O'Reilly+08+Science+Melting+Ice

Lesson Plan : Data Recording Sheet: Rating Scale (Informal Assessment) : Rubric for Quick-write (Formal):

1. Grade Level/Content: First Grade/ Properties of Ice and other substances 2. Objectives: See Lesson Plan 3. Assessment Criteria and instrument: See Lesson Plan, Rating Scale, and Rubric for Quick Write files 4. Analysis of Data: The students can work collaboratively and collectively. They can stay on task when assigned. Their struggles come with data recording.Also, I don't think I was very clear as to what they should write in their quick-write. Therefore, instead of giving examples of that quick write, the student work samples are from the data recording aspect of the lesson. 5. Student work samples a. High Performer: [|scan0008.jpg] b. Low Performer: [|scan0003.jpg] 6. Recommendations for future instruction for the entire class: From the data I collected, the entire class could use more inquiry-based instruction. They were unfamiliar to this type of lesson because they are used to being told exactly what to do, how to do it, and what result they should come up with in the end. I was asked many times if they were "doing it right" or if they were allowed to investigate in a certain way. This is very natural because of the lessons they are normally engaged in. Aside from this, the entire class could use a lesson on data collection and what the ways of observing something are. They know their senses but some students don't quite know what to do with them. 7. Recommendations for future instruction for the students you sampled: The low performer needs intense training on data collecting. This student barely wrote or drew anything besides two rectangles which can be assumed to be ice cubes. He did not know what was important or how to use the sheet. From other observations, he was also not very engaged with the lesson. He needs a more structured plan because the free inquiry nature of this lesson did not appeal to his learning style. It would have been better if I had given him an alternate data sheet and maybe modeled a few examples of what could be considered data. The high performer did a great job with recording data. This student drew pictures, wrote sentences, and made notes about each ice cube. Her fault came with the quick write at the end, which I can sum up to be my fault because I was not clear on what I was asking for. This student could use more vocabulary instruction so that she could describe her observations with more detail. Saying that the baking soda is not the best substance to use is a great start, but she could then be coached to give reasons why backed up with her observations.