baker Reservoir + Pine Valley Reservoir + Kolob Reservoir + Enterprise Reservoir ‘ASSESSMENT EVIDENCE (What evidence do Ineed to show the students have | Modifications/Accomoda- Jearned the Walk-Away?) 5E-Evaluate tions (ELL, IEP, GATE, ete.) Formative Evidence (checking for understanding throughout the lesson): ~ Make sure that Nick has his ~ Observe students as they write a story related to the water supply in St. George. _| book out and is writing, Modify his writing, so he has a partner Content Walk-Away Evidence (Summative): that will help him, ~ Observe students as they write a story related to the water supply in St. George Language Walk-Away Evidence (Summative) - Observe students as they write a story related to the water supply in St. George. ‘Approx. _] ACTIVE LEARNING PLAN Time Approximate length of entire lesson: 4o minutes. ___Tea 1g time: from 2:10 to 2:50 10 min f ~ Give students the attached pre-assessment the week before I teach the lesson. smin = What have we been talking about the last two weeks in science? The Water Cycle. Turn to your table and discuss what the water cycle is. Wait time. What were some of the ideas that you came up with? Call on students that have their hands raised. Yes, we have learned all of those things. Today we will be talking about place that hold water and the places that hold water here around St. George. Read the objectives together as a class. (SIOP 1, 2, 3, 7, 10, 14, 15, 16, 17, 18, 22, 25, 26, 29, 30) Formative assessment: Learning Goal ‘Success Criteria ‘Assessment Strategy ~ Students will remember about _| - Students are able to answer the | - Students are talking with their what we have learned the last. | questions. tables, and I am walking around two weeks. listening to their answers. Modification/accommodations: (ELL, IEP, GATE, etc.) ~ Make sure Nick, Madison, Tellulah, and John are all paying attention. Have them talk to the same person on their table each time there isa group discussion, 6minamin 10min 2min Go through the very brief Prezi presentation that I put together about the water cycle explaining the pre-assessment questions. We will go through the vocabulary during these slides. (SIOP 4, 8, 9, 12, 13, 14, 15, 18, 19, 25, 26, 29, 30) Formative Assessment: Learning Goal ‘Success Criteria ‘Assessment Strategy = Students will learn from the | - The Prezi goes through ~ Students are paying attention Prezi about the St. George water | smoothly. and adding their opinions into supply in relation to the water the lesson. cycle and places in St. George that holds water. Modification/accommodations: Make sure there are pictures on each slide. : rt We are now going to match some pictures with our vocabulary. I will use Class Dojo to randomly call on you and then you will come up and pick one to answer. After you sit back down I want you to discuss in 10 seconds or less what the picture is and how it deals with water. Use Class Dojo to pick on random students. (SIOP 11, 12, 15, 16, 17,18, 19, 20, 22, 23, 24, 25, 26, 29, 30) Formative Assessment: Learning Goal ‘Success Criteria ‘Assessment Strategy ~ Students will learn from the | - The interactive portion will | Twill pay attention to how the interactive component of my _| keep the students attention. students answer the questions. Prezi. Modification/accommodations: ~ Iwill use Class Dojo to call on students. It ‘Now that we have talked about the water supply in St. George I want you to write your own story about the water supply here in St. George. Pretend you are a water droplet. Where will you go on this journey? Who will you meet? What bodies of water will you visit? Anything you want to add you can. ‘Make the story as long as you want, but it needs tobe at least one paragraph. Post the word bank on the board. You also need to use at least 4 of these words; you can use more if you would like. Underline to words when you use them. (SIOP 5, 6, 11, 16, 17, 18, 1, 22, 23, 24, 25, 26, 29, 30) Formative Assessment: Learning Goal ‘Success Criteria ‘Assessment Strategy Students will show what they _ | ~ Students will have set questions | - A story will be written and know through writing a story. | answered in ther stories. turned in by each student. Modification/accommodations: ~ Have Nick work with a partner in order to make sure he stays on task. - When you are done writing I want you to find a partner and have them read over your story to make sure that it sounds good. When you are both finished reading each other's story talk about what you have learned. (SIOP 13, 16, 17, 18, 21, 22, 25, 26,29, 30) + If time permits I will have students get out the Chromebooks and type their stories. They have done this before, and should be familiar with the process. * ‘Summative Assessment: - - Students will hve a written story about how the water cycle relates to the St. George water supply. This will be the post assessment, since it must have al the components in story form from the pre-assessment. Modification/accommodations: Closure/Review of walk-aways, vocabulary, and essential questions(Wore: Closure includes student interactions, reflection, and/or demonstrations.) - Now let’s come back together as a class and talk about what we have learned today. Where are some places that hold water and