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Description

A Teacher Work Sample (TWS) is designed to assess the impact of teacher candidates instruction
on students learning as well as provide evidence of candidates teaching performance during the
Student Teaching Experience. The TWS assignment includes the following tasks:

I. Professional Goal Setting and Reflection


II. Contextual Information
III. Instructional Design and Implementation (five lessons)

Format
Ownership: Complete the cover page verifying the TWS to be your own authentic work.

References and Credits: If you refer to another persons ideas or material (such as theorists), cite
these in a separate section at the end of the TWS under References and Credits. (APA is
recommended)

Font and Spacing: Use Arial size 12 font, double space all narrative portions, and print on both
sides.

Anonymity: Do not include the names of individual students, teachers, or staff as well as
participating schools in any part of the work sample in order to insure the anonymity of all involved.

An electronic copy of your completed TWS must be submitted to:

Your university supervisor (discuss the format)


D2L for Student Teaching (488) course
Your electronic portfolio/professional website (please remember to remove the cover page
with identifying information before posting).

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Task I: Professional Goal Setting (Goal Statement and Action Plan due week 2; Goal
Reflection due week 10).

Objective: Candidates set a professional goal, identify the action strategies they will use to achieve
that goal, and reflect on their learning and growth (as it relates to that goal) near the end of their
student teaching experience.

Resources: Candidates will use the NSU Conceptual Framework (see table below) as a guide for
determining their professional goal.

NSU Conceptual Potential Category Outcomes Description


Framework Categories (You will choose one of these outcomes
as the basis for your goal)
Knowledge of Self as an Respect and Concern for Students Knowledge of Self as an Individual
Individual recognizes the educators influence in the
Commitment to Health and Safety lives of students and emphasizes the
importance of building trust relationships,
and setting positive examples.

Knowledge of the Learner Developmental Needs Knowledge of the learner focuses on an


understanding of growth and development
Student Diversity of learners in the contexts in which
development takes place and an
understanding of how student diversity
interacts with the learning process.

Knowledge of Content Understanding Subject Matter Knowledge of Content implies a broad


understanding of the centrality of content
knowledge for teaching, and ability to
organize central concepts and principles of
a subject matter, and a responsibility for
acquiring new knowledge.

Knowledge of Pedagogy Planning Pedagogical Knowledge includes those


Implementation principles and strategies necessary for
Assessment effective teaching, including the planning,
Classroom Management and Organization implementation, and assessment of
Instructional Materials and Technology instruction, classroom management and
organization, knowledge of curriculum and
instructional materials, and integration of
technology.

Knowledge of Self as a Parent and Community Involvement Knowledge of Self as a Teacher and
Teacher and Member of a Commitment to Teaching Member of a Learning Community calls for
Learning Community Interpersonal Relations a collaboration among teachers, students
Professional Growth and Development and their families and communities that
embraces diversity, promotes a positive
sense of personal identify, and enhances
the possibilities for academic success.

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1. Conceptual Framework Goal Statement, Action Plan, and Reflection:

a. Identify the Framework Category to which your goal aligns:


Knowledge of the Learner

b. Identify the specific Category Outcome you will use to determine your goal:
Student Diversity

c. Based on the outcome you selected, write a specific goal for this experience. After your goal
statement, provide a brief narrative explaining the reasons as to why you chose this goal.
I will learn how to make chemistry accessible and learn how to accommodate the material to
students with wide ranges of ability.
The classes I am observing have students across the spectrum in terms of academic ability.
There are students who excel without effort, and those for whom just getting work turned in is a
huge accomplishment. I will also interact with ELL students and students with IEPs, who all
need differentiated instruction. The content in a chemistry class can be abstract and difficult to
grasp, so being able to modify it appropriately for a variety of learners is critical for student
success and to impart the joy of discovery onto all learners regardless of ability.

d. Describe the action plan (steps/strategies and resources) required to accomplish this goal:
I will compile a list of common class modifications in the school district and apply them to
chemistry content.
I will assess and apply these modifications in my classroom, in order to establish their
effectiveness. During this process, I will modify and try new concepts as necessary.
At the end of my teaching experience, I will gain student feedback via survey to indicate their
ability to access and understand information, and their feelings towards the classroom
modifications.

e. Reflect on your progress/growth toward achieving this goal (this section due by week 10):
Being more cognizant of the diverse needs of my students has been the main outcome of my
goal. I am more careful to ensure my lesson can be accessed by all students, and have become
better at seeing when a student has difficulty and with helping them understand concepts. I was
not able to find a perfect balance in my classroom that allowed all of the students to learn in
their optimal environment every day, (since, of course, some students didnt want to learn
regardless of the accommodations that were made for them), but by varying learning style and
approach, I could give everyone what they needed to succeed over the course of the unit.
The hardest part of my experience was differentiating between students who didnt do work
because they didnt understand, and students who didnt work because they couldnt be
bothered to care. Trying to help a student complete a worksheet, only to be met with contempt
or indifference, was frustrating and disheartening, and made me less willing to help others who
may have genuinely needed the assistance. Once I noticed this in myself, I made an effort to
refocus my attentions on those struggling students, but it was still a difficult process.

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Task II: Contextual Information (due week 2); see rubric for scoring details

Objective: Candidates gather contextual information and discuss factors that may influence the
teaching and learning process.

Resources: Use a variety of resources to gather contextual information including Census data for the
community, school Improvement Plan, cooperating teacher, Title I/SPED teachers, principal, school
counselor, Infinite Campus, student files (with administrative approval), school data available online.
http://doe.sd.gov/reportcard/listnew/

**The below information and resource is taken from Educational Testing Service Praxis Performance
Assessment for Teachers (PPAT) Candidate and Educator Handbook, copyright 2015. All rights reserved.

Contextual Information: This chart is designed to help you understand the many factors that affect teaching
and learning. Such factors include the community, classroom procedures, student demographics, and the
physical environment in which teaching takes place. Understanding these factors as they relate to your
teaching will help you determine the instructional strategies and approaches that will support your students
learning. In this chart, address any factors listed as they pertain to your teaching assignment. The
subcategories listed under each category are just suggestions; there may be other subcategories that you
would like to address, or there may be a subcategory listed that does not apply to your situation.

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Categories of Contextual Factors Description of the Contextual Factors

General Context of Your Students The majority of the students in my classes were
(All subcategories listed in this box are required.) juniors, with about 4 sophomores and 5 seniors
spread over three sections. This meant that most of
Students grade and developmental levels; the age range my students were between 15 and 18, with most
of students; the content area being taught; any other
being in the 16-17 range. The class was the general
factors that are pertinent to understanding your class
assignment level chemistry class, chemistry for the community. I
was responsible for 3 blocks with about 29 kids per
section.
Community The community of my school could be considered
(e.g., whether the area is urban, suburban, or rural; suburban by the standards that it is within city limits
socioeconomic information; census data for the of a fairly populous town, but even so, the students
community) have the attitudes of a more rural community. The
community itself supports the school, attends games,
and actively involves itself in the operation of the
school. It is a tight-knit community, even with the
larger size of the high school.
District The school district, as of last year, had about 4500
(e.g., enrollment; percent of students receiving free or students enrolled, with almost an even split between
reduced-priced lunches; graduation rates; ethnicities; gap and non-gap students. One-third of the enrolled
percent of students with IEPs; percent of students who are students qualified as economically disadvantaged.
ELLs; per-pupil expenditures)
The district hovers around a 90-91% graduation rate.

School The school currently has an enrollment of about


(e.g., enrollment; percent of students receiving free or 1300 students, with the majority of students
reduced-priced lunches; ethnicities; percent of students classifying themselves as white. The next largest
with IEPs; percent of students who are ELLs; teacher-to- groups are native American and black students.
student ratio)
Approximately 30% of the school is economically
disadvantaged, and 10% require special education.
Classroom Demographics The majority of the classroom is white, with some
(e.g., ethnicities; gender ratios; special needs, including native American, black, and east Asian students.
those of gifted students, those of students physical needs, One student is on an IEP and a few have 504s. A
and those due to cultural characteristics). few of the students seem consistently bored or
under-challenged with regular work, and must be
given additional stimulus in order to maintain
classroom order and discipline. Lessons must be
designed also to accommodate for ELL students,
who sometimes struggle with the new terminology of
the class. 47 of my students are male, and 38 are
female.
Knowledge of Students Out of the 85 students I teach, one student is on an
(in terms of the whole class and individual students) IEP, one student takes tests in the Language
Resource room, and two students are on 504s.
(e.g., language needs; approaches to learning; prior Multiple other students are ELs but just require
learning and experiences; academic
minimal classroom adjustment and extra support
proficiencies/behavioral differences; areas of interest).
during learning.
For the majority of the class, chemcom is at their
academic level as the continuation of their science
track. Some students were put into the class
because more challenging classes wouldnt fit into
their schedulethese students are generally bored
with the material and require an extra challenge to
stay engaged. There are a few students who are
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repeating the course for credit, having failed it
previously. These students have prior knowledge of
the subject, but generally do not apply it to the class.

