Artifacts for Standard 3

Artifact 3A- Teaching Science Paper 

Emily Burdick

March 7, 2013 

EDU 321 

Final Paper 

Assessing a Curriculum: Bones & Skeletons 

The curriculum I chose was Bones and Skeletons, through the Insights curriculum. This curriculum has been designed for grades 4-5 and I have focused on the first six learning experiences (LE). In the first six experiences, mystery bones (which are actually owl pellets), are explored through a variety of different lessons. To look at the overall Conceptual Story Line, a teacher can view how the first six LE connect with each other and build off each other. This fluidity is essential to the curriculum and helpful when transitioning from meeting both national and statewide frameworks.    

The National Science Education Standards define many content standards. Bones & Skeletons focuses on the following content standards: Science as Inquiry, Life Science, Science and Technology, Science in Personal and Social Perspectives, and History and Nature of Science.  According to the National Standards, fourth graders should be learning the characteristics of organisms in the life science section, along with other criteria pertaining to science. This includes the structure and functions of living systems, which directly correlates to the focus of this specific curriculum, Bones & Skeletons and to the Massachusetts Frameworks. The Massachusetts Science and Technology/Engineering Curriculum Frameworks, separate the grades a bit differently, the MA Frameworks divide the grades level as followed: preK-2, 3,5, 6-8, and high school. Thus, I focused on the grade 3-5 framework, and found a connection between frameworks and this curriculum. In the Life Science (Biology) section of these frameworks, learning standard 1 states that students should “classify plants and animals according to the physical characteristics that they share”. This will be most highlighted in the LE 3 and LE 5 and 6, due to the focus of the topics. However, the other learning experiences are essential to creating the knowledge base in order to achieve learning the content standards. 

             To begin, a positive classroom is essential when conducting science experiments, especially when conducting LE that are centered around exploration. Primary Science discusses the importance of the classroom atmosphere and the role a teacher plays in creating this atmosphere. The teacher needs to feel a sense of concern for each child’s thoughts and feel genuinely interested in the student. Primary Science also discusses how a teacher should set realistic expectations and also set up a classroom to organize a sense of responsibility for each student to develop as a learner with a community. I think a teacher can support a positive classroom atmosphere by supporting positive behavior, especially though this curriculum high amount of group work. 

Most of these activities are small group structured. It is important to know your classroom, and I think that the curriculum’s introduction does an excellent of discussion the aspects of group work a teacher will have to keep in mind; these include: modifications for different learners (including English Language Learners, those with special needs, and advanced learners). The curriculum also sets the teacher’s and students’ roles in each phase (Getting Started, Exploring and Discovery, Processing for Meaning, and Extending Ideas) of each LE. In connection to the students‘ roles, specific roles  were divided between the four group members in each small group. The four roles are as followed: principal investigator, recorder, materials manager, and reporter. These roles include every group member is engaged in the learning process and helps the classroom community grow. This curriculum sets the scene for learning experiences that are engaging and also supports the teacher and classroom development. 

Throughout the entire experience, the role of science journal is discussed. In Primary Science, notebooks are discussed as essential tools, along with giving science as a purpose. I think its an important section of the book that discusses the importance of journaling as a way to express themselves and communicate to their peers, the teacher, and, ultimately, themselves. I also found the ‘audio notebook’ can interesting concept. I think that would be an alternative solution to ELL learners and those who are auditory learners. However, I do not think that auditory notebooks should replace the original written science notebook. Science in Writing also stresses the importance of science journaling. They break apart into steps. This book discusses first drawing diagrams and tables, and using those as a reference to write. Often I have seen children confused on what to write about or how exactly to write a formal journal entry, but I think encouraging students to first, essentially, ‘map‘ out their ideas is the best way to scaffold a formal entry. I also appreciated the discussion of teachers modeling science journaling to students. I think that it an important aspect of science journaling since many children may have limited experience to science journaling. Through every LE, student science notebook pages are provided, along with prompts to write in their own observations. It is essential that students learn to record their observations, along with their thoughts, to reflect back on their experiences through the learning process.      

