RUNNING HEAD: WRITING PIECE: DOMAIN 1

Writing Piece: Domain 1

Alexa Brennan

Drexel University

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WRITING PIECE: DOMAIN 1

Abstract

This writing piece includes a complete science lesson plan that has been implemented

with students. A narrative reflection follows that analyzes how the planning and preparation

skills needed for this lesson meet the standards in domain one as well as affect student learning

and success. Lastly, artifacts from the lesson are included.

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WRITING PIECE: DOMAIN 1

Lesson Plan Format

Teacher: Alexa Brennan Grade level: 2

I. Content and Standards: Science and Technology and Engineering Education

Standard – 3.1.2.A9

• Distinguish between scientific fact and opinion. • Ask questions about objects,

organisms, and events. • Understand that all scientific investigations involve asking

and answering questions and comparing the answer with what is already known. •

Plan and conduct a simple investigation and understand that different questions

require different kinds of investigations. • Use simple equipment (tools and other

technologies) to gather data and understand that this allows scientists to collect more

information than relying only on their senses to gather information. • Use

data/evidence to construct explanations and understand that scientists develop

explanations based on their evidence and compare them with their current scientific

knowledge. • Communicate procedures and explanations giving priority to evidence

and understanding that scientists make their results public, describe their

investigations so they can be reproduced, and review and ask questions about the

work of other scientists.

II. Prerequisites: Students have an understanding of how to record data using their

science notebooks.

III. Objective: Students will be able to describe what they know about solids and liquid

and how they change. Students will observe and describe the properties of an

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WRITING PIECE: DOMAIN 1

effervescent tablet and those of a cup of water. Students will test, observe, and

describe the changes that occur when they drop an effervescent tablet into a cup of

water. Students will read a poem to consider other changes in their lives.

IV. Instructional Procedures: Before: Before the lesson, I will prepare the materials. I will

introduce the lesson by asking students the following questions, “What do you know

about solids? What do you know about liquids? What does the word “change” mean

to you?” I will record students’ ideas on the class list titled, “What We Know about

Solids and Liquids and How They Change.”

During: During the lesson, I will pass out a change card to each pair of students.

Students will examine and discuss the illustrations on the cards. We will discuss the

cards using the questions, “What solids do you see in the picture? What liquids do

you see in the picture? How might the solids or liquids in the picture change over

time?” Student observations will be recorded on a chart. I will tell students that in this

lesson we are going to add a solid to a liquid and record the changes that take place. I

will show students a tablet and the water and ask them what they think might happen

when they put the tablet into the water. Students will use the hand lens to observe the

solid tablet. Students will use other senses to describe the tablet before placing the

tablet into the water. Students will discuss with their partner how the tablet and water

changed, recording their ideas on the record sheet.

After: The lesson will be brought to a close by discussing the changes as a whole

class. Students will discuss what they observed and what surprised them. After the

discussion, students will clean up the materials.

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WRITING PIECE: DOMAIN 1

V. Materials and Equipment: The materials used for this lesson will be cups, water,

hands lens, tablets, science notebooks, pencils, change cards and the smartboard.

VI. Assessment/Evaluation: This lesson will be assessed through observational

techniques. I will observe students throughout the lesson, making notes of any student

who appears to be struggling with the concept. I will review this concept individually

with the student.

VII. Accommodations or Modifications needed for students with disabilities or ESOL: For

this lesson, picture cards will be created that include labeled visuals of the relevant

words to this lesson. ESOL students are paired with non-ESOL students while

working in partners.

VIII. Technology: Technology used for this lesson will include the use of a smartboard.

IX. Self-Assessment: I will determine if the students were engaged and enjoyed the

lesson through observation. I will determine if the students understand the

instructional objective through observation. I will also observe students to analyze

how the lesson objective can be met more effectively.

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WRITING PIECE: DOMAIN 1

Reflection

During this lesson, the students were extremely excited. The materials had been prepared

and were stationed in the rear of the room, waiting for the lesson which was scheduled to be

conducted towards the end of the school day. The students chatted about the materials

throughout the day, expressing their excitement over completing the science project. This, in

turn, formulated a stronger sense of excitement in myself as well.

This lesson required a deep amount of planning and preparation. The components of

domain 1 were considered in depth during the planning and preparation as well as how these

components affect student learning and success. Each component of domain 1 will be analyzed

in regards to this lesson, starting with domain 1a.

In regards to domain 1a, it was vital that I was able to demonstrate knowledge of content

and pedagogy. In order to accomplish this goal, I conducted research regarding the topic in order

to explain the concepts in the discipline accurately and relate the concepts to each other. Not

only did I work to diminish common misconceptions through my knowledge of the discipline,

but I strived to accurately answer student questions and provide students with clear explanations.

This directly relates to student learning, as students must be supplied with accurate information.

Domain 1b was extremely important to consider during the planning and preparation of

this lesson. The students present consisted of a wide range of abilities. There were several ESOL

students present, as well as special education students. In order to ensure that every student was

able to learn, planning was necessary. The accommodations made for several students was based

on individualized needs necessary for student success.

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WRITING PIECE: DOMAIN 1

The students were paired with a partner to complete the experiment. The pairings were

thought out considering the abilities of the students and which specific students would be able to

work well together while learning from each other. The needs of ESOL students were considered

and visual cues were implemented to assist these students. Lastly, the special education students

present were given opportunities to incorporate movement as well as incorporation of their

specific interests.

Student outcomes were also considered greatly during the planning and preparation of

this lesson, in regards to domain 1c. The objectives for the lesson are outlined in the lesson plan

and connect to prior and future learning, a concept that encourages student success. The

scientific topics this class will explore involve elaborating on the states of matter, therefore these

outcomes relate to future learning as well as what the knowledge the students have previously

gained on the subject.

Domain 1d focuses on the resources available for students and teachers. The materials

and resources used for this lesson were plentiful. Not only did the students take advantage of

several materials including magnifying glasses, cups, water, a solid tablet, and science

notebooks, but the materials were further collected to include a reading selection and visual cues

to prompt discussion regarding the topic. The students were also shown a brief video explaining

the states of matter on the smartboard.

Moving onto domain 1e, it is vital to incorporate cognitively engaging learning activities,

appropriate resources and materials, as well as intentional grouping of students. As I previously

mentioned, the students were grouped intentionally by pairings that would promote student

learning and success. The resources and materials were prepared and easily accessible to

students, while they were extremely engaged in the learning activities. The excitement that the

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student’s displayed, hands on activities, and structure of the lesson allowed them to remain

engaged throughout the lesson.

The assessment process, in regards to domain 1f, for this lesson included observational

techniques and one on one assistance to students in need. Throughout the lesson, students were

observed for engagement, participation, and understanding. Students were asked questions

throughout the lesson to promote student understanding as well as recorded data in their science

notebooks. Students that appeared to be struggling were then given one on one assistance.

Overall, the elements of domain 1 were addressed thoroughly throughout the planning

and preparation of this lesson. Although, the lesson was successful, I believe that there is always

room for improvement. Therefore, I will continue to strive to better meet the skills necessary to

excel throughout all of the components of domain 1.

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WRITING PIECE: DOMAIN 1

Artifacts

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WRITING PIECE: DOMAIN 110

WRITING PIECE: DOMAIN 111