Task III: Instructional Design and Implementation (due week 10)


Objective: Candidates design, implement, and assess a minimum of five lessons from multiple
subject and/or content areas. (see rubric for scoring on each component)
To complete this task refer to the Common Lesson Plan Template. You will complete the Common
Lesson Plan Template (below) for 5 different lessons, 3 of which must be lessons that were observed
by your university supervisor.

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Millicent Atkins School of Education: Common Lesson Plan Template

Teacher Candidate Name: Megan Brink


Grade Level: 11th grade
Subject: Chemistry for the Community
Date: Wednesday, February 15, 2017

PLANNING
List the Common Core/State Standard(s) to be addressed in this lesson:

HS-PS1-1:
Use the periodic table as a model to predict the relative properties of elements based on the patterns of
electrons in the outermost energy level of atoms

List the Learning Objective(s) to be addressed in this lesson. Use the following format: Students will
be able to

At the conclusion of this lesson, students will be able to identify characteristics and trends of the
periodic table, as well as identify the properties of metals and nonmetals.

Describe how the objective is relevant to students lives.

The periodic table is a valuable tool for understanding the world around us. Students will learn how
the table models the properties of atoms, in order to better understand how atoms combine and
interact to form molecules. Having this base of knowledge is critical to understanding further sciences,
including physiological processes, organic structures and more advanced chemistry.

List the words relevant to the content area that you will either introduce and/or review during your
lesson.

Isotope, Ion, Atomic mass, Group, Period, Malleable, Ductile

List the materials you will need to teach the lesson.

Whiteboard and powerpoint/projector; element cards; materials for metals and nonmetals lab

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ASSESSMENT
Pre-Assessment: Describe the instrument or process you will use to measure students level of
understanding toward the learning objective(s) prior to teaching the lesson.

Students will complete a physical pre-assessment the day before the lesson, with one section
completing their pre-assessment on the Monday before the lesson (since they will be absent on
Tuesday for state testing)

APPENDIX: Include a blank copy of the lesson pre-assessment. (if applicable)

Is your pre-assessment included at the end of this lesson plan?


Describe the timeline as to when you plan to administer the pre-assessment?
(Recommended timeline is a minimum of two days prior to teaching your lesson).

Because of the schedule of the week, students will receive the pre-test the day before the lesson. The
lesson will be started on Wednesday the 15thMonday the students have their unit test, and Friday
before there is no school. One section of the class will take the pre-assessment on the Monday,
because they have state testing on the Tuesday before the lesson.

Create and insert a table/chart/graph that shows the pre-assessment data results. (if applicable)

Atoms Properties
Block 1 65% 53%
Block 2 54% 32%
Block 4 72% 50%
Insert an image of your table/chart/graph here.
Description:
Students were much more familiar with atomic structure, and were confused on some of the
properties information.
Describe how the results of the pre-assessment (what the students have demonstrated they know) will
be used to design the lesson objectives, instruction, and post-assessment.

Students had understanding of the basic properties of metals, but nonmetals and metalloids (and
some of the new terms such as ductile) were less familiar. Students also had some background in
atomic and mass number, and that showed in their performance on that part of the pre-test.

Post-Assessment: APPENDIX: Include a blank copy of the lesson post-assessment you will use to
measure students level of understanding toward the learning objectives after teaching the lesson.

Is your post-assessment included at the end of this lesson plan?

APPENDIX: Include a copy of a Key/Product (completed by you, the teacher) which provides a model of
the desired outcome.

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Is your key included at the end of this lesson plan?

TECHNOLOGY
Describe the instructional and/or assistive technology that you plan to incorporate into the lesson to
enhance instruction and student learning.

This lesson will be presented via powerpoint, but will also have portions that will require students to
work in groups and communicate with peers. In this way, students will have a variety of physical tools
to work with. I would like to include more technology in the lesson, but at this time I dont have access
to my schools internet and so cannot use the materials I would like to use.

ACCOMMODATIONS
Describe the accommodations/differentiation/modifications you will use to meet the needs of all
learners and accommodate differences in students learning, culture, language, etc. * Be sure that
these accommodations are based on what you identified/described in your contextual information
(Task II).

In this class, there are a few ELL students, as well as some with behavioral plans. A couple of the
students showed extreme difficulty with understanding the concepts of the previous unit, which
directly relate to this new material, and so they will need some extra support. In order to make sure
the class will be able to understand the new material, I will start with a short review of the concepts
they seemed to struggle with. That specific information isnt covered until a few days after this lesson,
and so doesnt appear in this lesson plan.

To make the material more accessible to students who dont have as strong of a grasp on chemistry
(and the English language), the material will be presented as notes, and then accompanied by a
physical activity. This activity has the students building a periodic table in the same way that
Mendeleev did, and so will allow them to attach physical meaning to the concepts they are learning.
This will also give them a reference to future material, as well as building their graphing skills, which
are crucial for the standardized testing they do later in the year.

By having multiple methods of relaying information, this lesson works for students that learn
interpersonally (taking notes), intrapersonally(working in groups), and logically(graphing results).
Having physical cards to move around also helps visual learners to see exactly how the concepts work.

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MANAGEMENT
Identify the management and motivational strategies you will use to meet student
behavioral/developmental needs in order to keep students on task and actively engaged throughout
the lesson.

Many of the students in my classes get off-task easily when given the chance to do group work. In
order to keep everything moving smoothly, I will assign groups randomly by color card. Students will
be told exactly what is expected of them before they are allowed to break into groups, and I will be
walking around during the activity to make sure everyone is on task.

During the lesson notes, I will keep students engaged and on-task by using popsicle sticks to answer
questions. Students wont know who is going to be called on next, and so will have to be paying
attention to the questions in order to be ready.
I want to try using the hand raising method of getting the classroom under control, with a tally system.
If the students are quiet before five seconds of me holding up my hand, they get a point. At the end of
the week, the block with the most points will receive a small prizefree time, or an activity involving
candy, or something of the sort. After the first day, the time will go down to four seconds, and then
after the third day down to three. By having this competition, students will be more inclined to focus
and quiet down when necessary.

LESSON IMPLEMENTATION
I Do
(Teacher introduces lesson and models expected outcome of learning objectives)
Describe how you will activate student interest and present the learning objective in an engaging way
(this is your lesson opening).
will start the lesson by playing The Elements, and talking about how difficult it would be to do any
sort of chemistry without some sort of organization. I will have the first part of the objective written
on the board for the students to see.

There will be a short introduction into the idea of the periodic table and Mendeleev, and then
students will be given instructions on how to complete the build your own table activity. After the
activity, students will return to their desks and take a short section of notes on the breakdown of the
modern periodic table.

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Day two of the lesson will start with a recap of the previous days information, as well as a brief teaser
on the lab they will be completing. Students will then take a few notes on the 3 types of elements
(metals, nonmetals, metalloids) and terms for physical properties.

After the lab is completed, the students will take a few more notes on the difference between
chemical and physical change.

Describe how you will communicate (to students) how the objective is relevant to their lives.
The video The elements shows what it would look like if we didnt have a periodic table to keep track
of everything withstudents will see the usefulness of understanding what the periodic table can tell
us about chemistry.

Describe what instructional strategies you will use to model/explain/demonstrate the knowledge and
skills required of the objective. (cite theories/theorists)
ZPD and ScaffoldingI will start with what students know (what they learned from previous sections
and what they show competency with from the pre-test) and slowly build on more information, while
giving the students more independence to learn by themselves. By the end of the lesson, students
should be working on the new material by themselves, without my intervention.

Describe how you will check for students understanding before moving on to guided practice.
I will use the 5 fingers method to check for understanding during notes. After various concepts, I will
ask students to hold up their hand with how confident they are about the informationfive fingers
means they are completely confident, and 1 finger means they have no idea what is going on.

We Do
(Teacher engages students in guided practice)
Describe the learning activities you will use to provide students multiple opportunities to practice the
skills and content needed to meet the learning objective(s).
Students will be divided into groups and will be given cards for elements. They will have to put the
cards into groups based on characteristics, and try and develop a periodic table the same way
Mendeleev did. Once the groups have completed this, students will be asked to graph their results to
see if any trends develop.

On day 2, students will be completing a lab about the properties of metals and nonmetals. After a
quick introduction to the topic, students will break into groups and complete the stations.

