Auburn- Period 2- Here's what happened

Teacher Actions
Okay, guys, get started on the DNA
Are you guys wan11? (don't worry, I probably
say "you guys" as much as you do - I'm trying
to monitor that as well)
Most students are getting to work
DNA question "Reflect the four impacts
humans have on ecosystems." (ended after
about 4 minutes)- I'm not sure students had
enough time to get this done

"greenl1ouse effect. .. also known as (everyone

says global warming)"- careful, because they
aren't the same thing. The greenhouse effect
(radiation gets trapped in the atmosphere) can
result in global wanning (the rising of the
earth' s temp)

Student Actions
Students are getting out their materials for the
day
Yesenia isn't doing anything

Jorely, acid rain. Shanise, invasive species.

Gustavo, habitat fragmentation. Michael greenhouse effect

Shanise explains invasive species well.

Michael explains global wan11ing

Immigration, Have we heard this term before?

Carlos reads the objective

-one or two students say yes
-Barbara explains immigration VERY quietly
(I have no idea what she said)

"immigration- movement of individuals into a

population from another. From another what?
Be very specific. This could be confusing
Births
"emigration"
"immigration - going Into. Emigration think
Exit"
Thumbs up again, for decrease in population
Could I have everyone's eyes? (for the
whiteboard)

Banana illustration on the board

"what letter of the alphabet represents

exponential?"

Nobody put their thumbs up

"still waiting for a couple." Instead of
continuing to ask for eyes, give them he silent
treatment, instead of saying it over and over
agam.
-students got much more engaged in this reallife situation connection (and you got more
thumbs from the students)
Ida, "j"

- - - - - -- - - - - - -- -

------------------

"Onto logistic growth" - compares it to

exponential growth
" So, Lily, what letter do you see?"
"so nestor, is this occurring over short or long
period of time"
"think ' longistic' growth" (very nice way to
get them to remember this)
"Alondra, what's happening with the
population?"
-Amanda describes carrying capacity
-practice time started after 27 minutes
-take 10 minutes to work on this worksheet
within your squad
-alright, everyone, go ahead and get started
-it is HOT IN HERE!
-Amanda is circulating from table to table
helping students
-After 10 minutes, Ana fills in the table for the
class
-Elia for question number 2
-

-Could I have a volunteer? You guys need to

be more daring like J azmin

She says "s"

"long" -

-the population is staying the same

-students caught off guard, laugh.

-students are working on their worksheets
-students seem to agree with her
-Elia responds louder after you told her she
was too quiet, question 2 left blank
-Cesar fills in part of question 3, Ida fills in the
next part. Kimberly fills in the next part.
Marina too scared to fill in the next part.
-J azmin fills in the last part
-Miguel asks a question
-students are cheering for C as the answer.
Greg describes the answer

-students, please take out a sheet of paper and

begin the exit ticket (try not to show the
questions before everyone's quiet) .
-Eli a has her hand up
-Amanda reads the first question for the
students. Asks the students if they are ready to
move on.

- some say yes, some say no. (They are getting

unruly).

Boston College- Period 4

Teacher Actions
Please get started on the DNA

Student Actions
-Marisol walks in late (make sure you address
that)

-Yasmin, "Habitat Fragment" (you say

"perfect" -careful, it wasn 't a perfect response)
- she says it wrong and corrects herself.
-Careful not to reduce the integrity of the word
"perfect" for results that aren ' t actually perfect
-Yasmin provides a solution for habitat
fragmentation
-Ale talks about acid rain
-Gio talks about invasive species
-Fernando talks about Global Wmming
-Amanda finishes up discussing the DNA
-description of the amount of available
resources

-if new organisms are moving into a

population, will the pop increase or decrease?
-(you should make the students write down the
"e" for "exiting" at1d "I" for "into")
-backpack description
-description of exponential/logistic growth

-after canying capacity, asks for thumbs (test

their thumbs - ask questions to check for
understanding)
-Tutoring of Erik to get him caught up
(awesome-but keep an eye out for other
students who may fall off task)

-Humberto fails to explain immigration

"Mexican people" (actually a nice connection
for these kids, because they hear about
immigration all the time with their families)
-Diana answers conectly

-again students interact very well with tllis

example!
-Veronica cold called on (ask the whole class,
so they all think. . . THEN cold call if you have
to)
-Anneth identifies the logistic growth as
"slowly"
-not all students respond

-most students working. Almeth and Yasmin

are talking about being Mexican and Puerto
Rican {fvnks)
hal..c:t -

Feedback
Positives!
-Great way to get students to remember the
difference between inm1igration and
emigration. These will be tough words for the
students to remember. I for in. E for exit.
Good stuff!

Critical Feedback
-The DNA question was not specific enough.
How exactly did you want the students to
answer that? As Y esenia sat there doing
nothing, I have a feeling many other students
didn' t get much down. Walk around and hold
students accountable for their work. Make sure

~ 17.:~:t:'k~
~
Pvrr

~
they are actually working on the
-the backpack example was very good.
Students can understand science concepts with
real-life situations. Great connection between
science and their own lives. It was fum1y and
it increased student engagement!
-Using the thumbs to CFU is very beneficial
(to see whether you can move onto the next
component of the lesson), just make sure
everyone is doing it.
-I heard a lot W'er "you guys! " Way to watch
those verbal tics which can be distracting!

/mpn

If' c~

~vr')

-Watch out for the nervous Jaugh~n

there's no reason to be laughing. This an _
make the students uneasy. Also, the d ep
n't forget
breaths show that you're nervous.
to breathe while you're teaching!
-Along with the thumbs, I would use more
checks for understanding to ensure the students
are understanding the different concepts

............

-instead of cold-calling students right away to /

get answers and catching them off guard, give
the ALL the students more time to think
through your questions, otherwise it lets them
- G-r~l /ft.~ /-5-5'~s
off the hook. The students think to themselves,
~~tCII~v/1
oh, she ' s calling on Marisol, I don't have to
think about this question.
-Students worked quite well together on their
-When describing the two different graphs,
worksheets. Great job reminding Greg and
give the students a real-life example that would
Joel to get back to work (2 11 d hour)
create these types of graphs. Cormect them to
ecology! Otherwise, the students don't
understand why t~1ey ' re studying them.
-Pacing was much better, even though you ran _ !-"--"'"> A- v-r.;J.d./-hmer- ~.-,/,f- k i.e If./!, I
out of time for the 4th exit slip question (make
+ .r~9 .
sure they take it anyways).

tt11J

~
u

~~~

elL