Colton Hope, ECUR 325.

3, cwh563
Dr. Jay Wilson, Lesson Plan, Feb 27th, 2017

Justification and Reflection (2):

During the formulation of this lesson, I chose to organize it around my formative

assessment piece, Physical Sciences 20; Foundations of Chemistry Reactions Lab that

assesses student learning during the performance task for my Physical Science 20

Foundations of Chemistry unit. This performance task is an example of guided student

inquiry wherein students are provided with directional instruction without the answers to

evaluative questions and tasked with following the directions, to achieve the task and

develop the comprehension to answer the questions. In creating this lesson, I wanted to

establish the sense of a student controlled inquiry where instructor interaction is limited to

only a demonstrative and adaptive nature. In posing the inquiry as a hands-on lab activity

to engage students with a type of learning that is not commonly occurring. I wanted to

create a sense of authenticity in this lesson that allows students to both; interact with one

another in a social/relationship building context, and live their curricular outcomes

through a practical application of these skills that they are supposed to value in their

learning. Student safety during this inquiry is paramount and as such many of the

selections I made when planning the lesson; the use of flexible grouping, described

adaptations and accommodations, and the selected chemical reactions for completion/the

nature of the reaction completion (i.e. demonstration versus student lead), reflected this

need for safety.

The following is a summarization of how I feel that I achieved on the outcomes of

this, Lesson Plan assignment. Outcome 1; I plan lessons and assessment based on

provincial curriculum (5). With the organizing of this lessons format around the formative

assessment creation of the reactions handout, I believe to achieved at the highest level in

my preparation for internship. The lessons responsiveness to this formative means of

assessment is centered on students application of their skills with the completion of the

reactions that they have learned about during the previous lessons in the Foundations of
 Colton Hope, ECUR 325.3, cwh563
Dr. Jay Wilson, Lesson Plan, Feb 27th, 2017
Chemistry unit. Outcome 2; I make student learning goals for each lesson/task (4). My goal

in this lesson is determinate in the viewing of the summative evaluation rubric for student

completion of the reactions handout. My objective is to have all students complete the

inquiry at the highest level of evaluation and develop the deepest level of comprehension.

During the creation of the extensive lesson plan template, I could do to further iterate this

objective. Outcome 3; I know which instructional strategies to pick at given times (5). The

outcomes and indicators assessed during student completion of the formative reactions

handout are addressed in an authentic manner that force students to think abstractly and

practically about their prior knowledge. Inquiry learning in the STEM classroom

environment is detailed as one of the most vital in all the Saskatchewan science curricula.

Outcome 4; My lessons are ready to be used (4). All elements of my lesson including; the

extensive lesson plan with comprehension questions and detailed planning, as well as

formative, and summative assessment handouts are prepared for use. Additional materials

and chemical preparation would need to be procured for student completion of this inquiry

task meaning that a substitute would require additional assistance/preparation time in

order to complete the lesson. Outcome 5; I create formative assessments (4). The

formative assessment piece that I have created for this lesson is very well detailed and

focuses on specific learnings from various points in the Foundations of Chemistry unit as

well as a multitude of applied student skills ranging from; written, to calculative, and

visual/oratory. The planning and completion of this lesson is student centered guided

inquiry and as such requires that semi-strict guidelines be in place to ensure student

safety and achievement of the outcomes. This does not allow for a high degree of

flexibility or deviation from the assigned assessment. Outcome 7; I set and use gals for

enhancing my professional development (3). During the building of my lesson plan, I

highlighted specific TECC competency goals that underlie what I desire to achieve in the

instruction of my students. My personal reflection incorporates limited detailing of

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Dr. Jay Wilson, Lesson Plan, Feb 27th, 2017
improvement in these professional growth areas due to not having previously instructed

this lesson under the guidance of a extensive lesson plan, and the lesson itself does not

account for learner reflection on the achievement of these goals unless taken in the

context of reflective journaling to be completed by students during the unit. Outcome 14; I

understand how to plan for differentiation and adaptation (4/5). I like to think that in

having experienced two separate courses for adaptation and differentiation as it relates to

the exceptional learner, and having worked with several exceptional students unto this

point during my student teaching. That I came well prepared to the creation of this lesson

plan to differentiation for these students. My adaptations and differentiation section of the

lesson plan details planning for students with challenges ranging from; physical and

mental impairments, right down to socially isolative or emotional/behavioral limitations.

Outcome 15; I create engaging learning activities and tasks (4). The interactivity and

interdependence created during this grouped inquiry assignment is a positive force in the

relationship building and cooperative learning environment of my students. It forces them

to be reliant on their own understandings and those of their peers instead of just the

words of the instructor in the practical application of what they learned throughout the

unit. As it is a content heavy unit, not all lessons can be facilitated with the same means of

application as I first need to make sure students have a common perception in the areas

of; chemical reactivity, and lab safety. Outcome 16; my planned activities would improve

the discipline specific literacy skills of my students (4/5). Students will have the chance to

self-reflect after the completion of the lesson in accordance with the journaling

assessments detailed in the unit plan. However during the course of this lesson it is the

formative assessment that breaks down the facets of multi-literacy in student learning and

comprehension through; their physical interactions in peer groupings to complete the

inquire, oral/communicative literacies required to increase effectiveness and promote time

management within their groups, mathematical literacy in the various calculations

 Colton Hope, ECUR 325.3, cwh563
Dr. Jay Wilson, Lesson Plan, Feb 27th, 2017
required to complete the reactions handout, and the scientific literacies associated with

the written completion of the assessment questions.

The following is my reflective level of achievement in the areas of professional

growth and development outlined by our rubric outcomes. Outcome 7; I set and use goals

for enhancing my professional development (4). In this regard, I feel that I succeeded in

my goal outlined during assignment 1 with the creation of an assessment OF student

learning. Not only was I able to create such an assessment but I centralize it in the

creation of an extensive lesson plan. Moving forward, centralizing this performance task in

the unit and ensuring that all required teachings are completed before hand is key.

Outcome 8; my portfolio reflects growth in my planning (3). My portfolio has been

expanded after the completion of the first assignment to reflect additional instructed

lessons and planning materials. However, because of the inability to currently teach this

lesson more than once, more drafting and revision of the overall lesson plan is yet to be

completed. Outcome 9; my professionalism is evident in my in-class activities for ECUR

325 (4). I continue to be a hard-working and contributing member of class discussions,

both in the large group (as exhibited by my joining Jay at the front for a little Q and A), and

during our seminar work. I have completed the assignments early such that they could be

continually reviewed and analyzed by my seminar leader Joanne De La Rosa for my

continued growth and development as a member of the class. Assignment 1 gave me a

good starting point as to how to reflect on these constructive critiques and this lesson plan

has only furthered that upon review of my first assignment submissions evaluation.

Moving forward I want to learn to include more cultural responsiveness into my scientific

pedagogy practices.