Science

(
Indirect
)
Wholegrouplesson/copyofwhatyoutaught(
Indirect

LessonPlan)
Teacherfeedbackform
Observationofscienceinstructionwithreflection(1page)
Supportingmaterialsused(worksheets,PowerPointslides,etc.).
Onesampleofstudentworkfromthelesson(picturewillbesufficient).
Yoursummary/reflectionaboutteachingthelesson.(3pages)
Summary
:ProvideaBRIEFsummaryofyoursciencelesson.
Reflection
:Usethequestionsfromthe
thingstoconsiderwhenwritingareflection
documentonMoodle.

SummaryofLesson

Studentswillsharewithmewhattheyknowaboutnutritionthroughdiscussion
Studentswillhelpcreateananchorchartonwhatabalanceddietlookslike
Studentswilldiscoverthenutrientmakeupofsomecommonfoodsthroughanonline
game(oils,sugars,minerals)
Studentswillselectanutrienttodiscoveranswerstoposedquestions
Studentswillcreateabalancedmenuofnutrients

Observation

InstructionalLesson
Classroom:Devens
Grade:4thgrade
CurriculumArea:Science

WhatInotice

Journalentryinsciencenotebook

Whatdoyouthinkbeinghealthymeans?

Whatdoyouneedtobehealthy?

Howdoourbodiesgetenergytosurvive
andbeactive?

Candyorfruit?what'sabetterchoice

Studentsnotengaged

Toomanysideconversationsofftopic

Lackofrespectfromstudents

Foodcaloriesenergy

Whatarecalories?

Unitofenergy

MyPlateactivity

Howmuch____doyouthinkyouneed/
servingsizeonecup

Discussionofservingsizes

Observer:Substitute,GinaBergeron
Date:3/21/16
Time:2:30
Thoughts,Questions,Connectionsto
MethodsClasses

Dostudentswriteintheirjournalsevery
classperiod?

Whatistheobjectiveforthelesson?

Internetisnotreliable,overhalfoftheclass
timewasted

Isthereabackupplanfornointernet?

Thesestudentsseemveryeagerforspring
break,easilydistracted

Studentsneedtobedoing,toolateinthedy
forlecture

Thisisthefirstsectionofthescienceportion
oftheyearsothisisnewforthem

Askalotofquestions,besureeveryonegets
aturntoanswer

Redirectnonsenseconversations

TeachersaidIknowthisisboringIdon't
thinkIwouldsaythat,itjustreaffirmedtheir
distraction