Describe how you will check for students understanding before moving on to independent practice.
Students will submit their graphs and as a class we will discuss what trends they were able to develop.
For day two, as a class we will discuss the answers to the metals and nonmetals lab, and clarify any
confusion on their observations.

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You Do
(Students engage in independent practice)
Describe what the students will do to independently practice the knowledge and skills required by the
lesson objectives? (this is the post-assessment)
Following the lab, students will have a homework assignment due in which they have to identify
trends in the periodic table and assign properties of matter to different elements.

APPENDIX: Include a blank copy of your post-assessment.


Is your BLANK COPY of the post-assessment included at the end of this lesson plan?

Lesson Closing
Describe how you will reemphasize the lesson objective and any skills/content that were taught in an
interactive manner (whole/small group, etc.).
Day one, I will remind the students of the objective for the day, and relate the graphing they just
completed to how Mendeleev worked it out in the past. After day two, as a class we will discuss the
lab and what properties the class thought went to which type of matter.

ANALYZE
(This portion may only be done after the post assessment is collected/scored.)

Describe the results of the Post-Assessment and be sure to address the following:
Students progress from pre-to-post assessment. (if applicable)
Factors that may have influenced the post assessment results.
How the results of the post assessment highlight what areas of the lesson will require re-teaching (if
any).
If applicable, insert a table/chart/graph (below) that shows the post-assessment data results. If you
used the same document for both the pre and post assessments, it is strongly encouraged that you
show the comparison.
Pre-Test Post-Test
Block 1 59% 78%
Block 2 43% 84%
Block 4 61% 88%
Insert an image of your table/chart/graph here.

Description:
Students showed great improvement across the board, scoring higher on both atomic and properties questions.
(scores given are averages of results of both categories)

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REFLECT
List and describe two things you feel you did well to plan, implement, or assess instruction (successes).
Even with the scheduling issues, all of the classes covered the material.
The difference between pre- and post-test knowledge was significant.

List and describe two things you feel were challenges during the planning, implementation and/or
assessment of the lesson.
One block took the entire time to complete the lab while another block had time to spare. The third
section had to have a different lesson plan all together, because they had been gone for state testing
the day before. Because of this, time management was a struggle.
Students had a distinct apathy for this material, and so working through the lab was a struggle as they
would get easily distracted.

List and describe two ideas for redesign you would make if you were to teach this lesson again.
I would skip a portion of the lab, and have everything already cut out for the students in order to
streamline the process a bit.
I would have different questions for the metals and nonmetals lab, so students would be more
engaged in finding answers and problem solving.

Pre- and Post Test:

Name: ________________________________________________ Block:____________________

30
Use the picture to the right to answer questions 1-4.

1) What is the Atomic number of Zinc? Zinc

Zn
2) What is the Mass number of Zinc?
65.38
3) How many protons, neutrons and electrons does an average zinc atom have?
Protons: Neutrons: Electrons:

4) Why is the bottom number a decimal instead of a whole number?

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Match the properties on the left to the type of element on the right. Elements can have more than one property,
and properties can belong to one, both or neither of the elements. (write the letter of the property under the
element type)

a. Malleable

b. Brittle

c. Found in Nature 5) Nonmetals:

d. Mostly Solids

e. Shiny

f. Mostly Gasses 6) Metals:

g. Dull

h. Conduct Electricity

i. Mostly Liquids

7) What is an Isotope? What is the difference between an isotope and an ion?

Name: ____KEY_________________________________________ Block:____________________

30
Use the picture to the right to answer questions 1-4.

5) What is the Atomic number of Zinc? Zinc


30

6) What is the Mass number of Zinc?


65.38
Zn
7) How many protons, neutrons and electrons does an average zinc atom have?
Protons: 30 Neutrons: 35 Electrons: 30 65.38

8) Why is the bottom number a decimal instead of a whole number?


It is the average of the different isotopes of zinc, based on how common they are in the environment

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Match the properties on the left to the type of element on the right. Elements can have more than one property,
and properties can belong to one, both or neither of the elements. (write the letter of the property under the
element type)

a. Malleable

b. Brittle

c. Found in Nature 5) Nonmetals:

d. Mostly Solids b, c, f, g

e. Shiny

f. Mostly Gasses 6) Metals:

g. Dull a, c, d, e, h

h. Conduct Electricity

i. Mostly Liquids

7) What is an Isotope? What is the difference between an isotope and an ion?

An isotope is an atom with the same number of protons and electrons, but with a different number of neutrons.
An ion is an atom with the same number of neutrons and protons, but a different number of electrons.

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Millicent Atkins School of Education: Common Lesson Plan Template

Teacher Candidate Name: Megan Brink


Grade Level: 11th Grade
Subject: Chemistry for the Community
Date: Monday, February 27, 2017
PLANNING
List the Common Core/State Standard(s) to be addressed in this lesson:

HS-PS1-1:
Use the periodic table as a model to predict the relative properties of elements based on the patterns
of electrons in the outermost energy level of atoms
List the Learning Objective(s) to be addressed in this lesson. Use the following format: Students will
be able to

At the conclusion of this lesson, students will be able to define a mole, and use the mole to be able to
solve molar mass conversions and molarity problems.

Describe how the objective is relevant to students lives.

Balancing equations is only relevant to students when the mole concept is introduced, which allows
reactions to move from single particles to amounts that can actually be measured. The Mole concept
relates abstract chemistry to the real world, and allows students to better understand the math they
have been learning.

List the words relevant to the content area that you will either introduce and/or review during your
lesson.

Mole; Avogadro; Molarity; Percent Composition

List the materials you will need to teach the lesson.

Whiteboard and powerpoint/projector; Video: https://www.youtube.com/watch?v=TEl4jeETVmg

ASSESSMENT

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Pre-Assessment: Describe the instrument or process you will use to measure students level of
understanding toward the learning objective(s) prior to teaching the lesson.

The pre-test was administered on the Friday prior to the lesson. Students were asked to define mole
and molarity, and solve a basic mole/mass conversion. If students are familiar with the mol concept
already, we will not have to spend as long on the base definition and can instead work more on the
actual calculations.

APPENDIX: Include a blank copy of the lesson pre-assessment. (if applicable)

Is your pre-assessment included at the end of this lesson plan?


Describe the timeline as to when you plan to administer the pre-assessment?
(Recommended timeline is a minimum of two days prior to teaching your lesson).

The pre-test was administered on the Friday before the lesson, two days in advance.

Create and insert a table/chart/graph that shows the pre-assessment data results. (if applicable)

Mole Molarity
Block 1 5% 0%
Block 2 0% 0%
Block 4 2% 0%
Insert an image of your table/chart/graph here.
Description:
None of the students were able to answer the molarity questions. A few of the students (who had
taken the class before, or transferred in) could give an appropriate answer for the mole question.
Describe how the results of the pre-assessment (what the students have demonstrated they know) will
be used to design the lesson objectives, instruction, and post-assessment.

Students have no prior information on this topic, and so nothing needs to be skipped overeverything
needs covered evenly.

Post-Assessment: APPENDIX: Include a blank copy of the lesson post-assessment you will use to
measure students level of understanding toward the learning objectives after teaching the lesson.

Is your post-assessment included at the end of this lesson plan?

APPENDIX: Include a copy of a Key/Product (completed by you, the teacher) which provides a model of
the desired outcome.

Is your key included at the end of this lesson plan?

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TECHNOLOGY
Describe the instructional and/or assistive technology that you plan to incorporate into the lesson to
enhance instruction and student learning.

Students will take notes from a powerpoint, and a video will be used that will help illustrate the mole
concept from a different viewpoint. Offering the information in multiple forms will help make sure the
students get the material in whichever format works best.

ACCOMMODATIONS
Describe the accommodations/differentiation/modifications you will use to meet the needs of all
learners and accommodate differences in students learning, culture, language, etc. * Be sure that
these accommodations are based on what you identified/described in your contextual information
(Task II).

In this class, there are a few ELL students, as well as some with behavioral plans. A couple of the
students showed some difficulty with understanding the concepts of the previous unit, which directly
relate to this new material, and so they will need some extra support. Everything the students have
been working on in the unit so far will come together in this next section, and so there will be multiple
checks of understanding and comprehension to ensure the students have all the tools they need for
this new content.

To make the material more accessible to students who dont have as strong of a grasp on chemistry
(and the English language), the material will be presented as notes, and then accompanied by a video
to re-explain the concept. Everything will be tied back to previous material to help scaffold the new
information.

MANAGEMENT
Identify the management and motivational strategies you will use to meet student
behavioral/developmental needs in order to keep students on task and actively engaged throughout
the lesson.