where can we find them in St. George? Talk with your table for 20 seconds and then we will discuss as a class. Call on those with their hands raised. Go over the vocabulary one more ic time. (SIOP 9, 13, 14, 15, 18, 25, 26, 27, 28, 29, 30) ‘SIOP Indicators Preparation: 1-Content objectives, 2-Language objectives, 3-Content appropriate, 4-Supplementary materials, 5- Adaptation of content, 6-Meaningful activities Building Background: 7-Linked to background, 8-Linked to past learning, 9-Key vocabulary Comprehensive Input: 10-Appropriate speech, 11-Clear explanation, 12-Variety of techniques Strategies: 13-Students use learning strategies, 14-Scaffolding, 15-Higher-order thinking, Interaction: 16-Opportunity for interaction, 17-Grouping supports objectives, 18-Wait time, 19-Opportunity for L1 students Practice/Application: 20-Hands-on materials, 21-Acti skills (reading, writing, listening, speaking) Lesson Delivery: 23-Content objective supported, 24-Language objective supported, 25-Students engaged, 26-Pacing Review /Assessment: 27-Review vocabulary, 28-Review concepts, 29-Feedback, 30-Assessment ties to apply content/language knowledge, 22-Language "TEACHING NOTES What do Tneed to remember to do? What materials do Tneed to have ready? What isthe approximate time needed for is lesson? REFLECTION AFTER LESSON ‘How can I use the assessment data to reflect on & evaluate the outcomes of teaching and learning? How can I transfer what I learned from teaching this lesson to future teaching? What was effective and not effective? What goals can I set to improve my practice and student learning? - One of the first things I would change is to give the pre-test to the students a few days before I (C | tesshthe leson, This way I would have the time to Lok over it and see what really needs tobe taught tothe students. Even though I did not do this, I can still use the data I collected from the pre- and post- test to see if students learned something. I was relived to find that all but one student’s score improved. When I evaluate these scores I can see if students need to be re-taught and put into small groups. These small groups will consist of students who missed the same material. From teaching this lesson I leaned a few things that I will want to apply if I teach it again. One of these things is to have a way students can take notes during the PowerPoint. This way they can be engaged the entire time. I would have them create their own note source, so they can learn in their own way. As I transfer this information to future lessons I would change my water sources as they progress and change. This way all of my information always stays up to date. 1 found that having students write their own personal narrative story very effective. The students really engaged this, because they could write anything they wanted to as long as they followed the few guidelines I gave them. One of the things that was not effective were the students that came into the classroom after the lesson had already started. They had been in pullout classes. I was lucky enough that these students came back to class as everyone was writing their stories, so I was able to quick teach these students. 1am not quite sure what I would have done if they came back in while I was in the middle of teaching ‘Some goals that I want to set is to work on my speech and not tripping over my words. This is one thing that I do when I get a little nervous and stop paying attention to what I say. This has been one of my goals for a while, and will continue to be one until I accomplish it. Another goal I have is to make my directions straight forward and clear. This way hopefully everyone will understand and 1 won't be asked the same question over and over again. &, ‘Note: You must arrange to have at least 40 minutes to teach your lesson.Name Date Water Sources 1: Draw the Water Cycle: 2: Name at least 4 water sources that hold water: 3: Name at least 3 places around St. George that holds water: 4; Ifyou were a water droplet where would you want to travel?Dixie State Univers of Utah Education Department DESERT Field Experience Formal Lessonfntructon Evaluation Element "Practeam iC) Pacem] Pracinm3(X] Side Teacig () mate a ie. i 8 CONFIDENTIAL Grade:_ 1 superior, Cree Mea cosy a _ A eae Ofte. pate. time: F-"4.2 Sa | Se | SLES eh a Thoneige nelerenee eoutsbetopersm ts | Basie” | tasestiland gerrlyeisihe | poientis and consitendy mets ced Meee rete scatter | Stas | Rint comoer et | Send robe exonted Be ‘ etna eat or sagen thom let DMit-Diversity TEAC Rating ‘Comments Tar oes am Pa oa hoa A wR ETT ae ‘cana adtot™ ‘CONFIDENTIAL call cy vole Bers 7 establishes a Gre dasstoom based on caving, responsbiy and reaped 7 tues, + ss i sas iT ee TH] werd bi ? c +" caero vay ol nacional abies ippat and opend Eich ngugetoanew® | 1? 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The chudenk were’ jod nA ULiening | feel Uke “tne writing of Muir ~Drip” Soy Went Gmoothy cn Hwy Wore on Jack re onti2 +itna. U(the supervisor) thought the lesson was... gan review of He Gat ck tnd Glens ches parkicyetim s Gol prkiewe with speabers, bod yarith, of achivhes. Thik about speetng chely. What cb with Stadady who come snd go? What do you (the DSC student) oer Stronaect: YovIOw We wewkect: eeuing vuchod {he euperzothoughthestenget and veces othe lesonwer.