Download Full LE - Daemen College

New York State Academy for Teaching and Learning
(Midterm) Final Learning Experience (Template)
Please complete the informational tables below and return this form attached to the Learning Experience.
Contact Information: Lesley-Anne Kasperczyk
Residing Address
(including street, city,
state, and zip-code)
Home Phone
Cell Phone
Phone numbers
Email Address
School Information
Grade Level Instructed
Grade 4
Content Area addressed within LE
Science and English/Language Arts
School District in which the LE was
implemented
Kenmore-Town of Tonawanda
Union Free School District
Specific School within District
Thomas Edison Elementary School
School Address (including street,
city, state, and zip-code)
236 Grayton Rd
Tonawanda, NY 14150
Title of Learning Experience: Electricity and Magnetism
NYS Standards/Performance Indicators correctly coded from NYS Documents and
Congruency Table:
Framework: New York State Elementary Science Core Curriculum
Standard: Standard 4-The Physical Setting
Level: Elementary (Grade 4)
Key Ideas: 4 and 5
 Energy exists in many forms, and when these forms change energy is
conserved. (4)
 Energy and matter interact through forces that result in changes in motion.
(5)
Performance Indicators:
4.1 Describe a variety of forms of energy (e.g., heat, chemical, light) and the
changes that occur in objects when they interact with those forms of energy.
4.1e Electricity travels in a closed circuit.
5.1 Describe the effects of common forces (pushes and pulls) of objects, such as
those caused by gravity, magnetism, and mechanical forces.
5.1e Magnetism is a force that may attract or repel certain materials.
Framework: New York State Elementary English/Language Arts Curriculum
Standard: Standard 3-Students will read, write, listen, and speak for critical analysis and
evaluation.
Level: Grade 4 Writing
Performance Indicators:
 Use relevant examples, reasons, and explanations to support ideas.
Bold and Underline the Standard/Performance Indicator Instructional Level being assessed.
Elementary/Beginning Level
Intermediate
Commencement
Alternate/Students with Disabilities
Peer Review Date: March 26, 2009
Peer Review Focus Question(s): How can I improve my assessment plan and/or assessment
rubric?
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Lesley-Anne Kasperczyk
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LEARNING CONTEXT
Purpose/Rationale for Learning Experience:
 To allow the students to feel confident in identifying the key vocabulary terms and
concepts dealing with electricity and magnetism.
 To have the students use prior knowledge of electricity and magnetism to develop an
acrostic poem.
Enduring Understanding(s):
 A force that acts on moving electric charge and magnetic materials that are near a magnet
is called magnetism.
 An electric current is an electric charge in motion.
 Conductors, insulators, attraction, repulsion, types of charges, and types of circuits are
key concepts of electricity and magnetism.
Essential Question(s):
 What are the key concepts of electricity and magnetism?
Guiding Questions:
 What are magnetism and electricity?
 What types of electrical charges and circuits are there?
 Which two types of electrical charges attract? Which two repel?
 What are conductors and insulators, and what are some examples of them?
Learning Objectives:
1.0 The learner will be able to define key vocabulary words associated with electricity
and magnetism.
1.1 Identifies vocabulary words orally when given a definition.
1.2 Matches vocabulary words to a definition in written form.
2.0 The learner will be able to explain key concepts related to electricity and
magnetism.
2.1 Describes key concepts in a written acrostic poem using relevant examples.
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CONGRUENCY TABLE
Instructional Level: Elementary/Beginning Level
Grade Level: Grade Level 4
NYS Standards/Performance Indicators correctly and completely referenced and
replicated from Congruency Table:
NYS MST Standard: Standard 4-The Physical Setting
Key Ideas: 4 and 5
 Energy exists in many forms, and when these forms change energy is conserved.
(4)
 Energy and matter interact through forces that result in changes in motion. (5)
NYS ELA Standard: Standard 3- Students will read, write, listen, and speak for critical
analysis and evaluation.
Key Idea: Grade 4 Writing
Performance Indicators:
 Use relevant examples, reasons, and explanations to support ideas.
Performance
Indicators/
Core Guide
Information
4.1e Electricity
travels in a
closed circuit.
5.1e Magnetism
is a force that
may attract or
repel certain
materials.
Grade 4 Writing:
Use relevant
examples,
reasons, and
explanations to
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Instructional
Task
Learning
(What standards
Objectives
mean in your own
words)
Students will
1.0 The learner
review key
will be able to
concepts of
define key
vocabulary
magnetism and
electricity in a
words
whole-class
associated
game. Students
with
will review
electricity
important
and
concepts
magnetism.
including the
1.1 Matches
types of
vocabulary
words to a
electrical circuits
and magnetic
definition in
written form.
forces
(attract/repel) in
a Jeopardy game.