ObservationReflection

ThefourthgradeatSocratesacademyhadjustenteredintotheirscienceprogram
duringmysecondweekintegratedmethodsblock.Thesameteacherwhocoverssocialstudies
turnsherattentionovertoscienceinthespring.Thestudentshadjustwrappedupsocial
studieswithafieldtriptoraleigh,endingthesectionwithpurpose.Duringmydaysof
observations,Ichosetositwiththestudentsatlunchandplaywiththematrecessinorderto
gettoknowthemabitbetter.Iwouldstartmyconversationsbyaskingwhichsubjectthey
enjoyedtomostandmoreoftenthannot,IfollowedthatwithWhy?.Thegeneralconsensus
wasthatsciencewasthefavoritesubjectbecausetherewereexperiments.Onthedayofmy
scienceobservationchaosunleashed,mycooperatingteacherhadafamilyemergencysoa
substitutewascalledin.HavingdiscussedwhatsubjectIwastoteachlaterthatweek,Iknew
thestudentswerecoveringhealthsciencesandhowtoeatwell.
Mycooperatingteacherhadleftalistofthingsforthestudentstodoincludingajournal
entryintheirsciencenotebookaboutwhattheybelievebeinghealthymeans.Thestudents
weretodiscusshowmuchofcertainfoodtheyshouldtakeinonawebsitecalledmyplate.org,
howevertheinternetwentdown.Theviceprincipalofelementaryandthemiddleschool
principalcameintotryandhelpthesubstitutetogetthingsupandrunning.Whenthey
couldn'tfigurethingsout,theschooltechnicianwasbroughtinwhohadthingsworkingfairly
quickly.Asyoucanimaginethissequenceofeventshadtakenupafairamountofclasstime
anddistractedtheclassfromprogressingthroughtheworktheteacherhadassigned.Some
studentsmadeanefforttohelpthesubstitutebuystudiouslyraisingtheirhandsandaddingto
thediscussionwherevertheycould.Otherstudentshowevertookcompleteadvantageofthe
situation,throwingthingstotheirclassmates,havingloudsideconversationsandroaming
aroundtheroom.AsIamsureyouhavepiecedtogether,thiswasnottheoptimallearning
environmentbutitwasreallife.
Ithinktoooftenwhenwethinkofaclassroomwepicturealloftheducksinarow,
keepingtheirnosetothegrindstoneandfocusingontheobjectiveathandbutthatisjusta
facade.Teachingisbeingabletojumpthroughhoopstogetthemessageacross.Beinga
teacherisbeingabletotameaclassroomwhowiththeslightestdistractionwillturntheir
attentiontoanythingelse.Thisobservationwaseyeopeningandtoldmeafewthingsabout
theclassgoingintoteachingmysciencelessonlaterthatweek.First,keepitrelative,talkat
theirlevel,makejokesandbesillytokeepthestudentsengaged,theyneedtofeellikeyouare
arealperson.Second,thesestudentsneedtobedoing,discussionisallwellandgoodbutI
needtohavetheirfocusedonataskthatnotonlyintroducesthemtoanewelementofscience
butalsogivesthemsomefreedomofchoicethattheycangetexcitedabout.Lastly,donotrely
ontheinternet.InmyoriginalplanIhadonlinegamesandactivitiestointroducethestudents
tobutafterwatchingthetotalwasteoftimetryingtoharnesstheinternetintheclass,Imade
theexecutivedecisiontogooldschool,pen,paperandsomegoodoldfashioneddiscussion.IfI
hadnothaveobservedtherathermessyattemptthatIhad,Imayhaveendedupinthesame
positionwhenItaughtmylesson.Iamgratefulfortheopportunitytoseetherealityof
teaching.

WholeGroupLesson

NameElizabethTeel
ClassEled3221
Date3/23/2016

edTPAIndirectInstructionLessonPlanTemplate

Nutrients

_____________________________________________________________________________

CentralFocus/BigIdea
:Nutrientsourbodiesuse

Subjectofthislesson
:Studentswilldesignamenuandgiveexamplesoffoodsthatprovide
specificnutrientsandwhatthatnutrientdoesforourbodies.
GradeLevel
:Fourthgrade

NCEssentialStandard(s)
:MolecularBiology
4.L.2Understandfoodandthebenefitsofvitamins,mineralsandexercise.
4.L.2.2Explaintheroleofvitamins,mineralsandexerciseinmaintainingahealthybody

NextGenerationScienceStandard(s)
:
K.InterdependentRelationshipsinEcosystems:
Animals,Plants,andTheirEnvironment

KLS11.Useobservationstodescribepatternsofwhatplantsandanimals(includinghumans)
needtosurvive.[ClarificationStatement:Examplesofpatternscouldincludethatanimalsneed
totakeinfoodbutplantsdonot;thedifferentkindsoffoodneededbydifferenttypesof
animals;therequirementofplantstohavelight;andthatalllivingthingsneedwater.]

DisciplinaryCoreIdeas
LS1.C:OrganizationforMatterandEnergyFlowinOrganismsAllanimalsneedfoodinorderto
liveandgrow.Theyobtaintheirfoodfromplantsorfromotheranimals.Plantsneedwaterand
lighttoliveandgrow.(KLS11)

CrosscuttingConcepts
SystemsandSystemModelsSystemsinthenaturalanddesignedworldhavepartsthatwork
together.(KESS22),(KESS31)

st
21
CenturySkills:
CreativityandInnovationOutcomefor8thgradeaddressesimportanceofmaking
observations;CriticalthinkingandproblemsolvingOutcomefor4thgradeaddresses
importanceofstudentsconstructingexplanationsfromtheirobservations.
IchosethesetwosetsofskillsbecauseIamaskingmystudentstodesignamenuandthink
criticallyabouthowtheirmenuitemsprovideabalancedmenuofnutrients.


