EDE 4944 Impact on Student Learning

Criterion #1: Connecting theory and practice

The standards for this lesson were: to recognize that the shape of materials such as paper and clay can be changed by cutting,
tearing, crumpling, smashing, or rolling (SC.K.P.9.1), recognize that learning can come from careful observation (SC.K.N.1.5), and
make observations of the natural world and know that they are descriptors collected using the five senses (SC.K.N.1.2). The objectives
of this lesson were focused on students being able to change the shape of paper and clay by cutting, tearing, crumpling, smashing, or
rolling, describe how they changed the object and be able to observe a variety of objects, and discuss these observations and state what
was learned from these observations.
The teaching strategy I implemented in this connected lesson was the 5e instructional model. This teaching strategy is based on
both a conceptual change model of learning and a constructivist view of learning. The Biological Sciences Curriculum Studies (BSCS)
5E Instructional Model consists of five phases: engage, explore, explain, extend and apply. Each phase has a specific function and
contributes both to teachers' coherent instruction and to students' formulation of a better understanding of scientific knowledge,
attitudes and skills. Evidence indicates that the 5Es model is effective in helping students to achieve important learning outcomes in
science (Hoskins, 2013). I chose this strategy because since this was a connected lesson, it was crucial to be able to activate students
knowledge before introducing the new and this strategy helps accomplish that. This teaching method also helps to transition the class
from teacher-centered to student-centered and allows students to engage in science on their own. The standard chosen for this lesson is
also important to the students because this is an introduction for the students for the topic of matter. Students need to know that matter

is able to be physically change, but it is still the same object. For example, paper is still paper when it is crumpled, cut, teared. This is
knowledge they will need to know later on in their science education.
Criterion #2: Focus on data collection and analysis
The assessment I chose to do for this connected lesson is asking each student the specific questions that relate to the standards
and learning objects of the lesson: how did you change your paper/clay? And looking specifically if the students are able to use
specific (crumple, tear, cut), etc. to describe how they changed it. I also asked now that you changed your paper/clay, is it still
paper/clay? to see if students understand physical change, since they will be learning this term later on. I recorded these responses on
my assessment tool. Below is an artifact of the tools I used to record students responses based on the questions I asked them.

Below is the pie chart I created based on students result on a formative assessment I gave to students before the connected lesson.

Pre-assessment Results
Students understood how they can change a paper and explain how.
Students who could change the paper but were not able to explain how they changed it.
Students who were not able to change or explain how to change a paper.

25%
17%

58%

This type of assessment relates to the standards and learning objects because the questions I asked each student involved
student demonstrating how they changed an object and explain how they changed an object. With these questions, I was able to
individually assess students understanding and see if they need additional guidance or mastered the content. For instance, the learning
objectives of this lesson were that students will be able to change the shape of paper and clay by cutting, tearing, crumpling, smashing,
or rolling, describe how they changed the object and be able to observe a variety of objects, and also discuss these observations and
state what was learned from these observations. I made sure to ask questions that involved students to explain how they changed the
object what they observed. As I walked around and asked to students what did you do to change your object and how did you change
it? students were also recording their observations in their science journal. The students were instructed to draw the object

(paper/clay) how it was before and then draw how it was after they changed it. They were able to use this as a guide when answering
the questions I asked them verbally.
Before this lesson, students must already know what properties they can observe about an object: size, shape, color. They will
need this to be able to connect it with their observations on the paper before versus the paper after. For example, they will first observe
the paper without any change and then what they observe about paper after it was changed. After administering the pre-assessment, I
learned that 7 students understood how they can change a paper and clearly explain how they changed it, 2 students were able to
change the paper but were not able to explain how they changed it, and 3 students were not able to change or explain how to change a
paper. Based on this data, some students did not understand the word change and other students struggled in using specific
vocabulary to explain how the paper changed (cut, fold, color). Because of this, I will have a student who understood the concept of
change come up to the anchor chart and draw what change means and I also provided a visual of different ways a paper could be
changed. Based on my students' responses to my assessment questions on day one, I was able to create a small guided group of
struggling students for day two's lesson. In this group, I was able to better clarify their certain misconceptions and assist them one-onone. This assessment met the needs of my ELL student because he was able to explain his thoughts through acting it out. For example,
if he struggled to explain how he changed the paper specifically, he would show me physically with the paper/clay and say the word in
Spanish. I also provided him an app where I am able to translate what I am trying to say in English into Spanish and vice versa.

