TE 802: Plan and Report for Focus Class Units Note: Titles and parts written in plain text are meant to be included in your final report. Notes in red italics (including this one) are advice on writing the report that you can erase from the final version.  Your plans turned in before the unit should include Parts I-IV. Plans are due September 22 and November 3.  Your report turned in after the unit should include revisions in Parts I-IV and Part V. Reports are due October 27 and December 1.

Name: Field Instructor: Mentor Teacher: School:

Part I: Information about the Unit This section contains basic information about the lesson that will help other teacher candidates who are teaching related lessons find your work. The information in this section will eventually be searchable in LON-CAPA, and useful for others making lessons. Topic: Choose one possibility from each of the lists below. You can delete all the options that don’t apply. Subject: Life science Earth science Physical science Physics Chemistry Topic: Scientific Inquiry Reading and Writing Scientific Text Scientific Argumentation and Standards of Evidence History and Culture of Science, Science in a Diverse Society Science, Technology, and Society Global Economic and Ecological Interactions Molecules of living things Cell Structure and Function Metabolism: Energy and Growth Living Things: Characteristics of Life, Taxonomy, and Systematics Living Things: Structure and Functions of Body Systems Heredity: Mendelian Genetics and Pedigrees Heredity: Reproduction, Mitosis, Meiosis Heredity: DNA structure and Protein Synthesis Evolution Ecosystems: Matter Cycling and Energy Flow Ecosystems: Interactions among Populations, Niches, and Habitats Ecosystems: Succession and Human Effects on Ecosystems Matter and Energy: Structure of Atoms and Molecules Matter and Energy: Energy Conservation and Transformations Physical Properties of Matter: Description and Measurement Kinetic Molecular Theory and Physical Changes in Matter Chemical Properties of Elements: Atomic Structure and Periodic Table Chemical Bonds and Compounds Chemical Changes in Matter: Types of Reactions Conservation of Mass and Stoichiometry Motions of Objects, Newton’s Laws Waves and Vibrations: Sound, Periodic Motion, and Mechanical Vibrations Waves and Vibrations: Light and Vision Electricity and Magnetism Geosphere: Structure of the Earth and Plate Tectonics Geosphere: Erosion, Sedimentation, and Ice Age Theory Movement of Surface and Ground Water Oceans and Oceanography Precipitation and the Water Cycle Describing Weather, Winds, Fronts, and Storms Regional and Global Climate Patterns Earth-Moon-Sun System: Seasons, Phases of the Moon Solar System, Galaxy, and Universe Type of Class Choose the appropriate descriptors from the lists or substitute your own descriptions.  Grade level(s): 6 7 8 9 10 11 12 High school basic elective/high track advanced (e.g., AP)  Type of school: Urban Suburban Rural  Tracking level: Untracked Lower track College bound Inclusion Abstract Write a short description (100 words or less) that provide a brief snapshot of the content and activities of your unit. Include information about what your students will do as well as what you will do as a teacher.

Part II: Clarifying Your Goals for the Unit (Website Unit Page) This section lays out a general understanding of the unit at a level that is appropriate for your students. The contents of this section should be essentially the same as the unit page on your website. In this section you should feel free to copy from the website or from resources such as state and national standards. Modify the text so that it matches your lesson. For a more

4/3/18, Page 2 detailed discussion of Clarifying Your Goals, including examples, see Teaching Science for Motivation and Understanding. Knowledge: Big Ideas Describe the most important patterns, models, and theories for this topic in 300 words or less. Use the language and ideas that you would like students in your class to be able to use. If appropriate, copy language from Benchmarks for Science Literacy or the National Science Education standards or other sources. You may find it useful to organize your Big Ideas around principles applied to processes in systems. Checklist for Big Ideas. Check to see if your big ideas meet the criteria below. Erase this section if you feel that you have met all the criteria. If you are having trouble meeting some of the criteria, use this section to explain your difficulties.  Do you have a coherent summary of the most important patterns, models, and theories for your topic? Big ideas should express the key patterns and explanations in student language, not just name them.  Have you used important ideas from Benchmarks for Science Literacy or the National Science Education Standards?  Is the language (e.g., vocabulary level) appropriate for students in your class? Big ideas don’t include every vocabulary word in the unit (though they should include the most important ones), and they don’t have many specific examples. The language you use in your summary of big ideas should be the language you would like your students to use.  The word “students” does NOT belong in your statement of big ideas. Think of big ideas as what you would like your students to be able to tell you after the unit or lesson is over.