AcademicLanguageDemand
LanguageFunction:Inthetablebelowhighlighttheonemostimportantlanguage
functionforyourlesson.Explainwhyyouchosethisone.

Analyze
Argue
Categorize
Compare/contra Describe
Explain
st
Interpret
Predict
Question
Retell
Summarize

ScientificVocabulary:
Nutrient,vitamins,minerals,carbohydrates,fats,protein,portion
size
InstructionalObjective
:
Studentswillbeabletoexplainhowanutrientsmeetstheneedsofthe
humanbody,Additionally,studentswillbeabletoillustratetheirunderstandingsbycreatinga
menuoutliningabalancedmenuofnutrients.

PriorKnowledge
(student):Studentsshouldknowthatourbodiesrequirevariousnutritionto
maintainproperhealth.

ContentKnowledge
(teacher):
Theteachershouldhavecompletedpriorresearchonthe
differentnutrientsandhaveabasicunderstandingofwhatfoodsprovidethesenutrients.The
instructorshouldalsohaveclearunderstandoftheproperdailyportionsizesofthenutrients.

Accommodationsforspecialneeds
(individualand/orsmallgroup):
Iwouldmakesurethat
studentswithphysicaldisabilitiesareclosetothefrontoftheroomsotheycanseethe
board/chart.Iwouldalsoobservethemmorecloselyduringthedifferentactivitiestohelpthem
stayontask.ForELL,Iwillhaveneworkeyphrasesfromthelessonwrittenintheirnative
languageontheboard/chart.

MaterialsandTechnologyrequirements
:
Paper(20,1perstudents)
Markers(boxforeverytable)
Sharpies(Onemulticolorpack)
Coloringpencils(Oneboxforevery4students)
6preparedpacketsonnutrientsshared
Optional(3encyclopediasforextrareferences)

TotalEstimatedTime
:
1classperiod

Sourceoflesson:
http://www.dpi.state.nc.us/docs/acre/standards/newstandards/science/35.pdf
file:///home/chronos/u141f77a85f35309b51a3228bbeff82457a115534/Downloads/Sci
ence.pdf
http://kidshealth.org/en/kids/vitamin.html?ref=search
http://www.foodnme.com/smashyourfood/

Safetyconsiderations:
Studentswillfoldtheirmenuintoatrifoldasaclass,Iwillmonitorin
ordertoavoidpapercuts.
Iwouldalsoremindthemtobecarefulusinganyoftheequipmentin
theclassroom.
Studentsinclassresearchwillbefromalistofappropriatessitesandpremadenutrientpackets
printouts.

Appropriatesites
Choosemyplate.gov
Kidshealth.org
Livestrong.com/cat/health/

ContentandStrategies(Procedure)

Engage
:
HavestudentsplaySmashyourFoodasaclass.
http://www.foodnme.com/smashyourfood/

Priortogamequestions:
Whatdoyouthinkthisgamewilldo?(Makeamess,smashthefood)
Anyideasofwhatwemightfindoutaboutthesefood?(Answerswillvary)

Afterthegameaskthestudentsthefollowingquestions:
Didanythingsurpriseyouaboutsomeofyourfavoritefoods?(Answerswillvary)
Whatdidyounoticemostofthesefoodshaveincommon?(Sugar,oil,badforyou)
Arethesefoodsoktoeat?(Sometimes)
Whatmighthappenifwemakethesefoodsourentirediet?(Getfat,sick,unhealthy)
Doyouthinkallfoodscanbebrokendownlikeinthisgame?(Yes)

Explore
:

Showstudentsprotienbenefitfocusedbalancedmenuforexample.

Whatismymenufocusedon?(Protein)
Howcanyoutell?(Thereisaturkey,itsaysprotein)
Whatdoesthistellyouaboutprotein?(Whyyouneedit,howtogetit,whatitlookslike)
Wherecanitgetthat?(Meat,peanuts)
Howdoesithelpyourbody?(Buildstrongmuscle)
Howcanyoutell?(Thepictureofthemanflexinghisarms)

Explaintostudentsthattheywillhaveclasstimetoresearch(fromtheprovidedpacketsor
online)andcreatetheirownnutrientbalancedmenu.Includingafocusontheirchosen
nutrient,explaininghowithelpsyourbodyandhowmuchyoushouldeat.Thestudentsmust
alsocreateabalancedmenuthatprovidesoneofeachnutrient.

