meagher_science

EDC 457 Inquiry based Ice Balloon Grade level: 5 Length of lesson: 40mins ||  STUDENT WORK WILL BE IN YOUR MAILBOX FRIDAY
 * || Nicole Meagher

Objectives Students will: Content: Investigate the properties of ice by exploring “What affects do you think the different materials will have on the ice?” Demonstrate using the different materials “what happens to the ice when different variables are introduced?” Students will:  Attitude: “What do you observe as you add new materials?” Work in groups of three or four to explore this question. 1.Curiosity: // Students show evidence of being curious by: // a) showing interest in new things b) exploring things and asking questions c) examining things carefully d) attempting to investigate things around them on their own 2. Respect for Evidence (Willingness to collect and use evidence): // Students show they have respect for evidence by: // a) realizing when the evidence doesn't fit their prediction or hypothesis b) reporting results which are supported by evidence c) showing a desire to collect further evidence to check conclusions d) recognizing that no conclusion is so firm that it can't be challenged by further evidence 3. Flexibility (Willingness to change ideas in the light of evidence): // Students show they are flexible by: // a) readily changing what they think  b) showing a willingness to consider alternative ideas c) relinquishing or changing ideas after considering evidence  d) seeking other ideas which may fit the evidence rather than accepting the first which seems to fit e) recognizing that ideas can be changed by thinking and reflecting about different ways of making sense of the same evidence  4. Critical Reflection (Willingness to review procedures critically)  // Students show evidence of critical reflection by: // a) reviewing what they have done after an investigation b) considering alternative procedures c) discussing ways in which what they have done could have been improved upon d) spontaneously reviewing and improving procedures at the planning stage, during the course of an investigation, and after completion Process:   Record accurate observations through words and drawings. “Where the results what you expected?” “How could you explore this further?   Students will:  1. Observe the ice balloon  2. hypothesize  3. plan an investigation  4. interpret their findings and draw conclusions  5. Communicate their findings to their peers and teacher  || || ** NSES Content Standard B: ** *  Properties of objects and materials   PS1 (5-6)-4 Students demonstrate an understanding of states of mater by… 4b predicting the effects of heating and cooling on the physical state, volume and mass of a substance. GSE **7a** explaining the processes of precipitation, evaporation, condensation as parts of the water cycle. || ||  For each group of 4 students will start with: *  1 ice balloon  I will later distribute (depending on the questions they ask) *  salt  Teacher: * chalk/marker board || Opening: Development: Closing: || # Ask students what they know about ice and what effects different things can have on it. Talk about how ice can melt and other properties of ice. So we’ve established when water gets really cold it freezes what happens when water gets really hot? (evaporates, boils) So water can be a gas, a liquid and a what? (solid) Today we are going to work with two different properties of H20. We will be using H20 as a solid and as a liquid. This should take approximately 15 minutes. BTS6 ||  Formative (informal): Teacher will check for understanding by observing student’s prior knowledge, exploration approaches, and oral descriptions. Teacher will also collect the six sentences the students wrote and apply these to a rubric. Summative (formal): Results of the ice balloon drawings and science journal. BTS Standard 9 || || #  The hands- on, inquiry based nature of the activity will allow students to come up with their own hypotheses and try then out. Students will be allowed with plenty of time to explore.  BTS 3&4 || || # <span style="FONT-FAMILY: 'Times New Roman', Times, serif"> Students will work in groups of 3 or 4 to come up with hypotheses and try and test them out. <span style="FONT-FAMILY: 'Times New Roman', Times, serif"> BTS 6 || <span style="FONT-FAMILY: 'Times New Roman', Times, serif"> Nicole Meagher EDC 457 Commentary <span style="FONT-FAMILY: 'Times New Roman', Times, serif"> The major objectives of the lesson were for students to investigate the properties of ice and draw pictures to record their findings, discuss whether ice floats, sinks, moves in the water verbally and record their findings, introduce light and see the effects if any on the ice, introduce other substances to the water/ice to test their hypotheses. Students were expected to show evidence of being curious, have a respect for evidence and to be flexible with their ideas. They were also asked to show evidence of critical reflection. Most of these objectives were met. The objective the majority of the students did not meet was that of drawing pictures to represent their findings. I encouraged students to draw