In all of my classes, there are a few students that struggle with the self-discipline necessary to
complete work quietly and efficiently. In order to help maintain control, I will give the class an outline
of the block, and let them know exactly when things are expected to be completed. If students work
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well, they will be rewarded with the last few minutes of class. If they dont work well, they will have
more practice problems to complete.

In order to encourage even class participation, I will continue to use the popsicle sticks to call names to
answer questions.

LESSON IMPLEMENTATION
I Do
(Teacher introduces lesson and models expected outcome of learning objectives)
Describe how you will activate student interest and present the learning objective in an engaging way
(this is your lesson opening).
The lesson will start with a review of the students homework they received Friday, so as to judge their
understanding and preparation of the material. I will have students who are confident with their
answers come up to the board to solve practice problems, and then as a class we will discuss their
answers.

For the new content, I will start with a short TedED video about moles. This will introduce the concept,
and act as a springboard into the notes section. After some notes, I will have the students work some
practice problems using real-life examples, to help them bring everything into relevance. Molarity will
follow a similar pattern, with notes and a grounding example. The end of the lesson will be some more
practice problems to work through as a class, as well as a discussion of the penny lab from Friday.

Describe how you will communicate (to students) how the objective is relevant to their lives.
The multiple real-world examples and exercises that the students use in the lesson will help them to
relate the materials to their daily livesthings like koolaid and stainless steel all can be connected to
the mole idea.

Describe what instructional strategies you will use to model/explain/demonstrate the knowledge and
skills required of the objective. (cite theories/theorists)
ZPD and ScaffoldingI will start with what students know (what they learned from previous sections
and what they show competency with from the pre-test) and slowly build on more information, while
giving the students more independence to learn by themselves. By the end of the lesson, students
should be working on the new material by themselves, without my intervention.

Describe how you will check for students understanding before moving on to guided practice.

20 | P a g e
I will work some problems with the students on the board to check for their understanding of the
material.

We Do
(Teacher engages students in guided practice)
Describe the learning activities you will use to provide students multiple opportunities to practice the
skills and content needed to meet the learning objective(s).
In partners, students will complete practice problems to test their understanding of the new material.
These questions will require their understanding of the new content, as well as what they have been
learning for the last weeks in the unit.

Describe how you will check for students understanding before moving on to independent practice.
As a class, we will go over the problems to check for understanding

You Do
(Students engage in independent practice)
Describe what the students will do to independently practice the knowledge and skills required by the
lesson objectives? (this is the post-assessment)
After the conclusion of the notes on Tuesday, students will be given a homework assignment to test
their understanding of the material. On Tuesday they will also receive the post-test, to check for their
understanding.

APPENDIX: Include a blank copy of your post-assessment.


Is your BLANK COPY of the post-assessment included at the end of this lesson plan?

Lesson Closing
Describe how you will reemphasize the lesson objective and any skills/content that were taught in an
interactive manner (whole/small group, etc.).
This material is built on for the next few lessons, and so there will be plenty of opportunities for
emphasizing skills.

ANALYZE
(This portion may only be done after the post assessment is collected/scored.)

Describe the results of the Post-Assessment and be sure to address the following:
Students progress from pre-to-post assessment. (if applicable)
Factors that may have influenced the post assessment results.
How the results of the post assessment highlight what areas of the lesson will require re-teaching (if
any).
21 | P a g e
If applicable, insert a table/chart/graph (below) that shows the post-assessment data results. If you
used the same document for both the pre and post assessments, it is strongly encouraged that you
show the comparison.
Mole Molarity
Block 1 90% 77%
Block 2 93% 74%
Block 4 87% 80%
Insert an image of your table/chart/graph here.

Description:
Students showed significant improvement, and would carry this improvement onto the test, where they would
get similar scores on the specific questions related to moles and molarity.

REFLECT
List and describe two things you feel you did well to plan, implement, or assess instruction (successes).
The students seemed to enjoy working in partners, and showed better understanding that way
There was a significant increase from pre- to post-test knowledge

List and describe two things you feel were challenges during the planning, implementation and/or
assessment of the lesson.
I am still struggling with engaging the students in the material
Some students slipped between the cracks because they had partners to lean on

List and describe two ideas for redesign you would make if you were to teach this lesson again.
I would spend more time on the mole concept, and include more hands-on applications
I would have more practice problems, so that I could accurately judge every students understanding.

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Pre and Post tests:
Name ____________________________________ Block ___________________________

Define the following terms:

Mole

Molarity

Solve the following equation:

If you have 64 grams of oxygen gas (O2), how many grams of hydrogen gas (H2) will you need in order to
produce 4 moles of water?

Name ____________________________________ Block ___________________________

Define the following terms:

Mole 6.022x10^23

Molarity moles/liter

Solve the following equation:

If you have 64 grams of oxygen gas (O2), how many grams of hydrogen gas (H2) will you need in order to
produce 4 moles of water?

4 moles H20 x (2 mol H2/1 mol H2O)(2g H2/1 mol H2)= 16 grams H2

23 | P a g e
Millicent Atkins School of Education: Common Lesson Plan Template

Teacher Candidate Name: Megan Brink


Grade Level: 11th Grade
Subject: Chemistry for the Community
Date: Thursday, March 30, 2017
PLANNING
List the Common Core/State Standard(s) to be addressed in this lesson:

HS-PS1-2
Construct and revise an explanation for the outcome of a simple chemical reaction based on the outermost
electron states of atoms, trends in the periodic table, and knowledge of the patterns of chemical properties.
List the Learning Objective(s) to be addressed in this lesson. Use the following format: Students will
be able to

Students will be able to predict the products of a combustion reaction and will be able to calculate the
heat of combustion for the reaction.

Describe how the objective is relevant to students lives.

Combustion reactions power our electronics, heat our homes, and fuel our cars. Without a predictable
combustion reaction, scientists wouldnt be able to determine fuel efficiency or come up with more
eco-friendly alternative to fossil fuels.

List the words relevant to the content area that you will either introduce and/or review during your
lesson.

Product, reactant, yield, heat of combustion

List the materials you will need to teach the lesson.

Whiteboard and powerpoint; heat of combustion worksheet, lab materials {pop cans, candles, cold
water, thermometers, stir rods, ring stands}

ASSESSMENT
Pre-Assessment: Describe the instrument or process you will use to measure students level of
understanding toward the learning objective(s) prior to teaching the lesson.

24 | P a g e
In a prior lesson, students were introduced to the concept of a combustion reaction when they
learned about balancing simple equations. As a part of this prior lesson, students were given an
assignment with one combustion reaction to be balanced. The students knowledge of the subject was
judged from this assignment.

APPENDIX: Include a blank copy of the lesson pre-assessment. (if applicable)

Is your pre-assessment included at the end of this lesson plan?


Describe the timeline as to when you plan to administer the pre-assessment?
(Recommended timeline is a minimum of two days prior to teaching your lesson).

The pre-assessment was delivered a few weeks prior to the lesson, because there was a period of time
in between in which students were not always in class at the same time.

Create and insert a table/chart/graph that shows the pre-assessment data results. (if applicable)

Insert an image of your table/chart/graph here.


Description:
About 30% of students could completely balance the equation. A further 40% made one critical error
that kept them from fully balancing, and the remaining 30% made more than one critical error, or did
not begin to set up the problem correctly.
Describe how the results of the pre-assessment (what the students have demonstrated they know) will
be used to design the lesson objectives, instruction, and post-assessment.

Many of the students were able to begin the process of balancing the reaction, but a good portion of
them could not complete the balancing. There would come a point where they almost had it, but
wouldnt finish checking their work, or would stop with an incomplete answer. In the lesson, more
emphasis will be put on the steps of balancing and how to check your work, to make sure that the
students are understanding all of the steps.

Post-Assessment: APPENDIX: Include a blank copy of the lesson post-assessment you will use to
measure students level of understanding toward the learning objectives after teaching the lesson.

Is your post-assessment included at the end of this lesson plan?

25 | P a g e
APPENDIX: Include a copy of a Key/Product (completed by you, the teacher) which provides a model of
the desired outcome.

Is your key included at the end of this lesson plan?

TECHNOLOGY
Describe the instructional and/or assistive technology that you plan to incorporate into the lesson to
enhance instruction and student learning.

Due to the limited nature of my schools tech access, this lesson will once again only employ a
powerpoint as technology. The rest of the lesson is boardwork for practice and a lab for content.

ACCOMMODATIONS
Describe the accommodations/differentiation/modifications you will use to meet the needs of all
learners and accommodate differences in students learning, culture, language, etc. * Be sure that
these accommodations are based on what you identified/described in your contextual information
(Task II).

