Teacher Performance assessment

Grade Level: 7th Grade Subject: Science

Number of Students: 4 Date: Instructional Location: Classroom

Lesson Goals

• Lesson Title: Science

Central Focus of Lessons: What science is all about

State Standard(s) Addressed: 7th Grade on science, science methodology and famous scientists.

Lesson Objectives and Language Demands

• Content/Skill Objectives:

Students should state the definition of science

Students should discuss the various science methodologies

Students should name and discuss various prominent scientists

Students should be able to identify the application of science in day to day life

Language Demands: students are required to define and describe what science is. They should also be able to use this understanding of science to apply scientific knowledge.

Use scientific terms and language both in spoken and written presentations of scientific information.

• Key Vocabulary:

Science, scientists, famous scientists, scientific methods

Resources and Materials

• Resources: class text-books, handouts, charts etc.

• Materials: worksheets, games, projector, Smartboard, paper, pencils, art supplies, cards, post- its, etc.)

NOTE: Attach and/or embed any relevant handouts, activities, templates, PPT slides, etc. that are referenced and utilized in this lesson.

Prior Academic Learning and Prerequisite Skills

• Prior Academic Learning and Prerequisite Skills:

Misconceptions: Teacher distributes Assessment 1.1; this is an Inquiry-based research whose purpose is to pre-assess the background knowledge of the students. The assessment is in alignment with the learning targets and its main goal is to test existing knowledge. Assessment 1.1 comprises of both subjective and objective questions. However, every type of question has its own assessment criteria.

The questions in Assessment 1.1 are related to the demands of academic dialect. This includes definition of subject matter terms such as artifacts.

The students' performance in this assessment helps the teacher in making decisions on the next steps as well as structuring the next lessons.

Lesson Plan Details

Beginning the Lesson/Introduction:

What Teacher Will Do:

Assessment distribution; the teacher gives the students a research that is Inquiry-based with the aim of assessing their background knowledge. The assessment is in alignment with learning targets. Its primary focus is to test the student's existing knowledge. Both subjective and objective questions are included in the assessment. However, each question type has a unique assessment method.

The questions in Assessment 1.1 are related to the demands of academic dialect. This includes definition of subject matter terms such as artifacts.

The students' performance in this assessment helps the teacher in making decisions on the next steps as well as structuring the next lessons.

What Students Will Do:

Students are required to complete the Assessment. The results will help in the identification of those students who do not have a clear understanding of the topics ahead.

Questions related to academic language and the voice of the students are also included in this assessment.

Introducing New Content/Skills:

What Teacher Will Do:

The teacher begins the lesson by displaying the learning target on a board. The students are then invited to read it out loud to a nearby student.

The teacher then instructs the students to rate their knowledge and understanding of the target and its vocabulary using their fingers on a scale of 1-5. The teacher proceeds to show them a poster that shows scientific words, definitions and categories. The teacher informally assesses language demand by asking the students to identify familiar terms as well as those they have never heard before to a nearby partner. The students are then asked to verbally state their understanding of what they are going to learn in this lesson.

The teacher undertakes preparation of Instructional Material 1.1(presentation

) and distributes1.2 (guided note-taking).

Teacher takes the student through a discussion of presentation 1. Formative assessment is conducted and the definitions of academic vocabulary are questioned. The teacher creates a poster and writes important notes. The poster is placed at the front of the classroom, across presentation 1.

This poster displays the definitions, meaning and the images related to the terms.

As the students write the notes down, the teacher goes around helping them differentiate the process of taking notes.

The teacher instructs the students to share-pair and analyze how accurate their peers' notes are as the criteria of assessment for this stage of the lesson. The teacher notes down the areas that were difficult for the students to review during the instruction phase of lesson 2.

What Students Will Do:

Students are required to recite their partners the Lesson Target. They then use their fingers as a scale of familiarity where 1 finger means quite unfamiliar.

Students engage in discussion of the familiar and unfamiliar vocabulary. A few of the students verbally state their interpretations.

The students move to the front of the classroom for 10 minutes as they get introduced to the Instructional Material 1.1 (presentation) and discuss academic language.