what they saw yet received no drawings only written descriptions. If I were to do this lesson again I would put more stress on the drawings. Through this experiment students should further their understanding of properties of ice, position and motion of ice in water before and after other materials are introduced, the effects of light and heat on the ice. They should be able to predict the effects of different materials and demonstrate and understanding of recycling in the ecosystem through understanding the process of evaporation. <span style="FONT-FAMILY: 'Times New Roman', Times, serif"> Meagher 2 All the students in the classroom I was in have all encountered ice. The majority of the students have heard that salt melts ice and that’s why you use salt on your driveways in the winter. Many students assumed that the salt would have more of an effect on the ice. They made their hypotheses by use of prior knowledge and were able to test them out. Many used their knowledge of salt’s effects on ice to formulate hypotheses about the effects sugar would have on it. The flashlight symbolized a light/heat source. Heat effects ice. Students know that but also have used flashlights so they can take their knowledge of both of those to decide whether or not a flashlight produces enough heat to have an effect. Students also are away that ice is frozen water. Ice melts if it warms up. This is a major basis of the experiment. <span style="FONT-FAMILY: 'Times New Roman', Times, serif"> I brought in English by having students write complete sentences of their findings. Other then that I don’t think I really incorporated other subjects into the science lessons. I could have however introduced math into the lesson by way of graphs. If they had known to take the temperature of the water regularly they could have graphed the change in temperature. History could had been introduced by talking about how there used to be a lot more ice in the world and because there were glaciers, which are big blocks of ice, everywhere there were different species or populations were different. The Grand Canyon was formed by glaciers; this was another information tid bit I could have introduced. <span style="FONT-FAMILY: 'Times New Roman', Times, serif"> Meagher 3 I was pretty comfortable with the content. I know that ice is frozen water and can melt. I had done this experiment before so I had an idea when to introduce different materials. I have them salt after they had a chance to observe the ice balloon with the magnifying glass and waiting until after they used to salt to introduce the sugar. I wish had brought worksheets on the subject matter to pass out at the end after students had talked about what they learned. The worksheets could have furthered their understanding and led them to ask more and different questions. <span style="FONT-FAMILY: 'Times New Roman', Times, serif"> Students know that when the teacher is talking to the class they shouldn’t be talking. I had to ask for everyone’s attention but never had to resort to the lights off technique. I also did not have to raise my voice. Students already know what is expected of them through their classroom teacher and were well behaved. I did however have to remind students to fill in their t- charts and to write their six sentences. <span style="FONT-FAMILY: 'Times New Roman', Times, serif"> Students were arranged in three groups of four. Each set of four desks were arranged in a square and the materials were in the middle of the four tables. I felt if there were anymore students per group they would argue too much and wouldn’t get as much done. I was able to divide the class up evenly and found four to be a good number. Three students per group could have worked also worked well. Meagher 4 <span style="FONT-FAMILY: 'Times New Roman', Times, serif"> The Institute for Inquiry states that “learning with understanding starts from children’s ideas and involves children using process skills to gather and work with new evidence and other people’s ideas to change and develop their own ideas.” I provided students with materials and instructed them to observe, and ask questions and record their findings. Clifford says that “to have bono fide inquiry experiences, students must formulate their own questions, create hypotheses, and design investigations that test the hypotheses and answer the questions posed” which could not happen to the fullest extent had I merely told them what table salt or sugar does to ice. Students used the process skills of observing, questioning, hypothesizing, predicting, communicating and at times planning and interpreting. When students asked questions like “What will the sugar do” or “I wonder what the salt will do” I encouraged them to try it. I heard one student say there wasn’t enough water in the bucket and other said they couldn’t add more. I told the student they were allowed to use more water and that it was their experiment so they could use the materials any way they liked. Students had a hard time adjusting to this new way of experimenting. In hopes to cushion the transition I opened by telling them this