Unit Reflective Summary

Teacher Candidate for Science Endorsement: Alison Friend

School: Tritt Elementary School Grade: First Grade

Unit Topic: Weather/Precipation

Write a 1-2 page summary of your experiences teaching this unit, addressing the
following questions:

How well were the units student performance objectives attained? Were there
opportunities for the students to develop conceptual understanding through
engaging in the learning cycle (5Es)?

How did you use formative assessments to inform instructional decisions during
the unit?

Were the lessons/tasks scientifically worthwhile for all students? Were there
students that had difficulty achieving the goals of the unit?

Was there evidence of a classroom culture that honors inquiry, wrong answers,
personal challenge, collaboration, and disequilibrium as opportunities for new
learning by all students?

When you have the opportunity to re-teach this unit, what will you do differently
(strategies, teaching tools, assessments, etc.) to improve student learning for all
students?

Use this page as a cover sheet for your summary.

 The students were to ask questions to identify forms of precipitation such as rain,
snow, sleet, and hailstones as either solid (ice) or liquid (water). Lessons each day
followed the 5E format. Students were engaged through fun activities like playing with
water, ice, and snowballs. We listened to read alouds about precipitation. We learned
and sang a precipitation song to integrate music and movement. Instructional videos
were viewed as well to enhance learning. They were provided with opportunities to
explore to learn more about precipitation, liquids, and solids. Then, students would
explain their observations and discoveries through writing, iPad apps or drawings.
Anchor charts were created together to target science vocabulary and illustrations were
provided for visual learners and ESOL/EIP students. Elaboration was targeted through
discussions about the current hurricane season, flooding in Texas, and local preparations
for Hurricane Irma. Websites, videos, and science readers about severe weather were
provided for learning extensions focusing on what would happen if we had too much of
a specific type of precipitation or not enough precipitation. Student knowledge was
evaluated daily through observations, technology, and writing.

Student knowledge and understanding was assessed daily. Day one students
journaled about their learning. Few students needed to verbally explain what happened
prior to writing and/or needed teacher modeling. Day two students completed a graphic
organizer on precipitation research. This was challenging for them since it was their first
experience with recording research. Several students needed teacher support and some
students did not finish their work. Day three, students drew the types of precipitation
through an iPad app. They were every engaged and enjoyed this formative assessment.
Day four, the students sorted types of precipitation into liquid and solid. Instructional
time was extended on this day to clarify misconceptions on liquids and solids. Overall,
majority of the students were successful. A few students required reteaching.

The lessons and tasks were engaging and meaningful. Students were provided
opportunities to observe the different types of precipitation in our environment or
through models. Scientific hands on tasks were available. Since we are not able to
experience all four types of precipitation in September, we read several nonfiction
science books, watched real life videos, and researched online. Some of my ESOL
students needed extra support with the science vocabulary. Several students had
difficulty classifying precipitation as a liquid or a solid. We spent more time on this
standard to clarify their misconception that snow, sleet, and hail could be a liquid when
it melted. Overall, students mastered that standard by the end of the unit. A few
required reteaching.

Students made discoveries throughout the unit. We asked and answered questions
about precipitation, solids, and liquids. We explored wrong answers and misconceptions.
Students were provided opportunities to share their learning, understanding, thinking,
and knowledge with the class. During inquiry based lessons, students collaborated in
groups with their peers.
 If I were to teach this unit again, there are several areas I would change. The opening
of the lesson involved exploring and throwing snowballs. In the future, I would refocus
this engagement activity more to precipitation as students thought they were exploring
how it melts and evaporates. In lesson two, I would provide students with basic research
exploration, before having them research something specific for learning new standards.
Also, I would have them work with a partner on researching the types of precipitation to
ensure work completion. I think I should have collaborated with the ESOL teacher to
support student understanding of the science vocabulary. Last, I would spend more time
on liquids and solids due to student misconceptions.

Overall, this unit was successful. The student analysis and summative assessment
provided evidence that over 90% of my students mastered the earth science standards
taught.