Students go back to their sitting positions and write notes about Instructional Material 1.2(guided note-taking)

Students write down notes.

Students share-pair with their partners as they analyze the content of what they have discussed.

Guided Practice:

What Teacher Will Do:

The teacher presents various science exemplars and non-exemplars as a part of planned supports.

Teacher requires the students to provide their own definition of artifact as a self-assessment on CF and Lesson Target.

The teacher puts the students in groups and provides a presentation on science as well as scientific development.

Teacher circulates the items while observing the notes and discussions of the students on Instructional Material 1.1 (Guided Notes 1 handout)

The teacher encourages students to at least identify the characteristics of science. This will be used as support for the next stage of the lesson.

What Students Will Do:

Students differentiate and identify materials that are scientific from those that are non-scientific.

Students provide their own definitions of Science and a first to five check on CF and LT.

Students make analyze and compare each other's responses as a criterion of assessment.

Formative Assessment:

What Teacher Will Do:

From the front of the classroom, the teacher conducts formative assessment in order to monitor how the students are learning. This is done while asking the following questions;

1. What is science?

2. What are the characteristics of science?

3. State any available methodologies of science.

4. State a new concept you have learned about the Lesson Target.

The criteria of assessment of these questions, including alignment, depends on the verbal feedback given by the students. This is highly dependent on the level of strength or weakness in the response as well as the resources available for correction and management of misconceptions.

The teacher moves around the classroom while conducting formative assessment to monitor how the students are learning. As the students undertake guided practice in groups, the teachers try to identify misconceptions by asking the following questions:

1. Can you state and explain three characteristics of science to your partners?

2. State ways in which we can learn from science

3. State a number of prominent scientists

4. What have you learned about the learning target for today's lesson?

What Students Will Do:

Students raise their hands and respond to the questions.

Students undergo the identification of remediation resources as a way of to eliminate misconceptions from their answers.

Students are organized in groups where they identify the characteristics of science both verbally and in writing.

Students answer the teacher's questions after which they are instructed to discuss with their peers. Students analyze and summarize their peers' responses.

• Closing the Lesson Minutes

• Summative Assessment:

What Teacher Will Do:

The teacher instructs students to give their own interpretation of Lesson Target as well as the definition of the scientific language imbedded. The teacher asks the students to state where they would seek clarification in case of a misunderstanding.

The teacher asks the students to write down an Exit Slip (a tool for assessment of student learning on Lesson Target and the scientific language involved).

What Students Will Do:

Students provide their interpretations and answer the questions. They also share responses with their peers.

Students create an exit slip as outlined in the Instructional Material.

Extension

What Teacher Will Do:

The teacher listens to the responses from the students. The teacher makes changes to the support activities of the upcoming lesson while being keen on the students who were observed to have misconceptions during the lesson.

What Students Will Do:

Students give their responses to the teacher's adjustments

Accommodations/Differentiation

• Students with Special Needs or IEPs:

• The teacher pays attention to the students' differences and gives special attention to those displaying extreme cases such as autism. The teacher applies a different method to the special needs students such as engaging them to less demanding tasks, using a unique grading system for them as well avoiding grouping them with the normal students.

• English Learners: The teacher is aware that some of the students have difficulties with the English language and makes effort to include English lessons designed to familiarize them with the concepts.

Lesson Rationale/Justification

Principles of Research/Theory on Learning and Teaching:

The inquiry-based learning model is the teaching and learning method applied. The model's nature makes it possible to wholly gauge the intellectual capabilities of each student while improving the student's learning capacity. As a result, application of the inquiry-based learning is able to deepen the understanding of the student through: improving their ability to question, developing their researching and communication skills, improving collaboration outside the classroom setting, improving problem solution, tackle challenges in real life while creating strategies as well as creating and improving concepts and knowledge. (Pappas 2014). Therefore, integration of both content and process while designing learning activities creates the opportunity to increase the experience of the students in regard to authentic activities and content understanding.