science experiment was inquiry based which is when they get to test out their own ideas. I told them it was different from what they were used to. I let them know they were to formulate t heir own hypotheses and try and test them out the best they could. Meagher 5 <span style="FONT-FAMILY: 'Times New Roman', Times, serif"> There was not much of formal presentation. I had a few students tell me what they observed and what their questions were. I also had students say what they could do to answer some of their questions. They wrote what they learned and passed it in. For student exploration I staggered the materials in order to entertain the students longer and also make sure they focus more on what they have in front of them. I used guiding questions to gently nudge students in the right direction or to get them to explore. <span style="FONT-FAMILY: 'Times New Roman', Times, serif"> I developed student understanding by using guiding questions. I also walked around and answered questions, modeled on the board, wrote key concepts. My introduction at the beginning gave students somewhat of a base knowledge on how to do the experiment. I wish I had remembered to tie in the properties of H20 earlier because this would have helped to foster their understanding. By introducing different materials in a staggered manner I think it helped students to focus and understand the materials they were presently working with better. <span style="FONT-FAMILY: 'Times New Roman', Times, serif"> I dealt with questions by guiding students toward their answer. When misconceptions happened students were encouraged to explore their ideas and hopefully correct themselves in the process. Some questions I did answer. Questions like “can we put the ice in the water?” and “What if our balloon is ripped?” <span style="FONT-FAMILY: 'Times New Roman', Times, serif"> Meagher 6 There were not very many misconceptions. Students often thought the salt would have more of an effect on the ice then it did. Or they believed the flashlight would do more to melt the ice. The more students worked with the materials the higher the level of questions they were posing. They started by asking questions like “what happens if I take off the balloon?” and “I wonder what happens if we put salt on the ice.” To questions like “Do different types of salt make it melt faster?” “How does the water temperature affect the ice?” “Will the sugar act the same as the salt?” <span style="FONT-FAMILY: 'Times New Roman', Times, serif"> I started the lesson by asking students what they know about ice and what effects different things have in it. I meant to talk about how ice is h20 which can take on different properties. I wanted establish when water gets really cold it freezes and go on to ask what happens when it gets really hot? And use that as a lead in in saying we will be working with h20 as both a solid and a liquid. I got so caught up, however, in explaining how it was an inquiry based lesson that I forgot and tied this content burst into the end of the lesson instead. I tried to use attention focusing questions during the experiment which are, according to Elstgeest, “the simplest kind of productive question” (2). These questions include “Do you see what is happening to the ice now that it’s in the water?” I also tried to incorporate during the experiment what Dennis Palmer Wolf calls ‘true questions’ which “request for new information that belongs uniquely to the person being questioned or initiations of mutual inquiry” (1). Questions like these were “I wonder what would happen if you used a different type Meagher 7 of salt?” “Have you seen salt used in the winter time?” I used detail questions like “What do you see there?” “Wow that looks different with the magnifying glass. What does it look like to you?” At the end of the lesson I had students tell me what they observed and what questions they came up with and wrote it on the board. I asked them questions like “Why did you think the salt would melt the ice?” “Were your hypotheses correct? Tell me about them.” “Did you find that the ice sank or floated?” “Did the light have an effect on the ice?” “What is a different heat source you could have used? Do you think that would have had a different outcome?” “Did the results surprise you?” I feel the questions at the end were both detail questions and higher order questions. <span style="FONT-FAMILY: 'Times New Roman', Times, serif"> During the lesson there was class discussions held with the whole class. Other forms of discussion were also implemented. There was peer discussion and student teacher discussion. At the beginning when I was asking the students what they knew about ice that was class discussion and so was when I asked questions addressed to the whole class. Peer discussion took place within the groups of four. Students discussed the next steps to take. They also discussed what they observed and questions they devised. There was student teacher (one on one discussion) when I ask a specific student a question or when a student asked me a question. <span style="FONT-FAMILY: 'Times New Roman', Times, serif"> Meagher 