Half Hollow Hills School District Independent Formal Observation Fa Thue 12/3/2016 22018 Est 12/29/2016 3.78 Sect one rating exch terion a hy apy. aun: Hh Eee, () ete (0) erlang, neccve(WOt cere Domain 4: Planning and Preparation Ms. Talleur displayed extensive knowledge of the important concepts in chemistry, particularly those related to the conservation of mass and the balancing of chemical equations, Ms. Talleur' comfortably explained how the lesson was designed to provide students practice in balancing chemical equations and making the mportant connection that the number of atoms on both sides of a chemical reaction must be the same, She explained that chemical equations are balanced by changing the assigned coefficients and not the Subscripts. Ms, Talleur explained that changing the subscripts results in the changing of the actual chemical compound or molecule. Ms. Talleur also emphasized how an equal number of atoms on both sides of 2 chemical equation supports the Law of Conservation of Mass and the idea that mass can neither be created or destroyed. Ms. Talleur’s plans and practice reflected familiarity with a wide range of effective pedagogical approaches in the discipline, ‘Ms. Talleur planned to incorporate a combination af whole group and small roup activities, She planned to utilize a whole aroup activity with a Do Now assignment designed to assess previous knowledge of chemical reactions. She planned to have students work in groups to balance assigned ‘chemical equations using beads to model atoms and molecules, Ms. Talleur indicated that the use of the bead models would allow students to more clearly visualize how the number of atoms on each side of the equation need ta be equal Ms, Talleur demonstrated knowledge of students’ interests, skills, and special needs. She explained that the class was comprised of 27 students and inclided 10th, 11th and some 12th grade students. ‘She indicated. that the class has alot positive energy and students work well together. Ms. Talleur was well amare of students’ special needs and was able to discuss their specific accommodations All the instructional outcomes were clear and written in the form of student learning. Some of the outcomes Included 1. Students will know that subscripts indicate the number of atoms of each element present in a compound. 2. ‘Students will understand that in order for a reaction to be balanced, there must be an equal number of ‘atoms of each element an both sides, 3. Students will be able to create 2 visual representation of a chemical reaction using beads to represent reactants and products ‘The outcomes represented rigorous and important learning in the discipline. Demonstrating Knowl Ms, Talleur’s knowledge of resources for classroom use and for expanding one’s own knowledge was extensive. Ms. Talleur was well aware of the new, NYSSLS and provided a relevant section af the new standards at the pre-observation conference. She correctly indicated that the new standards emphasize a ‘more inquiry based approach to teaching science and planned to incorporate those aspects Into the observed lesson. Ms. Talleur planned to utilize a self-created lab packet. She also panned to utlize beads to represent the atoms of various elements, Ms, Talleur planned to assess students in several ways. She planned to assess student prior knowledge of chemical equations with a Do Now assignment. ‘She planned to circulate and monitor student progress during the lab activity. She planned to provide an exit sip, allowing students to sel assess their knowledge and ability to balance chemical equations. She also planned to collect and formally grade the lab activity ‘1a: Demonstrating Knowledge of Content and Pedagogy Gucecoer ‘1b: Demonstrating Knowledge of Students Gucecoel ct Selecting Instructional Outcomes GucecDel 1: Demonstrating Knowledge of Resources @ucecoer 16: Designing Coherent Instruction cHueecocr J: Designing Student Assessments GHCECDCI Domain 2: The Classroom Environment ‘Creating an Environment of Respect and Rapport: Half Hollow Hills School Distriet Page | of 3Classroom interactions between Ms. Talleur and individual students were highly respectful, reflecting genuine warmth and caring. Ms. Talleur was observed greeting students as they entered the classroom and kindly reminded students to obtain a copy of the day's lab. Ms. Talleur was observed regularly circulating to assist students during the lab activity and consistently provided positive encouragement o ji ‘The classroom culture was a cognitively busy place. Students were observed answering and asking clarifying 4vestions during the Do Now and the actual lab activity. For example, students were trying to determine whether oF not to connect NaCl units to each other in their drawings. Students were also observed collaboratively working with their lab partners. Ms. Talleur effectively prepared students with enough background knowledge of reading chemical reactions and accounting for the number of atoms on both sides oF ‘an equation allawing them to take the next step to balance chemical equations. Instructional time was maximized due to efficient classroom routines and procedures. The Da Now, Daily Agenda, and the Objectives were projected onto the screen as stucents entered the classroom. ts. Talleur pre-assigned students to lab groups, which allowed for smooth transitions form whole group to small group work. Ms. Talleur had the document camera software up and running, which allowed her to quickly project the lab onto the whiteboard, ‘Student behavior was appropriate. Students were respectful