Fat
Carbohydrates
Minerals
Vitamins
Water
Protein

Explanation
:
ShowthewordNutrientonthechartpaper,andaskthefollowingquestions:
Whodoyouthinknutrientsareabout?(Answer:Answerswillvary)
Shouldwecareaboutthenutritionthatgoesintoourbodies?Why?(Answer:yeshelpsyou
stayhealthy,keepsyoustrong)
Let'spretendIatethreegallonsoficecreamatlunchtoday.HowdoyouthinkIwill
feel?(Sick)
Whydoyouthinkyoudidnotfeelwell?(Answerswillvary)
Whatisamajoringredientintheicecream?(sugar,milk,ice)
Howmuchofthoseingredientsdoyouthinkyoubodyneeds?(Answerswillvary)
Didyouknowourbodygetsessentialnutrientsfromourfood?(Answerswillvary)
Whatkindofnutritiondoyouthinkourbodyneedstobehealthy?(Fruit,vegetables)

Areallofthefoodsweeatnutritious?(No)
Elaborate
:

Teacherwillwriteananchorasdescribedbystudentsaboutwhattheybelieveabalanceddiet
requires.

Whatdidyoudiscoveraboutwhatmakesamealbalanced?(Youeatmorehealthythings
thanbadthings)
Howdoweknowwhatisgoodforusandwhatisbad?(Mom/Dadtellus,itsadessert)
Dowehavetoonlyeatfruitandvegetablestobehealthy?(no,wecanhavealittleofthe
othernutrients)
Doesyourbodyneedalittlesugar?(Yes)
Whataboutfat?(Yes,alittle)
Whatfoodcanwefindthesein?(Answerswillvary)
Whatarethebasicnutrientsweneed?(protein,water,fat)
Howcanyoutell?(Wehavebeentalkingaboutit,foodgroups)
Whataredifferencesbetweennutrientsandfoodgroups?(Answerswillvary)
Wheredowefinddifferentnutrients?(Plants,fruit,meat)

Evaluate
:Studentswillbeassessedbasedontheirbalancedmenuitemsaswellasthe
researchquestionstheyansweredontheirmenuabouttheirchosennutrient.

FormativeEvaluation
:
ThequestionsIaskedthroughoutthelessonandtheobservationsImadewhilewalkingaround
theclassroomduringtheactivities.

SupportingMaterials

InternetSites
http://www.dpi.state.nc.us/docs/acre/standards/newstandards/science/35.pdf
file:///home/chronos/u141f77a85f35309b51a3228bbeff82457a115534/Downloads/Sci
ence.pdf
http://kidshealth.org/en/kids/vitamin.html?ref=search
http://www.foodnme.com/smashyourfood/

Paper(20,1perstudents)
Markers(boxforeverytable)
Sharpies(Onemulticolorpack)
Coloringpencils(Oneboxforevery4students)
6preparedpacketsonnutrientsshared

 Optional(encyclopediasforextrareferences)

StudentWorkSamples


SummaryofLessonPlanandReflectionofExperience

Itisthestudent'sthinkingthatpropelsyouforward.

Whatdidthestudentsfindoutintheexperience?Werethereanysurprises?
Thestudentshadbeenintroducedtofoodgroupsbrieflybefore

