MacDonald_portfolio_sciencelesson


 * Science Lesson:** [|macdonald lesson plan.docx]


 * Science Lesson Observational Checklist:** [|observational checklist.docx]


 * Science Lesson Rubric:** [|lesson plan assessment.docx]

1. **Grade Level** 2, **Content**: Dinosaurs and their remains

2. **Objectives**: Students will: 1. Explore the question, "How can we identify animals from their remains?" 2. Demonstrate and describe how the size of an animal can be determined by its remains. 3. Record accurate findings in a given chart with words and drawings. 4. Work in groups to answer the question. 3. **Assessment Criteria and Instrument:** The assessment is an observational checklist as well as a rubric. The worksheet that in posted as the assessment came from the district's science kit. The observational checklist and rubric apply to the lesson as a whole, both the worksheet and observation chart, student interaction, and following directions. 4. **Analysis of Data:** During the actual lesson, I forgot to complete the observational checklist. Perhaps it was too much to take on for my first lesson. The students did well on the worksheet, with the exception of minor directions that were not followed. The content, however, was understood and reflected in the students' writing. The worksheet itself does not reflect student's knowledge gained from the lesson. It was provided in the science kit, and I did not realize until after that it would not reflect well. The rubric, therefore, is not only about the worksheet but the students' work, communication, and ability to follow directions throughout the entire lesson. 5. **Sample of Student Work:** Student Work (low): **[|mac_science_low.jpg]** Student Work (high): [|mac_science_high_2.jpg]

6. **Recommendations for future instruction for entire class:** In future instruction, I would provide students with additional assessments for this particular lesson, other than what is included in the science kit. Other assessments could help students understand the content better, as well as provide teachers with insight into the students' understanding.

7. **Recommendations for future instruction for students sampled:** For the student under the sample of low performance, she did a good job. The only reason why she is under low performance is because she did not follow the directions completely. All students did well, however, so to say she was low performing seems a bit unfair. I would just make sure the directions were clear, and I'm sure she would have followed them more completely. For the student of high performance, I would have him elaborate more on his answers, because they are well written and he has bright ideas, so he could write more than just filling the lines provided.