Name:

STEP #3:
This column
completed with
teacher through
rubric comparison

STEP #1:
LESSON PLAN

STEP #4:
POST-TEACHING

(To be completed by the teacher in

advance of announced observation and
sent to evaluator two days in advance)

(Evidence note required for each D4

component for one lesson)

DOMAIN I

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STEP #3:
This column
completed with
teacher
through rubric
comparison

DOMAIN IV

1a. Demonstrating Knowledge

of Content and Pedagogy:
What is the content to be taught:
What prerequisite learning is
required?

4a. Reflecting on Teaching:

What reflections caused you to design
the lesson as you did?
After the lesson, state whether the
objectives have been met, specifically
by whom, and how you know.

Comments: This is the

culmination of a multi-day
lesson on color and
polarization. The students will
be able to recognize how
additive colors affect the color
of light and how pigments
affect the color of reflected
light. They will draw on the
prerequisite knowledge that the
color of objects depend on the
wavelength/frequency of the
light being reflected. They will
also be able to explain how
linearly polarized light is
formed and detected. This
draws upon previous discussion
of oscillation and different
types of waves. Students are
also working on not just reading
off the screen when giving a
presentation.
1b. Demonstrating Knowledge
of Students:
Characterize the class.
How will you modify this lesson for
groups or individual students?

Comments: The design is based on

wanting students to create their
own knowledge instead of
absorbing information through a
teacher delivered lecture. I also
wanted students to gain a more
in-depth understanding of color
than the textbook provided. The
objectives have been met by each
learner through their exposure to
different disciplines in which color
has an influence.

Comments: This is an academic

class of 14 students. Almost
75% of the students in the class
are planning on attending some
type of post-secondary
schooling. The ability level of
this group is somewhat broad. I
try to provide some peerteaching opportunities through
partnering students of different
ability levels.
1c. Selecting Instructional
Outcomes:
What do you want students to learn
during this lesson?

Comments: Students can access

their grades and notes for their
presentation through the online
gradebook. This assignment was
peer-graded with scores being
averaged together for each
students final score.

Comments: I want the students

to learn the physical principles
of color but also how color plays

Comments: Throughout the year,

students in informal
conversations have mentioned

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4b. Maintaining Accurate

Records:
How do you track student learning as
it relates to this lesson?

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4c. Communicating With Families:

What specifically have you learned by
communicating with families that
impacted your planning of this lesson?

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a role in other disciplines

including art, psychology,
interior design, web page
design, and biology.
1d. Demonstrating Knowledge
of Resources:
What resources were considered for
this lesson and rejected? Why?
What resources will be used? Why?

about questionable clothing color

choice. This has also led to a class
discussion on color blindness and
genetics.
4d. Participating in a Professional
Community:
In what ways is todays lesson related
to collaboration with colleagues?

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Comments: Resources
considered included the
textbook and other physics
content websites. These were
rejected due to their limited
breadth and lack of application.
I am using the Color Matters
website for the majority of the
content due to its wide scope
and link to current material.
1e. Designing Coherent
Instruction:
List very briefly the steps of this
lesson.

Comments: Ideas for this lesson

came from links provided by
members of my professional
learning network. I also consulted
with several colleagues for ideas
on what presentation skills
students were generally lacking.

NR

Comments: This is the

culmination of a multi-day
lesson. Day 1. Students
completed an online lab activity
that explained how the light we
see is a result of absorption and
reflection of different
wavelengths. The activity also
led them through the process of
discovering both the additive
and subtractive primary colors.
Day 2-3. Students were
assigned partners and chose an
area of color to research from a
provided list. On Day 3,
students also received
instruction on making their
presentations more engaging.
Day 4. Student presentations
1f. Designing Student
Assessments:
How will you measure the goals
articulated in 1c?
What does success look like?

Comments: The student driven

nature of the lesson is based on
continuing research provided by
the National Science Teachers
Association. The presentation
skills aspect was a result of an
online article about the
ineffectiveness of PowerPoint
presentations in education.

Comments: Their understanding

of the different areas that color
plays a role in will be assessed
in the chapter test in the
following week. Each group will
choose 2-3 facts that they feel
are key to their research. I will
choose one of these facts from
each group and include a
question about it on the
assessment. A successful
presentation would include

Comments: This lesson exposes

students to a much broader scope
than would traditionally be
presented in a Physics classroom.
I also feel the extra time we spent
on presentation skills was in the
students best interest even
though it didnt specifically
pertain to Physics.

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4e. Growing and Developing

Professionally:
What aspects of this lesson are the
result of some recent professional
learning?

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4f. Showing Professionalism:

In what ways have you been an
advocate for students that relate
directly to this lesson?

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students interacting with the

audience and not reading the
presentation word for word off
the screen.

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Non-Rated
Unsatisfactory
Needs Improvement/Proficient
Proficient
Distinguished