Assessment Guide: Formative/Summative Assessment (Evidence) of Student Learning

Assessment Strategy #1: comprehension questions presented as fill-in and multiple-answer questions

Alignment with Lesson Goals: gauges the understanding of the students in regard to the basic concepts of science

Evidence of Student Understanding/Skill: A 0-20 rating scale is used where a score of 18-20 means excellent comprehension, 15-18 translates to very good, 12-15 fairly good, 10-12 means fair 12 and a score that is below 10 translates to poor comprehension.

Feedback to Students:

Students receive feedback depending on their performance in the comprehension questions.

Assessment Strategy #2: engage students in a journal entry

Alignment with Lesson Goals: to the unit of the science study that was understood the most and the approach that was most effective.

Evidence of Student Understanding/Skill: comprehensive journal entry report that covers a particular topic extensively

Feedback to Students: different to each student depending their learning experience

Lesson Plan 2

Grade Level: 7th Grade Subject: Science

Number of Students: 4 Date: Instructional Location: Classroom

Lesson Goals

• Lesson Title: Thomas Edison

Central Focus of Lessons: Thomas Edison's Inventions

State Standard(s) Addressed: 7th Grade contributions Thomas Edison made to the modern world Technology.

Lesson Objectives and Language Demands

Content/Skill Objectives:

Students should explain a brief history of Thomas Edison

Students to name a minimum of three inventions made by Thomas Edison

Students to name Thomas Edison's main invention

Students to explain the contribution of Thomas Edison's inventions to modern day life

Students to participate in a minimum of two lab experiments

Language Demands: students should provide a detailed overview of the inventions made by Thomas Edison. They should also be exposed to a practical experiment showing how one invention works (the teacher will instruct them on which invention to undertake)

Key Vocabulary:

Science, Thomas Edison, Inventions, experiments, modern contribution.

Resources and Materials

• Resources: handouts, internet links and websites, laboratory equipment's, posters and books,

• Materials: worksheets, games, projector, Smartboard, paper, pencils, art supplies, cards, post- its, etc.)

NOTE: Attach and/or embed any relevant handouts, activities, templates, PPT slides, etc. that are referenced and utilized in this lesson.

Prior Academic Learning and Prerequisite Skills

• Prior Academic Learning and Prerequisite Skills:

Misconceptions: Teacher gives out Assessment 1.2 (Inquiry-based research) to assess the background knowledge of the students with collaborative projects being the central focus. The assessment is in alignment with the central focus and learning targets to gauge previous learning. Assessment 1.2 includes both subjective and objective questions. However, each question type has a unique assessment criteria.

Assessment 1.2 consists of scientific language demand questions such as definition of subject matter terms i.e. the contribution that Thomas Edison's invention has on modern day life.

Lesson Plan Details

Beginning the Lesson/Introduction:

What Teacher Will Do:

Teacher gives out Assessment; collaborative based Inquiry -based research to pre-assess the background knowledge of the students. The assessment is in alignment with the central focus and learning targets to gauge previous learning. The assessment includes questions that are both objective and subjective, although each type has unique assessment criteria.

Assessment consists of language demand related questions such as definition of objective terms like science. The performance on the assessment guides the teacher in making decisions on the upcoming instructional practices.

What Students Will Do:

Students complete Assessment.

The students ask for clarification in case of misunderstanding on the upcoming lesson.

Academic language questions are also included in the assessment. It takes their learning interests into consideration.

Introducing New Content/Skills:

What Teacher Will Do:

The teacher uses questions to connect the current topic with the previous one.

The teacher introduces the lesson by displaying the learning target on the board and asking the students to read it out loud to their peers.

The teacher instructs the students to use the fist-to-five method to rate their knowledge of the target and its vocabulary. The teacher creates posters which show the words, their definition, categories, characteristics and artifact. The teacher asks the students to identify familiar words and those who have never heard before to their peers with the aim of assessing language demand informally.

Teacher asks the students to voice out the interpretation of what they will be learning in this lesson in their own words.

Teacher creates Instructional Material 1.1 (presentation) and distributes 1.2 (guided note-taking).

Teacher takes the students through the discussion of Presentation 1 and conducts formative assessment while asking questions about what Academic vocabulary means.