8 The majority of the lesson was student discussion amongst themselves. I gave a brief probably about 10 minute introduction and briefly summed it up at the end probably taking another 10 minutes but in summing it up students told me their results. Students answered questions I posed to them but also asked their own questions to both me and their classmates. I would say they had about 10-15 minutes to explore on their own. <span style="FONT-FAMILY: 'Times New Roman', Times, serif"> To conclude the lesson I had students report to me their findings. I filled in the t chart on the board with their observations and questions. I asked them if they were able to answer their questions and if their hypotheses were correct. I also made sure to ask students if they weren’t able to answer their questions how they could go about finding the answers. I talked about different properties of water. At the end I asked students to write me six complete sentences of what they learned or what they would do differently. <span style="FONT-FAMILY: 'Times New Roman', Times, serif"> In order to explain how to make a t chart I modeled it on the board. I also wrote other things on the board like questions and observations the students had. I explained concepts both written and verbally. I also walked around to make sure people understood and to give further guidance where needed. Meagher 9 Some of the kids were confused and thought the ice balloons were water balloons. I told them they were like water balloons but the water was frozen to make them ice balloons. I encouraged metaphors when kids were making observations with questions like “what does that look like to you?” <span style="FONT-FAMILY: 'Times New Roman', Times, serif"> During the lesson I talked about properties of H2O after they experimented instead of before as I had planned. I did this only because I had initially forgotten to talk about it and found it important to the lesson. In the beginning I added a brief description of what an inquiry bases lesson was. I thought in doing this I was providing them with a little background as to what they would be doing. With background I thought it would be easier for them to transition into this type of science experiment from what they are used to doing, the structured lessons. I didn’t ask all the questions I had written for myself because the students went down slightly different paths. The questions I wrote were only guidelines and I was able to ask similar guiding questions. <span style="FONT-FAMILY: 'Times New Roman', Times, serif"> Students explored and discussed the mater of the ice floating verbally and recorded their findings. They introduced light in the form of the flashlight and looked to see if    Meagher 10 there was an effect on the ice. Students introduced other substances to the water/ice in order to test their hypotheses. They investigated the properties of H20 by recording their findings in writing rather then drawings. Students showed interest in new things and examined things carefully while attempting to investigate things around them on their own. They showed a willingness to collect and use data and to change their ideas in light of evidence as well as a willingness to review their procedures critically. <span style="FONT-FAMILY: 'Times New Roman', Times, serif"> Students brought up how in the winder they saw salt being used on sidewalks. They said when water is heated up it boils and I added that it can also evaporate. Everyone knew what ice was and what water was. Not only did they know what they were but that have come into contact with the two properties of H20 as well. <span style="FONT-FAMILY: 'Times New Roman', Times, serif"> During the lesson students used discussion and diagrams (t charts) to demonstrate their ideas. Students also had written explanations of what they learned. The t chart allowed them to both pose and answer their own questions. They discussed different things within their groups. Students were also allowed to ask me any questions but I usually just encouraged them to try out their ideas. I wanted to stay away from telling them what would happen because, Clifford Edwards writes that the National Science Meagher 11 Education Standards say “inquiry into authentic questions generated from student experiences is the central strategy for teaching science” (19). <span style="FONT-FAMILY: 'Times New Roman', Times, serif"> The hands on inquiry based nature of the activity allowed for students to come up with their own hypotheses and they had 30 minutes in which to do so. This allowed for ample time for students who needed it. Although you couldn’t see here one of the kids without a permission slip had a classroom aid come in. The aid helped him stay on task by reminding him and making suggestions of things he should try. The other student sitting with him also fostered his understanding and helped him both stay on task and come up with hypotheses. I also made sure to check in on him a few times and ask him questions of what he had done and guide him to do more. I noticed he was pouring the salt on the ice balloon and hadn’t taken the