to both Ms. Talleur and their classmates. They followed instructions and were abserved working collaboratively during the lab activity. Ms. Talleur's knowledge of the content, her organization, and her continuous movement throughout the classroom enured focused and on-task work. ing I : ‘The classroom was safe and learning was accessible to all students. The desks were arranged in rows and the lab tables were clean and clear of unnecessary materials, Each lab station contained beads and colored Pencils. Ms. Talleur utilized the document camera and a self-made lab activity packet 2a: Creating an Environment of Respect and Rapport GHCECDCI 2b: Establishing a Culture for Learning cHeecoer 2c: Managing Classroom Procedures GHCECoCI 2d: Managing Student Behavior cHeECOCI 2e: Organizing Physical Space CHeECDCI Domain 3: Instruction ‘Communicating with Students: IMs, Talleur’s explanation of the content was clear and accurate. This was particularly evident as she reviewed the pre-lab questions with the class. Hs. Talleur explained why the number of atoms on each side of a chemical equation need to be equal. She explained how to determine the number af atoms on each side of a chemical equation. For example, she showed how to calculate the number of atoms by multiplying the coefficient of 8 compound by the subscript of the atom, She explained that a chemical formula without a coefficient means that the value is equat to one. ‘Ms, Talleur is also commended for modeling how to conduct the lab and answer the questions, She effectively utilized the document camera to place the colored beads that represented atoms of uifferent elements to highlight hove the first reaction in the ab was not balanced, The modeling was helpful n allowing students to have a better understancing of how to complete the lab activity. Its recommended that Ms. Talleur consider writing out each molecule based on the corresponding coefficient so students clearly understand what the coefficient represents and can better distinguish between molecules and ‘atoms. For example, 3CO2 could be represented as CO2 + CO2, + CO2, This may help students to better visualize that there are 3 carbon atoms and 6 oxygen atoms wiien you have 3 molecules of carbon dioxide, r 7 MMs, Talleur asked a number of questions throughout the lesson, Some of the questions asked included: \Where are these numbers coming from? What number can you change when working with chemical reactions? Why can't you change subscripts? How many atams of sodium do you have? How many molecules of 02 are there? ‘The questions were designed to promote student thinking and understanding. Virtually all students were intellectually engaged in challenging content that fully aligned with the instructional ‘outcomes. Students were observed collaboratively warking at the lab stations to balance the assigned chemical Feactions. Students were using beads to represent atoms of different elements, attempting to balance, and then drawing pictures of the molecules to illustrate a balanced equation, ‘Some students appeared to have some difficulty, but the work was appropriately challenging and would require ‘additional practice for students to master. Using Assessment in Instruction: Half Hollow Hills School District, Page 2 of 3Assessment was fully Integrated into Instruction. Ms, Taleur utilized the D 0 Now as a pre-assessment too! to determine student understanding of previous and the pre-requisite knowledge of chemical equations, which determined their readiness for the balancing of chemical equations. Ms, Talleur continuously circulated and ‘monitored students” progress during the lab activity. Ms. Talleur aiso distributed and then collected an ext sip, providing students an opportunity to self-assess their knowledge of the material and provide feedback regarding the effectiveness of the lab activity 3a: Communicating with Students, 3b: Using Questioning and Discussion Techniques 3c: Engaging Students in Learning 3d: Using Assessment for Instruction 3e: Demonstrating Flexibility and Responsiveness Domain 4: Professional Responsibilities 4a: Reflecting on Teaching 4b: Maintaining Accurate Records 4c: Communicating with Families 4d: Participating in a Professional Community 4e: Growing and Developing Professionally 4f: Showing Professionalisen Comments Observer Comments “Teacher Comments. This document requires Electronic Signatures. Christian Fo Observer Signature Danielle Talteur Dae Half Hollow Hills School Distriet cHeecocr cucecocr GHCECOCL GHCECDeI CHeEcDeL FHCECDTIGNO cHeECDcIeWo cHCECocIeNO CHCECocI@NO CHCECOCIGNO CHCECDCIGNO Page 3 of 3Half Hollow Hills School District Independent Formal Pre Observation 1d Teacher Building Department ‘5604 Danielle Falleur HS East (061) SCI Lesson Plan Content Briefly describe the students in this class, including those with special needs? How have you used this information to plan Tor this lesson?” (Component 1b) There are 27 students in this Regents Chemistry class. There are 16 males and 11 females. There are 8 students who are in tenth grade, 16 students who are in eleventh grade, and 3 students who are in twelfth grade. Because this class is half-way through the school day, the majority of students in this class have a lot of positive energy and work well together. T have found that some students in this class enjoy an occasional side conversation during class, therefore, 1 modify seating arrangements and lab group assignments as necessary. There are two students in this class that have individualized education programs. Both students are classified as “other health