Go directly to links on this page:  In-Class Task   Reading Reflection   Midterm Exam   Pond & Mini-Units

About the Samples. The four samples of graded student work represent the variety of work students do throughout the semester: in-class tasks, reflection, formal evaluation, and a long-term project. I selected these samples for their “typicalness” because I think this better represents the work students do rather than outliers—either exemplary or poor.

• In-Class Task lesson plan analysis sample
• Reading Reflection on Science for All? sample
• Midterm Exam educative assessment sample
• Selected Components from Pond Unit sample & M201 Mini-Unit sample

In-Class Task—Lesson Plan Analysis. The first sample is that of an in-class task in which students analyze two different lesson plans after completing hands-on investigations connected to the science topic of the day—buoyancy & density (see Typical Class). One activity is appropriate for primary students (Sink or Float?), the other for upper grade students (Sinking of Straws); both are inquiry-based IF implemented properly. Prior to this class, readings and class discussions have focused on how to engage children in doing science like a scientist. Students analyze and “dissect” the two lesson plans, comparing and contrast them, in order to uncover typical components. The analysis and lesson dissection then serve as the basis for a class discussion or debrief. In this way, students are better able to make connections between theory and practice, and learn to be thoughtful, reflective practitioners; while also learning what kinds of hands-on investigations to include in their M201 Mini-Units, and the basic parts that should be included in a science lesson plan. The sample included here represents the work of one TEAM. Go to: sample.

The investigation and lesson analysis are designed to serve multiple functions, including: (1) reviewing the importance of experimental controls and standards in scientific investigations; (2) revisiting the science process skills—especially prediction, testing of hypothesis, and data analysis; (3) reinforcement of interpolation and extrapolation of experimental results learned in Q200; (4) reviewing the concept of buoyancy learned in Q202; (5) observing developmental differences between a primary and an upper grades activity; (6) helping students know what types of things to include in lesson plans; (7) focusing students attention on the teaching big idea of the day––“How can you tell if science is going on?”; and (8) assessment of students’ grasp of inquiry-based lessons and developmentally appropriate practice. Go to: sample.

Reading Reflection—Science for All. The second sample of students work is that of a reflective assignment in which students are asked to reflect upon an important instructional issue. I chose to include a sample of this assignment because it is illustrative of the critical issues we discus in class, and functions as a mock test item––it is completed shortly before the Midterm Exam. For this reflection, students are asked to think about the issue of planning and teaching science lessons to all kinds of children. They are asked to reflect upon what they’ve read, and upon their personal experiences. They are also asked to decide whether or not science should be taught differently to different learners (females, and ESL or LD students), and to support their point-of-view by responding to one of the following sets of questions:

• What are your reasons for believing that science should be taught differently? How would you change your science lessons to meet the needs of different learners—either your current M201 students or your future students—so that everyone will be successful?
• What are your reasons for believing that science should NOT be taught differently? How would you teach science so that the students in your classroom—either your current M201 students or your future students—will be successful learners? Go to: assignment

In addition to getting students to grapple with a difficult issue, I also use this assignment for its “shock” value, in the sense that students are not generally prepared for their “test score.” Besides providing specific, detailed feedback and advice to every student (included after the sample), I also share exemplary responses with the class, one for and one against teaching science differently. The class is then asked to decide which response is the “right” one, and to identify what makes each a quality response. This activity allows students to discover for themselves that there are not always “right answers” to difficult teaching issues, and that opposite points of view can BOTH be valid.

Reviewing these ten minute papers in such detail takes a substantial about of time, however, since I began this prior-to-the test activity, the quality of the exams has improved tremendously. Reflective assignments guide students toward thoughtful discourse and allow them to learn to wrestle with challenging, real-world teaching issues. When its time for the “real thing,” they understand the importance of intellectual engagement, synthesis of ideas, and the need to present concrete examples and well-reasoned arguments to support their ideas. The student whose sample is included here made a 55% on this assignment, and scored 96% on the midterm––a win-win situation for both of us.

Unit Planning—Pond Unit & M201 Mini-Unit. The last example of student work contains selected components from both the Pond Unit and the M201 Mini-Unit done by the same students—three students from different TEAMs but who teach in the same class during their M201 field experience. I included this sample so you can see the progress that is typical of many students during the semester as they learn to plan, revise, teach, and assess lessons. You may wish to link to the Pond Unit simulation or the M201 Mini-Unit assignment before you look at a typical example of each. To view the samples, go to Pond Unit and M201 Mini-Unit.