Teacher writes key notes on the poster at the front of the room across

Presentation 1. Poster has definitions, meaning, as well as the images related

Teacher moves around the room as the students write notes while assisting them differentiate the note-taking process. The teacher instructs students to share pair and analyze how accurate their peer's notes are. This is the criteria of assessment for this stage of the lesson. The teacher takes note of the areas had challenges in the instruction part of the lesson, Lesson 1.

What Students Will Do:

Students raise their hands to respond to the questions.

Students pair with partners and recite the LT to each other. They use 1-5 fingers to rate each other, where 1 finger means quite unfamiliar.

Students discuss the vocabulary, both the familiar and unfamiliar. A few students voice out their interpretations to the class.

Students converge at the front of the classroom for 10 minutes as they are introduced to Instructional

Material 1.2 (presentation) and discuss academic language.

Students go back to their sitting and take notes on Instructional Material 1.2(guided note-taking).

Students write notes

Students share pair their notes and discuss the content.

Guided Practice:

What Teacher Will Do:

The teacher offers guidance in the lab as a part of planned supports. The teacher will specify the experiments to be performed and state the lab's rules and regulations before the experiments begin.

Teacher randomly asks questions about the rules and regulations to be followed in the laboratory.

Teacher shows the students different lab instruments while explaining the function of each of them and how they are connected to the LT.

Teacher asks students to give their own explanations of the functions of the lab instruments shown and to do a self-assessment on CF and LT.

The teacher creates experimental groups.

Teacher moves around the laboratory while giving out equipment and observing how the students are writing and discussing in regard to Instructional Material 1.2 (Guided Notes 1 handout)

Teacher asks the students to be observant after taking them through how experiments are performed.

What Students Will Do:

Students raise their hands to respond and explain depending on their understanding.

Students compare their responses to those of their peers as an assessment method.

Students verbally state their responses using their own words and rate themselves using the fist-of-five method.

Students take part in the identification of artifacts and non-artifacts.

Students make comparisons between their responses and those of their fellow students as criteria for assessment.

Formative Assessment:

What Teacher Will Do:

The teacher monitors how the students are learning by conducting formative assessment from the front. After presentation and taking notes, the teacher asks the following questions:

1. State who Thomas Edison is

2. List a minimum of 4 inventions made by Thomas Edison

3. Give a brief history of Thomas Edison

4. State a new concept you have learned regarding the LT

The criterion of assessment for these questions, including alignment, depends on the degree of strengths and weaknesses of the verbal response of the students as well as the resources that are available for misconception management and correction.

The teacher performs formative assessment by moving around the room while monitoring how the students are learning. As the groups of students undertake guided practice activity, the teacher looks for misconceptions by asking the following questions:

1. Are the inventions of Thomas Edison significant in today's society?

2. How can Thomas Edison's inventions be put into use?

3. Can you provide an example of Thomas Edison's Inventions?

4. State what you have learned about the learning target for today's lesson?

What Students Will Do:

Students raise their hands and respond to the questions.

Students take part in the identification of remediation resources in the process of elimination of misconceptions from their answers.

Students work as groups to identify the characteristics of science both verbally and in writing.

Students answer the teacher's questions.

Students offer response and summarize their peers' responses.

• Closing the Lesson Minutes

• Summative Assessment:

What Teacher Will Do:

The teacher asks the students to give their own interpretation of the LT as well as the definition of the academic language involved. The teacher also asks the students where they would seek clarification in case of misunderstandings.

The teacher instructs students to create an Exit Slip (a tool to assess student learning), on the LT and academic language related to it.

What Students Will Do:

Students answer the questions and share their responses with their partners.

Students create the Exit Slip in accordance to the Instructional Material.

Extension

What Teacher Will Do:

The teacher pays attention to the students' responses and makes the necessary adjustments to the support activities of the following lesson while being keen on the students who had misconceptions during.

What Students Will Do:

Students provide their response to the changes made.

Accommodations/Differentiation

• Students with Special Needs or IEPs: The teacher takes note of the differences existing among the students and shows concern in the extreme cases such as autism. The teacher uses a unique approach while dealing with these cases such as engaging autistic students in less demanding tasks and using a unique grading system. The teacher also avoids grouping the special needs students with the normal students.

