Hargett_08_Science_Lesson

**(Lesson Plan)**

__**Grade Level:**__ First Grade


 * Objectives can be found within the lesson plan**


 * Instruments used:** Flower diagram worksheet and an "I notice, I wonder" chart.

High Performer
y

__**Analysis of Data:**__ I found that every student except one got the plant diagram completely correct. The one student who did not(which is the low performer) may have gotten confused or forgot to draw lines to the part of the plant that they were labeling. I did not really determine a way to assess the "I notice/I wonder" charts, however I was able to see vast differences between the level of detail and observation between the charts. The high perfomer gave a lot of specfic detail and wrote a lot. He also posed questions he had from his observations. The low performer had trouble spelling and was only able to write one oberservation and one question, both about the plant being "smushy." However, they did attempt to make a diagram of the plant which suggests to me that maybe the student is better at drawing their observations. I also need to take into account that the students are not used to hands-on science, and therefore were more caught up in experimenting than writing in their observation sheets.


 * Reccomendations for future teaching of whole class:** To make the plant diagram more comprehensive, I would maybe draw lines to the plant parts ahead of time, so there would be no confusion and I could focus on assessing student's knowledge. I would also hand out the diagram prior to the lesson to assess student prior knowledge because it seemed that the students were familiar with the parts of a plant already. Therefore, I would need to differentiate the lesson for those who already knew the parts of plant. Therefore, I might urge them to make predictions about the functions of each part. In terms of the chart, I might provide prompts for students who struggle such as "The plant feels like..." "The plant looks like..." I wonder what_is for." This way they do not have to focus on the writing aspect and can focus on what they are observing. I would also make sure to remind students that drawing a diagram is just as good as writing out their observations.


 * Reccomendations for future teaching of students who were sampled:** As mentioned, above, I would provide lines that marked where on the diagram to fill in the name of the part. I would also suggest to the high performer to make predictions of the function of the parts of the plant and provide them with the short answer assessment to answer questions and make predictions. For the low performer, I would provide them with written prompts within the observation sheets to help with their writing skills and to keep the focus on their scientific observations.