impairment.” In accordance with the accommodations listed on their individualized education programs, all directions will be read aloud to the entire class and written in simple terms, One of the accommodations on one of the student's IEP is for waiving spelling requirements, Points will not be deducted from any student's overall grade for this activity; however, incorrect spelling will be corrected if encountered and students will be required to write in complete sentences, There are also two students in this class that have 504’s. Both students have Crohn's disease and are allowed permission to use the restroom immediately without question. Lastly, there are two students in the class who are ENL students. Both students are allowed use of translation devices during class activities and assessments. Therefore, both students may be seen carrying around their cell phones as translators. 1 have also assigned these students to the same lab group sa they are able to help each other. Students in this class are usually able to complete tasks in a timely manner when focused. If more time is Needed to complete this activity, students will be given an opportunity to continue the lab the following instructional day with the aid of their lab groups, Why are these goals suitable for this group of students? (Component 1¢) The goals of this lesson represent rigorous and important learning in the discipline. Before this lesson, 1 expect that students will already be able to name ionic and covalent compounds and classify different types of chemical reactions. When this lesson takes place, balancing chemical equations will be a very new idea to them and they will have had very little practice with the skill, therefore, they will be challenged. 1 believe that the goals of this lesson are suitable for this group of students because students will be working collaboratively and will be able to draw on each other's knowledge from previous lessons. This activity was designed to support several different types of learning. This activity benefits students who are visual and kinesthetic learners because these students learn best though hands on learning and use of models. Balancing chemical reactions is a very difficult concept to visualize, The use of beads to represent the number of elements in a compound will aid students in being able to recognize if there are an equal umber of atoms of each element in the reactant and product side of the reactions. How does this lesson support district priorities and state standards? A theme in our district this year has been to stay connected. I want students in the class to feel as though they are connected and share common goals and interests with their peers. Therefore, this year I have made an even greater effort to offer students an opportunity to work cooperatively whenever possible. Working together in lab groups or even partner pairs allows students to communicate with one another and use their joint knowledge to problem solve and arrive at a well-supported conclusion. In addition, while attending science department meetings there has been an increased emphasis on the utilization of the Next Generation Science Standards which promote inquiry based learning because NYS just unanimously adopted the new New York State Science Learning Standards. Therefore, this lesson was, designed to meet NYS Living Environment Core Curriculum Standards, NYS Common Core Standards, and the Next Generation Science Standards. This lesson supports the following NYS Physical Setting/Chemistry Core Curriculum Standards: + Standard 1: Students will use mathematical analysis, scientific inquiry, and engineering design, as appropriate, to pose questions, seek answers, and develop solutions. » Key Idea 1 (Scientific Inquiry): The central purpose of scientific inquiry is to develop explanations of natural phenomena in a continuing and creative pracess + Key Idea 1 (Engineering Design): Engineering design is an iterative process involving modeling and Half Hollow Hills School District Page | of 3optimization (finding the best solution within given constraints); this process is used to develop technological solutions to problems within given constraints. + Standard 6: Students will understand the relationships and common themes that connect mathematics, science, and technology and apply themes to these and other areas of learning, » Key Idea 2: Models are simplified representations of objects, structures or systems used in analysis, explanation, interpretation, or design. + Standard 4: Students will understand and apply scientific concepts, principles, and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science. Key Idea 3: Matter is made up of particles whose properties determine observable characteristics and its reactivity. » Performance indicator 3.1: Explain the properties of materials in terms of the arrangement and properties of the atoms that compose them. * Major Understanding: 3.1cc A compound is a substance composed of two or more different elements that are chemically combined in a fixed proportion, A chemical compound can be broken down by chemical means. A chemical compound can be represented by a specific chemical formula and assigned a name based on the IUPAC system. + Performance Indicator 3.2: Use atomic and molecular models to explain common chemical reactions. + Major Understanding 3.2b: Types of chemical reactions include synthesis, decomposition, single replacement, and double replacement. = Performance Indicator 3.3: Apply the principle of conservation of mass to chemical reactions. ‘+ Major Understanding 