• English Learners: The teacher takes into consideration that some students are new to the English language and is ready to prepare English lessons to help them familiarize with the concepts.

Lesson Rationale/Justification

Principles of Research/Theory on Learning and Teaching:

The inquiry-based learning model is the teaching and learning method applied. The model's nature makes it possible to wholly gauge the intellectual capabilities of each student while improving the student's learning capacity. As a result, application of the inquiry-based learning is able to deepen the understanding of the student through: improving their ability to question, developing their researching and communication skills, improving collaboration outside the classroom setting, improving problem solution, tackle challenges in real life while creating strategies as well as creating and improving concepts and knowledge (Pappas 2014). Therefore, integration of both content and process while designing learning activities creates the opportunity to increase the experience of the students in regard to authentic activities and content understanding.

The teacher emphasizes on collaboration and team work since they are important components of experiments. These exercises are very important and possess the ability to teach students the benefits of cooperating and working together, even with those who may be different from them. Pairing students whose degree of skills vary is a good way of teaching them that although they don't possess similar talents, each one of them offers their own unique contribution. Through collaboration, students are encouraged to take part in productive conversation which provides debating opportunities. Making decisions on the appropriate approach to fulfill the requirements of the project helps in the development of executive decision-making capabilities of the students as well as the ability to consider opinions and suggestions from others.

Assessment Guide: Formative/Summative Assessment (Evidence) of Student Learning

Assessment Strategy #1: comprehension questions presented as fill-in and multiple-answer questions

Alignment with Lesson Goals: gauges the understanding of the students in regard to the basic concepts of science

Evidence of Student Understanding/Skill: A 0-20 rating scale is used where a score of 18-20 means excellent comprehension, 15-18 translates to very good, 12-15 fairly good, 10-12 means fair 12 and a score that is below 10 translates to poor comprehension.

Feedback to Students:

Students receive feedback depending on their performance in the comprehension questions.

Assessment Strategy #2: assesses how the students understand the role played by Thomas Edison's invention in the modern society

Alignment with Lesson Goals: for evaluation of how effective and viable the lesson plan is to the students.

Evidence of Student Understanding/Skill: comprehensive journal entry report covering a particular topic extensively

Feedback to Students: how were the lessons?

Were they as interactive as they should have been?

Where they easily understandable?

Are there any suggestions for improvement of the lessons?

Lesson Plan 1

Grade Level: 7th Grade Subject: Science

Number of Students: 4 Date: Instructional Location: Classroom

Lesson Goals

• Lesson Title: Marie Curie

Central Focus of Lessons: Marie Curie as a Woman inventor in the science world.

State Standard(s) Addressed: 7th Grade

Lesson Objectives and Language Demands

Content/Skill Objectives:

Students explain in brief who Marie Curie is

Students to state a minimum of two inventions made by Marie Curie

Students to state the invention for Marie Curie is known

Students to explain the challenges Marie Curie faced as the first female inventor

Students to take part in a minimum of two practical lab experiments

Language Demands: students should provide a comprehensive overview about Marie Curie's Invention. They should also get exposure to a practical experiment that shows how the invention works (specification on the invention will be made by the Teacher)

Key Vocabulary:

Science, Marie Curie, Inventions, experiments, women and science.

Resources and Materials

• Resources: handouts, internet links and websites, laboratory equipment's, posters and books,

• Materials: worksheets, games, projector, Smartboard, paper, pencils, art supplies, cards, post- its, etc.)

NOTE: Attach and/or embed any relevant handouts, activities, templates, PPT slides, etc. that are referenced and utilized in this lesson.

Prior Academic Learning and Prerequisite Skills

• Prior Academic Learning and Prerequisite Skills:

Misconceptions: Teacher issues Assessment 1.3, Inquiry-based research to pre-assess the background knowledge of the students with collaborative projects being the main focus. The assessment gauges previous learning alignment with the CT and LT. Assessment 1.3 includes questions that are both subjective and objective. However, each question type has unique assessment criteria.

Assessment 1.3 consists of questions that touch on academic language demand such as the definition of subject matter terms, for example how Marie Curie's invention influenced women in the world of science.