Criterion #3: Using Data to Drive Instruction

Below is the step-by-step lesson plan for this connected lesson.
Lesson Content
What Standards (national
or state) relate to this
lesson?
(You should include ALL
applicable standards. Rarely
do teachers use just one:
theyd never get through
them all.)
Essential Understanding
(What is the big idea or
essential question that you
want students to come away
with? In other words, what,
aside from the standard and
our objective, will students
understand when they finish
this lesson?)

Objectives- What are you

teaching?
(Student-centered: What will
students know and be able to
do after this lesson? Include
the ABCDs of objectives:
action, behavior, condition,
and degree of mastery, i.e.,
"C: Given a sentence written
in the past or present tense,

SC.K.P.9.1 Recognize that the shape of materials such as paper and clay can be
changed by cutting, tearing, crumpling, smashing, or rolling.
SC.K.N.1.5 Recognize that learning can come from careful observation.
SC.K.N.1.2 Make observations of the natural world and know that they are descriptors
collected using the five senses.
Essential Questions:
What can you observe about objects?
What can we do to paper and clay to change the way it looks?

SWBAT
Change the shape of paper and clay by cutting, tearing, crumpling, smashing, or rolling
and describe how they changed the object.
Observes a variety of objects, discuss these observations, state what was learned from
these observations

A: the student B: will be able

to re-write the sentence in
future tense D: with no errors
in tense or tense contradiction
(i.e., I will see her
yesterday.)."
Note: Degree of mastery does
not need to be a percentage.)
Rationale
Address the following
questions:
Why are you teaching this
objective?
Where does this lesson fit
within a larger plan?
Why are you teaching it
this way?
Why is it important for
students to learn this
concept?
Evaluation Plan- How will
you know students have
mastered your objectives?
Address the following:
What formative evidence
will you use to document
student learning during
this lesson?
What summative evidence
will you collect, either
during this lesson or in
upcoming lessons?

Students are learning this because this is an introduction for the students for the topic of
matter. Students need to know that matter is able to be physically change, but it is still
the same object. For example, Paper is still paper when it id crumpled, cut, teared. This is
knowledge they will need to know later on in their science education.

Formative- the students response in their science journal and observational notes.
They will be drawing the paper/clay how it was before and then how it was after they
changed it.
I will also be walking around to each student and asking how did you change your
paper/clay? and recording what words the students used (crumple, tear, cut), etc and
now that you changed your paper/clay, is it still paper/clay? I record these responses on
my data collection paper. ***I will use this to reform my instruction on day two***

What Content Knowledge

is necessary for a teacher
to teach this material?

What background
knowledge is necessary for
a student to successfully
meet these objectives?

Teacher must know what a physical change is : the properties of the object stay the same
but it looks different. Cutting, tearing, rolling, crumpling, and smashing are only a few
ways to create physical changes in an object. The teacher also must know what matter
is: anything that takes up space. Air, water, rocks, and even people are examples of
matter.

Students must already know what properties they can observe about an object: size,
shape, color. They will need this to be able to connect it with their observations on the
paper before versus the paper after. For example, they will first observe the paper
without any change and then what they observe about paper after it was changed.

How will you ensure

students have this
previous knowledge?
Who are your learners?
What do you know about
them?
What do you know about
their readiness for this
content?
What misconceptions
might students have about
this content?

Students might think they can only change paper/clay one way or might not know ways
to change paper/clay.
Students might also think after they change the paper/clay, it is no longer paper/clay.

Lesson Implementation
Teaching Methods
(What teaching method(s) will
you use during this lesson?
Examples include guided
release, 5 Es, direct
instruction, lecture,
demonstration, partner word,
etc.)

5Es: engage, explore, explain, extend and apply

Step-by-Step Plan
(What exactly do you plan to
do in teaching this lesson? Be
thorough. Act as if you needed
a substitute to carry out the
lesson for you.)

Time

Where applicable, be sure to

address the following:
What Higher Order
Thinking (H.O.T.) questions
will you ask?
How will materials be
distributed?
Who will work together in
groups and how will you
determine the grouping?

12
min

Who is
responsibl
e (Teacher
or
Students)?

Teacher/St
udent

Each content area may require a different step-by-step format. Use

whichever plan is appropriate for the content taught in this lesson.
For example, in science, you would detail the 5 Es here
(Engage/Encountering the Idea; Exploring the Idea;
Explanation/Organizing the Idea; Extend/Applying the Idea;
Evaluation).