The first LE, “The Mysterious Object”, introduces the overall topic, skeletons and bones, but also engages the student by starting the unit with an activity that will spark their curiosity. The structure of the curriculum always includes section that aid teacher in all stages of the LE. Before the first LE, it is suggested that the teacher give an introductory assessment. This assessment gathers information about prior knowledge the students may have. The format gives several different creatures (a mythical one, a worm, and a snake) to compare the different bone structures of each animal. This helps spark the students knowledge without asking the direct question (“what do you know about bones/skeletons?”) that may overwhelm a student. The curriculum also provides a rubric for scoring the pre-assessment, which is a helpful tool for teachers to consistently grade students’ tests.  

This then translates to the the first activity in the first LE. First, students are introduced to the mystery objects. The first activity allows for students to explore in pair and make predictions about what the object could be. This allows the students to explore without any specific direction or ‘hints‘ into what the object could be. Then, the experience suggests a group discussion to share their thoughts with others, while recording on a large chart paper. I appreciate the questions and prompts that are provided to explore conversations within a group setting to allow students to fully discuss their observations.               

The second LE allows for students to explore their curiosity that was sparked in the first LE. In this experience, the students get to extricate the bones from owl pellets and attempt to classify them. I think its important that the students started off reviewing the past inferences they had made in LE 1. Then, students are allowed to explore and sort bones, which is a crucial moment. Instead of having a teacher do it, or sorting the bones together, provides students a chance to actively engage in their learning. After initial exploration, students are gathered together to discuss and report their “Thoughts about Our Bones”, and the curriculum provides, again, questions to encourage discussion and development of observation skills. There are also notebook pages provided for the students in order to keep them on task and to not over well them with the amount of bones that usually come out of an owl pellet. It is important to note that students still have not been told that the object is an owl pellet; the teacher has simply allowed students to explore and infer . 

LE 3 focuses in on the bones that were discovered in LE 2 from the mystery object identified in LE 1. This LE focuses in on challenging students to conduct their own research. They each select a bone and attempt to identify the bone. They then share, as a whole class discussion, their inferences on the identification of the bone, and its role. Throughout this entire process, students are asked to provide evidence and reasoning behind their inferences. This LE also has a science notebook page to use with the classroom that scaffolds learning the proves of observations. I think its important to note that this LE allows children to measure and to record data which is a skill that can be connected to math as well as science. However, it is important to note how important and precise students must be in their observations in order to produce work that they can reflect on in a further lesson. 

The fourth LE is divided into two sessions. LE 4 transitions to a discussion about the human skeleton. It is important to make the connection to previous LE before moving forward. This LE discusses human bones which are similar to the bones they looked at in LE 3, from the exploration of the mysterious object in LE 1 and 2. The first session discussion begins with their previous knowledge. It is important to note the question the students are prompted with in order to find out what they know about skeletons: “What if the human body had no bone, no skeleton?” Then, as a class, students be compile ideas on a large piece of chart paper. Then, students attempt to sketch as many bones as they know on a scaffolded journal page. The curriculum makes a point to instruct the teacher to allow plenty of time for this activity. I think it is important for teachers to give students enough time to work on an activity without feeling the pressure to get the answer the fastest. Most of the time, I have found that giving students ample time to provide an answer allows for children to really focus on their work and not rush through their work to finish first, or to find the quickest answer. Also, it is important to meet all student learners needs. The visual representation that is provided to each child to draw all the bones in the skeleton is an essential activity to kinesthetic and visual learners. Auditory learners are engaging in class discussion, while kinesthetic can be writing the observations and engaging that way. These activities are structured to meet the needs of all student learners.          

LE 4, session 2, focuses on processing for meaning. First, small groups to share their thoughts and ideas on each of their own drawings of their skeletons completed in session 1. The first activity in this second session provides a role for each member, which is essential to engaging each member within a group. Then the group comes together as a whole and looks at the “master” class skeletal outline. I like that the curriculum suggests three colors for the class outline; one set of bones the class “knows exist”, another set for bones the class “think exist”, and the third color indicates areas that the group cannot specify any bones. This allows for everyone’s ideas to be recorded, but also stressed the importance of challenging others, without offending or declaring them ‘wrong’. Children can learn how to provide opposing opinions without offending each other. To conclude, questions are collected about what the students would like to know about bones on large chart paper. It is important to keep these large chart papers visible within the classroom in order to reflect back as the learning process continues.       