Because this material has previously been introduced in another lesson, it is slightly more accessible to
the class. I have seen the students who struggle with the concept, and so can offer more support to
help them understand the new material.

This lesson has notes, on-board practice, a hands-on lab, and an assignment, and so offers multiple
types of learning for multiple types of students. It is interpersonal with the lab, kinesthetic with the
activity, logical/mathematical with the board work, and so on.

Because the lesson is very math-based, it seems to work well with the ELL students in the class. They
understand the hard math concepts much easier than the more term-heavy work we have been
covering.

MANAGEMENT
26 | P a g e
Identify the management and motivational strategies you will use to meet student
behavioral/developmental needs in order to keep students on task and actively engaged throughout
the lesson.

For the lab, students will be allowed to work in groups. They will also get to work with candles and
burning in the lab, which seems to hold their attention well and keep them on-task. If students work
well and stay on-task, they will be rewarded with a few minutes at the end of class. This is an
engagement method that I usually employ with good results in my classrooms.

LESSON IMPLEMENTATION
I Do
(Teacher introduces lesson and models expected outcome of learning objectives)
Describe how you will activate student interest and present the learning objective in an engaging way
(this is your lesson opening).
The lesson will begin with a short lesson on the proper mechanics for balancing these more complex
type of equations, along with helpful tips and a specific order to start in to make the equation easier.
The equation for heat of combustion will also be discussed, and students will write down the formula
and definitions on their study guide.

Describe how you will communicate (to students) how the objective is relevant to their lives.
Thermal energy is one of the most common waste products of chemical reactions. Being able to
calculate this energy is critical to understanding chemical efficiency and for finding better resources in
todays world.

Describe what instructional strategies you will use to model/explain/demonstrate the knowledge and
skills required of the objective. (cite theories/theorists)
ZPD and ScaffoldingI will start with what students know (what they learned from previous sections
and what they show competency with from the pre-test) and slowly build on more information, while
giving the students more independence to learn by themselves. By the end of the lesson, students
should be working on the new material by themselves, without my intervention.

Describe how you will check for students understanding before moving on to guided practice.
I will use the 5 fingers method to check for understanding during notes. After various concepts, I will
ask students to hold up their hand with how confident they are about the informationfive fingers
means they are completely confident, and 1 finger means they have no idea what is going on.

We Do

27 | P a g e
(Teacher engages students in guided practice)
Describe the learning activities you will use to provide students multiple opportunities to practice the
skills and content needed to meet the learning objective(s).
Students will work practice problems as they are presented on the board. Then, students will break
into groups and complete a lab in which they use the formulas to calculate heat of combustion for
paraffin, using soda cans of cold water and candles.

Describe how you will check for students understanding before moving on to independent practice.
Students will be called upon to give definitions, terms, and final answers for the practice problems.
During the lab, I will observe the students and check in on their progress on the questions the lab has
them answer.

You Do
(Students engage in independent practice)
Describe what the students will do to independently practice the knowledge and skills required by the
lesson objectives? (this is the post-assessment)
Once the lab is complete, students will get a short practice worksheet with more equations to be solved.

APPENDIX: Include a blank copy of your post-assessment.


Is your BLANK COPY of the post-assessment included at the end of this lesson plan?

Lesson Closing
Describe how you will reemphasize the lesson objective and any skills/content that were taught in an
interactive manner (whole/small group, etc.).
As a class, we will discuss the lab. Students will put their calculated heat of combustion on the board,
and we will compare their class average with the actual, book-given heat of combustion for paraffin.
We will then discuss possible areas of error in the students lab work.

ANALYZE
(This portion may only be done after the post assessment is collected/scored.)

Describe the results of the Post-Assessment and be sure to address the following:
Students progress from pre-to-post assessment. (if applicable)
Factors that may have influenced the post assessment results.
How the results of the post assessment highlight what areas of the lesson will require re-teaching (if
any).
If applicable, insert a table/chart/graph (below) that shows the post-assessment data results. If you
used the same document for both the pre and post assessments, it is strongly encouraged that you
show the comparison.

28 | P a g e
Heat of Combustion Thermal Calculations
Block 1 89% 67%
Block 2 93% 73%
Block 4 76% 58%
Insert an image of your table/chart/graph here.

Description:
Students understood the heat of combustion, but had some difficulty remembering the formula and applying it
for calculating thermal energy.

REFLECT
List and describe two things you feel you did well to plan, implement, or assess instruction (successes).
The students were focused and did well in their lab
Students showed good progress on the post test

List and describe two things you feel were challenges during the planning, implementation and/or
assessment of the lesson.
There was a bit too much planned for the day, and some students struggled to stay on track
Students who were gone for class today had significant troubles making up the missing work

List and describe two ideas for redesign you would make if you were to teach this lesson again.
I would spend more time on the practice calculations, and push the lab to another day

I would have more of the class be student- led; have students come up to the board to solve problems

Pre Test:

(from the book) write a balanced chemical equation for the combustion of butane

Ans:

C4H10 + 9O2 4CO2 +10H2O

29 | P a g e
Post Test:

Name_____________________________ Block_______________

1) What does Heat of Combustion Mean?

2) What is the formula used to calculate heat? What do all of the variables mean?
3) If 50 g of water are heated from 20*C to 30*C, how much heat is required?

Name_____________________________ Block_______________

1) What does Heat of Combustion Mean?


The amount of heat released by burning one gram of a substance

2) What is the formula used to calculate heat? What do all of the variables mean?

Q= mcT

Q= Thermal energy (joules)

m= Mass (grams)

c= Specific Heat (j/gC)

T= change in temperature (C)

3) If 50 g of water are heated from 20C to 30C, how much heat is required?

Q= (50g)*(4.2 J/gC)*(10C) = 2100 Joules (2.1 kJ)

30 | P a g e
Millicent Atkins School of Education: Common Lesson Plan Template

Teacher Candidate Name: Megan Brink


Grade Level: 11th Grade
Subject: Chemistry for the community
Date: Friday, April 7, 2017
PLANNING
List the Common Core/State Standard(s) to be addressed in this lesson:

HS-ESS3-2
Evaluate competing design solutions for developing, managing, and utilizing energy and mineral resources
based on cost-benefit ratios
List the Learning Objective(s) to be addressed in this lesson. Use the following format: Students will
be able to

At the completion of this lesson, students will be able to list pros and cons for a variety of alternative
energy sources, and will be able to provide detailed information on the topic they are assigned

Describe how the objective is relevant to students lives.

Fossil fuels are running out. No matter the conservation efforts and new levels of fuel efficiency,
eventually there will be no coal, oil, or natural gas left. At that point, having an understanding of
alternative energy sources will be critical to a successful life. Encouraging students to learn about
alternative energy now will help them embrace the new technology of tomorrow.

List the words relevant to the content area that you will either introduce and/or review during your
lesson.

Fossil fuel, alternative energy, oil shale, hydroelectric, geothermal, solar

List the materials you will need to teach the lesson.

Powerpoint with instructions, computers for research

ASSESSMENT
Pre-Assessment: Describe the instrument or process you will use to measure students level of
understanding toward the learning objective(s) prior to teaching the lesson.
31 | P a g e
Students will be given a physical pre-assessment. The pretest asks the students to define some key
terms, list the renewable resources, and give some pros and cons of each. All of this material may be
new or familiar to the students, depending on their exposure to the renewable resource concepts, and
so the pre-test is especially important to judge how in-depth the content will have to be covered. The
final presentations will be counted as the students post-assessment, along with some questions that
will be included on the unit test.

APPENDIX: Include a blank copy of the lesson pre-assessment. (if applicable)

Is your pre-assessment included at the end of this lesson plan?


Describe the timeline as to when you plan to administer the pre-assessment?
(Recommended timeline is a minimum of two days prior to teaching your lesson).

Click here to enter text.

Create and insert a table/chart/graph that shows the pre-assessment data results. (if applicable)

Insert an image of your table/chart/graph here.


Description
Students were able to name some pros and cons, but generally could not give anything more specific
than renewable or expensive
Describe how the results of the pre-assessment (what the students have demonstrated they know) will
be used to design the lesson objectives, instruction, and post-assessment.

If students have a firm grasp of the different types of renewable energy, but a poor understanding of
the pros and cons, I will focus more there and spend more time in the group discussion portion of the
lesson. If students continually focus on certain energy sources and don't mention others, the ones they
forget will have more time spent on them in lecture.

Post-Assessment: APPENDIX: Include a blank copy of the lesson post-assessment you will use to
measure students level of understanding toward the learning objectives after teaching the lesson.

32 | P a g e
Is your post-assessment included at the end of this lesson plan?

APPENDIX: Include a copy of a Key/Product (completed by you, the teacher) which provides a model of
the desired outcome.

