Analyze Objectives for Lessons within the Unit:

Unit Title Solids and Liquids

Objectives for Lessons:
I can apply evidence and reasoning to tell the difference between a solid and liquid.
I can use solids to build a tall, strong tower and tunnel.
I can investigate solids to learn how solids can work together to make things.
I can identify properties of solids and liquids.
I can discover and investigate properties of liquids by watching them move and playing with
them.
I can learn about solids and liquids by reading informational text.

Standards for Lessons:
1.A.1.a-c Construct Knowledge
1.B.1.a-c Apply Evidence
1.C.1.a-c Communicate Reasoning and Information
R.I.10 Obtain information from an informational text and pictures








Pre-Assessment Tool:
Liquids and Solids Verbal Questions
Who can tell me what a solid is?
Who can tell me what a liquid is?
What are examples of a solid?
What are examples of a liquid?
As a class, we also used the List Group Label Activity as a Pre-Assessment Tool. Please see the
Picture of the Activity below. Also, see ongoing anecdotal and behavior notes/checklist on
separate page.


















Pre-Assessment List Group Label Reflection:
My mentor and I incorporated the List Group Label activity into the Science lesson for
today. We utilized it as a warm up and pre-assessment for solids and liquids. Mrs. Widder let
me take over for those five minutes and do the activity by myself. She introduced the topic to
the students and then handed the floor over to me. I was slightly nervous since this was my first
teaching moment ever in a school classroom. Those few minutes of teaching seemed to fly by. I
had made some word cards and a flip chart for this activity. As a whole group on the carpet, I
asked the students if they knew what a solid was and what a liquid was. All of the students
raised their hands. I was surprised that many of the students got the definition of solids and
liquids mixed up. I gave many students the opportunity to answer the questions and I gave
students the chance to give me examples and name properties of solids and liquids. Numerous
students named things that were not accurate or correct. I identified some of these students on
my anecdotal notes. I then explained the activity to them and all students seemed eager to
participate. I was amazed at their ability to pay attention to me since I was not their teacher. I
started out reading the word to them but after the first few words, it occurred to me that the
students could read all of these words by themselves. Therefore, I modified the activity as I went
along to asking the students if they could read the word on the card aloud and then tell me if it
was a liquid or a solid. If students answered incorrectly, I made a mental note of it and wrote it
down after the activity. If the students identified the object wrongly as a solid or liquid, I gave
the chance to a student to correct the student and state why it was something different. I felt like
the activity went very well and I was able to gather a lot of information for my pre-assessment
for the unit Solids and Liquids. The List Group Label worked perfectly as a warm- up and a pre-
assessment tool for the lesson.










Investigation 1 Solids Assessment Reflection
This assessment went fairly well. It was just a simple four-question quiz that the students
completed after an experiment with solids. Students seemed to do very well on this quiz. The
lowest score was a 2 out of 4 and that was only for one student out of the 18. All other students
received four out of four, except for two students. I would say that this assessment met the
objective accurately. Students needed to identify which picture was a solid, draw a picture of a
solid, give an example of a solid, and identify a property of a solid that was pictured. Since all
students did very well on this assessment, there was no adjustment that needed to take place. My
mentor and I were in contact with the three students that answered a few questions wrong. We
made sure that we spoke with them about what the right answers to the questions were and the
students seemed to understand. As a class, we continued to touch base on solids as a review,
even though we had moved to liquids. This assessment allowed the students to connect with real
life because they were able to pick any solid object out and draw/identify it on the assessment.
As you can see from the pie chart below, a majority of students are doing very well in this unit so
far.

Data Assessed for this Assessment





Solids Quiz
4 out of 4
3 out of 4
2 out of 4
1 out of 4
Safari Montage Solids and Liquids Quiz Reflection
The students were very attentive during the safari montage. Students were assessed on the
information that was presented in the safari montage on solids and liquids. This assessment was
used to see if students better understood the information from a video or if they better understood
the information with hands-on activities. The assessment did address the objective for the day on
solids and liquids. It hit the information we were trying to give to the students very accurately.
The video did talk about gases, which may have been confusing to some students since we have
not talked about gases yet. After this assessment was given, it was observed that students did not
do as well on it as we thought they would have. Instruction was adjusted and we decided that the
students in our class were better learners if they were able to experiment and do hands on
activities with the solids and liquids. This is what the results of the assessment communicated to
us. We did not quiz the students on any other showings from safari montage while in this unit on
solids and liquids. We rather tried to allow the students to explore and investigate with
manipulatives before assessing. This assessment did not link to real life for the students very
well. In conclusion, you can see the data listed below. This assessment check-in was a bit
challenging for most students.