Lesson Plan Details

Beginning the Lesson/Introduction:

What Teacher Will Do:

Teacher issues Assessment; A collaborative inquiry-based research to gauge the background knowledge of the students. The assessment measures previous learning in alignment with LT and CT. it includes subjective and objective questions. However, each question type has its own assessment criteria.

Assessment comprises of questions related to academic language demand such as the definition of objective terms like science. The teacher uses the students' performance in this assessment to make decisions about instructional practices for the upcoming stages.

What Students Will Do:

Students complete Assessment.

The students ask for clarification in case of any misunderstanding related to the following content

The assessment is inclusive of academic language questions and takes the students' learning interests into consideration.

Introducing New Content/Skills:

What Teacher Will Do:

The teacher asks the class questions to connect the previous topic to the current one.

The teacher begins the lesson by displaying the learning target on the board. Teacher invites the students to read it out loud to their partner.

The teacher instructs the students to use the fist to five method to rate their knowledge on the target and its vocabulary. The teacher then creates a poster with the words, definitions, meaning, artifacts, characteristics and categories.

Teacher invites the students to identify the familiar terms as well as those they have never heard before to their partners as an informal assessment of language demand.

Teacher asks the students to voice out their understanding of what will be learnt in this lesson.

Teacher creates Instructional Material 1.1 (presentation) and distributes 1.2 (guided note-taking).

Teacher takes the students through the discussion of Presentation 1 and conducts formative assessment while asking questions about what Academic vocabulary means.

Teacher writes key notes on the poster at the front of the room across

Presentation 1. Poster has definitions, meaning, as well as the images related

Teacher moves around the room as the students write notes while assisting them differentiate the note-taking process. The teacher instructs students to share pair and analyze how accurate their peer's notes are. This is the criteria of assessment for this stage of the lesson. The teacher takes note of the areas had challenges in the instruction part of the lesson, Lesson 1.

What Students Will Do:

Students raise their hands to respond to the questions.

Students pair with partners and recite the LT to each other. They use 1-5 fingers to rate each other, where 1 finger means quite unfamiliar.

Students discuss the vocabulary, both the familiar and unfamiliar. A few students voice out their interpretations to the class.

Students converge at the front of the classroom for 10 minutes as they are introduced to Instructional

Material 1.2 (presentation) and discuss academic language.

Students go back to their sitting positions and take notes on Instructional Material 1.2(guided note-taking).

Students write notes

Students share pair their notes and discuss the content.

Guided Practice:

What Teacher Will Do:

The teacher offers guidance in the lab as a part of planned supports. The teacher will specify the experiments to be performed and state the lab's rules and regulations before the experiments begin.

Teacher randomly asks questions about the rules and regulations to be followed in the laboratory.

Teacher shows the students different lab instruments while explaining the function of each of them and how they are connected to the LT.

Teacher asks students to give their own explanations of the functions of the lab instruments shown and to do a self-assessment on CF and LT.

The teacher creates experimental groups.

Teacher moves around the laboratory while giving out equipment and observing how the students are writing and discussing in regard to Instructional Material 1.2 (Guided Notes 1 handout)

Teacher asks the students to be observant after taking them through how experiments are performed.

What Students Will Do:

Students raise their hands to respond and explain depending on their understanding.

Students compare their responses to those of their peers as an assessment method.

Students verbally state their responses using their own words and rate themselves using the fist-of-five method.

Students take part in the identification of artifacts and non-artifacts.

Students make comparisons between their responses and those of their fellow students as criteria for assessment.

Formative Assessment:

What Teacher Will Do:

The teacher monitors how the students are learning by conducting formative assessment from the front. After presentation and taking notes, the teacher asks the following questions:

1. Explain who Marie Curie is in brief

2. List a minimum of 4 inventions made by Marie Curie

3. Give the history of Marie Curie in brief

4. State a new thing you have learned about the LT

The criterion of assessment for these questions, including alignment, depends on the degree of strengths and weaknesses of the verbal response of the students as well as the resources that are available for misconception management and correction.

