Name: Jainely Vallejo

Date: 3/1/2024
Class: CIE 543 - 2005
The grade I am currently working with is: 4th grade
Application Assignment
Reasoning
NGSS Standard Activity description and link
(Why do I think the standard
(nextgenscience.org) (What’s happening and link)
and the activity connect)
Having the simulation would
help the students understand
how we receive and perceive
visuals. This simulation only
4-PS4-2. Develop a model to The link provides a simulation of a
focuses on colors, so I would
describe that light reflecting from human looking at light.
1 have to ensure that I describe
objects and entering the eye allows https://phet.colorado.edu/sims/html/col
how we actually see objects. I
objects to be seen. or-vision/latest/color-vision_all.html
would use the simulation whole
group. I would challenge the
students to tell me how to
create different colors.
The activity consists of 10 pairs of I think this would be a fun way
satellite images. Each pair has a to engage the students into
specific reason as to what changed the analyzing the maps. Rather
first image to the second image. These than have them take it on their
4-ESS2-2. Analyze and interpret
reasons vary from growing city to own, I could set up a voting
2 data from maps to describe
building of a dam to flooding. These system of some kind, so the
patterns of Earth’s features.
satellite images resemble the same student’s can select the best
type of information you would find on a answer, and we go from there.
map. The goal is to identify the change
that occurred between the images.

1

4-PS3-4. Apply scientific ideas to
design, test, and refine a device that
3 task within Amplify, however I
converts energy from one form to
another.
4-ESS2-1. Make observations and/or
measurements to provide evidence of the
4 effects of weathering or the rate of erosion
by water, ice, wind, or vegetation.
https://eros.usgs.gov/remote-sensing-c
lassroom/change-pair-game/
The link below provides a youtube
video on someone designing and
building a wind turbine. It provides a
whole lesson plan.
https://www.teachengineering.org/a
ctivities/view/cub_energy2_lesson0
7_activity2
The link provides a lesson plan about
the water cycle.
https://www.usgs.gov/educational-reso
urces/water-world
The students would be building
their own wind turbine. The
wind turbine would let them get
a hands-on experience of
turning electricity into wind
power. (We did a very similar
feel this lesson plan puts way
more on the student. With
Amplify they were just given the
materials, with this lesson plan
there would be more creation
on the student’s part.)
The provided lesson goes hand
in hand with this standard. The
standard wants the student to
make observations and
understand how different
elements affect weathering and
erosion. In this case, we are
focusing on the water aspect.

Pick one of the lessons to do with a student or group of students and reflect on the experience below (200+ words)
Reflection:
Unfortunately, I had COVID this week, so I was unable to see my students or anyone. I was able to find time to call one of
my friends over Discord and we held an impromptu lesson. It is worth noting that my friend is my age so I had to ask him
to humor me and pretend he was in fourth grade again. For this I focused on 4-PS4-2. Develop a model to describe that
light reflecting from objects and entering the eye allows objects to be seen. This is a standard we are currently working on
in class. Since we were unable to be in person, I had to build the scene.

2
Ideally, I would have done this lesson along with what we were doing in Amplify (we are a bit behind). In Amplify, we just
did Mystery Boxes where I was challenging the students to figure out what was inside by only using their eyes. This
lesson would have followed right after that as we ended the mystery box lesson with that sense of mystery. The students
were to think about why some of them could see inside the box and why some of them couldn’t. I showed my friend the
slides on Amplify.
Circling back to the mystery box, I asked why he thought some students could see the object inside and why some could
not. He said some students may have better eyesight than others. (I imagine my students would say the same. They
probably will also comment that some of the eye holes were bigger than others. They also will talk about the lighting and
angling of the different boxes). I told all these different factors to my ‘student.’
I pulled up the simulation and told my student that we would be creating a simulation together to get a deeper
understanding as to how humans perceive things. From here, I challenged them to guide me in creating different colors
and shades. To keep it engaging, I used a color palette website to select colors. This with the RGB bulbs.
After this, I asked my student to come up with their own model using the information we learned from the mystery boxes
and the simulation. My friend drew a simple model of a flashlight shining on an apple and the light traveling to the human
eye. The apple would be covered with a cardboard box to show how the light needs to hit the eye in order for the visual to
be perceived. (In the real classroom, I would take volunteers to share their models.)
My friend told he thinks that my students would enjoy this lesson. We had a whole conversation about my students and
their growing interest in science. Before my students favored social studies over science, I feel that may be on me as I
was more engaged in our social studies lessons than our science lessons. But now, they seem to be liking science more.