Kolb ECED 429 Spring 2014 Lesson 4 Reflection Lesson Four: March 25, 2014 at 12:30 p.m.

(Alka Seltzer rockets with Vinegar and Baking Soda) Whole Class Part A: The fourth lesson was on the end of their matter unit. I was supposed to do a fun experiment with the alka seltzer rockets but it did not work out at all. For the experiment, I modified it so the students can see how a solid and liquid react with each other. I used just baking soda and vinegar in a plastic bottle. I used many pre-questions for the engagement of the lesson. Questions that they would have answers for because they have been working on this unit. The class did really well as a whole when it came to the pre-assessment. A majority of the students had their hands raised to answer the questions that I asked them. I did have some experience already teaching this subject because when my cooperating teacher had a substitute, I did the science lesson of properties of matter. The class was then instructed to come up with a prediction for our experiment for the day. I had the students go to their desks to write down their predictions. As part of my accommodations, I wrote the prompting question on the Smart Board to incorporate technology. While some of the students were finishing their predictions, I had three of the students help me bring the supplies outside so we could do the experiment. Once outside, we did the experiment. I had implemented rules before we went outside to be in a circle and be further away from the bottle when the vinegar and the baking soda were mixed together. After the experiment, we then back inside to share our predictions with each other. I did this part of the lesson on the carpet as a whole group instruction. Students were then instructed to draw a picture of something that is a solid reacting with a liquid or a gas. Students had to label the parts of the picture as their assessment. As part of the learning domains, I implemented activities that had the students moving and letting them help out with the experiment. I even had the students who are visual to let them observe during the experiment. Any other domains, I made during the lesson was bring out the creative side in the students. The picture drawing was for students who could illustrate and bring their ideas out through drawings. Part B: During the lesson, I wanted the students to understand the safety rules with doing science experiments so I made sure I went over the ones that applied to this experiment. Some information about my directions with the drawings could have been different. The students were confused with my directions until I gave an example. A majority of the students took my example instead of coming up with one on their own. Another decision I could have done differently with the lesson was to implement more explanation to the students why the baking soda and vinegar reacted with each other. When we went over predictions, I told one of the

students that his prediction was wrong even though it was not wrong. I then told him that you were not exactly wrong but the wording could have been better like using more science terms. Another decision that I should have made was that I should have done a better way to do the rockets that would have been cool for the students by trying it out first. I did try it out a third time and it still would not work so as part of the lesson, I would definitely find an experiment that I know would work. Individual Students Low Student: Out of all the lessons that I taught, he did the most successful for this current lesson. He was able to write down his prediction and I could actually read it and interpret what he was trying to say. He even illustrated his prediction as well which I did not tell the students to do. I gave him the privilege of helping me with the supplies to bring outside. I knew if I let him help then he would stay engaged and would want to learn what would happen. When we shared predictions, he told his prediction to the class and he was right on the nail with his prediction. During the post assessment, he drew a volcano for his picture. He even labeled it without looking at the words spelled out on the Smart Board. Medium Student: During the lesson, he wanted to answer all of the pre-assessment questions I had during the engagement part. He did extremely well with his prediction for the experiment. During the experiment, I let him help carry supplies as well. The post-assessment for him was a little difficult because he was getting frustrated trying to figure out what to draw. He wanted to draw a bomb but I told him that was inappropriate for a picture. I gave him and hint of something that goes into outer space. He was the only one who drew a rocket and labeled it correctly. Of course, during this part of the lesson, I did have to give him a lot of prompting where as he did not need it before. High Student: During the lesson, she was the most engaged and even talked about the actual name properties of a liquid like transparent or translucent. She remembered the property names of when they did the properties of a liquid test. Her prediction was wonderfully well written and she used more science terms like “bubbled over the top of the bottle”. During the experiment, she was so excited that her prediction was right and that she was able to justify it. For the post assessment, she drew a picture of a volcano and labeled the parts of the picture correctly. Reflection on Lesson:  What instructional decisions did you make before and during the lesson and why? Before the lesson, I thought about ways to have the students use their science terms that they have learned. I wanted the students use some of the science terms to describe the properties of matter. Only a couple of the students was able to do so and it taught me to go ahead and list other science terms that they could use to describe the properties of

matter. During the lesson, I wanted the students to be even more engaged so I had given certain students to help me bring out the materials outside to do the experiment. Another instructional decision I made for the students was if students who did not write well for their predictions, I just told them they could illustrate what would happen. Based upon student performance, discuss the instructional decisions for the next or future lesson. I believe for the next science lesson I would do something else for a preassessment besides asking questions. I would probably do a line of learning for a preassessment like something they learned from that particular unit we have been working on. An assessment that I could physically see instead of just guessing if they know the answers to the pre-assessment questions. How did you engage of motivate the students successfully? At the beginning of the lesson, I had the students on the carpet and I talked about how we were talking about matter. I did this lesson after they have finished the unit on matter so they were able to answer my pre-assessment questions. What instructional mode was employed? For the beginning of the lesson, it was whole group instruction. During the lesson, I did an experiment for the students to observe and decide whether their predictions were correct or not. At the end of the lesson, it was individual work time for their drawings. How effectively did you use instructional aids? For this lesson, I did not use the Smart Board or any technology. I strictly wanted to keep the lesson more hands on and observational for the students. Were the students actively or passively involved? How so? The students throughout the lesson were actively engaged especially during the experiment because they were really excited of what was going to happen in the bottle. During their individual work time, students were actively illustrating and labeling their parts on their illustrations as well. Did you present the information in a clear and logical manner? How so? I believe I have had experience in this unit because I was researching on how to present this material when the substitute was there that one day and I was doing the FOSS kit lesson for science. How effective were the materials and resources you selected for the lesson? The materials for the original experiment that I was going to do did not work so I had to modify the experiment by just using baking soda and vinegar. The experiment still had the same effect on the students but I believe it would have been better to find the actual experiment that would have worked in the beginning. Were you able to or could you relate the lesson content to the lives of the students? I was actually able to relate the content to everyday solids, liquids, and gases that react together. I used that part of the lesson as their illustration for their science notebooks. Describe any discipline or classroom management techniques used during the lesson. Were these techniques effective or would you employ a different technique the next time? Since this was a science lesson, I talked about my inquiry science rules that are based in a science lab or classroom. The rules were that students had to be respectful of the materials and had to stay away from the reaction happening outside. I

went over the rules before we went outside. The techniques worked because they got in a big circle and spread themselves out so they would not be near the liquid. Reflect on your interaction with the students. Would you describe your treatment of the students as being fair, respectful, and ethical? How so? My interactions with the students I believe was fair, respectful, and ethical. During the lesson, I gave the students praise when they shared their predictions and talked about how their predictions changed or stayed the same. During their individual work time, I went around to watch each student create their illustrations giving praise to ones that came up another thing that reacted beside a volcano. Were you able to summarize the lesson and relate it to the following lesson or homework assignment? Considering I did this lesson after they finished the unit, I related it back to what they have previously learned and find more things that have solids, liquids, and gases react to each other. Was your estimated time allocation for this lesson as noted in your lesson plan accurate? If your time varied, what factors contributed to this variance? I believe I did not run out of time for the lesson considering it all related together and we could do it in all one session. Science and Social Studies are usually done at the end of the day so I was able to do the lesson in about forty-five minutes.