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Daniel Toberman EDT 432 Field Lesson One: 1.

Chicago Bulls Inquiry Activity: Where Are the Chicago Bulls 2. Purpose of Lesson: Practice identifying volcanic landforms formed by magma or lava and ash. Recognizing the similarities and differences between landforms sculpted by different geologic processes. 3. The standards that this lesson reflected on the national level were: a. Science as inquiry i. Understanding about scientific inquiry b. Earth and space science i. Structure of the earth system c. Science in personal and social perspectives i. Natural Hazards risks and benefits d. Nature of Science i. Science as a human endeavor 4. This lesson started with an engaging video of the Chicago bulls entrance animation. After this animation was completed a question was posed. The Chicago Bulls were hiding from the Miami heat and students needed to use their knowledge of Derrick Rose to help find him. 5. Procedures Methods-students used pictures and videos included in the video presentation to figure out where the Chicago Bulls were hiding.

Students were given and handout in which they have to record detailed observations and then make a hypothesis according to their observations as to which volcanic landform they were viewing.

Students worked in predetermined groups while making observations for each landform that was viewed in the presentation.

Derrick Rose served as the spokesperson giving hints and input as to where the bulls were hiding.

Dialogue between the instructor and Derrick Rose was utilized to keep the students engaged throughout the lesson.

The presentation culminated with the last destination being identified and Derrick Rose saying he was indeed in Alaska with the Chicago Bulls.

Areas being identified: o Old Faithful: Yellowstone National Park o Hot Springs: Yellowstone National Park o Shield Volcano: Mauna Loa, Hawaii o Cinder Cone Volcano: Mt. Paricutan, Mexico o Composite Volcano: Mt. St. Helens o Lava Plateau: Colombia Plateau (Washington, Oregon, Idaho) o Sill: Palisades Sill, New York o Composite Volcano: Mt. Cleveland, Alaska

6. The lesson ended with Derrick Rose and the Chicago Bulls being found in Alaska. A video presentation thanking Bulls fans was played at the end of this lesson.

7. A. I selected this concept to teach because it reflected the identification concepts students would need to know to succeed on the test. The methods I chose were used because throughout the first week of observation I saw a lack of engagement with students during the prior lessons. During the first week of instruction while I was mostly observing and not teaching I asked students what they were interested in. A large majority of the students were Derrick Rose basketball fans. So I created a lesson that catered to student interest while also delivering the necessary content to the students. B. The class was previously studying plate tectonics. Volcanism is an extremely rich area to teach in because it is an active and observable scientific phenomenon. Before, students were reading one section from a textbook each class and sleeping. Instruction was based around assessment cycles. Short cycle assessments were usually given after each unit of study and allotments of time per each unit were determined by the district. There was no inquiry base to learning previously and student learning was rarely truly evaluated for improvement due to poor performance on testing and dated poorly constructed assessments. C. This lesson was successful in terms of engagement. I had 25 minutes to teach the lesson which was ample. The first class of the day yielded good results but not excellent results after reviewing student handouts. Observations were not as detailed as I had hoped. For the remainder of the day I was clearer with my expectations for detailed observations on the handout and student work was improved. I collected exit slips from one class to evaluate their interest in what was taught and what could have been improved claiming they were evaluating me for my schooling. What I found was students

thoroughly enjoyed this lesson and thought it was interesting to see real life video examples of things they only got to read about. D. I had three goals for my instructional time: 1. Have no students sleeping 2. Have the students engaged and respectful 3. Have the students enjoy their class and look forward to the next one. In a previous lesson to this one I assisted a student with viscosity, this student usually wasnt attentive or engaged in class according to teacher I was shadowing. I related viscosity to Drake and said if Drake has a low flow what kind of viscosity would he have? The students were shocked due to my claim about Drakes flow, but they all then remembered the concept of viscosity. The next class this student brought me a printed picture of Drake which read, Mr. Toberman hates on Drake because he likes Journey.

My favorite student who did exceptionally well all week was a low performing student who was usually extremely disruptive in class. Instead of punishing him for being disruptive I made him my personal aid for most of this lesson. This gave him ownership of what was going on in class but also truly increased his accountability for his work. Since I was kind to him he didnt want to let me down and did outstanding work in his individualized activity.