The teacher performs formative assessment by moving around the room while monitoring how the students are learning. As the groups of students undertake guided practice activity, the teacher looks for misconceptions by asking the following questions:

1. Are the inventions of Marie Curie important in modern day society?

2. How can we apply the inventions of Marie Curie in our daily lives?

3. State an example of an invention made by Marie Curie

4. What lesson have you learned regarding to today's lesson learning target?

What Students Will Do:

Students raise their hands and respond to the questions.

Students take part in the identification of remediation resources in the process of elimination of misconceptions from their answers.

Students work as groups to identify the characteristics of science both verbally and in writing.

Students answer the teacher's questions.

Students offer response and summarize their peers' responses

• Closing the Lesson Minutes

• Summative Assessment:

What Teacher Will Do:

The teacher asks the students to give their own interpretation of the LT as well as the definition of the academic language involved. The teacher also asks the students where they would seek clarification in case of misunderstandings.

The teacher instructs students to create an Exit Slip (a tool to assess student learning), on the LT and academic language related to it.

What Students Will Do:

Students answer the questions and share their responses with their partners.

Students create the Exit Slip in accordance to the Instructional Material

Extension

What Teacher Will Do:

The teacher pays attention to the students' responses and makes the necessary adjustments to the support activities of the following lesson while being keen on the students who had misconceptions during.

What Students Will Do:

Students provide response to the teacher's adjustments.

Accommodations/Differentiation

• Students with Special Needs or IEPs: The teacher takes note of the differences existing among the students and shows concern in the extreme cases such as autism. The teacher uses a unique approach while dealing with these cases such as engaging autistic students in less demanding tasks and using a unique grading system. The teacher also avoids grouping the special needs students with the normal students.

• English Learners: The teacher takes into consideration that some students are new to the English language and is ready to prepare English lessons to help them familiarize with the concepts.

Lesson Rationale/Justification

Principles of Research/Theory on Learning and Teaching:

The inquiry-based learning model is the teaching and learning method applied. The model's nature makes it possible to wholly gauge the intellectual capabilities of each student while improving the student's learning capacity. As a result, application of the inquiry-based learning is able to deepen the understanding of the student through: improving their ability to question, developing their researching and communication skills, improving collaboration outside the classroom setting, improving problem solution, tackle challenges in real life while creating strategies as well as creating and improving concepts and knowledge (Pappas 2014). Therefore, integration of both content and process while designing learning activities creates the opportunity to increase the experience of the students in regard to authentic activities and content understanding.

The teacher emphasizes on collaboration and team work since they are important components of experiments. These exercises are very important and possess the ability to teach students the benefits of cooperating and working together, even with those who may be different from them. Pairing students whose degree of skills vary is a good way of teaching them that although they don't possess similar talents, each one of them offers their own unique contribution. Through collaboration, students are encouraged to take part in productive conversation which provides debating opportunities (Edelson 2001). Making decisions on the appropriate approach to fulfill the requirements of the project helps in the development of executive decision-making capabilities of the students as well as the ability to consider opinions and suggestions from others

Assessment Guide: Formative/Summative Assessment (Evidence) of Student Learning

Assessment Strategy #1: comprehension questions presented as fill-in and multiple-answer questions

Alignment with Lesson Goals: gauges the understanding of the students in regard to the basic concepts of science

Evidence of Student Understanding/Skill: A 0-20 rating scale is used where a score of 18-20 means excellent comprehension, 15-18 translates to very good, 12-15 fairly good, 10-12 means fair 12 and a score that is below 10 translates to poor comprehension.

Feedback to Students:

Students receive feedback depending on their performance in the comprehension questions.

Assessment Strategy #2: Teacher issues closure assessment 1.3.

Alignment with Lesson Goals: To identify the effectiveness of the lessons

Evidence of Student Understanding/Skill: Teacher evaluates the student's understanding depending on their performance.

Feedback to Students: evaluation of individual students based on their performance and level of participation

Use the performance to issue directions as required.

References

Edelson Daniel (2001). Learning-for-use: A framework for the design of technology-supported inquiry activities. Journal of Research in Science Teaching. Volume 38, Issue 3. Pages 355 -- 385.

Pappas Christoforos (2014). Instructional Design Models and Theories: Inquiry-based Learning Model. https://elearningindustry.com/inquiry-based-learning-model