| ry * SS 2 reviewed vocab. # Cpe ee 2 Sry eol Coad 0 used lea comecting ae + Chey partépante ww ‘Setting goals: List up to three goals for future teaching, subject matter knowledge, or teaching disposition that you would like to work on: (DSC student writes these with possible suggestions from supervisor) 4-[ Want To take (ve 4> speak Choarey and not gunbl- over ty words. Find a yen shad will call dn al Gtudenk cund allow thom, fo “parti cupale. _ ck Inst chons, vepeachng then ont La eae mara 2 4 ‘Additional questions: (i time allows) In your os words what was the main concept and overall goal of your lasson? Wht do you think the students knew about his concept before the lesson? How many ofthe students do you think lemed the concept and met your overall goal? How do you know the students leamed the concept? {you taught the lesson again is thre anything you might do diferent? If so, what would you do? ‘Additional notes (if needed): “o Supervisor Signature Student Signatur|ac ; Style secree Cotacbat oa Yen JO The Sheltered Instructi Observer(s): Teacher Observation Protocol (SIOP®) Dats 10/1 “ehoot[ CONFIDENTIAL t pormmrene ean ee ais, Rn ESL Level: Lesson: Mulicday Single-day (circle one) “Total Points Possible: 120 Subtract 4 pits for each NA given) Total Points Eamed: Percentage Score: ‘Direction: Cie the mamber the best flectswhet ow obra sheared leon You mey give asco rom 0-4 (or MA on selected ems). Cie under" Comments pei examples of the behaviors observed Highly Somewhat —_ Not Bvident nt Evident Preparation ig teeogeeecs eee 1. Content objectives clearly defined, displayed, and af ooo reviewed with students 2. Language objectives clearly defined, displayed, and wo oo Go oo reviewed with students 3. Content concepts appropriate forage and educational wa aaa background level of students 4.Supplementay materials wed oahighdegre,mkingthe «=X = O Q O Tesson clear and meaningful (e.g., computer programs, graphs, models, visuals) ‘5, Adaptation of content (e.g, text, assignment) toll levels of student proficiency 6. Meaningful activities that integrate lesson concepts (c.g. surveys, leter writing, simulations, constructing models) — ‘with language practice opportunities for reading, writing, listening, and/or speaking Comments: * O a o o o Building Background 7, Concepts explicitly linked to students’ background experiences 8. Links explicitly made between past learning and new concepts 9. Key vocabulary emphasized (e.g, introduced, written, repeated, and highlighted for students to sec) Comments: ROGE oooe oooe ooo0- ooo0e¢ ‘Comprehensible Input 10. Speech appropriate for students’ proficiency level (eg. slower O rate, enunciation, and simple sentence structure for beginners) 11. Clear explanation of academic tasks 12. A variety of techniques used to make content concepts clear (@.g., modeling, visuals, hands-on activities, demonstrations, gestures, body language) Comments: oo os RO OF om KR 00 O- Bo oO- Strategies 32 0 13, Ample opportunities provided for students to use kK ao oaa learning strategies 1 (Reproduction ofthis material is esticted tose with Echevarria, Vogt, and Short (2008), Making Content Comprehensble for English ‘Learners: The SIOP® Model) appendix aEvident «Evident ‘Evident 14, Scaffolding techniques consistently used assisting and supporting student understanding (c..,think-alouds) 15. A variety of questions or tasks that promote higher-order wo aaa ‘thinking skills (e., literal analytical, and interpretive questions) Comments Interaction 16. Frequent opportunities for interaction and discussion ‘between teacher/student and among students, which encourage elaborated responses about lesson concepts 17; Grouping configurations support language and content objectives of the lesson 18. Sufficient wait time for student responses consistently provided 19. Ample opportunities for students to clarify key concepts in LI as nceded with aide, peer, or L1 text Comments: Practice/Application 20. Hands-on materials and/or manipulatives provided for students to practice using new content knowledge 21. Activities provided for students to apply content and language knowledge in the classroom 22. Activities integrate all language skills (.<, reading, writing, istening, and speaking) Comments: Lesson Delivery 23. Content objectives clearly supported by lesson delivery 24. Language objectives clearly supported by lesson delivery 25. Students engaged approximately 90% to 100% of the period 26. Pacing ofthe lesson appropriate to students’ ability level Comments: Review/Assessment 27. Comprehensive review of key vocabulary 28. Comprehensive review of key content concepts 29. Regular feedback provided to students on their output (e., language, content, work) 30. Assessment of student comprehension and learning of al lesson objectives (e.g, spot checking, group response) throughout the lesson. ‘Comments: 4 3 2 1 0 Waaaa o WYaaea M@oaaaa NA ywooaoaoaa a5 1 ce oawWooda NA Gi ao oO a mwoaaa 4,3 2 1 0 «a aaa a o aa Boo 5 3 uo fw aaa ee se aaa a Gao a oo oO oo f oa Mating Content Comprehensibe for English earners: The SIOP® Model) (Reproduction ofthis material is restricted touse wth Echevarria, Vogt, and Shor (2008), ppendix a