3.3a: In all chemical reactions there is a conservation of mass, energy, and charge. = Major Understanding 3.3c: A balanced chemical equation represents conservation of atoms. The coefficients in a balanced chemical equation can be used to determine mole ratios in the reaction. This lesson incorporates the following NYS Common Core Standards: + CCSS.ELA-LITERACY.RST.9-10.4: Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9-10 texts and topics. + CCSS.ELA-LITERACY.RST.9- 10.3: Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text. This lesson was designed to support the following NGSS Science and Engineering Practice: + Performance Expectation HS-PS1-7: Use mathematical representations to support the claim that atoms, and therefore mass, are conserved during a chemical reaction. (See attached evidence statement). How do these goals relate to broader curriculum goals in the discipline as @ whole or in other disciplines? (Component ic) NYS Common Core ELA standards for science focus on students’ ability to use domain specific words to cite evidence in support of analysis of scientific information. Students will be required to explain the meaning of domain specific words and write a procedure for balancing chemical equations in their own words during the analysis section of the lab. In order to be successful in analysis section, they must be familiar with the meaning of the domain specific words to use them in the correct context. ‘What aificulties do students typically experience in this area, and how do you plan to anticipate these difficulties? (Component 1a) According to Garnett and Hackling in "Alternative Conceptions in Chemistry: A Review of Research and Implications for Teaching and Learning,” students often try to balance chemical equations by changing the formulas rather than adding coefficients. Changing the formulas changes the substances involved in the reaction, not the amounts. This lesson was designed with this misconception in mind, Students will need to Create molecules using the different colors beads to represent the atoms of each element in the compound. Prior to beginning the activity, students will be told that they are not allowed to add individual beads to balance equations. They must’ add whole molecules according to the formulas in the reaction to balance equations, This misconception is also addressed in question #4 in the analysis questions which asks, "When Half Hollow Hills School District Page 2 of 3balancing chemical equations, why can’t the subscript in a chemical formula be changed? What happens if the subscript in a chemical formula does change?” Students should be able to explain that changing a subscript in a chemical formula changes the substance and coefficients need to be altered instead to balance chemical equations: What instructional materials or other resources, if any, will you use? (Attach sample materials you will be using in the lesson.) (Component 1d) Instructional materials for this lesson will include: + Student Lab Packets (1 copy per student) + Exit Ticket (1 copy per student) + Balancing Equations Practice worksheet (1 copy per student) + Colored Pencils + Beads + Projector + Computer If applicable, describe how the planning of this lesson reflects recommendations made during prior informal/formal observations and professional conversations. N/A “Teacher Comments, Teacher comments pertaining to observation setting, List any ems you might want to call to the attention of the Administrator: + Room 747 is occupied every period prior to 5*” period. Therefore, the back of the lab benches should be set up with all necessary materials in prior to the lesson, however, if another teacher who utilizes the room heeds the space, the materials will need to be distributed to the lab groups during the lesson. + The day this observation takes place is a double period. If students require more time to complete the lab activity, they will be given time during the second period. Therefore, the lab packets will be turned in during the second period for evaluation. Observational Focus (optional): Half Hollow Hills School Distriet Page 3 of 3Half Hollow Hills School District Independent Formal Lesson Plan Deparment Cert Type Tenure Date Opened Observation Date Observer '5605 Danielle Talleur HS East (061) SC Initial Non Tenured 12/13/2016 12/21/2016 Fogar Desired Results ‘What are the goals for the lesson? Teaching students how to balance chemical reactions is often challenging because it Is difficult for students to visualize the molecules in their heads. This lesson allows students an opportunity to use beads to represent molecules present in a chemical reaction. The use of different color beads to represent atoms of different elements will help students determine if the chemical reaction is balanced. The goal of this lesson is for students to use beads to aid them in their ability to write balanced chemical equations. ‘What do you want students to know, understand and be able to do? Students will know that... + In a chemical reaction, the reactants are listed before the arrow (right side) and the products are listed after the arrow (left side). + Subscripts indicate the number of atoms of each element present in a compound. + Coefficients indicate the number of molecules present in a chemical reaction. Students will understand that. ‘+ Changing the subscripts in a chemical formula, changes the substance present. + Changing the coefficients changes the number of molecules present in the reaction. + In order for a reaction to be balanced, there must be an equal number of atoms