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Artifact Reflection Artifact Title: Principles of Engineering Lesson Plan Date: Fall 2013 ARTIFACT DESCRIPTION

The Principles of Engineering (POE) lesson plans that I gave are lessons that spanned over the last three weeks of the semester. Within these three weeks I gave a lesson on all of the equations that the students would be expected to know and how to use them for the unit that I covered. These equations were given through a PowerPoint. I expected the students to take notes during the lecture. The next lesson was based on a work sheet of what the lecture covered to make sure the students understood the material. Finally, there was a project lesson, to let the students take what they had learned and apply it in a practical manor. ALIGNMENT REFLECTION

Wisconsin Teacher Standard Alignment The lesson plan aligns with Standard 7 Instructional Planning: The teacher organizes and plans systematic instructions based upon knowledge of subject matter, pupils, community and curriculum goals. I chose standard 7 because, each one of the lesson plans that I created followed along with the Project Lead the Way curriculum. I had to find ways to implement their PowerPoint on the material into my lesson plan and how I was going to deliver the lesson. Also, in order to make sure that the students understood the material that I had presented to them PLTW has a worksheet that I implemented into my second lesson. Lastly, the PLTW curriculum had a project to get the students involved in the building process. I used this project to create hands on learning experience for the students. All three of these lessons allowed me to present the material that the PLTW curriculum has in my own effective manor. The PLTW curriculum does a really good job in creating learning environments for all sorts of learners from kinesthetic learners to read/write learners. The overall goal of the POE curriculum is to introduce students to what are the basic standards that engineers go by. In order for my students to understand the engineering design process I felt like these lessons were a great tool in doing this. The first lesson allowed the students to gain an understanding of what it is that they are going to be learning. They were then able to develop that knowledge into a practical manor by completing the worksheet and the project. A couple of the Wisconsin Common Core Standards that this PLTW unit implements are: ENG1.a: analyze engineering design theory, ENG2.a: analyze the attributes of engineering

design, and ENG2.b: describe and apply engineering design. The students throughout the building process were asked to follow the engineering design process and also reflect everyday on what they liked and didnt like about the process. Also, the students had to research, develop, design, make a prototype, and test their product. These are all processes to the engineering design. After the testing was all done I asked the students to reflect on what they could have done to improve their design and what they would have changed within the design process. I know that the lessons that I gave were beneficial to the students. The students were able to understand the material that they were assessed on in the worksheet, because no student failed the worksheet and the average grade on the assignment was and 83%. This showed me that the students are going to be well prepared in this unit when they have to take the final test at the end of the year. Also, the students were able to work in groups on the velocity vehicle and they all experienced the frustrations and benefits of groups. Every group had at least a person gone one day during the project. The students also saw the benefits by completing a vehicle that worked and achieved all of the goals that were set for them by earning a good grade. The impact that this unit will have on students will impact the community in a positive way. Every student that comes out of this program and goes into a Science, Technology, Engineering, or Math (STEM) career will know a little about their job because of this class. This class will be their first exposure to the engineering design process. With there being a lot of STEM jobs gone unfulfilled, this class is important in getting students exposed and ready to go into the field of STEM. UW Platteville School of Education Knowledge, Skill, Disposition Statement Alignment KSD1.c Selects Instructional Goals: the candidate can establish clearly written goals that reflect the curriculum framework standards, and can articulate high expectations that permit viable methods of assessment and account for varying learning needs and styles, and prior knowledge. The lesson that I created I clearly states what the behavioral objectives were. One of the objectives I had for this lesson was: Students will calculate distance, displacement, speed, velocity, and acceleration from data. This objective was achieved when students took the results of their testing and used it to fill out their worksheet.Throughout the lessons I reminded the students what I was looking for out of them and how they were going to be graded on each of the assignments. A lot of the objectives overlapped with each other so it was easy for both my students and myself to keep in mind what I was looking for. Each lesson also incorporated the common core standards and what standards they align to. My methods of assessment worked really well with this KSD in that I incorporated two different kinds of formal assessment along informal assessment throughout all of the lessons by asking students probing questions of how they could improve their design or

what might make their car go faster. Each lesson also allowed all of the different learners from aural, visual, to kinesthetic to learn how they want to learn. Secondary KSD Alignment KSD1.f Assesses Student Learning What I learned about teaching/learning: These three lessons were a big learning curve for me. Teaching takes a lot of self-reflection and looking at what works and what doesnt. I had to work with my students on multiple times to revise the rubric that I had original created for the self-powered vehicles. I also need to be able to see when I need to take a step back and rethink if everything is getting across to my students. At the end of these lessons I was able to look back at not only the grades that my students learned but also the reflections that they submitted and improve the lessons that I will give in the future but also how I plan on grading the assignment and project. Without any resources on the grading of these, it took a lot of time outside the classroom to prepare, but overall the students achieved what I was looking for out of them. What I learned about myself as a prospective educator: I need to be able to create different types of lessons so that all of my students can learn in the best way possible for them. Each one of my students are going to be learning and remembering the material but it takes different ways of involvement to have them take it in. With the PLTW curriculum it was easy to find different ways to implement the different learners but in my own curriculum I hope to add the same amount of variety so that all of my students learn. The PLTW curriculum has really showed me how valuable different lessons can be. Another aspect that I have learned a lot about myself is that I am really flexible when it comes time for working with my students when a project doesnt go the right way. During the final project a couple of the cars that had been working all week didnt work on the test day. I talked to the groups that didnt have working cars and had them work on a paper that sublimated a working car by asking them to explain why their car didnt run and what they would do differently next time. I also worked with my students in creating a rubric that showed the requirements and constraints that each vehicle had to perform under.