DAY 1
Engage
The students will be gathered on the rug. I will begin the lesson by
going over the essential question: what can you observe about
objects? I will go over what properties they can use to observe an
object (shape, color, size). I will then tell the students that today
they will be CHANGING an object. Based on my pre assessment
the morning of this lesson, 7 students understood how they can
change a paper and explain how, 2 students could change the paper

 How will students

transition between
activities?
What will you as the
teacher do?
What will the students do?
What student data will be
collected during each
phase?
What are other adults in
the room doing? How are
they supporting students
learning?
What model of co-teaching
are you using?

15
min

Student

Teacher

5 min

Teacher/St
udent

but were not able to explain how they changed it, and 3 students
were not able to change or explain how to change a paper. Because
of this, I will have a student who understood the concept of change
come up to the anchor chart and draw what change means. After
this I will ask the students one of the key questions: What do you
observe about this object (paper)? I will record these responses on
one side of the anchor chart. Some responses might be: it is white, a
rectangle, light in weight.
I will then ask the students the other key question: What can we do
to this paper to change the way it looks?
I will try the suggestions the students tell me and mention other
suggestions they did not share out. For example, if a student says to
crumple it, I will crumple the paper. I will then ask the students what
they observe about the paper now. I will draw and write these
observations on the other side of the anchor chart. After this, I will
send students to their desks.

Explore
I will instruct students to take out their science notebooks and
create a t chart. I will give each child 1 piece of paper at a time (3
total) and I will ask the students to draw what they observe about
the paper on the left side of their t chart. After this, I will then
instruct them to do something to make the matter (papers) look
different just like we did on the rug as a class and draw how their
paper changed.
As the students are working on this, I will be walking around to ask
students What did you do to make the matter (paper) look
different? I will be looking for specific verbs like cutting, crumpling,
tearing. Is this still paper even after you changed it? I will be looking
for students to realize paper is still paper even if it is physically
changed. I will record all of these responses on my data collection
paper. I will repeat this 2 other times by giving students 2 more
paper and they will record these changes in their science notebook.

EXPLAIN
I will wrap up the lesson by having a student come up and share
how they changed their paper. I will have the student discuss what
strategies they used and after this I will ask the class: How can we
change an object? The is an open-ended question designed to
generate student thinking demonstrated through conversation
about the topic. Answers may vary. What did we do to change the
way our matter (paper) looked? (crumpling, tearing, rolling, cutting)
Are there are things we could do to make our matter (paper) look
different? (various answers such as coloring) Is there other matter
that we could crumple, roll, tear, or cut?
EXTEND AND APPLY
I will then have students to crumple, tear, roll, or cut something
other than paper, which will be clay. We will do this the next day

DAY 2
Teacher
12
min

***Before I introduce the clay, I will go over any misconceptions that

happened day one. Based on my data I gathered on day one: 9
students were able to change their paper and explain how, 1
student was able to change their paper but struggled explain how, 1
student struggled finding different way to change paper but was
able to explain their one way, and 1 student struggled being able to
change their paper as well as explain how. Because of this, I will
have a visual to show different ways to change paper (folding,
cutting, crumple, tearing, color, etc) and explain how***

Engage
The students will be gathered on the rug. I will ask the students one
of the key questions: What do observe about this object (clay)? I will
record these responses on one side of the anchor chart. Some
responses might be: it is purple, a ball, sticky.
I will then ask the students the other key question: What can we do
to this clay to change the way it looks? What did we do yesterday to
change the way the paper looked? I will try the suggestions the
students tell me and mention what they did the day before to get
more ideas. For example, if a student says to flatten it, I will flatten
the clay. I will then ask the students what they observe about the
clay now. I will draw and write these observations on the other side
of the anchor chart. After this, I will send students to their desks.
Explore
I will instruct students to take out their science notebooks and
create a t chart, just like the day before. I will give each child a bag
of clay and I will ask the students to draw what they first observe
about the clay on the left side of their t chart: Draw what you
observe about the clay on the left side of your paper. After this, I will
then instruct the students to change their object in one or more
ways to make it look different, and to record how they changed their
object (clay) on the right side of their t chart.
As the students are working on this, I will be walking around to ask
students the same questions I asked the day before What did you
do to make the matter (clay) look different? I will be looking for
specific verbs like cutting, smash, build, roll. Is this still clay even
after you changed it? I will be looking for students to realize an
object is still the same object even if it is physically changed. I will
record all of these responses on my data collection paper.
***Based on the information I gathered the day. I will pull these
students to the guided table to give them small group instruction
and assist in the areas they struggled in on day one. The students
will be: K, J, M ***

EXPLAIN
I will wrap up the lesson by having a student come up and share
how they changed their clay. I will have the student discuss what
strategies they did and after this I will ask the class: What are some
ways we can change objects? The is an open-ended question
designed to generate student thinking demonstrated through
conversation about the topic.