balloon part off. I asked him what he thought might happen if he took the balloon off. He told me he didn’t know so I said “Why don’t you try it and write down what happens.” I tried to as him good questions. According to Elstgeest “a good question is a stimulating question which is an invitation to a closer look” (36). For other students who seemed to be struggling or just not trying different things I posed guiding questions. I asked students “What do you see happening with the salt?” “Do you think the sugar will do the same thing as the salt?” “Do you see any changes in the ice?” “I wonder what would happen if you put the salt in the water instead of on the balloon.” “Do you think the ice would look different under the magnifying glass?” Meagher 12 I explained the t-chart verbally and also drew one on the board so as to provide both audio and visual. Modeling the t-chart definitely helped some of the students. Students did not have to stay in their chairs the whole time so fidgeting students did not have a problem, plus there were many different things for students to test out. <span style="FONT-FAMILY: 'Times New Roman', Times, serif"> I think students did learn something from this lesson. If anything they learned a little of how to do an inquiry lesson. Students at the beginning were asking me if they could do different things but after a while they felt comfortable and knew they were allowed to and encouraged to explore things on their own. At the end of the lesson I asked students to write me six sentences of what they had learned. With this exercise I noticed some students learned more then other but that is expected. One student said he learned that “if you mix sugar with salt it can force a small hole through the ice.” Another student wrote they “learned if that if you put water in a balloon [and freeze it] there will be air bubbles.” Kids were intrigued with the ice balloons. Getting kids excited about learning is a big step. Kids learned the importance of making their own hypotheses. They got to actually experiment on a small scale like a scientist. The ice balloon experiment was probably a level three on the Schwab/ Herron Levels of Laboratory Openness table. According to Alan Colburn “level 3 activities are what most scientists do” (4). Students get to learn that science isn’t always so structured and their questions matter. They got to see they were capable of finding the answers. A student asked me what would happen Meagher 13 if he put the salt on the ice and I responded by saying “I don’t know why don’t you try it.” When the boy observed what happened he was excited to have found the answer himself. <span style="COLOR: #8bff00; FONT-FAMILY: 'Times New Roman', Times, serif">  <span style="COLOR: #000000; FONT-FAMILY: 'Times New Roman', Times, serif"> If I were to do the lesson again I would make it a two part lesson. I would do the beginning the same and take the questions they had at the end and have them test them out. For instance “Would different types of salt have a different effect on the ice?” or “Would the ice change the temperature of the water?” In order to further explore these questions I would introduce the new materials such as rock salt and stop watches. In regaurds to the students i sampled I would probably do the same things different as I would for the entire class. However i would also give the ones who had trouble listing six things mroe guiding questions. In regaurds to the lower performers I would also help them figure out what they learned. Sometimes people can't think about what they learned. I would ask questions like " What did you learn abouot the effects of salt and sugar?" "What you saw when you used the magnifying glass can be soemthing you learned." "Did you learn anything by using the flashlight?" These questions will hopefully bring to light what they had been doing and learning. It's hard to tell however with out already having them start doing the papers. <span style="FONT-FAMILY: 'Times New Roman', Times, serif"><span style="FONT-FAMILY: 'Times New Roman', Times, serif">Meagher 14 <span style="FONT-FAMILY: 'Times New Roman', Times, serif"><span style="FONT-FAMILY: 'Times New Roman', Times, serif"> Works Cited Colburn, Alan. "How to Make Lab Activities More Open Ended." __CSTA Journal__ (1997): 4-6. 14 Jan. 2002 <http//www.exploritorium.edu/IFI/resources/workshops/lab_activities.html>. Edwards, Clifford H. "Promoting Student Inquiry." __The Science Teacher__ (1997): 19-21. Elstgeest, Jos. "The Right Question At the Right Time." __Primary Science: Taking the Plunge__ (1985): 36-46. "Process Skills the Tools of Inquiry." __Institute for Inquiry: Introduction to Inquiry__ (2003). __Exploratorium__. <span style="FONT-FAMILY: 'Times New Roman', Times, serif"><span style="FONT-FAMILY: 'Times New Roman', Times, serif">Wolf, Dennis Palmer. "The Art of Questioning." __Academic Connections__ (1987): 1-7. 11 Jan. 2002 <[|http://www.exploritorium.edu/IFI/resources/workshops/artofquestioning.html>.]
 * <span style="FONT-FAMILY: 'Times New Roman', Times, serif"> What effects do different materials have on an ice balloon?