E. One student who struggled with this lesson was an IEP student who had tremendous issues focusing. I am unsure of what IEP plan the student was on but the student had extremely low levels of reading and writing skills. For this student in the future I would have included a

handout that involve circling descriptions or circling pictures and cutting down on the observation that needed to be made for the activity. F. If I taught this lesson again I would have been clearer with my expectations for detailed results from the beginning of the class. G. Student learning was evident on the observations and later during the review game that we utilized to help them prepare for their examination. Worksheets that were collected after the activity also were useful in assessing student understanding. H. Students uncovered the landforms through a more close ended inquiry style of learning. Information wasnt merely just given to students they had to work to figure out where the landform was and what it was based off prior knowledge.

Lesson Two 1. Yellowstone Inquiry Simulation Open Ended 2. Purpose: a. Understanding parts of a volcano b. Applying terminology, including pyroclastic flow, active site, dormant site, extinct site, and applying density of magma to eruptions occurring in a vertical and explosive fashion 3. Objective of the Lesson a. Science as inquiry i. Understanding about scientific inquiry b. Earth and space science i. Structure of the earth system


Science in Personal and Social Perspectives i. Natural Hazards risks and benefits

d. Nature of Science i. Science as a human endeavor 4. This lesson started in the previous week. During down time in class I questioned students and asked them if they had ever heard about the SuperVolcano under Yellowstone National Park. We related the understanding of seismic activity to how it could be a precursor to an eruption by asking questions like: how many earthquakes occur at Yellowstone each year (3,000). Three days before my lesson was taught I mentioned a recent increase in seismic activity and we discussed the increase in likelihood of a possible super volcanic eruption! o Students were engaged the day of class via the 2005 documentary Supervolcano which involved a description of the Yellowstone caldera and the probability of an eruption. The same clip was integrated into another clip that was self-recorded involving a Yellowstone eruption. o Next, students were shown news clips reporting on the supervolcanic eruption from the documentary Supervolcano.

5. Procedures:

A handout was used to have students utilize the terminology and key concepts from section 3.3 and apply it to the current scientific phenomena that had taken place

(Yellowstone eruption), using the video resources given in the presentation. These questions included: a. Compare and contrast volcanic features of Yellowstone with the features of a typical volcanic eruption diagram b. Does magma typically erupt upwards? c. When was the first super eruption of the Yellowstone supervolcano? d. How much ash will we receive in Ohio from a super eruption? e. What is a pyroclastic flow, and how fast does it travel? f. Is the amount of ash we would receive in Ohio dangerous? Why or why not? g. Would Yellowstone be an explosive or quiet eruption? What evidence supports that conclusion? h. According to todays activity and current geothermal evidence, is Yellowstone an active, dormant, or extinct volcanic site? Student Activity: a. Devise a plan to stay safe in an open ended inquiry activity where each student will assume the role of a different community member: the roles are Ohio Governor John Kasich, President Barack Obama, a concerned mother, a geologist, and a Pleasant Run Middle School student. The five individuals will collaborate on a plan to stay safe while staying in the character of their roles.

6. Conclusion-I concluded the lesson by playing a clip from the documentary that involved a volcanologist reflecting over the destruction of the supervolcanic eruption. This demonstrated science as a necessary human endeavor that we all must be aware of.

7. Video analysis: Dr. Ann, I apologize for the length of the video, please fast forward through parts that do not interest you. a. Inquiry is not as present in the video as it was in the overall activity. We had a majority of the inquiry based conversations when the students had to fill out the worksheet. Also when students performed the simulation activity inquiry was strong in the discussion and questions being asked. b. 1. In the videotape when students identify volcanic landforms they are making hypothesis and relating content they see with content they have read. They deducted what the landform could not be to help figure out what it could be. 2. Scientific reason was evident when I entered the classroom, students questioned how I had changed clothes rapidly between the onset of the video and the start of the activity. This was a sort of funny observation the student made but it took reasoning and scientific observation. 3. Inquiry was evident in the video while discussing what actions we should take after the SuperVolcano erupted. A student cited the importance of oxygen tanks and masks since volcanic ash can accumulate in the lungs and be harmful to human health. c. Why does magma typically erupt upwards? Is the amount of ash we would receive in Ohio dangerous? Why or why not?