of each element on both sides. Students will be able to, + Create a visual representation of a chemical reaction using beads to represent reactants and products. + Write balanced chemical equations given formulas of the reactants and products in a chemical reaction. How does this lesson fit with a larger unit? When teaching students how to balance chemical reactions, it is important that they make a connection to the Law of Conservation of Mass. The Law of Conservation of Mass states that the mass of the products is always equal to the mass of the reacts. Students need to ensure that atoms are not magically appearing or disappearing when writing balanced chemical reactions. Students will need to become comfortable with this skill now because it will be built upon in later units. For example, students will need to ensure a reaction is, balanced to calculate amounts of products and reactants when they study stoichiometry in the next unit, In addition, balancing chemical reactions will be revisited later this year in the unit on redox reactions. In this unit, students will need to be able to write and balance half reactions, Therefore, this lesson will provide students with an opportunity to practice a skill that they will need to be successful in future units Learning Plan How do you plan to engage students in the content? ENGAGE: As students enter the classroom, they will view the directions for the do now, daily agenda, and lesson objectives which will be projected on the screen. Students know to pick up a do'now on their way into the classroom. After the bell, a couple of announcements will be made and the directions for the do now will be explained. For this lesson, the do now will be the pre-lab questions found in the “Balancing Chemical Equations Lab.” The purpose of this do now is to ensure students are comfortable identifying and using domain specific words. The pre-lab questions will be reviewed as a whole group after an appropriate amount of time has passed. Their level of comfort with the do now will allow me to determine the level of support each group will require in order to be successful in this lab activity. What wil you do? ENGAGE: As students enter the classroom I will project the directions for the do now, daily agenda, and objectives for the lesson. As students enter, I like to greet them and remind them to take a do now. If any students were absent the previous day, I use this time to give them any materials they missed. When the bell rings 1 usually make general announcements about upcoming assessments, homework assignments and/or labs. After, I will call on a student volunteer to read through the background information for this lab Half Hollow Hills School District Page | of 3and I will read through the purpose aloud. Students will be directed to complete the pre-lab questions independently after the directions are reviewed. As students work on the do now, I will circulate, answer any questions they may have, and assess their progress. When the majority of students have finished, the do now will be reviewed and discussed as a whole group. EXPLORE: After the do now, I will ask a student to summarize our current unit. I will use this as an opportunity to review the procedure for the lab. I will call on student volunteers to read the steps of the Procedure aloud. Prior to having the students move to the lab tables, I will ask if there are any questions they have about the lab. Then students will move to their assigned lab tables to work with their groups to complete the lab. During this section of the lab, students will create models of chemical reactions using beads at their lab stations. They will count the number of each color bead, which represents atoms of elements, to ensure the reaction is balanced. As the students complete the activity, I will walk around to make sure all students are on task, following the procedure, and answer any questions they have. EXPLAIN: During this section of the {ab, students will utilize their bead models to answer questions about four reactions found in their lab packet. I will be walking around to assess their ability to correctly balance the equation, making sure they have not changed any of the substances involved in the reaction by altering subscripts instead of coefficients. ELABORATE: After students have had an opportunity to use the beads to create balanced equations, they will work with their lab members to answer the analysis questions found at the end of the packet. These Questions will require them to elaborate on the process of balancing chemical equations and state important rules that need to be followed through the process. I will continue to circulate around the room and assist them with any questions they may have and encourage them to utilize each other’s knowledge. EVALUATE: At this time, I will instruct students to return to their seats with their lab packets. If there is sufficient time left in the period (although I do not believe there will be), students will further practice the skill of balancing chemical equations by completing the balancing practice worksheet individually. As students work on this worksheet independently, I will walk around to assist them and assess their progress. When there are five minutes left in the period, I will distribute an exit ticket to students and collect it from them as they exit the classroom to take a break. The exit ticket will allow me to determine how they felt about the activity and their level of comfort with the material. If students have had enough time to complete the entire lab activity, I will