In the fifth LE, students transition from learning about individual bones to groups of bones in the human body. This LE is also divided into two sessions. In the first session, groups come together to work through the different major bone groups. They work together as group as ‘bone detectives‘ to figure out where each bone group is located and their functions. Teachers are provided with questions to instruct students to stay on task, as well as what to look for as the teacher circulates around the groups. It is important to scaffold this for first year teachers who may not know what questions to ask students to foster a better sense of exploration. I think it is important that students get to come together as a whole class and discuss their findings. I think this is essential to building community as well as sharing ideas with one another. This is an important aspect to develop so that students feel comfortable sharing all their ideas without relying on a couple of class members to always give the ‘correct‘ answer. Students are also prompted to keep a continued organized folder in order to keep all science notebook papers and recording sheets in one central location. Developing this organizational skill will help across subjects and make it easier for students to find their information later on. 

Session two of LE 5 continues the discussion of major bone groups. This session is centered around the function of each bone group. On a large chart paper (after a brief discussion with their groups to review their notes), the class will fill out the bone groups chart and come to an agreement about the functions for each bone group. Demonstrations and evidence on each idea about the function of each bone group is also key in supporting their inferences. This LE provides teacher reference sheets that divide each bone group and can be used as a resource for teachers who do not know the skeletal system by memory. 

LE 6 brings back the mystery object from LE 1 and 2 to begin identify the bones. In this lesson, students take what they have learned about bones from the human skeleton and attempt to apply that knowledge to the mysterious bones. First, students are given the task to compare human and animal bones. The curriculum provides scaffolded questions in order to increase discussion as a whole class while classmates share their ideas. Then, students are given the task of trying to identify their own bones. This activity provides an opportunity for students to continue to practice writing down observations as they classify. This will aid them in a discussions later and act as a reference for future lessons. I think its important to note that students will not be able to identify all bones. This is a crucial component to the activity as to not frustrated the students. Some bones have been broken, chipped, or are not part of the human skeletal system (which is essentially their only reference). It should be clear the expectations of this activity is to do your best, not find all the answers. I also like that the curriculum encourages pairs to discuss with each other about bones they are unsure about. I think teaching students that using peers as a reference will later benefit the classroom community and help others support each other through the learning process.  

Each LE has a section labeled “Home-School Connection.” This section’s goal is to continue the learning and exploration at home. I appreciate that the curriculum does this in order to make real life connections. During one home-school connection, students are asked about meat they eat at home and to explore a bone in that meet. Its a great way to have students continue thinking about they are learning, engage their families in what they are learning, and also think about how school can have applications to other parts of their lives. 

Science can also apply to different aspects of the curriculum. Making cross curricular connections is essential to science learning. Through each LE, the authors have made it evident to when a teacher can connect the content or skills to different subjects. It is important to tie in different skills across curricular. For example, measuring the bones involves using a ruler and recording the data, which is a skill also found in many math curriculums. This can easily be tied together and support that these skills can be transferred to real life applications. Also, the amount of science journaling the students complete continues to support writing skills. These writing skills do not only have to develop during English Language Arts (ELA) time. It is important to support science writing to allow students to work on their descriptive writing while stressing the importance of detail as a reference tool in discussions. 

Throughout the curriculums, the discussion of assessment has been through their science journals along with other ways. I think looking at the science journals are an important way to ‘gage‘ the student’s understanding. As discussed in Writing in Science, it is impossible to judge and grade a student solely on their performance on their science notebook. It is important to observe them engaging in the process of learning as well. However, when looking at a science notebook, Writing in Science breaks apart how to assess science notebook entries. I think the criteria they highlight is essential to grading a student; the criteria includes knowing your material and what you are looking for as a teacher. This can provide great feedback for a teacher if every student did not observe or report a certain key component of the experiment, maybe a review the next day would be beneficial to the students in order to stress the importance of that event. If a student is only writing the bare minimum, I might take him or her aside and have a conversation, perhaps they forget to write things down as it happens, or they do not know how to record as they explore. Targeting these ‘problems‘ will increase the child’s understanding and also help them develop better recording skills. I think also an important note that Writing in Science address is how to provide constructive criticism. I think it is important for teachers to provide feedback that will allow the student to grow as a learner and better their work ethic along with the skills they will need for later observations and experiments.

