Science Field Experience by Tatiana Affemann https://padlet.com/tiaffema/bfnjjcugeakxpnt6 Kindergarten Field Placement en-us 2021-03-29 01:51:40 UTC 2026-02-26 19:15:43 UTC hello@padlet.com https://padlet.net/icons/png/1f331.png What standards were taught in the lesson? tiaffema https://padlet.com/tiaffema/bfnjjcugeakxpnt6/wish/1362487229 The standard which this lesson was based off of was: 

K.L.1 Compare characteristics of animals that make them alike and different from other animals and nonliving things.  

This standard includes enforcing that students know that all animals, including humans, have a basic structure that is similar in all animals of the same kind, they can observe and compare how different organisms grow and develop over time, they know how various animals move noting similarities and differences, and know that all animals are living things that have basic needs to stay alive. ]]> 2021-03-29 01:54:46 UTC https://padlet.com/tiaffema/bfnjjcugeakxpnt6/wish/1362487229 How did your Cooperating Teacher (CT) assess students’ understandings of the standards? tiaffema https://padlet.com/tiaffema/bfnjjcugeakxpnt6/wish/1362487558 This was a lesson which I was really disappointed in witnessing. There were a few times throughout the lesson that I thought that the science professors I have had thus far in the program would be disappointed in the misconceptions which the students and teacher held and were not addressed. There was no formal assessment during this  lesson. The lesson consisted of a  video of someone reading a book about living and nonliving things which was way above the students reading level. The teacher then facilitated a discussion on living vs. nonliving things and how they can be compared and contrasted. During the discussion, the teacher went to various objects in the room saying things such as, "TV, are you alive", which could imply and enforce the misconception that something is only living if it can talk back to you. After this short discussion, the students did a cut and paste activity where there were 3 categories which the small squares of basic needs could be placed. These categories included a dog, human, and plant. They then had a lot of items to place into the various categories including food, shelter, love, and many others. The teacher was able to assess students knowledge and understanding of living things, but not so much for nonliving things as they were not included in this informal assessment activity. ]]> 2021-03-29 01:54:56 UTC https://padlet.com/tiaffema/bfnjjcugeakxpnt6/wish/1362487558 Specifically, focus on the types of productive questions students were asked during the lesson. tiaffema https://padlet.com/tiaffema/bfnjjcugeakxpnt6/wish/1362488175 Unfortunately, I do not believe I truly witnessed most of these questions being discussed within the lesson I observed. The questions I saw were very surface level and didn't push higher level thinking. That being said, the teacher asked a few  questions that fell into some of these categories and can be included in this reflection.

Attention Focusing: "What are some examples of living and nonliving objects?"
This is an attention focusing question because it is a straightforward question which is a necessary initial exploration of new material. (Harlen, W., Elstgeest, J., & Jelly, S. (2001). Primary science: Taking the plunge. Portsmouth, NH: Heinemann. p.27)

Measuring and Counting: N/A

Comparison: "Compare the needs of living and nonliving objects"
This is a comparison question because it discusses how things are different, but can also bring unity with differences.  (Harlen, W., Elstgeest, J., & Jelly, S. (2001). Primary science: Taking the plunge. Portsmouth, NH: Heinemann. p.28)

Action: N/A

Problem-posing: "Can you find a way that an object might be living even if it isn't an animal?"
This was a good problem-posing question I observed because often times students believe living is something which only applies to animals. When students have to think about living in a larger dimension than just animals, it becomes a higher level thinking question. (Harlen, W., Elstgeest, J., & Jelly, S. (2001). Primary science: Taking the plunge. Portsmouth, NH: Heinemann. p.29) 

]]> 2021-03-29 01:55:09 UTC https://padlet.com/tiaffema/bfnjjcugeakxpnt6/wish/1362488175 Develop a different method than you observed to assess students’ understandings of the standards taught by your CT. Consider how your method may differ for students with specific learning needs tiaffema https://padlet.com/tiaffema/bfnjjcugeakxpnt6/wish/1362547867 Before creating my own method to assess student's understandings, I want to address how this one could have been improved. The teacher could have asked more productive questions including measuring and counting and action questions. However, I found that the seemingly most problematic part of this lesson was the informal assessment. I like the idea of a cut and paste activity, but there was no assessment of children's understanding of living vs. nonliving objects, as each of the categories was a living object in some way. Therefore, it seemed as though the answers were each really similar to one another and difficult to gather feedback of their understanding from.

I would change the activity observed in the lesson to an assessment of both living and nonliving items. I like the idea of sticking with a cut and paste activity, but switching to a venn diagram. Within the graphic organizer, one side could be labeled living items, and the other side labeled nonliving items. From there, students would put each of the examples of living items and nonliving objects in the correct side. These will include a human, a dog, a plant, a rock, a TV, a piece of tree bark, a cat, and a book. If students are fully grasping the concept of living vs. nonliving objects, they will observe that the living objects are the things which have needs, whereas nonliving objects do not. After completion, I will take this worksheet up as an exit ticket informal assessment. This will give me more clear feedback on whether or not students are able to discern the difference between living and nonliving objects rather than only different living things. For students who can read sight words alread

I am choosing to continue with implementing a formative assessment in this lesson, as it will provide me with feedback that could help further impact instruction based on the student's needs during learning. (Stiggins, (2014). Revolutionizing Assessment. p. 32)]]> 2021-03-29 02:23:19 UTC https://padlet.com/tiaffema/bfnjjcugeakxpnt6/wish/1362547867