ask them to turn it in during the second period, which will not be observed. If they require more time, I will give them additional time during the second period on this day, which will not be observed. I will evaluate the labs later that day to determine if they were successful in meeting the learning objectives and plan the following day accordingly. What will the students do? ENGAGE: As students enter the classroom the directions for the do now, daily agenda, and objectives for the lesson will be projected. Students will view the slide, obtain a do now, get seated and start working on the pre-lab questions which will serve as the do now. When the bell rings'they will listen to some general announcements about upcoming assessments, homework assignments and/or labs. After, they will be given more time to complete the pre-lab questions.’ When the majority of students have finished, students will be called on to share their responses to the pre-lab questions EXPLORE: After the pre-lab questions are reviewed, students will read, and listen as the steps of the procedure for the lab activity aloud. If they have any questions, students will be expected to raise their hand for clarification. Once all questions have been answered, students will transition to their assigned lab stations and begin to use the beads to create models of ‘the four reactions found in their lab packets, Students will ensure each reaction is balanced by counting the number of each color bead in the reactant and product sides of the reaction EXPLAIN: During this section of the lab, students will utilize their bead models to answer questions about four reactions found in their lab packet. If students have questions about any of the reactions, they are expected to work with the lab members cooperatively to arrive at a conclusion. If they are still confused after consulting one another, students will call me over for assistance. ELABORATE: After students have had an opportunity to balance all four the reactions found in their lab activity packets, they will continue to work cooperatively to answer the analysis questions located at the back of the packet. Students will draw on their own knowledge and their knowledge of their group members to explain the steps they followed during the activity to balance equations. EVALUATE: Students will return to their seats at this time. If there is enough time left in the period, students will complete addition balancing practice problems independently. These worksheets will be collected upon completion. After, students will complete an exit ticket to further reflect on their learning during the day's lesson. When the bell rings, students will hand in their exit ticket on the way out to their break, During the second period, students will ensure their lab activity is completed and will turn it in for evaluation. Assigned Evidence Half Hollow Hills School Distriet Page 2 of 3How do you plan to assess student achievement of the goals? What procedures will you use? (Use Upload Files on the Track Assignment View to Include any tests or performance tasks, with rubrics or scoring guides. After Upload, use the edit button to put Lesson Plan in the File Description field.) How do you plan to use the results of the assessment? Students’ progress in meeting the learning objectives will be frequently assessed throughout the entirety of this lesson. The purpose of the do now is to informally assess the students’ recollection of information presented to them in the prior lesson. If the students are hesitant to participate in the discussion of the do Row and/or responding with incorrect information, I will ask the class to open up their note-books to review the information from previous lessons. If they are still struggling, The first reaction in the lab activity will be completed as an entire group to serve as a model. The student lab packets will be completed and handed in during the secand period on this day. I will evaluate student responses to all questions in the lab for quality and completeness. If there seems to be a common error among the majority of students, I will utilize the next instructional day to scaffold main ideas. This will be achieved through additional practice worksheets on balancing chemical equations. If there is a student who is clearly struggling as evidenced by their responses in the lab, I will talk to the student in private, communicate my concerns, and encourage them to attend extra help when they are available. I will also follow up with an email to the parent sharing my concerns and recommendation for attendance at extra help. Thave found that students achieve greater success when everyone Is involved and acts as a team The exit ticket is the last piece of evidence that will allow me to determine if students have met the learning objectives of the lesson. If a student indicates that they need additional practice, they will be provided with that opportunity in class the following day. If a student indicates that they are extremely confused, I will have a discussion with them and their parent/guardians about attending extra help sessions. Half Hollow Hills School District Page 3 of 3Half Hollow Hills School District Independent Formal Post Observation Tener [mang _| omnes | typ ws © aap | barat tnt] beaver ‘5606 Danielle Talleur HS East (061) SCT. initial ——-Non Tenured 12/13/2016 12/21/2016 Christian Fogara: Lesson Pian Content 1. Did the students learn what you intended for them to learn? What evidence do you have to support this? Students in this class were successful in meeting most of the learning