Knowledge: Experiences, Patterns, and Explanations Use the table to explain how you will help students extend their experience and reduce it to order. Use the first row to list:  Observations or data that you expect many or all of your students to have made before your unit. These could be personal experiences or data that they collected in previous lessons or data that students get from demonstrations, websites, etc. They should be direct descriptions of objects, systems, or events in the material world.  Patterns that you expect many students to be aware of in their experiences.  Explanations that you expect students to have for the patterns that they are aware of. Use the second row to list:  Observations or data that you want your students to be aware of and work with. These could be personal experiences or data that are collected during this lesson or data that students get from demonstrations, websites, etc. They should be direct descriptions of objects, systems, or events in the material world.  Patterns that you want your students to see or be aware of in the data.  Theories or models that you want your students to use to explain or understand the observations and patterns.

4/3/18, Page 3 You may not be able to fill in every cell of this table. In particular, it will probably be hard to predict students’ initial patterns and explanations unless you have a chance to interview them or give them a pretest before doing the unit. It is useful to think about what their patterns and explanations might be, though, as you plan your lesson. In the Observations column, you may find it useful to group your examples into classes, naming the class and giving specific examples. For example: “Mass changes in growing plants (e.g., bean plants growing, bean plants making beans, oak trees growing, spirogyra (an alga) growing).” See Teaching Science for Motivation and Understanding for other examples. Checklist for Experiences, Patterns, and Explanations. Check to see if your observations, patterns, and explanations meet the criteria below. Erase this section if you feel that you have met all the criteria. If you are having trouble meeting some of the criteria, use this section to explain your difficulties.  Are your observations/experiences specific real-world objects, systems, or phenomena? Observations focus on specific real-world objects, systems, or phenomena, not the concepts we use to explain them. For example, “light-dependent reactions” and “light independent reactions” are not good real-world examples for photosynthesis. Similarly, “temperature,” and “convection” are not good real world examples for heat transfer.  Are the observations experientially real to your students. They should be either systems or phenomena that your students have already experienced or that you could help them experience, first hand or vicariously. (This does not imply that your list should consist only of examples actually included in your class activities.)  Do your Observations, Patterns, and Explanations fit into a coherent whole? Your observations, patterns, and explanations should be connected to one another. For example, each model or theory that you list should have observations and patterns to go with it.  Are your observations, patterns, and explanations connected to your big ideas? The key models, laws, and theories in the big ideas statement should be listed in summary form in the Patterns or Explanations column of your table.

Observations or Patterns (laws, Explanations (models, experiences (examples, generalizations, graphs, theories) phenomena, data) tables, categories) Initial Student EPE Goal EPE

Application: Model-based Reasoning Inquiry: Finding and Explaining Patterns in Experience

Possible Objectives for Student Learning Use the table below to list one or two Michigan Objectives or Content Expectations and a small number of specific unitobjectives that you will be addressing during this unit. The Michigan Objectives should be copied from the Michigan Framework Objectives available in

4/3/18, Page 4 your reading packet or on the course website. For each objective, use the second column to say what type of objective it is. Checklist for Objectives for Student Learning. Check to see if the objectives in your table meet the criteria below. Erase this section if you feel that you have met all the criteria. If you are having trouble meeting some of the criteria, use this section to explain your difficulties.  Does each objective describe student learning—something that your students will be able to do after the class is over—not just a teaching activity to be completed in class? For example, “Conduct an experiment on plant growth under different environmental conditions” is a good learning activity, but not a good objective. It doesn’t say what students will learn to do as a result of conducting the experiments.  Does each objective relate to a set of examples, not just a single example? For example, “Explain how plants get their food” is a better objective than “Explain how an oak tree gets its food.”  Are your objectives connected with your Big Ideas and Experiences/Patterns/Explanations? Does each objective describe ways that you would like your students to connect experiences, patterns, and explanations?  Do you have a small number of objectives that describe significant learning? Do not write too many small objectives. Even a unit that is several weeks long should be organized around a small number of significant objectives.