Igavemylesson.Iwas
pleasantlysurprisedtolearnafewstudentshadsomebackgroundknowledgeaboutnutrients
throughtheirparents.Whenaskingforanexampleofanutrientthatprovidesiron,onestudent
shouted,Bacon!whichwascorrect.Thestudentswereintroducedtodifferentnutrientsand
tookaspecialinterestinminerals.Moststudentsthoughtmineralswereonlytakeninthrough
watersoitwasfuntowatchthemdiscoverotherwaysourbodiestakenutrientin.
Howdidthestudentsineachgroupworktogether?Werethereanyproblems?
Overallthestudentsworkedreallywelltogether.Ihadsomesmallsetbackswithstudentsbeing
distractedduringthevariousdiscussiontopicsbutassoonasIengagedtheminconversation
theyrefocused.
Wastheactivityopenendedenough,ordideachgroupdomoreorlessthesamething?
Theconversationcertainlyfluctuatedfromonegrouptoanother.ThefirstclassItaughtwere
kindofmyguineapigs.IlearnedfromthemthatIhadtowalktheclassthroughfoldingapaper
intoatrifold,answerquestionsinthediscussiongroupandbeextremelyclearwithdirections
beforelettingthemdiveintoresearch.ThoughIhadprettymuchthesamequestionsthrough
ouranchorchartanddiscussions,newthingscameupthatneededtobeaddressedandwe
followedthequestionsuntilwehadsomesortofananswer.Duetotiming,flexibilitywas
essential.
Howdidthestudentsextendtheinvestigation?/Howdidthestudentsconnectthis
experiencetotheirdailylives?

PostdiscussionstudentsextendedtheirinvestigationsthroughthenutrientpacketsIhad
alreadyassembled.BeingwareyoftheinternetissuesImadesuretohavesomeresearch
alreadygatheredforthestudentssotheycoulddiveintothetextsanddiscoverthingswhile
searchingforanswerstothemenuquestionsIassigned.IoverheardalotofIdidn'tknowthat
hadcalciuminit!AndImustgetalotofproteinbecauseIeatthisallofthetime.Itwas
theseselfdiscoveryconversationsthatmademefeellikeIhadgiventheclasssomething
relativetoexplore.
HowdidIaccommodatestudentswithlearningandphysicaldifferences?
IhadonestudentwhoIhadobservedinotherclassesbeingaskedlessofbecausehewasso
easilydiscouragedanddistracted.Ihadabriefconferencewithhimandaskedhimtofocuson
onepartofthetaskatatime.IassuredhimthatitwasokifheranoutoftimeaslongasIsaw
himworkinghardandfocusing.HewasabletocompletethesimplifiedversionIaskedfrom
him.
DidIusetechnologyeffectively?
Technologywasanissuewithmyschoolfromthebeginning.Ihadplannedonintroducingan
onlinegamewhichexplainednutrientsinafunwayaswellaslettingthestudentdotheirown
researchonline.OnceIobservedtheinternetcrashonmorethanoneoccasion,Idecidedthat
thekeytomylessonwastimetoresearchovertechnologyuse.Itookarisktoavoidwasted
classtimeandIamgladlookingbackthatIdid.
Overall,whatdoIthinkthestudentsgotoutoftheexperience?
ThereareafewthingsIbelievethestudentsgotoutofthislesson.First,themainpoint,
nutrientsareinourfoodsandwejusthavetomaketheproperchoicestoprovideourbody
withhealthyfoods.SecondIthinkthestudentslearnedthattheydonothavetohavethe
internettodoresearchandtolearnsomething.Lastly,sciencecanbefun!Ihadafewstudents

tellmehowmuchfuntheywerehavingandthattheywishedIwasteachingallweekwhich
touchedmyheart.IfeltlikeIhadexcitedthestudentsandtaughtthemsomethingatthesame
time.
WhatdoIremembermostaboutthisscienceactivity?
ThethingIremembermostaboutthisactivitywastryingtomakeitfun.Iwrackedmybrainon
howIcouldreallyengagethestudentsandgetthemnotonlytalkingbutdoing.Isearchedthe
internetbuteverythingIcoulddothatIknewthestudentswouldenjoyrequiredtheinternet
whichatthatpointwasn'treliable.Iamgladtoknowthatstudentscanstillbeentertainedand
learnthroughthebasics,andIamhappytoknowthatIdonothavetorelyontheinternetallof
thetime.
WouldIdoitagain?HowwouldIplandifferentlythenexttime?
Iwouldabsolutelydothisagain.IamactuallyreallysadthatIhavetogobacktoclass.There
wasatimelastsemesterwhenIthoughtthisdegreemighthavebeenamistakebutstandingin
frontof4thgradersandmakingthemlaughandwatchingthemlearnwasexhilarating.Atthis
pointIcannotimaginedoinganythingelsedayinanddayout.IfIweretogoback,Iwouldhave
beencarefulaboutmytiming.AccordingtothescheduleIhad50minutestogivemylessonbut
inrealityitwascloserto35.Thestudentalltooktimetosettleintotheirseatsandtheroutine
wastobeinline10minutesbeforethenextclasssoIlostalotoftimeinjustprocedures.I
wouldhavetaughtthislessonovertwoclassperiodsifIweretoteachitagain.
Whatdidyoulearnaboutyourselfasalearnerandasateacherduringthislesson?
IlearnedthatIlovethis.IlearnedthatIenjoyallofthelittlelightbulbmomentswiththekids
andIwanttohelpthatlightshinebrighter.Ilearnedthroughoverhearingconversationsand
discussionsthroughouttheday,thatthesekidsaresmartandeagertolearnandtheyjustneed
alittlefuntogetthepointacross.IlearnedthatIcandothis.Itseemedveryintimidating