 * 1) <span style="FONT-FAMILY: 'Times New Roman', Times, serif"> Investigate the properties of ice and draw pictures to record their findings
 * 2) <span style="FONT-FAMILY: 'Times New Roman', Times, serif"> Talk about whether ice floats, sinks, moves in the water verbally and record their findings
 * 3) <span style="FONT-FAMILY: 'Times New Roman', Times, serif"> Introduce light and see the effects if any on the ice
 * 4) <span style="FONT-FAMILY: 'Times New Roman', Times, serif">Introduce other substances to the water/ice to test their hypotheses
 * <span style="FONT-FAMILY: 'Times New Roman', Times, serif"> Standards
 * all students should develop an understanding of **
 * <span style="FONT-FAMILY: 'Times New Roman', Times, serif"> Position and motion of objects
 * <span style="FONT-FAMILY: 'Times New Roman', Times, serif">Light and heat
 * LS2 (5-6)-7 **
 * Students demonstrate an **
 * understanding of recycling in **
 * an ecosystem by … **
 * <span style="FONT-FAMILY: 'Times New Roman', Times, serif"> Instructional Materials and Resources
 * <span style="FONT-FAMILY: 'Times New Roman', Times, serif"> 1 tray
 * <span style="FONT-FAMILY: 'Times New Roman', Times, serif"> 1 magnifying glass
 * <span style="FONT-FAMILY: 'Times New Roman', Times, serif"> 1 bucket of water
 * <span style="FONT-FAMILY: 'Times New Roman', Times, serif"> science notebook (or blank piece of paper)
 * <span style="FONT-FAMILY: 'Times New Roman', Times, serif">pencil
 * <span style="FONT-FAMILY: 'Times New Roman', Times, serif"> sugar
 * <span style="FONT-FAMILY: 'Times New Roman', Times, serif"> thermometer
 * <span style="FONT-FAMILY: 'Times New Roman', Times, serif">flashlight
 * <span style="FONT-FAMILY: 'Times New Roman', Times, serif"> Instructional Activities and Tasks
 * 1) <span style="FONT-FAMILY: 'Times New Roman', Times, serif"> Give each group an ice balloon, tray, thermometer and ice bucket. Ask students to look at the ice balloon and both draw and write about their observations in their science journals. Tell them to be sure to put today’s date on their entry. BTS 3&5
 * 2) <span style="FONT-FAMILY: 'Times New Roman', Times, serif"> Allow ample time for hands- on exploration of the materials (~10 minutes). If students seem to become bored, introduce new variables such as salt or sugar depending on the questions they ask and observations they make. All students will eventually receive all the materials (~ 17 minutes into activity). BTS 2
 * 3) <span style="FONT-FAMILY: 'Times New Roman', Times, serif">Guide them with such questions as “I noticed you were talking about the lines in the ice. Do you think they will look different with the magnifying glass?” “You were asking about salt. What do you think the salt would do to the ice?” “Do you think different kinds of salt would do different things?” “What different kinds of salts can you think of?” “Do you think sugar will have the same effect as the ice?” “What other materials can you think of that would have an effect on the ice?” Write what you think will happen in your science notebook. BTS 3&4
 * 1) <span style="FONT-FAMILY: 'Times New Roman', Times, serif"> As a whole class, students share their hypotheses and what they observed. The teacher will write on the board different observations and put tallies next to observations that were observed by multiple groups. BTS 8
 * 2) <span style="FONT-FAMILY: 'Times New Roman', Times, serif">Students share ideas of why they think certain things happened to the ice and why other things didn’t incorporating their knowledge of the properties of water. Use questions like “Why did you think that would happen?” “Were your hypotheses correct? Tell me about them.” “What did you draw or write down in your notebooks?” “Did the ice sink or float?” “Did the light have any effect on the ice?” “Do you think the amount of light makes a difference?” “What type of light do you think would affect the ice?” “Did the results surprise you:” “How does that relate to what you thought you knew about ice?” “What could you do differently next time?” Students will be asked to record six or more sentences of what they observed.. BTS 8&9  ||
 * <span style="FONT-FAMILY: 'Times New Roman', Times, serif"> Assessment
 * <span style="FONT-FAMILY: 'Times New Roman', Times, serif"> Learner Factors
 * 1) <span style="FONT-FAMILY: 'Times New Roman', Times, serif"> Classroom aids will be present to help students with IEPs.
 * 2) <span style="FONT-FAMILY: 'Times New Roman', Times, serif"> ADHD student will be placed in a group of three with students who are known to have more patience. They will be allowed to walk around and look at other groups to see what ideas they are coming up with.
 * 3) <span style="FONT-FAMILY: 'Times New Roman', Times, serif"> Behavioral students (no sitting, infrequent work, combative) will also be placed in a group of three students who are known to have good focus and finish given tasks. For this student I will stress drawing their observations instead of writing them down. This student will also be allowed to observe other groups.
 * 4) <span style="FONT-FAMILY: 'Times New Roman', Times, serif">Different materials such as salt, a magnifying glass, and sugar will be introduced as children pose questions.
 * 5) <span style="FONT-FAMILY: 'Times New Roman', Times, serif">Guiding questions will be posed (What do you see? I wonder what will happen if u put the salt on it? Do you think the ice will look different under the magnifying glass?).