Objective Type Michigan Objectives or Content Expectations 1. Choose one: Identifying Using Inquiry Reflection 2. Specific Unit Objective(s) 1. Choose one: Identifying Using Inquiry Reflection 2. 3.

Part III: Lesson Sequence Develop one lesson sequence that you will teach some time during the unit. You can choose one type from the table below. Characteristics and Prerequisites Steps or Stages Objectives Theoretical storyline: Connecting Identifying or Using objective Introducing key principles patterns and models for Patterns and models organized Logical order of processes in Identifying and Using objectives around principles applied to systems (e.g., simple to complex, processes in systems. cause and effect, temporal) Principles consistently applied to each process

4/3/18, Page 5 Case-based storyline: Using cases Identifying, Using, Inquiry, and/or Preenting initial observations in the to connect observations to patterns Reflecting objective form of a compelling case and models for Identifying, Using, Observations organized around an Using patterns and models to Inquiry, and/or Reflecting interesting story (initial case) analyze initial case objectives Patterns and models that explain or Using patterns and models to solve case predict or explain other Other observations involving observations or cases processes in systems that can be explained with patterns and models Learning cycle: Scaffolded Using or Inquiry objective Establishing the problem apprenticeship in scientific Several examples or cases Modeling practices, usually for Using or Pattern for students to follow in Coaching Inquiry objectives their practice: Given [situation or Fading example], students will [steps or Maintenance criteria for good practice] Experimental inquiry cycle Using objective Students PREDICT what will (POE): Learning through Problem or initial question that happen during a laboratory or hypothetico-deductive inquiry, students can reason about and that demonstration and EXPLAIN usually for Using objectives leads to observable predictions their predictions Strategy for getting students to talk Students OBSERVE what actually Patterns in experientially real data happens Scientific patterns and models that Students clarify and EXPLAIN predict and explain data what they observed Inductive inquiry cycle (TOPE): Using objective Learners develop or are taught Learning by finding and Techniques that make sense to TECHNIQUES for data explaining patterns in students for collecting (or finding) collection. observations, usually for Using and recording experientially real Learners make or find objectives data. OBSERVATIONS and record Observations that are experientially them in organized ways. real to students and that will show Learners look for PATTERNS in clear patterns. their observations. Patterns that emerge from the data Learners develop and that students will be able to EXPLANATIONS for the patterns explain. that they have found and compare Explanations or models using them with scientific explanations. concepts or mechanisms that students can figure out (i.e., the models do not rely on invisible and unfamiliar mechanisms).

A. Name and Key Objective Give your lesson sequence a name and identify the key objective for your lesson sequence from your unit objectives above.

B. Meeting the Prerequisites Describe how you will meet each of the prerequisites (from the table above) for your lesson sequence.

4/3/18, Page 6 C. Sequence of activities Describe a sequence of activities or tasks that includes each stage (from the table above) for your lesson sequence.

Part IV: Assessment of Focus Students This section includes your plans for assessment of three focus students. If possible, do a pre-assessment before the unit begins as well as an assessment during or after the unit. Focus Objective Choose one objective to focus on for your assessment and copy it here. Ideally, this should be the same objective as you choose for your lesson sequence.

Developing Assessment Tasks Include assessment tasks that will reveal your focus students’ understanding of your strand: their relevant experiences and intellectual resources, their theories or conceptions, their strategies for sense-making or habits of mind. These tasks might take many forms, including: (a) embedded assessment tasks such as worksheets, journal questions, or lab reports, (b) questions or tasks for clinical interviews, or (c) formal assessments such as test questions. Include the actual tasks, don’t just describe them. If it requires special materials that cannot be copied into this section, attach them as Appendices or separate files. Checklist for Assessment Tasks. Check to see if your assessment tasks meet the criteria below. Erase this section if you feel that you have met all the criteria. If you are having trouble meeting some of the criteria, use this section to explain your difficulties.  Have you included the actual questions that students will answer or prompts they will be able to respond to?  Will you learn from incorrect answers? Can your students respond in ways that show ways of making sense of the topic even if they don’t know the scientific answer?  Is the task relevant to the focus objective? Does it engage students in the practice described in your focus objective?  Would a scientist respond to the task with the concepts, patterns, or models that you are interested in?  Is the task worded in a way that will be clear to the students? Will they understand what you are asking?  Would a good answer to the task require students to relate some of the theories, patterns, and examples from Part II?