Assessments should be completed often and in a variety of ways, according to the curriculum; before the exploration through pretests, through the exploration through meeting daily expectations, embedded assessments through observations, a final written assessment to measure understanding, and performance assessments to understand application are the ways the curriculum describes. The different varieties of assessments allow students to show their strength in a variety of different ways which will benefit the different learning styles within a classroom.

I think its important for any teacher to remain flexible through this curriculum. I think it’s important for teachers to be able to support the students and really gage how much students can handle. It is important to realize that this curriculum is a guide to teaching Bones and Skeletons and should not be used as a step by step manual, although that is the set up of the curriculum. Sometimes alterations, based on your own students, is necessary. Overall, this curriculum provides an engaging way for students to explore their knowledge of skeletons while learning about the bone groups and identify animal bones. It meets the needs of students while tying in other aspects of other subject matter.                           

Artifact 3B - Tubby Entry 

Artifact 3C - A Person I Love Entry 

Artifact 3D - Lesson 4.1

Grade: Grade 3

Date and Time: 11/4/13  60 Minute Lesson

Subject Focus: Math

Prepared By: Emily Burdick

LESSON	IMPLEMENTATION	POST LESSON REFLECTION
Learning Goals: Students will be introduced to division and begin to learn strategies on learning division problems.
Understanding:  Students will understand...division as the splitting of a quantity into equal groups.
Objectives: Students will be able to...solve division problems. Students will know...that division is splitting of a quantity into equal groups. I can...complete division problems.
Essential Question:  What is division? How do we use it in the world?
Standard:  3.OA. 2 Interpret whole-number quotients of whole numbers.
Materials: Workbook Pages, Manipulative (if necessary)
Prerequisite Knowledge: Students will recall the “Things that Come in Groups” Lesson (Session 2.1)		Make sure to explicitly make this connection.
Activate Prior Knowledge:  Students will give examples from chart of things that come in groups.
Differentiated Instruction: Students have been seated in spots in the classroom that benefit their learning. This includes, but is not limited to, a space where a child can see the board better because she has glasses. Manipulatives are available to all children in the classroom in order to meet the needs of learners at different learners.
Lesson Plans and Time Table: (Say what is bolded to class) Transition (3 minutes): Pass out Math Binders.  Warm Activity (10 minutes): Begin by having students recall things that came in groups. Give them a problem to solve that is a bit different than before: People have 2 feet. In a gym class, there are 10 sneakers. How many people are in the gym class? Whole class will solve the problem. Give them a similar problem with now 16 feet. Ask What is different about this word problem than the others we have been solving? Whole Class (30 minutes): Students will open to Unit 5 p. 39. Teacher will model #1. Students will try #2 on their own and then share. Students will try #3 & #4 on their own and share on p. 40.  Whole Class (15 minutes): Each division we solved was an example of a division problem. Each division problem gives a total that must be divided into equal groups. Introduce vocabulary word: quotient  If time, students should finish multiplication worksheets that they previously worked on and/or any workbook pages from Unit 1 or 3	Word Problem on Index Card Make copy of Workbook pages 39 & 40 for Example “When you finish...” Work	Students did well working together to answer the questions being asked of them. Some students requested guided group work as some transitioned to independent work. Suggestion of taking some students on the rug to guide their work while others worked independently was discussed after my meeting.
Accommodations: There is a one on one para professional for one student as additional support. There is also a para professional in the classroom to support students with IEPs. One student has a seat cushion. Eight students have behavior logs to monitor their behavior during the day and require a guardian’s signature at the end of the day.
Language Focus: Some ELLs may have difficulty coming up with reading the problem. The word problems will be read aloud and the class will be provided a model that shows how to solve the word problem using visuals.
Assessment/Feedback: Student work will be checked for completion and understanding.

Artifact 3E - Culture and Heritage Project