Is your key included at the end of this lesson plan?

TECHNOLOGY
Describe the instructional and/or assistive technology that you plan to incorporate into the lesson to
enhance instruction and student learning.

For this lesson, students will be asked to complete projects on different alternative energy sources.
They will have to use laptop computers for research, and to create their powerpoint/google slides
presentation.

ACCOMMODATIONS
Describe the accommodations/differentiation/modifications you will use to meet the needs of all
learners and accommodate differences in students learning, culture, language, etc. * Be sure that
these accommodations are based on what you identified/described in your contextual information
(Task II).

Because this lesson is over many days and allows students to use technology to complete their own
research, students can complete the assignment at their own pace and find their own answers to
questions they may have. The requirements for the presentation will be clearly outlined and students
will receive a rubric, so they will know exactly what is expected of them during the project. Students
will be allowed to pick their own groups, and so can choose to work independently if they would
prefer, or can work in groups of up to 3. At the end of the lesson students will take a short survey to
indicate how helpful their peers were in the project.

MANAGEMENT
Identify the management and motivational strategies you will use to meet student
behavioral/developmental needs in order to keep students on task and actively engaged throughout
the lesson.

33 | P a g e
Students will be told that if they dont use their time wisely, they will not get as much time in class to
do their research. Reminders will be given periodically during the research phase in order to keep
students on task. During presentations, students will be taking notes (two pros, two cons and one
interesting fact per resource) in order to keep them paying attention and to help them study for
questions on the test.

LESSON IMPLEMENTATION
I Do
(Teacher introduces lesson and models expected outcome of learning objectives)
Describe how you will activate student interest and present the learning objective in an engaging way
(this is your lesson opening).
I will present a short lesson with key terms students need to know for their study guides, and will talk
about fossil fuels. I will then introduce the research project and outline what is expected of the
students. Students will have time to pick their groups, and then groups will draw numbers to designate
priority in picking research topics.

Describe how you will communicate (to students) how the objective is relevant to their lives.
During the lesson, we will discuss the cons of fossil fuels, and the need for sustainable energy in our
communities. Students will see how renewable resources can be used close to home, and their
benefits.

Describe what instructional strategies you will use to model/explain/demonstrate the knowledge and
skills required of the objective. (cite theories/theorists)
Direct instruction/Scaffolding: Students will learn key terms and basic content by lecture and notes, in
order to ensure they have study materials for the unit test. This also gives a scaffold for students to
build upon as they move into the presentations-- students are uniformly familiar with the terms and
types of resource, and so can communicate effectively in groups.

Peer teaching: As groups, students will learn the continuing material and then teach it to their peers.

Describe how you will check for students understanding before moving on to guided practice.
Students will be given the rubric once their groups have been picked, topics have been chosen, and
students understand what is expected of them. At this time, students will also be able to ask any
questions they have about the project.

We Do
(Teacher engages students in guided practice)

34 | P a g e
Describe the learning activities you will use to provide students multiple opportunities to practice the
skills and content needed to meet the learning objective(s).
Students will research and create presentations about renewable resources and other alternative
fuels. There presentations will have to include a short video on the subject, pros, cons, history, and
uses of the technology.

Describe how you will check for students understanding before moving on to independent practice.
Students will have their presentations and a printed abstract of their project ready to go in order to
present to the class.

You Do
(Students engage in independent practice)
Describe what the students will do to independently practice the knowledge and skills required by the
lesson objectives? (this is the post-assessment)
Students will present their powerpoint to the class, and the class will take notes on the presentation. In this way
they show their understanding and also study for the test.

APPENDIX: Include a blank copy of your post-assessment.


Is your BLANK COPY of the post-assessment included at the end of this lesson plan?

Lesson Closing
Describe how you will reemphasize the lesson objective and any skills/content that were taught in an
interactive manner (whole/small group, etc.).
As a class, we discussed some of the fun facts that students pulled from the presentations.

ANALYZE
(This portion may only be done after the post assessment is collected/scored.)

Describe the results of the Post-Assessment and be sure to address the following:
Students progress from pre-to-post assessment. (if applicable)
Factors that may have influenced the post assessment results.
How the results of the post assessment highlight what areas of the lesson will require re-teaching (if
any).
If applicable, insert a table/chart/graph (below) that shows the post-assessment data results. If you
used the same document for both the pre and post assessments, it is strongly encouraged that you
show the comparison.

35 | P a g e
Insert an image of your table/chart/graph here.

Description:
Following the lesson, students were much more capable of naming specific pros and cons of alternative energy
sources.

REFLECT
List and describe two things you feel you did well to plan, implement, or assess instruction (successes).
Students listened well to other presentations, because of the need to take notes
Students worked well in groups and rarely had inter-group conflict

List and describe two things you feel were challenges during the planning, implementation and/or
assessment of the lesson.
Students did not use their time wisely for research
Some groups had very poor presentation skills

List and describe two ideas for redesign you would make if you were to teach this lesson again.
I would put points on the rubric for group participation and good presentation skills
I would have checkpoints built in to the timescaleby the end of day one, ___ should be done

36 | P a g e
Pre- and Post Test:

(projected on board) Name a specific pro and con for the following alternative energy sources:
1) Hydroelectric energy
Pro: very efficient
Con: blocks streams, disrupting wildlife
2) Solar energy
Pro: can be used off the grid
Con: only works during the day
3) Biomass and Biodiesel
Pro: Can be easily made and used in modern equipment
Con: still produces pollution

37 | P a g e
Millicent Atkins School of Education: Common Lesson Plan Template

Teacher Candidate Name: Megan Brink


Grade Level: 11th Grade
Subject: Chemistry for the Community
Date: Tuesday, April 18, 2017
PLANNING
List the Common Core/State Standard(s) to be addressed in this lesson:

HS-PS1-3
Plan and carry out an investigation to gather evidence to compare the structure of substances at the bulk scale
to infer the strength of electrical forces between particles.
List the Learning Objective(s) to be addressed in this lesson. Use the following format: Students will
be able to

At the conclusion of this lesson, students will be able to relate the concepts of potential and kinetic
energy to the concepts of intermolecular strength, by performing and analyzing a lab experiment using
these ideas.

Describe how the objective is relevant to students lives.

Energy is an integral part of our everyday lives. The conversion from one type of energy to another is
an unconscious, continual process, and the materials that complete these conversions more efficiently
are highly sought after.

List the words relevant to the content area that you will either introduce and/or review during your
lesson.

Percent efficiency; Kinetic Energy, Potential Energy, Intermolecular bonds

List the materials you will need to teach the lesson.

Lab materials (glue, borax, cups, water, cornstarch; powerpoint to show lab instructions; lab
handouts; meter sticks

ASSESSMENT

38 | P a g e
Pre-Assessment: Describe the instrument or process you will use to measure students level of
understanding toward the learning objective(s) prior to teaching the lesson.

Students were assigned questions from their textbook to gauge their understanding of energy
conversions prior to the lesson. A high degree of knowledge was expected of them, as we have been
covering this material in class up to this point.

APPENDIX: Include a blank copy of the lesson pre-assessment. (if applicable)

Is your pre-assessment included at the end of this lesson plan?


Describe the timeline as to when you plan to administer the pre-assessment?
(Recommended timeline is a minimum of two days prior to teaching your lesson).

The pre-test assignment was handed in on Wednesday, before the students left for their Easter break.
The lesson is being administered the following Tuesday

Create and insert a table/chart/graph that shows the pre-assessment data results. (if applicable)

Potential Kinetic
Block 1 80% 85%
Block 2 83% 93%
Block 3 78% 85%
Description:
Students were expected to already have a grasp of the concepts involved in the lab, which was shown
by their performance on the pre-test
Insert an image of your table/chart/graph here.
Describe how the results of the pre-assessment (what the students have demonstrated they know) will
be used to design the lesson objectives, instruction, and post-assessment.

If students are not as comfortable with the material from the homework that is related to this lab, I
will need to spend more time reviewing with them before they start

Post-Assessment: APPENDIX: Include a blank copy of the lesson post-assessment you will use to
measure students level of understanding toward the learning objectives after teaching the lesson.

Is your post-assessment included at the end of this lesson plan?

APPENDIX: Include a copy of a Key/Product (completed by you, the teacher) which provides a model of
the desired outcome.

Is your key included at the end of this lesson plan?

39 | P a g e
TECHNOLOGY
Describe the instructional and/or assistive technology that you plan to incorporate into the lesson to
enhance instruction and student learning.

I will use a powerpoint as a visual aid for instructions and lab report format notes, but otherwise this
lesson is all a very hands-on lab that students will complete from paper worksheets and by making
physical models.

