Goal #3
Demonstrate knowledge of and ability to critically evaluate and utilize contemporary science standards and curriculum materials for science education
Demonstrate knowledge of and ability to critically evaluate and utilize contemporary science standards and curriculum materials for science education
Artifact 1 - Lesson Analysis
One of our first assignments for this class was to choose a ‘cookbook’ science activity that may claim to be ready to use, hands-on, or inquiry based. I took this assignment as a time to really show what I knew, at the moment. It was difficult at the beginning of the year to pick out the science content, the process skills used, and the nature of science embedded in the lesson! "What the heck were those anyways?" We also had to modify the activity to explain how we would do it differently and why. At the time, this was so challenging. But now, after having created my own 5 E’s lesson cycle, I was able to create a non ‘cookbook’ lesson on my own! I took a ‘cookbook’ science lesson and turned it into my own, in a way that I felt students could learn the best and I could assess their knowledge and misconceptions the best. It is interesting to look at the lesson analysis from the beginning of the year to my lesson cycle or MACRO cycle towards the end of the year. What I had questions about all throughout the lesson analysis, I was able to put into practice while creating my own lessons. It is just proof to me how much I have grown, from having a difficult time finding the three legs of science in a pre-made lesson, to having to include those three legs in a lesson that I created on my own!
One of our first assignments for this class was to choose a ‘cookbook’ science activity that may claim to be ready to use, hands-on, or inquiry based. I took this assignment as a time to really show what I knew, at the moment. It was difficult at the beginning of the year to pick out the science content, the process skills used, and the nature of science embedded in the lesson! "What the heck were those anyways?" We also had to modify the activity to explain how we would do it differently and why. At the time, this was so challenging. But now, after having created my own 5 E’s lesson cycle, I was able to create a non ‘cookbook’ lesson on my own! I took a ‘cookbook’ science lesson and turned it into my own, in a way that I felt students could learn the best and I could assess their knowledge and misconceptions the best. It is interesting to look at the lesson analysis from the beginning of the year to my lesson cycle or MACRO cycle towards the end of the year. What I had questions about all throughout the lesson analysis, I was able to put into practice while creating my own lessons. It is just proof to me how much I have grown, from having a difficult time finding the three legs of science in a pre-made lesson, to having to include those three legs in a lesson that I created on my own!
vogel_science_activity_and_lesson_analysis.docx | |
File Size: | 121 kb |
File Type: | docx |
Artifact 2 - MACRO Lesson – Picture Perfect Science
When creating my MACRO lesson, I looked to my CoRe lesson cycle. I used the curriculum map in order to find resources to help support want I wanted to teach. In the map it told me that I could use a Picture Perfect Science lesson about seashells to teach properties of matter. I thought my students would LOVE to work with these shells so I took the whole lesson cycle they have in Picture Perfect Science and made it my own. I was able to use the literacy that they included in the Picture Perfect Science book as well as ways to work with the shells. This activity kept my students engaged as they looked at all the different properties of matter and could describe their shell well enough that others could guess which one they were describing. I was able to take what I had learned from the lesson analysis, from the beginning of the year, to help me plan for my MACRO lesson. Overall, it was a great success and my students have a deeper understanding of the nature of science because they were able to work with something that is relevant to their lives and work in a social situation (there you go nature of science!).
(Picture Perfect Science Lessons - Expanded 2nd Edition - Name that Shell!)
When creating my MACRO lesson, I looked to my CoRe lesson cycle. I used the curriculum map in order to find resources to help support want I wanted to teach. In the map it told me that I could use a Picture Perfect Science lesson about seashells to teach properties of matter. I thought my students would LOVE to work with these shells so I took the whole lesson cycle they have in Picture Perfect Science and made it my own. I was able to use the literacy that they included in the Picture Perfect Science book as well as ways to work with the shells. This activity kept my students engaged as they looked at all the different properties of matter and could describe their shell well enough that others could guess which one they were describing. I was able to take what I had learned from the lesson analysis, from the beginning of the year, to help me plan for my MACRO lesson. Overall, it was a great success and my students have a deeper understanding of the nature of science because they were able to work with something that is relevant to their lives and work in a social situation (there you go nature of science!).
(Picture Perfect Science Lessons - Expanded 2nd Edition - Name that Shell!)