Observation Assignment #2

Lesson Plan Template for SED 406 and 407 part 1 = planning
Teacher: Mrs. Krawzyk Observed by: Gemma Travis	Subject: Science	Grade(s): 7
Name of Lesson: Plate Tectonics Unit Project
Learning Objective(s), including Bloom's taxonomic level: (label A, B, C, *D) *optional Students will work in groups of four to begin research/learning about a topic that they choose on plate tectonics.
Student Standards (GSE or/GLE or Common Core-in draft for math/science- list which): MS-ES S2-3. Analyze and interpret data on the distribution of fossils and rocks, continental shapes, and seafloor structures to provide evidence of past plate motions.
Teacher Standards (professional society and/or NETS  and RIPTS-list which): RIPTS 9. Teachers use appropriate formal and informal assessment strategies with individuals and groups of students to determine the impact of instruction on learning, to provide feedback, and to plan future instruction.
Rationale: Why this lesson? How does it fit into the curriculum and context? Is this the introduction, conclusion, or somewhere in the middle of the unit of instruction? This lesson is at the end of a unit on plate tectonics. The project the students are working on will serve as an assessment for the unit.
Materials/Resources needed, including technology: Handouts, text books, laptops, videos, projector
Accommodations and Modifications (special needs and learning styles) One student in the class is normally opposed to group work.  He will be given more time to choose his group.  However, the teacher will inform him that he must choose a group by the end of the class period.

Lesson Plan Template part 2 = action
Bell-ringer: How will you get students seated, and ready for academic work? (without your voice) Agenda for the class is written on the board.  Students know to come into class, take their seats, and look at the agenda.
Anticipatory Set: How will you introduce the material, interest the students, show relevance of topic?
Phase (change as needed)/Time	Teacher action	Student action	Questions/Assessments
Housekeeping/10 min.	Teacher asks students to take out their homework folders and prepare to hand them in.  She goes over what should be in everyone’s folder and shows students a completed sample folder.  While students are organizing their folders, the teacher takes attendance. She then asks them to hand their folders in to the front of the room.	Students take their seats and take out their homework folders.  They use the homework log in their folders to make sure that all of the assignments are completed.  Students organize their folders and finally hand them in on a pile on the teacher’s desk.	“What should be in your folder?” “Is your homework log complete?” “Are all of your homework assignments completed and in your folders?” “Are your folders organized and ready to be handed in?” “Are all folders handed in?”
Presentation or Open-ended/	Teacher introduces a unit project on plate tectonics.  She hands out an assignment sheet and rubric.  She then shows videos of examples of what she expects from the project.	Students listen to instructions and watch videos.	“Does anyone have any questions about the project?’
Guided Practice or Convergent/	Teacher divides students into groups of 4 and asks each group to choose a topic from the list on their assignment sheets.	Students separate into groups, talk about topics, and choose a topic for their project.	“What topic did you choose?”
	Teacher asks students to use text books, computers, and “blend space” to begin researching their topic.  They will have the rest of the class to complete a graphic organizer that will provide them with information on their topic for the project. While students are researching, the teacher goes around to each group to see how they are doing with the project.  She shows examples, provides resources, and answers questions.	Students begin research.  They use laptops and text books to find information on their topics. They fill out graphic organizers with the information that they find.	The teacher assesses each groups’ progress informally through observation.  She asks “Does anyone have any questions?” “Where are you finding information?”
Closing/	The teacher assigns the rest of the research to be completed for homework.  She tells students that if they do not have internet access at home to complete their research, they can sign out a textbook to use.	Students finish up their final notes, put back the laptops that they used, and sign out textbooks if they need to.	“Does anyone need to sign out a textbook?” “Does everyone know what they’re doing for homework?”
HW/Application/	Whatever was not finished in class should be completed for homework.  Students should return tomorrow with completed graphic organizers.	Students will complete research and finish filling out their graphic organizers.
Review and Reflection: How will you review for students who are still having trouble? For students having trouble, the teacher went around and worked with them individually, answering any questions, providing resources, and giving examples.
Extension: What will you offer to students who have mastered this? Students who have completed their research can move on to the next part of the project.
*Closing: How will you review the material, and draw conclusions? (may be listed above) See above.

	Lesson Plan Template pt. 3 = reflection
WHAT?	What went well?   The students seemed interested in the project and all of the groups were working on their research.
	What area of weakness needs addressing? Some groups wanted to choose the same topic which was a bit of a problem.
	Which objectives were met? What is the evidence? The objectives were met because students were in their groups beginning their research.
	Which students did not meet objectives? It seemed as though all of the students were meeting the objective.
	Was time managed appropriately? Yes, the teacher managed time well.  The students were given plenty of time to begin their research after homework folders were collected, the project was explained, and groups and topics were chosen.
	Did any teacher mannerisms or actions detract from the lesson? I did not notice any teacher mannerisms or actions that detracted from the lesson.
	*What were the strengths and weaknesses of classroom management? Mrs. Krawzyk had strong classroom management throughout the entire lesson.
SO WHAT?	Was the lesson engaging? Yes, I believe that the lesson was engaging.  Students seemed interested in their projects and ready to research their topics.  They also got to work in groups and choose their topics which I’m sure added to the engagement of the project.
	*What did I learn from my peer observation (address at least one aspect)   Mrs. Krawzyk runs a very structured and organized class and this helped everything go smoothly during her lesson.
NOW WHAT?	How will this experience influence your professional identity?  It was great to be able to observe a seventh grade science class.  I have been thinking about getting my middle school endorsement and this experience helped me decide that this is something I should go through with doing.
	How will it influence how you plan/teach/assess in the future? This showed me that students should be given time in class to work on projects.  Especially when they are working in groups and especially if they need computers to do research. Not all students will have internet access at home and this is something to consider when assigning a research project.