ACCOMMODATIONS
Describe the accommodations/differentiation/modifications you will use to meet the needs of all
learners and accommodate differences in students learning, culture, language, etc. * Be sure that
these accommodations are based on what you identified/described in your contextual information
(Task II).

This lab is very hands-on and structured, which seems to work well for my ELL students. I can
physically show how to do the first portion of the lab, and then the rest of it follows a similar format
that everybody in the class can repeat. I will explain the lab and expectations first, and then give the
students a handout with the same instructions, and then also assist them during the lab, to be sure
that all of the students understand what is being asked of them.

MANAGEMENT
Identify the management and motivational strategies you will use to meet student
behavioral/developmental needs in order to keep students on task and actively engaged throughout
the lesson.

In all of my classes, there are a few students that struggle with the self-discipline necessary to
complete work quietly and efficiently. In order to help maintain control, I will give the class an outline
of the block, and let them know exactly when things are expected to be completed. If students work
well, they will be rewarded with the last few minutes of class. If they dont work well, they will have
more practice problems to complete.

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I have been allowing students to work in their own assigned lab groups. This allows them to work with
whom they are comfortable, while also giving them something that can be taken away should their
behavior become a problem.

LESSON IMPLEMENTATION
I Do
(Teacher introduces lesson and models expected outcome of learning objectives)
Describe how you will activate student interest and present the learning objective in an engaging way
(this is your lesson opening).
To begin the lesson, I will go over one of the questions from their homework they submitted on
Wednesday, as a refresher of the material we covered nearly a week ago before they left on Easter
break. I will also present the instructions for the lab and lab report that students will be completing,
along with a review of the key concepts they will need to complete it..

Describe how you will communicate (to students) how the objective is relevant to their lives.
Energy conversions drive our world. Students will learn about the processes that go into making more
efficient materials to more cheaply convert one type of energy into another.

Describe what instructional strategies you will use to model/explain/demonstrate the knowledge and
skills required of the objective. (cite theories/theorists)
ZPD and ScaffoldingI will start with what students know (what they learned from previous sections
and what they show competency with from the pre-test) and slowly build on more information, while
giving the students more independence to learn by themselves. By the end of the lesson, students
should be working on the new material by themselves, without my intervention.

Describe how you will check for students understanding before moving on to guided practice.
I will work some problems with the students on the board to check for their understanding of the
material.

We Do
(Teacher engages students in guided practice)
Describe the learning activities you will use to provide students multiple opportunities to practice the
skills and content needed to meet the learning objective(s).
I will explain the steps of the lab, showing the students how to complete the first section. After this
point, students will move to groups and do the rest of the lab with my supervision and support.

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Describe how you will check for students understanding before moving on to independent practice.
Students will have to ask my approval to continue to the experimental final step, which will allow me
to see their hypothesis and check for their understanding of the procedures involved.

You Do
(Students engage in independent practice)
Describe what the students will do to independently practice the knowledge and skills required by the
lesson objectives? (this is the post-assessment)
Students will complete a lab report, detailing what they did and what they learned, along with some
problems to test their mathematical understanding of the involved concepts.

APPENDIX: Include a blank copy of your post-assessment.


Is your BLANK COPY of the post-assessment included at the end of this lesson plan?

Lesson Closing
Describe how you will reemphasize the lesson objective and any skills/content that were taught in an
interactive manner (whole/small group, etc.).
If there is enough time left in class, we will discuss the lab and what the groups discovered. Students
will be asked to report their trials efficiency on the whiteboard so the class can compare them.

ANALYZE
(This portion may only be done after the post assessment is collected/scored.)

Describe the results of the Post-Assessment and be sure to address the following:
Students progress from pre-to-post assessment. (if applicable)
Factors that may have influenced the post assessment results.
How the results of the post assessment highlight what areas of the lesson will require re-teaching (if
any).
If applicable, insert a table/chart/graph (below) that shows the post-assessment data results. If you
used the same document for both the pre and post assessments, it is strongly encouraged that you
show the comparison.

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Insert an image of your table/chart/graph here.

Description:
Students completed lab reports detailing their observations.

REFLECT
List and describe two things you feel you did well to plan, implement, or assess instruction (successes).
Students enjoyed the lab, and seemed to understand everything involved
Students had the background necessary to answer questions with minimal teacher input

List and describe two things you feel were challenges during the planning, implementation and/or
assessment of the lesson.
This lesson was at the end of a unit, after students had been gone from school for nearly a week. It
was difficult to find a way to tie everything together while holding student attention.
Timing was difficult to get correctsome blocks took much longer to complete the lab than others did

List and describe two ideas for redesign you would make if you were to teach this lesson again.
I would have students do more calculations with their lab report
I would have students test more substances to refine their hypothesis from the lab

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Pre Test:

(from the book) categorize these as potential or kinetic energy:


A skateboard at the top of a hill Potential
A battery in a flashlight that is turned off Potential
A rollercoaster going down a hill Kinetic
A ball that has been dropped kinetic

Post Test:

(questions from lab report)


1) What was the efficiency of the ball you made? How does it compare to the efficiency of a
store-bought bouncy ball? (usually around 20%, sometimes lower; store-bought are around
80%)
2) What is this efficiency measuring? (the conversion of potential to kinetic energy)

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Teacher Work Sample Scoring Rubric
Student Teaching

Teacher Candidate Name:_________________________________________________________________


Semester: Spring Fall Year 20____
Grade/Subject Area______________________________________________________________________

Task I: Professional Goal Setting


Components Advanced/Excellent Proficient/Competent Basic/Developing Below Basic/
4 3 2 Needs Work
1
Candidate identifies one Candidate identifies one goal Candidates identifies one Candidate does not
well-planned goal and and communicates goal but does not identify a well-planned
effectively communicates reasons/justifications for why adequately provide goal nor provide a reason
reasons/justifications for why s/he chose the goal. reasons/justifications for for the selection of the
s/he chose the goal. the selection of the goal. goal.
Candidate provides an
Candidate provides a action plan for the
Candidate provides an Candidate does not
detailed action plan for the achievement of the goal and
action plan for the provide an action plan for
achievement of the goal and cites resources s/he will use
achievement of the goal the achievement of the
Professional Goal cites any specific resources to enhance goal
s/he will use to enhance goal achievement efforts. but needs to work to goal.
Setting and Reflection develop a more specific
achievement efforts.
Candidate effectively list of resources to be Candidate is not clearly
Candidate is highly effective communicates any used for achievement of able to reflect on his/her
at communicating any progress/growth made that goal. performance in the area
progress/growth made toward the goal in the of goal
toward the goal in the reflection. Candidates reflection on setting/achievement.
reflection. goal achievement is
minimal and needs
development.
Task II: Contextual Information
Components Advanced/Excellent Proficient/Competent Basic/Developing Below Basic/
4 3 2 Needs Work
1
Candidate clearly identifies Candidate identifies several Candidate identifies very Candidate does not
numerous contextual factors contextual factors contextual few contextual factors identify the contextual
which may impact the factors which may impact the which prohibits his/her factors.
instructional strategies, strategies, approaches, and ability to fully recognize
approaches, and assessments used to any impact those factors
Contextual Factors assessments used to support support their students would have had on
their students learning. learning. potential strategies,
approaches, and
assessments used to
support their students
learning.
Task III: Instructional Design and Implementation
Components Advanced/Excellent Proficient/Competent Basic/Developing Below Basic/
4 3 2 Needs Work
1
All lessons contains Most lessons contains Lessons contain minimal Lessons contain no
evidence of setting evidence of setting evidence of setting evidence of setting
measurable objectives that measurable objectives that measurable objectives measurable objectives
are clearly aligned with are aligned with specific that are only somewhat and are not aligned with
Standards/Objectives specific state and/or national state and/or national aligned with specific specific state and/or
standard(s). standard(s). state and/or national national standard(s).
standard(s).

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Lessons allow for numerous Lessons allow for Lessons allow for no
connections across the connections across the Lessons allow for very apparent connections
curriculum which serve to curriculum which serve to few connections across across the curriculum;
build understanding, and build understanding, and the curriculum which do students are not able to
encourage application to real encourage application to real not build understanding, build an understanding or
world issues. world issues. nor encourage apply to real world issues.
application to real world
issues.