What will you do if

a student struggles with the content?

Day one: My CT and I will be walking around to see if students understand the material, if
they struggle coming up with ways to change the paper we will help guide them to think
of different actions they can do to the paper. We will also have an anchor chart for
students who are struggling to refer back to when they are changing the paper on their
own
Day two. My CT and I will be walking around to see if students understand the material, if
they struggle coming up with ways to change the clay we will help guide them to think of
different actions they can do to the clay. We will also have an anchor chart for students
who are struggling to refer back to when they are changing the clay on their own. There
will also be a visual on how they can change paper that they can connect it to how they
can change clay.
***I will also be creating a guided group of students who struggled on day one to better
clarify their certain misconceptions and assist them***

What will you do if

a student masters the content quickly?

If the students master the content quickly they will be instructed to think of various other
ways (more than 1) they can change their materials. They can even think of different
objects they can crumple, cut, tear, flatten.

Meeting your students

needs as people and as
learners

If applicable, how does this lesson connect to the interests and cultural
backgrounds of your students?
This lesson connects to the students interests because they enjoy doing hands-on
experiences and this lesson has them work hands on with paper and clay. They will also
have an opportunity to think of ways they can change clay or paper and this might be
something they do at home for leisure. For example, cutting for arts and crafts or playing
PlayDoh at home.

If applicable, how does this lesson connect to/reflect the local community?
This lesson reflects their local community because they will be able to connect what they
do with their other teacher in art/social studies. In this class, they are constantly making
crafts and working with paper and clay. Because of this experience, this will help them
think of different actions they could do to change how paper and clay look.

How will you differentiate instruction for students who need additional
challenge during this lesson (enrichment)?
If the students master the content quickly they will be instructed to think of various ways
(more than 1) they can change their materials. They can even think of different objects
they can crumple, cut, tear, flatten. They will also be able to help their table partner if
they are struggling.

How will you differentiate instruction for students who need additional
language support?
For my ELL student, I will make sure there are visuals throughout the lesson and I will use
visual cues. For example, modeling the actions I am doing to my paper. I will also try to
communicate to him in his native language to assess his understanding. I will also have
an app available if I need it that is able to translate what I am trying to say in English into
Spanish.

Accommodations (If
needed)
(What students need specific
accommodation? List
individual students (initials),
and then explain the
accommodation(s) you will
implement for these unique
learners.)
Materials
(What materials will you use?
Why did you choose these
materials? Include any
resources you used. This can
also include people!)

Students with accommodations will have a para sitting with them throughout the whole
lesson to help guide them and help the learning process. One para will be E and J, and
another para will be L and E. I will also be walking around to check for students
individual understanding when they are working in their science notebook.

Science notebook
Paper
Clay
Scissors
Color materials
How you can change paper visual

I administered a pre assessment to my students the morning of this lesson by simply asking students to change a piece a paper
and explain how they changed it. Based on this pre assessment, I was able to see that 7 students understood how they can change a
paper and explain how, 2 students could change the paper but were not able to explain how they changed it, and 3 students were not
able to change or explain how to change a paper. Because of this, I planned to have a student who understood the concept of change
come up to the anchor chart and draw what change means when introducing the lesson on day one. This helped address my students'
learning needs because I made sure to start the lesson off where a majority of my students struggled in, help clarify any
misconceptions, and help expose them to the new concept. I also made sure to go back to the 5 students who struggled during the preassessment during individual work to check for their understanding.
Based on my data collection I was able to form my instruction to address my students' learning needs. Before I introduce the
new concept on day two, I made sure to go over any misconceptions that happened day one. Based on my data I gathered on day one:
9 students were able to change their paper and explain how, 1 student was able to change their paper but struggled explain how, 1
student struggled finding different way to change paper but was able to explain their one way, and 1 student struggled being able to
change their paper as well as explain how. Because of this, I created a visual to show different ways to change paper (folding, cutting,
crumple, tearing, color, etc) and explained how. Also, based on the information I gathered form students responses on day one's
assessment questions. I was able to create a guided group with struggling students to address their learning needs by providing them
small group instruction and assist them in the areas they struggled in on day one.

