During my final CT observation, we used our knowledge of energy to design our own drem robots. This was a project based summative assessment on their understanding of energy. For this unit in particular, I wanted to do a project based assessment instead of a test. My students respond better to projects and hands-on learning versus standard assessments. I also wanted to give my students who struggle with assessment a better way to show their understanding. My students have been exposed to so much testing that I wanted to engage them with a project. We had to take a break from science for a little for state testing preparation, so I wanted a fun educational break for them. Their robot had to utilize three forms of energy. They had to draw, or design their robot, then they had to write about their robots and explain the energy forms it used. In addition, if students mastered this quickly, I challenged them to use all five forms of energy. Not only was this assessment project based, I was able to ask students more higher level thinking questions than I did in my previous science lesson. By asking students what they could create using these energy forms, and how the energy forms worked, they were able to make deeper connections to the topic. I feel like this lesson went extremely well. Mostly all of my students were able to complete this project this successfully. Students were engaged the whole time and I really got to see their creative side. I was surprised with all of the cool and unique ideas they came up with.
0 Comments
![]() In my final supervisor observation, I did an introductory science lesson on energy. The big idea for energy in third grade is to indentify and define energy and the forms it has. When planning this unit, it was supposed to take place over three days, one day to introduce it, one day to apply their knowledge, and the last day to complete a project on the standard. This unit happened to fall on a week of State Testing, so I had to merge two lessons together. We ended up doing the introductory lesson and the apply lesson together. We had a whole group digital lesson on energy and while the lesson was going on, we completed a foldable. The lesson had to be completed in a 45 minute time frame. It was overwhelming to have to merge two lessons as well as have a time crunch. On top of all that, the sound to the projector was not working, so we had to use the sound from my laptop, which made it hard for some students to hear. I used this to my advantage though, to stop the lesson and have whole group conversations and discussions on what was being talked about. This lesson on energy was engaging for students because we were able to relate it to the real world by using examples such as balls on a hill and roller coasters. Students got extremely excited about sharing their experiences on roller coasters with kinetic and potential energy. One area I felt like I have grown in significantly during my internship is classroom management. I have implemented using positive praise, stating and reinforcing expectations, and making connections with students. One student in particular was off task during this lesson by playing with a glue stick and I walked over quietly to him and just put my hand out for him to give it to me. This caused no disruption for the rest of the class and he got back on task immediately. In the next lesson, which is my CT observation, students are applying the knowledge learned from this lesson to create their dream robot. Their dream robot will have to utilize at least three different forms of energy. Their ability to do this will be the summative assessment of this energy unit. |
AuthorDanyelle Estill Archives
April 2018
Categories |