Fieldwork Lesson Plan With 5 Artifacts and Short Lesson

Please check the attached inquiry lesson plan PLEASE USE THIS LESSON PLAN attach is called " 00164698 inquiry lesson plan 1 " for this assignement of fieldwork lesson, add 5 artifacts to it, and add a short lesson plan reflection ( commentary )

Please check the key assessment for this assignement

Please check my friend’s 5 artifacts assessments

Please check to attach for 6E examples.


Assignment:( instruction )

1-Fieldwork Lesson Plan Collection (Fieldwork Part III):

Use the inquiry lesson part 1 you completed before under order 00164698 ( see attached

Inquiry Lesson) , but you MUST ADD in the additional 5 artifacts and short lesson reflection.

2- The 5 supporting lesson artifacts/assessments :

* What are Artifacts: Samples of any activities/assessments designed to support this lesson. Worksheets, photographs or student work or activities (that is what most submit



3- * Write the short Lesson Plan Reflection : ( about 2 pages ) If you were not able to teach the lesson still write an analysis of it including the context of the lesson (what would come before this and what would come after, why is it purposeful learning, and what transfer skills students should take from this lesson. How would you support and differentiate the lesson to support all learning styles and inquiry-based learning? Also think of the lesson plan: Draw upon the 6E Inquiry theory learned from class to justify your lesson design. Explain why the lesson you planned was appropriate for the grade you selected. Discuss what prior academic learning would support this lesson and what guided your choices of learning objectives, activities, instructional strategies, etc.



Attach all the above as ONE document as a fieldwork lesson.











Here from syllabus just more detailed to what I wrote above.

Lesson Requirements:

Create a 6E, standards-based lesson plan using all of the hallmarks of excellence for planning discussed in class to create a strong science lesson (e.g., building on students’ prior ideas, identifying both content knowledge and skills to be addressed in the lesson, eliciting prior knowledge, incorporating inquiry-based strategies). You may also use a lesson integrated with another subject area, but there must be a hands-on science component.

Prepare to enact the lesson with learners. Gather the necessary materials, prepare for the materials to be used effectively, create worksheets, make photocopies, work with cooperating teachers to negotiate time, space, etc.

Enact the lesson. Use hallmarks of excellence for instruction discussed in class. These include using hands-on activities, good questioning techniques, technology integration, cooperative learning, etc.

**As you enact the lesson, collect a minimum of 5 artifacts on which you can reflect. Artifacts can include student work, photographs of students (*try not to include students’ faces), video of you teaching, etc. Choose carefully. Your artifacts must demonstrate:

o Student engagement in learning science content and skills

o Ways in which you are not meeting the needs of every student in this lesson

Prepare your commentary on the lesson as described below.

Commentary Requirements: In a short paper (approx. 2 pages), discuss the following. Refer to specific artifacts as well your lesson plan as you answer the following prompts:

Classroom Context: Briefly describe the context in which you enacted your lesson. Include the grade level, how many students, special learning needs, community context, etc. Do not include specific school, teacher, or children’s last names, particularly if you include photographs as artifacts. This will help to protect students’ privacy.

Lesson Plan: Draw upon theory learned from class to justify your lesson design. Explain why the lesson you planned was appropriate for the learners. Discuss how their prior academic learning and/or personal/cultural/community supports and interests guided your choices of learning objectives, tasks, instructional strategies, etc.

Learning of Content and Skills: Explain how your instruction engaged students in learning both science content and science skills. What evidence do you have that students met or did not meet the learning objectives and standards identified in this lesson? How did you provide feedback to students to help them evaluate their own strengths and needs? How do your artifacts reflect this? What patterns did you find in students’ learning as a group, or individually?

Changes to Instruction: What changes would you make to your instruction—for the whole class and/or for students who need greater support or challenge—to better support learning of the science content and skills? Why do you think these changes would improve student learning?











Field Inquiry Assignment Rubric:

1 2 3 4

Lesson Plan: Objectives and Standards Objectives very weak OR components are missing. NYS or NGSS Standards for science content and practice/skills are included and written out in their entirety. Objectives are either not specific enough, not measurable, or not tied to standards. NYS or NGSS Standards for science content and practice/skills are included and written out in their entirety. Objectives are clearly written and measurable, but not targeted at diverse Depths of Knowledge. Objectives tied to standards. NYS or NGSS Standards for science content and practice/skills are included and written out in their entirety. Objectives are clearly written, measurable, and are targeted at diverse Depths of Knowledge. Objectives are strongly tied to standards.

Lesson Plan Procedures and Assessment Procedure lacks detail and clarity



OR



Assessment extremely poor Modifications in clarity of organization may be required OR Procedure does not reflect hallmarks of excellence discussed in class

OR

Assessment does not adequately tie to objectives Procedures are clear, organized, appropriate for the grade level, and ready to use by other educators. Some hallmarks of excellence are evident.

OR

Assessment may not sufficiently measure mastery of objectives. Procedures are extremely clear, well organized, appropriate for the grade level, and ready to use by other educators. Procedures reflect hallmarks of excellence discussed in class, including using key questions, properly using the 6E model and implementing inquiry-based approaches. Assessment is appropriate to determine students’ mastery of objectives and activities for the lesson.

Lesson Plan Commentary Lesson plan commentary does not take into account students’ backgrounds or prior knowledge and is not drawn upon a theory learned in class. Candidate discusses how learning tasks, instructional strategies and/or objectives with a cursory discussion of students’ prior knowledge or background. The commentary is inadequately drawn upon a theory learned in class. Candidate discusses how learning tasks, instructional strategies and/or objectives are appropriate using examples of students’ prior academic learning examples of personal/ cultural/community assets. The commentary is adequately drawn upon a theory learned in class. Candidate justifies why learning tasks, instructional strategies, and/or objectives are appropriate using examples of students’ prior academic learning examples of personal/ cultural/community assets. The commentary is drawn upon a theory learned in class and exemplary.

Classroom Context Description is missing. Description is incomplete. Describes classroom context, including grade level of students, diverse learners, community context, etc. Vividly describes classroom context, including grade level of students, diverse learners, community context, etc.

Student Learning of Science Content Description of student learning of science content is very poor or unrelated to artifacts. Candidate describes student learning of science content but does not adequately support assertions with evidence from the artifacts. Candidate describes how students learned standards-based science content, reflecting on evidence from the artifacts. Candidate provides a vivid description of how students learned standards-based science content, relying on evidence from the artifacts to justify his/her assertions.

Student Learning of Science Skills (practices) Description of student learning of science skills is very poor or unrelated to artifacts. Candidate describes student learning of science skills (practices) but does not adequately support assertions with evidence from the artifacts. Candidate describes how students learned standards-based science skills (practices), reflecting on evidence from the artifacts. Candidate provides a vivid description of how students learned standards-based science skills (practices), relying on evidence from the artifacts to justify his/her assertions.

Changes to instruction based on data and classroom context Candidate suggests changes unrelated to evidence from artifacts or the classroom context. Candidate proposes changes to the lesson but does not relate them to students’ individual needs or does not use specific artifacts to support changes. Candidate proposes changes that address students’ individual or collective learning needs related to the development of science content knowledge and skills. Candidate reflects on specific artifacts and classroom context to suggest changes to lesson. Candidate proposes changes that address individual and collective learning needs related to the development of science content knowledge and skills. Candidate justifies changes using specific artifacts and the classroom context.

Academic Writing Writing is not at the level expected of a graduate student. Grammar and spelling errors detract from the assignment’s content. Well-written assignment with very few grammatical or spelling errors. Excellently written with impeccable grammar, spelling, and syntax.