objectives based upon evidence gathered during and following the lesson. In the beginning of the lesson, the do now served as a warm-up activity to get students back into the mode of balancing chemical equations. While students were completing the pre-lab questions, I noticed that some students struggled with the second question. The question required to identify how many molecules of each compound were present. I decided to help those students Quietly and individually. Later, when the do now was reviewed, we discussed further that the number of molecules is equal to the coefficient in a chemical equation. Students were very successfully in determining the number of atoms of each element on each side of the chemical reaction. As a result, most were able to correctly identify that the chemical reaction in the pre-lab was balanced Following the pre-lab students began working in their lab groups on the remaining part of the lab. During the lab, I noticed that some groups initially resisted utilizing the beads as a model. As the reactions became more complex with a greater number of atoms of each element, most groups realized the value of using the beads as a model and ended up utilizing them: The student lab packets for the laboratory activity were collected at the end of the period and used as a piece of formative assessment. Although students did not have an opportunity to complete the lab, 1 collected it because I wanted to assess their progress following day one. The quality of responses recorded by students in this lab provided me with additional evidence that students were successful in meeting most of the learning objectives Following day one, the majority still need to complete drawings of the balanced chemical equations for reactions 3 and 4.'I believe that students are still experiencing difficulty visualizing the difference between atoms and molecules. While arranging the beads into molecules during the lab, students had the tendency to make 3 molecules of 02 into 1 huge molecule containing 6 oxygen atoms. Therefore, I feel as though students understand how to balance chemical equations because they know there needs to be an equal number of atoms of each element on both sides of the reaction, but, they can’t picture the reactants and products as molecules. Therefore, most students are still developing when it comes to being able to identify the difference between the terms molecules and atoms. The final piece of evidence I gathered during the observed lesson was an exit ticket. The exit ticket instructed students to engage in reflection of their own learning. One student said that her favorite part of the lesson was “..using the beads before drawing, because I was able to catch my mistakes.” Another student stated that she liked to use the beads because she is a visual learner, When asked how students felt they are doing for each portion of today’s lesson on the exit ticket, most students said “I get it, but, T could use more practice,” and 100% of students said that overall, they felt like they walked out of the door achieving today’s learning objectives. As a result, the following instructional day will be devoted to giving students an opportunity to finish the lab activity. Students will work as a whole group and volunteers will be asked to build molecules in the balanced chemical equations under the ladibug for the ather students to view. 2. To what extent were your goals and objectives appropriate for your students? All of the goals and objectives of this lesson were appropriate for my students. Students were already briefly exposed to the process of balancing chemical equations. They knew that there needed to be an equal number of atoms of each element on both sides of the reaction and how to determine if they were equal. A large majority of students were unable to distinguish the difference between molecules and atoms as evidenced by the pictures drawn at the beginning of the lab activity. Working through the lab and utilizing the beads as a model and separating the beads into different molecules gave students a visual representation of the difference between atoms and molecules. Therefore, the majority of students are beginning to recognize the differences between an atom and a molecule and I believe a large number will develop that understanding at the conclusion of the lab. Based on student responses recorded on the exit tickets, students felt appropriately challenged, but, requested more practice. Students will have an opportunity for more practice by completing their castle learning homework assignment and by completing review materials in class the following instructional day. 3, Please comment on different aspects of your instructional delivery. To what extent were they effective? What would you do differently to improve the lesson? Include comments specific to Activities, Grouping of Students, and Materials and Resources. Half Hollow Hills Schoo! District Page 1 of 3Activities: This laboratory activity was very helpful for me as a teacher and equally helpful to students for different reasons. Prior to this activity, students had been very successful in balancing chemical equations by changing the coefficients in an equation to get an equal number of atoms on both sides of the equation, Completion of this lab activity allowed me to determine that the majority of students are experiencing difficulty visualizing how changing a coefficient actually alters a reaction, which is why most students were hesitant to use the beads at first. By the end of the period, most of the groups were very successful