 * <span style="FONT-FAMILY: 'Times New Roman', Times, serif"> Environmental Factors
 * 1) <span style="FONT-FAMILY: 'Times New Roman', Times, serif"> After looking at the ice balloon in the tray students can take the balloon off the ice, Students can then use the magnifying glass, put the ice in the water and explore different hypotheses they developed and discuss their findings in their science notebooks.
 * 2) <span style="FONT-FAMILY: 'Times New Roman', Times, serif">Teacher will use a “lights out” signal to get student attention during lesson.
 * 1) <span style="FONT-FAMILY: 'Times New Roman', Times, serif">Content
 * <span style="FONT-FAMILY: 'Times New Roman', Times, serif"> What were the major objectives of the lesson (what fundamental concepts, science standards)?
 * <span style="FONT-FAMILY: 'Times New Roman', Times, serif">How did your lesson connect the lesson’s science understanding with the student’s prior knowledge?
 * <span style="FONT-FAMILY: 'Times New Roman', Times, serif">How did you develop the connection between the content and other subject areas?
 * <span style="FONT-FAMILY: 'Times New Roman', Times, serif">How comfortable were you with the science content you were teaching?
 * 1) <span style="FONT-FAMILY: 'Times New Roman', Times, serif">Environment
 * <span style="FONT-FAMILY: 'Times New Roman', Times, serif">Discuss the rules and standards of behavior you established for the lesson.
 * <span style="FONT-FAMILY: 'Times New Roman', Times, serif">How did you set up the groups for the lesson?
 * 1) <span style="FONT-FAMILY: 'Times New Roman', Times, serif">Instruction
 * <span style="FONT-FAMILY: 'Times New Roman', Times, serif">Describe the inquiry/discovery opportunities you provided for students.
 * <span style="FONT-FAMILY: 'Times New Roman', Times, serif">Discuss your use of student exploration and formal presentation.
 * <span style="FONT-FAMILY: 'Times New Roman', Times, serif">Discuss how you developed student understanding.
 * <span style="FONT-FAMILY: 'Times New Roman', Times, serif">Discuss how you dealt with student questions and misconceptions.
 * <span style="FONT-FAMILY: 'Times New Roman', Times, serif">Discuss the level of questions and misconceptions.
 * <span style="FONT-FAMILY: 'Times New Roman', Times, serif">Discuss the level of questions (e.g. detail vs. higher order) you asked in different parts of the lesson. Include specific examples of types of questions.
 * <span style="FONT-FAMILY: 'Times New Roman', Times, serif">Discuss type of discussion that happened during the lesson.
 * <span style="FONT-FAMILY: 'Times New Roman', Times, serif">What was the amount of time that you talked as a teacher compared to the student’s responses and interactions?
 * <span style="FONT-FAMILY: 'Times New Roman', Times, serif">Discuss ways you summarized and made meaning WITH students at the end of the lesson.
 * <span style="FONT-FAMILY: 'Times New Roman', Times, serif">Discuss the variety of ways you used to represent or explain concepts (e.g. experimental results, metaphors, diagrams, models).
 * <span style="FONT-FAMILY: 'Times New Roman', Times, serif">Discuss changes (from your original plan) you made during instruction during the lesson and why you made them.
 * 1) <span style="FONT-FAMILY: 'Times New Roman', Times, serif">Learners
 * <span style="FONT-FAMILY: 'Times New Roman', Times, serif">Discuss how students responded to instruction with ideas relevant to the lesson objectives.
 * <span style="FONT-FAMILY: 'Times New Roman', Times, serif">Discuss how the students engaged with the lesson content.
 * <span style="FONT-FAMILY: 'Times New Roman', Times, serif">What means did students use to represent their ideas during the lesson (e.g. discussion, demonstration, graphs, diagrams, written explanations, answering worksheet questions)?
 * <span style="FONT-FAMILY: 'Times New Roman', Times, serif">How did your lesson provide for different learning styles and/or students with special needs?
 * <span style="FONT-FAMILY: 'Times New Roman', Times, serif">How successful do you think the lesson was in terms of student learning? (Use specific examples to illustrate your statement).
 * <span style="FONT-FAMILY: 'Times New Roman', Times, serif"> <span style="COLOR: #000000; FONT-FAMILY: 'Times New Roman', Times, serif"> If you could do the lesson again, what, if anything, would you change to improve the lesson?