walkingintothebuildingbutafterthefirstday,Ifeltwelcomedandwantedbythestudents.I
learnedthatyoucanlearnjustasmuchbylisteningasyoucanthroughdiscussionwhichismy
gotowhenIneedtodiscoversomething.IlearnedthatIcanbegoodatthisandIcanmakea
dailyimpactonthesekidslives.

CooperatingTeacherLessonFeedbackForm

Tobecompletedbytheteachercandidatepriortoobservation
PreserviceTeacher:BessTeel
Date:3/23/16
Time:2:30

Observer:
GinaBergeron
School:SocratesAcademy
Grade:4th

1.Whatareyourgoalsandobjectivesforthislesson?
Ireallywanttoexcitemystudentsandpullthemintothelesson.
2.Whataresomespecificthingsyouwouldlikeobserved?
IwouldliketomakesureIaminvolvingthestudentsintheirdiscoveryofthislessonandnot
justtellingthemeverything.
TobecompletedbytheObserver:
3.Strengthstocontinuetobuildon:
Mrs.Teelwasextremelyprofessionalandwelllikedamongstudentsandstaff.Shewasalways
wellpreparedandknewherlessonandtheobjectivesshewantedtocoverwiththestudents
verywell.
IobservedMrs.Teelteachingalessonaboutnutritionandwhatthatmeansforourbodies.She
didanexcellentjobrelayingalltheinformationtothestudentsandusingtheirpriorknowledge
aswellaswhattheyhadlearnedintocreatingamenufortheirrestaurant.Threestrengthsfor
Mrs.Teeltocontinuetobuildonwouldbeherabilitytoalteralessonandmakechanges
accordingly.Mrs.Teelwasabletoadjustherlessontofitthedifferentlevelsintheclassroom.
Shehasastrongrapportwiththestudentswhichshowedduringherlesson.Ibelievehavinga
commonrespectforoneanotheropensupthedoorsofcommunicationwhichinturnallows
forabetterlesson.Mrs.Teelalsohasgreatclassroommanagementskillswhenitcomesto
keepingthestudentsengagedandontask.TheclasshasamonetarysysteminplaceandMrs.
Teeldidanexcellentjobusingthatsystemwhennecessary.


4.Suggestionsforfuturelessons:
Somesuggestionsforfuturelessonswouldbecreatingyourchartswiththestudents.Iwould
haveanexampleofwhateveritisyouarehavingthemcreatesotheycanreferenceitaswellas
seeexactlywhatyouareexpectingoftheminsteadofapicture.Also,makeyourchartsmore
colorful.Smarterchartsisagreattooltoreference.Thoughitsforyoungergrades,it'sstillfull
ofplentyofusefultips.Watchyourtime.Thinkaboutyourstudentsandtheamountoftime
youhaveandbasedonthatknowledge.Possiblydoyourlessononedayandactivitythenext.
Insteadofhavingaprintoutperstationhavethechildrenchoosewhattheywanttocreate
theirassignmentonandallowthemtofindtheinformationthatyouwerelookingfor.
Mrs.Teelhasanaturalabilitytoteach.Sheimplementedmanydifferentteachingstylesinher
lessontoappealtoalltypesoflearners.