in building models of the reactants and products with the beads and separating the beads into individual molecules of each compound. As a result of this activity, students were actively engaged in creating models of chemical reactions and using those models to make sure a reaction was balanced. Many students said on the exit ticket that the lab was, their favorite part of today’s lesson because it gave them a good visual. One student said "My favorite part of today’s lesson was using the beads because I am a visual learner.” Although the activity was very helpful, it was definitely more appropriate for a double period, not a single period. T felt as though just as students were beginning to understand the difference between atoms and molecules, I had to ask them to clean up and have a seat to wrap up the lesson. Therefore, some of the momentum of the lesson was lost a little. I feel as though I carefully walked around, answered student questions, and monitored student progress, checking for their understanding by making sure their drawings were correct representations of balanced chemical equations. This was a very student driven lesson with minimal focus on the teacher. I would improve this lesson by devoting a double period to this activity. Grouping of Students: The students were assigned to lab groups based on mixed level abilities as well as, who typically works well with whom. I placed students in groups to form 6 lab groups because there are 6 lab stations in the classroom and it allows them to spread aut a little. I feel as though there was effective collaboration among students. Students displayed positive collaborative and communication skills as they worked together to build models of the chemical reactions. Materials and Resources: Prior to students entering the classroom, all supplies were collected and set-up at the lab tables. This lab involved a lot of different colors of beads and having the materials organized into bags for each lab group saved instructional time. Instead of taking the time to gather the materials, students were able to jump fight into the procedure of the lab activity. In the future, I would like to utilize materials other than beads. The beads I chose were in the shape of a star and most students have trouble drawing stars. In addition, the beads are a little small. It would have been better to use a material that was a little bit bigger such as different color pom poms that could be glued down to a large poster board. Other materials that were utilized in the lab included the ladibug projector. This piece of technology was extremely helpful because I was able to model the lab activity and all students were able to see what I was doing 4. Please comment on your classroom procedures, student conduct, and your use of physical space. To what extent did these contribute to student learning? Each day as the students enter the classroom they follow a routine. The do now, daily agenda, and objectives for the lesson are displayed on the screen as students enter the classroom. Students are aware that they are ‘expected to read the screen for instructions. Students begin working independently on the do now before the bell even rings each day. After some time has passed, students know that the do now will be reviewed. High levels of class participation indicate that students are comfortable enough in the class environment to take risks and answer a question even if they might be wrong. Students were a little hesitant to participate today at first because they were a little thrown off by the unannounced observer. After a little while, students began to feel more comfortable and began to participate more, In addition to having a classroom procedure for entering the classroom, students also have a classroom procedure for moving to the back of the classroom to begin working on laboratory activities. Each student knows the members of their lab groups and where their lab group meets. Having these classroom procedures in place and followed since the first day of school minimizes loss of instructional time and creates structure. In this class, students truly work from bell to bell. This classroom is one of the biggest chemistry classrooms in the school. The layout of the classroom allows me to easily navigate through the rows to assess student progress while they are seated at the desks, The lab tables at the back of the classroom give students space to complete their labs and work collaboratively. While walking around I noticed that the conversations between students were truly about the lab activity. T heard very little off task side conversations. The only restriction in the classroom is not having a smart board. As a result, I often find myself pulling the screen up and down to make notes on the whiteboard 5. Did you alter your plan? If so, how, and why? 1 did need to alter my original plan for this lesson. Students were not able to complete the entire lab activity and analysis questions within the allotted time period. As a result, I collected the exit tickets and student lab packets to assess their progress following day one. Student lab packets will be returned tomorrow. Students will be given an opportunity to complete the lab tomorrow. In addition, students also did not have sufficient time to complete the worksheet called, "Balancing Practice.” This worksheet will serve as the do now the following day and will be collected and evaluated to further assess students’ progress in meeting the learning objectives. ‘Teacher Comments TTeacher comments: Half Hollow Hills School District Page 2 0f 3