Data Assessed for this Assessment



Safari Montage - Solids and Liquids
90 % and above
80-89%
70-79%
Below 69%
Investigation 2 Liquids Assessment Reflection
This assessment was very similar to the Solids Investigation 1 Quiz. It went fairly well and had
very similar data as the Solids Investigation 1 Quiz. The students understood the information
that was being taught about liquids. There were numerous hands-on experiments that the
students were able to explore and participate in over these lessons. There were four questions on
this assessment. Students were asked to identify a picture of a foamy liquid, circle what
transparent meant, draw a picture from an experiment the students had finished, and draw a
picture of a liquid. This assessment met the objective for the liquids lesson very accurately. The
students were learning what a liquid was and properties of liquids. Out of 19 students, 15 of the
students received four out of four on this assessment. Only three students received three out of
four. There was no adjustment needed for this instruction because the students did very well on
the assessment. My mentor and I decided we would continue with a few more experiments and
explorations before giving the final assessment. We wanted to make sure the few students that
had missed questions on this assessment and the solids assessment understood the correct
answers. We did choose to review this assessment after it was passed back to the students so that
the ones who had gotten any wrong answers were able to see what the correct answer was. This
assessment connected to real life in an okay manner. I think it could have made a better
connection to real life but it was pulled from the curriculum that we are to be teaching from. The
only aspect of this assessment that connected to real life was the part where students had to draw
a liquid from their real life experience. As you can see from the data below, a majority of
students are continuing to do very well in the progression of this unit.

Data Assessed for this Assessment


Liquids Quiz
4 out of 4
3 out of 4
2 out of 4
1 out of 4
Science Final Assessment Solids and Liquids Reflection
After reviewing for 2 days, what the students had learned throughout the solids and liquids unit,
they were assessed with this final test. This assessment was a Washington County Public
Schools Benchmark for the solids and liquids unit. Students were scored out of 12 points. These
questions ranged from different aspects the students learned about solids and liquids throughout
the unit. Students did overall very well on this assessment. This assessment met the objective
very accurately as it is a county based benchmark for the standards. This assessment did not
need adjustment in the instruction because it was the final ending to the unit. All students did do
fairly well on this assessment. I believe that if I compare this data to the data that was collected
from that very first pre-assessment it shows that there was a major improvement on the
information and knowledge gained throughout this unit. Students were able to identify what a
solid is, what a liquid is, give examples of both, and even identify properties of both. Students
gained a wealth of knowledge from the pre-assessment to now and it was definitely able to shine
through on their scores for the final benchmark. This benchmark related to the students real life
because it gave them many options to draw pictures of examples that they were able to pull from
their own experiences. The progress of the students throughout this unit was amazing to see. I
really enjoyed assessing this unit over the course of this semester. I was able to tell a lot by
tracking the data and grades throughout this unit. I can definitely see just how important
assessment analysis is to a teacher.

Data Assessed for this Assessment


Final Benchmark - Solids and Liquids
12 out of 12
11 out of 12
10 out of 12
9 out of 12
Self-Assessment Tool Reflection
My mentor and I thought an appropriate self-assessment tool for the students to end this unit
would be a smiley face feeling assessment. I wanted students to answer accurately and be able to
tell the teacher how they really felt so I made no name slot on this assessment tool. Students just
needed to circle the smiley face or the frowny face according to how they felt. After analyzing
the data, I found that a majority of the students enjoyed learning about solids and liquids. This
assessment had five questions. Out of the 19 students, 16 of them circled the smiley face for
every answer. This was great feedback for a teacher to receive because it confirmed that the
students feel like they learned a lot and they also enjoyed the learning process. There were three
students that circled frowny faces and they were for the question listed about how they did on the
tests. This was probably because the students did receive the test grades back so they knew how
they did already. The one student was not here for some of the unit because he is new to the
class and this was one of the three students that had circled the frowny face. Overall, I feel like
this is good self-assessment feedback to a teacher. This assessment met my objective of finding
out how the students felt about what they had just learned over the course of a month or two.
There was no adjustment needed for this self-assessment. It was strictly a tool for the teacher to
find out how the students were feeling. I feel like this assessment connected with the students in
their real life experience because they were able to circle the smiley face or the frowny face.
This relates to the student because they understand what happy and sad mean. This self-
assessment tool is something I will definitely look to use in the future within other subjects and
units.
Example of Self-Assessment -
Did you like learning about solids?

Did you like learning about liquids?

Do you think you learned a lot about solids and liquids?

Did you enjoy the experiments that were hands-on?

Do you think you did well on the quizzes and tests for solids and liquids?