Incorporates a well-aligned Incorporates a pre- Incorporates a pre- Does not incorporate


pre-assessment to measure assessment to measure assessment which evidence of a pre-
students prior knowledge of students prior knowledge of partially measures assessment to measure
the learning objective and the learning objective and students prior students prior knowledge
purposefully utilizes the somewhat utilizes the results knowledge of the of the learning objective.
results to inform to inform planning/instruction learning objective but
planning/instruction for the for the lesson and post fails to adequately utilize Does not include copies
lesson and post assessment. assessment. the results to inform of the Pre- and Post-
planning/instruction for Assessments used.
Includes copies of the Pre- Includes copies of the Pre-
Assessment the lesson and post Does not include a copy
and Post-Assessments used. and Post-Assessments assessment.
used. of a key/product to show
Includes a copy of a high Includes copies of the desired outcome.
quality key/product to show Includes a copy of a Pre- and Post-
desired outcome. key/product to show desired Assessments used.
outcome.
Includes a copy of a
key/product to show
desired outcome.

Purposefully and consistently Incorporates the use of Is still developing the Does not incorporate the
incorporates the use of available technology to ability to incorporate the use of available
available technology to somewhat enhance use of available technology to enhance
further enhance instruction in instruction in ways that technology to enhance instruction nor provide an
ways that authentically engage most of the students instruction in ways that explanation for why
engage all students in the in the learning experience. engage the students in technology is not utilized.
Technology learning experience. For For cases where technology the learning experience.
cases where technology is is not utilized, candidate For cases where
not utilized, candidate provides an explanation. technology is not utilized,
provides a logical candidate provides an
explanation. explanation.

Purposefully adjusts Adjusts instruction during Attempts to adjust Does not adjust
instruction during lesson lesson planning and instruction during lesson instruction during lesson
planning and implementation implementation in order to planning and planning and
in order to significantly meet meet some of the identified implementation but the implementation in order to
Differentiation, all of the identified needs of needs of individuals, small differentiated instruction, meet the identified needs
individuals, small groups or groups or the class by accommodations and of individuals, small
Accommodations,
the class by including including general methods of modifications used do groups or the class. No
and Modifications specific methods of differentiation, not fully meet the differentiation,
differentiation, accommodations and identified needs of accommodations and
accommodations and modifications. individuals, small groups modifications present.
modifications. or the class.

Numerous Management and Management and Management and


management/motivational motivational strategies are motivational strategies motivational strategies to
strategies are clearly identified and rationale is are not clearly identified enhance student
identified and rationale provided for how these and rational is lacking engagement and learning
provided for how these strategies enhance student evidence of how these are not identified.
Management
strategies serve to engagement and learning. strategies fully serve to
significantly enhance both enhance student
student engagement and engagement and/or
learning. learning.

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Purposefully activates Activates student interest by Attempts to activate There are no clear
student interest by including an student interest but attempts to activate
consistently including a effective/engaging needs to work to develop student interest.
highly-effective/engaging introduction and closing. a more effective lesson Candidate does not
introduction and closing. opening and closing. include evidence of an
Introduces and reinforces effective opening and/or
Effectively introduces and the learning objective(s) so Needs to be more closing.
repeatedly reinforces the that students are cognizant purposeful about
learning objective(s) so that of expected outcomes. introducing and Learning objective is not
students are cognizant of reinforcing the learning reinforced throughout the
expected outcomes. Presents all content in a objective so that the lesson.
sequential manner and students are cognizant of Content is not presented
Presents all content in a provides opportunities for expected outcomes. in a sequential manner
sequential manner and modeling and practicing the and candidate does not
provides numerous skills and content needed to Content is not always provide evidence of
opportunities for modeling meet the learning presented in a sequential allowing opportunities for
and practicing the skills and objective(s). manner and candidate modeling and practicing
content needed to meet the needs to provide more the skills and content
learning objective(s). Checks for student opportunities for needed to meet the
understanding throughout modeling and practicing learning objective(s).
Lesson Consistently checks for most of the lesson cycle and the skills and content
Implementation student understanding provides evidence of re- needed to meet the Candidate does not check
throughout the entire lesson teaching/remediation where learning objective(s). for student understanding
(I Do/We Do/You Do) cycle and provides detailed necessary. throughout the lesson
evidence of re- Checks for student cycle and there is no
teaching/remediation where understanding evidence of re-teaching
necessary. Includes reasons for why the throughout most of the /remediation.
instructional strategies and lesson cycle and
Includes numerous detailed learning activities chosen for provides little evidence of Does not includes
reasons for why the the lessons are re-teaching/remediation reasons for why the
instructional strategies and where necessary. instructional strategies
developmentally appropriate
learning activities chosen for and learning activities
the lessons are (claims are somewhat chosen for the lessons
developmentally appropriate supported by relevant Includes reasons for why are developmentally
(claims are supported by theory/research that is cited). the instructional appropriate (claims are
relevant theory/research that strategies and learning not at all supported by
is clearly cited). activities chosen for the relevant theory/research
nor sufficiently cited).
lessons are
developmentally
appropriate (claims are
not sufficiently supported
by relevant
theory/research nor
sufficiently cited).

Includes professional-quality Includes average-quality Includes poor-quality No quality


table/charts/graphs which table/charts/graphs which table/charts/graphs table/charts/graphs which
clearly show post show post assessment which do not clearly show post assessment
assessment results (and pre- results (and pre-post show post assessment (and/or pre) results.
post comparison if comparison if applicable) results (or pre-post
applicable) comparison if applicable) Does not provide a
Provides a description of the description of the post
Provides detailed description post assessment results Provides a weak assessment results is
of the post assessment which somewhat addresses description of the post weak and illogical and
results which thoroughly most of the following items: assessment results does not address all of
addresses all of the following which does not the following items:
items : students progress toward adequately address the
Analyzes mastery of the objectives students progress toward
following items:
students progress toward from pre-to-post mastery of the objectives
mastery of the objectives students progress from pre-to-post
from pre-to-post factors that may have toward mastery of the
affected the post factors that may have
objectives from pre-to-
factors that may have assessment results affected the post
post
affected the post assessment assessment results
results how the results of the post factors that may have
assessment highlight what how the results of the
affected the post
how the results of the post areas of the lesson will post assessment highlight
assessment results
assessment highlight what what areas of the lesson
require re-teaching (if any)
areas of the lesson will how the results of the will require re-

require re-teaching (if any) post assessment


highlight what areas of

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the lesson will require re-
teaching (if any)

Identifies, describes, and Identifies, describes, and Identifies, describes, and Fails to adequately
explains more than two explains two successful explains only one identify, describe, or
Lesson Reflection: relevant successful teaching teaching strategies and/or successful teaching explain successful
strategies and provides provides supporting strategy and/or provides teaching strategies and
Successes detailed supporting evidence evidence for why they were only minimal supporting provides no supporting
for why they were effective. effective. evidence for why it was evidence.
effective.
Identifies and describes more Identifies and describes two Identifies and describes Fails to adequately
than two challenges challenges encountered only one challenge identify, describe, or
Lesson Reflection: encountered throughout throughout the lesson. encountered throughout explain challenges
lesson. the lesson. encountered throughout
Challenges
lesson.

Identifies and describes more Identifies and describes two Identifies and describes Fails to identify and
than two significant ideas for ideas for redesigning the one idea for redesigning describe an idea for
Lesson Reflection: redesigning the lesson and lesson and provides details the lesson and provides redesigning the lesson
Improvements provides full details to to support the redesign. very minimal details to and/or provides no details
support the redesign. support the redesign. to support the redesign.

Overall Professional Quality of Teacher Work Sample


Components Advanced/Excellent Proficient/Competent Basic/Developing Below Basic/
4 3 2 Needs Work
1
Content Organization: Content Organization: Content Organization: Content Organization:

All formatting requirements All formatting requirements Most formatting Few formatting
followed: (Cover page, followed: (Cover page, requirements followed: requirements were
references/credits, font and references/credits, font and (Cover page, followed: (Cover page,
spacing, anonymity) spacing, anonymity) references/credits, font references/credits, font
and spacing, anonymity) and spacing, anonymity)
Paper is well organized with Paper is organized.
clarity of thought and Paper is somewhat Paper requires much
purpose. organized but candidate better organization of
needs to continue to content and candidate
develop communicating needs to significantly
thought and purpose. develop in the area of
communicating thought
and purpose.
Writing Skills Conventions: Conventions: Conventions: Conventions:

Writing has very few errors in Writing has only occasional Writing has frequent Writing has numerous
spelling, grammar, errors in spelling, grammar, errors in spelling, errors in spelling,
punctuation, and/or sentence punctuation, and/or sentence grammar, punctuation, grammar, punctuation,
structure. structure, but does not and/or sentence and/or sentence
significantly detract from structure, and this structure, errors which
overall quality. somewhat detracts from significantly detract from
overall quality. overall quality.
Overall Quality: Overall Quality: Overall Quality: Overall Quality:

Professionally written, high- Adequately written, average Writing and quality of Poorly written, low-quality
quality paper. quality paper. paper are in paper. Resubmission
development but required.
resubmission is not
required.

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