For my ELL student, I made sure there were visuals throughout the lesson and I used many visual cues. For example, modeling
the actions I did with the paper and clay. I will also tried to communicate with him in his native language to assess his understanding
and also had a para help me translate the directions and questions to him in Spanish. I had an app available that is able to translate
what I am trying to say in English into Spanish and vice versa. I made sure these lessons provided hands-on activities so he had
opportunities to show the actions rather than writing it down or explaining it words, which he struggles in.
Criterion #4: Reflection on Student Learning and Teaching Practice
Below are pie charts I created to show the comparison of student results between day one and day two.

Day One Assessment Results

Day Two Assessment Results

Students who understood how they can change a paper and

explain how.

Students who understood how they can change clay and

explain how.

Students who could change the paper, but were not able to
explain how they changed it.

Students who could change the clay, but were not able to
explain how they changed it.

Students who were not able to change or explain how to

change a paper.

Students were not able to change or explain how to change

clay.

11%

7%
23%

25%
64%

70%

Based on what I learned from analyzing this data, I believe My students learn best when provided small-group instruction:
Based on these results, students who were in the red decreased from 25% on the pre-assessment to 7% after day two's lesson. I believe
this was able to happen through the use of small group instruction. From the results I collected after day one's lesson, I decided to use
this data to reform my instruction for day 2. I was able to create a small group of students who were in the yellow (students who could
change the object, but not able to explain how they changed it) and red (students who were not able to change or explain how they
changed the object). In this small-group, I was able to provided additional guidance to these students and help assist them in areas they
struggled in on day one.
I also believe my students learn better when given hands-on opportunities. I learned this after meeting with my CT after my
day one lesson. During the day one lesson, I was modeling the different ways a paper can be changed, which was very helpful to
visual learners, but I believe letting students do it at the same time could have been beneficial to kinesthetic learners as well. At 10:57
in my recorded video of the lesson, I noticed some students in this lesson were not engaged and those are usually students who learn
better when they are able to be hands-on. Because of this, I decided to provide an opportunity for students to participate in changing
the paper during the whole group instruction in the beginning of day two's lesson before introducing clay. I think this was extremely
beneficial to all my students and was a great way to go over the material they learned the day before and activate their knowledge for
the new material they were about to be exposed to. This can also be supported by the increase of student understanding. In the preassessment, 58 percent of my students were able to accomplish the lessons object and after day twos lesson 70% of my students were
able to. I believe providing my students with the hands-on opportunity allowed these results to increase.

I believe the most powerful adjustment I made during this planning process is providing differentiated instruction to students
who needed further guidance based on the data I collected. Because of this, I was able to address their learning styles and better cater
to their individual needs. Since this experience, I want to be able to provide more opportunities for small group instruction and
differentiated instruction to my students. I believe analyzing assessment results made it possible for me to effectively accomplish this,
so my next goal of mine to improve student learning is being able to use student data to form my instruction more frequently than I do
now.
This experience confirmed that data is a crucial component when it comes to effectively planning for instruction and student
learning. I think the most beneficial aspect of this opportunity is the realization of how important analyzing data is to the education
career. The results from these assessments allowed me to find various ways to inform instruction. Most of the time, teachers give out
assessments and do not use the results to make improvements in their instruction. That teacher is just hindering opportunity for
students to improve and the teacher herself to improve. I am glad I had the opportunity in learning how to interpret the results to these
assessments and find new ways to better teach students from my findings.
Since this connected lesson focused mostly on struggling students, my new wondering would be: what can I do to effectively
reach students who are working at the target level and students who are working beyond the target level? Since there is only one of me
and about 20 of them, how can I effectively reach all students learning styles? I also wonder: what do you do when a student is still
struggling, but based on curriculum pace, it is time to move on to the next topic? I had a student absent the first day of this lesson was
introduced, because of this, she fell behind and was the one student in the red after day two. But based on the curriculum calendar, the

next day involves new material taught to the students. How can I make sure I am reaching the students who are falling behind when
the curriculum wants you to keep pushing forward?

References
Hoskins, P. (2013). Maximising students' progress and engagement in science through the use of the biological sciences curriculum
study (BSCS) 5E instructional model. School Science Review, 94, 117-126. Retrieved from http://eric.ed.gov/?id=EJ1016042