Carnevale_08+Science


 * Grade Level:** 3
 * Content of Lesson:** Waterwheels
 * Objectives:** The students will create a model waterwheel to demonstrate the power of water. The students will show a willingness to consider alternative ideas of others in their group. The students will explore the variables that affect the waterwheel’s functioning.
 * Assessment Criteria and Instrument:** As the teacher I took anecdotal notes for student understanding by observing student’s prior knowledge, exploration approaches, and oral descriptions of waterwheels. I utilized the large sticker label method mentioned in class to execute my formative assessment. The students were also evaluated on their results of //Putting Water to Work// sheet and a quick write (see rubric) as a summative assessment.
 * Analysis of the Data:** Considering the students are not familiar with inquiry based science and are use to a more structured setup I was very pleased with the outcome of the lesson. Majority of the students were actively engaged and participating in the exploration of how to build a working waterwheel. There was a high level of excitement and enthusiasm in the classroom. However, I heard some students make negative comments about always doing it wrong. After analyzing student work I noticed students ran into the most trouble with the quick-write. Some students were not able to identify proper terms but supply a general description. Many students sketched detailed diagrams but did not include labels.
 * Recommendations for future instruction for the entire class:** I would encourage students utilize the proper vocabulary during discussions for practice. Also I would suggest labeling diagrams to help reinforce vocabulary and for clarification. Students should identify what measurement they are using in the challenge. I would also stress that there are no such thing as doing a wrong investigation! The whole point of inquiry based science is to keep trying out new ideas and make discoveries.
 * Recommendations for future instruction for the students sampled:** I would make a point to make sure the lower scoring student is taking the time to read directions thoroughly. The student seemed to rush through the worksheet causing him to miss important details in the directions. Through the student’s diagram and quick-write I could see that he had a very basic understanding of concepts. Overall the student needs more exposure to vocabulary and a more in depth understanding of concepts. The higher scoring student excelled in using the proper terms for materials. His work was labeled and concise. The student exhibited how to accurately record measurements. For future instruction I would further this students thinking by asking higher order questions to challenge and stimulate his mind.



//*See hard copies of student sample work and anecdotal notes//

Carisa Carnevale back to 452_08_Section_1