Would Yellowstone be an explosive or quiet eruption? What evidence supports that conclusion?

All three questions support inquiry and students were forced to ponder concepts. Students were very curious about the questions regarding ash in Ohio and the type of explosion Yellowstone would emit. Many students were able to tie in concepts involving the eruptions of Mt. St Helens and compare it to the devastation this potential eruption could cause. d. The lesson was effective in terms of students being able to be engaged in content. What I didnt enjoy was being tied to a worksheet because it took time away from class and group discussions I really wanted students to have. e. My so called worst student in the class was the most engaged in this lesson. Prior to the activity I asked him to research Yellowstones history and if it had previously erupted. He did and reported back to me. He was shocked to hear it had previously erupted. During the activity he had more knowledge of the park than most of the other students; he was also thoroughly engaged in the worksheet. f. I had two students in one period that did not complete the worksheet. I tried to reason with them but they believed it was pointless to do the worksheet since they were already failing the class. There were no adjustments I believe I could have made to improve student motivation in the classroom. In my own classroom I believe clearer expectations and a more fair assessment system would cut out problems with student motivation. I am aware that everyone sometimes misses assignments. I refuse to believe that a meaningful activity wouldnt at least

attempted to be completed in a positive and supportive environment where students are encouraged to do their best. g. I would have had the lesson as a simulation only. h. Students demonstrated their learning through the assessment worksheet we used in class. Also student discussion demonstrated they clearly understood the topics. i. My classroom teacher said she was pleased with my behavior during the class and thought it was good that I circulated during the activity. Since both of my activities were highly simulation based there was a lot of enthusiasm in discussion. Prior to teaching my activities I demonstrated how incredibly intriguing the features at Yellowstone are. We discussed hot springs and geysers and many students were fascinated by them and asked a lot of rich questions. Being closer in age to the students made it easy to relate and constantly try to cater to student interests while teaching them to keep them engaged.

Something I need to work on sometimes is monitoring the volume level of the classroom. I was really excited to cover this content because it was very interesting. There were a few points were students modeled my behavior so possibly keeping noise levels lower as to not disrupt other classes would be intelligent.

Hypothesis: The class scores will rank from lowest to highest going from the first bell through the fourth bell. As students become more alert and awake as the day progresses student scores will reflect alertness. Methods: A misconceptions worksheet was handed out to students in four bells. Students in each four separate class sessions were given ten minutes to complete the worksheet. Students were instructed to do their best on the activity and work alone. Results: The class averages for bells 1-3 were extremely similar, Class 1 and class 2 scored an average of 69 %. Class 3 scored a percent lower at an average 68%. Class 4 was significantly lower than classes 1-3, its average was 56% (Figure 1). Tables and Figures: Figure 1. The following graph depicts the bell number with its corresponding class average on the misconception probe.

Average Class Scores

80.0% Percentage 60.0% 40.0% Series1 20.0% 0.0% 1 2 3 Bell Number 4

Figure 2. The following table shows the number of correct answers vs the number of incorrect answers in each bell.

Number 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 Total # Ave. Score 69.8% 69.7% 68.9% 56.0% least frequently missed most frequently Red: missed

Number of Incorrect Answers Bell 1 Bell 2 Bell 4 Bell 5 5 11 11 10 2 3 2 1 1 5 3 4 2 6 6 5 7 8 2 6 5 3 5 6 5 8 9 1 3 4 4 10 16 11 10 12 9 17 14 12 18 17 13 6 4 6 2 1 3 1 5 3 7 6 8 5 10 10 6 5 1 3 5 5 12 12 10 1 2 13 8 12 12 9 9 15 12 4 6 6 6 7 4 4 9 5 4 3 4 9 16 17 12 18 21 23 20


Discussion: The results I collected were not in line with my previous hypothesis. They did mimic the hypothesis of the classroom teacher. The probe had several questions that were ineffective having up to 18 students miss a single question. After the activity when reassesing its effectiveness several questions were beyond the content level the students had covered. Also the wording of two of the questions was unfit for the students we assessed. When designing a misconception probe we utilized several topics that were important for the upcoming test regarding volcanism. We discussed the answers to the probe in order to correct any student misconceptions. Beyond clarifications we asked students to discuss within groups why certain phenomena worked in certain ways.