Part V: After the Unit Report Complete this section after you have taught your lesson.

4/3/18, Page 7 Story of What Happened Write a brief story of what happened when you taught the unit (1000 words or less). If appropriate, focus mostly on the lesson sequence described above.

Making Sense of Focus Students’ Responses Descriptions of focus students Choose three focus students who have different levels of academic success in your class. Assign them pseudonyms and describe them briefly in the table below.

Pseudonym Academic Personal Description Standing

Excellent Response or Rubric Write an example of what you would consider to be excellent responses to your assessment tasks from a student in your class. Optional: Try to create a rubric that describes the qualities or characteristics of possible student responses in ways that enable you to compare responses.

Results of Pre-Assessment (if available) Describe what your learned about your focus students’ understanding (i.e., their knowledge, practices, and sense-making strategies) with reference to the focus objective and the relevant examples, patterns, and models or theories before they began working on your focus objective. Compare their understanding to your goal understanding as described by your expected response and rubric. Support your description with evidence from their work and your interactions with them, including your assessment task as well as other written work they have done, informal conversations, their participation in class, their approach to laboratory or field activities, etc. If possible, include quotes or samples of their work. Your rubric should help you connect the evidence with your conclusions about their knowledge and practices. Checklist for Analysis of Focus Students’ Understanding. Check to see if your analysis meets the criteria below. Erase this section if you feel that you have met all the criteria. If you are having trouble meeting some of the criteria, use this section to explain your difficulties.  Have you provided evidence in the form of quotes or samples of your focus students’ work? (If necessary, attach separate files or paper copies.)  Have you described how your focus students understand the objective: their experiences and their ways of describing them, patterns that they see in their experience, their explanations of those patterns, their practices in doing the activities described in your objective?  Have you related their knowledge and practices to the scientific knowledge and practices described in your big ideas and objective?

4/3/18, Page 8 Results of Post-Assessment Describe what your learned about your focus students’ understanding (i.e., their knowledge, practices, and sense-making strategies) with reference to the focus objective and the relevant examples, patterns, and models or theories after they began working on your focus objective. Compare their understanding to your goal understanding as described by your expected response and rubric. Support your description with evidence from their work and your interactions with them, including your assessment task as well as other written work they have done, informal conversations, their participation in class, their approach to laboratory or field activities, etc. If possible, include quotes or samples of their work. Your rubric should help you connect the evidence with your conclusions about their knowledge and practices. Checklist for Analysis of Focus Students’ Understanding. Check to see if your analysis meets the criteria below. Erase this section if you feel that you have met all the criteria. If you are having trouble meeting some of the criteria, use this section to explain your difficulties.  Have you provided evidence in the form of quotes or samples of your focus students’ work? (If necessary, attach separate files or paper copies.)  Have you described how your focus students understand the objective: their experiences and their ways of describing them, patterns that they see in their experience, their explanations of those patterns, their practices in doing the activities described in your objective?  Have you related their knowledge and practices to the scientific knowledge and practices described in your big ideas and objective?

Improvements Parts I-IV Explain how you would improve your planning, teaching, and/or assessment when you teach this unit again in the future. You can to this in either or both of two ways:  Use the Track Changes tool or a different color to make visible changes in your original plans.  Use the space below to describe and explain your changes.

Improvements in Your Understanding of Science Teaching Write your brief general comments and impressions, then use the table to list some important thing that you learned that will help you do better on the problems of practice. General comments

Things you learned about specific problems of practice Problem of Something that you learned Prac tice Understanding:  Academic

4/3/18, Page 9 dialogue with students Motivation:  Social dialogue with students Classroom  Environment and Teaching Strategies

Attachments If you have electronic files you are using with your lesson, either paste them here, or list them here and upload them as separate files to the course website.

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