Students will use 2.0 The learner
examples to
will be able to
explain the key
explain key
concepts
concepts
regarding
related to
Lesley-Anne Kasperczyk
Student Work
Assessment
Tool
Student work
includes oral
answers to
questions asked
during the
Jeopardy game.
Student work
also includes a
post-test given
about the types
of electrical
circuits and
forces of
magnetism.
The assessment
for this
performance
indicator is the
post-test given
to the students.
The scores of
the students’
pre-tests are
then compared
to the post-test
results.
Student work
includes the
acrostic poem
students will
write, using
The rubric,
“Electricity and
Magnetism,”
will be used to
evaluate the
Page 4
support ideas.
electricity and
magnetism in the
form of an
acrostic poem.
Individually, the
students must
write a complete
sentence for each
letter, giving a
specific
explanation of a
key concept.
electricity and
magnetism.
2.1 Describes
key concepts
in a written
acrostic poem
using
relevant
examples.
relevant
examples and
explanations to
describe the key
concepts of
electricity and
magnetism.
students’ ability
to clearly
explain and give
examples of
concepts related
to electricity and
magnetism. The
four-point rubric
will assess the
acrostic poem
created, using
the examples
given on the
post-test.
Overview of what students need to know/ be able to do in order to succeedPrior to Learning Experience:
Students will need to be familiar with the concepts of electricity and magnetism. The students
will have been conducting experiments and identifying key vocabulary words related to
electricity and magnetism prior to this lesson. The students will be familiar with important
concepts related to electricity and magnetism before the start of this lesson.
The students will also need a sound understanding of the classroom rules in order to be
successful in this lesson. The students are well aware of how they should behave in the
classroom, and the implementation of the rules is necessary to successfully complete a review
game. (For a complete list of the classroom rules, please see page 7 or Attachment #3.)
During and After the implementation of LE:
During the implementation of the learning experience, the students will become more familiar
with the key concepts related to electricity and magnetism. The Jeopardy review game will
allow the students to begin with lower-level questions until they build up the confidence to
answer higher-level questions. The Double Jeopardy questions also give the students the
incentive to familiarize themselves with the concepts. These concepts will then be developed
into an acrostic poem created by the students.
After the implementation of the learning experience, the students will be able to describe and
give in-depth examples of concepts and vocabulary words relating to electricity and magnetism.
The students will show their confidence in their knowledge of these concepts with the use of the
post-test and acrostic poem.
Key Subject-Specific Vocabulary:
During the learning experience, the students will familiarize and review the following
vocabulary words and concepts:
 Electric current: an electric charge in motion
 Series circuit: an electric charge can only travel in one path
 Parallel circuit: an electric charge can travel in two or more paths
 Electromagnet: a coil of wire with many loops through which an electric current
passes
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 Magnetism: a force that acts on moving electric charge and materials near a
magnet
 Proton/neutron/electron: positive/neutral/negative charge
 Conductor: material or object that allows electricity to pass through
 Insulator: material or object that blocks the flow of electricity
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Our Fourth Grade Classroom Rules
1.
Please raise your hand and wait for permission to speak.
2.
Please keep your hands, feet, and objects to yourself.
3.
Always walk in the halls and in the classroom.
4.
Follow directions from the teacher the first time they are given.
5.
Ask permission before leaving the classroom.
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ASSESSMENT PLAN
At the beginning of the lesson, the students’ prior knowledge will be assessed informally. The
teacher will ask questions regarding the key concepts of electricity and magnetism. The
concepts and vocabulary words will include, but are not limited to: electric current, series circuit,
parallel circuit, electromagnet, magnetism, electric charges (proton, neutron, and electron),
conductor, insulator, and static electricity. The students will respond to the questions orally and
will be chosen at random, using the clothespins designated for each student.
Throughout the lesson, the students are assessed both informally and formally. During the
Jeopardy review game, the students will be assessed informally by responding orally to the
questions the selected team has chosen. In order to assess the abilities of all students in the
classroom, each student will be required to answer at least one review question for their team.
At the conclusion of the lesson, the students will be assessed formally, using both the post-test
and acrostic poem. The rubric for the acrostic poem touches upon the students’ grammar/use of
sentences, accuracy of content, presentation, and neatness.
The scoring rubric, “Electricity and Magnetism,” is directly aligned to the New York State
Standards and Performance Indicators used in this lesson. The students are assessed on what
they should know regarding electricity and magnetism, as well as their ability to use proper
grammar and punctuation. The students are given the rubric prior to the completion of their
acrostic poem, so they are well aware of their expectations throughout the lesson. The students
have also worked with similar rubrics throughout the year when completing writing pieces for
assessment. Ample time was given for the students to check their work with the rubric, as well
as complete a student checklist for the expectations regarding the assessment piece.
The blank rubric, “Electricity and Magnetism,” used in scoring the assessment piece can be
found on the next page. The blank rubric can also be found in Attachment #5.
The blank student checklist, “Electricity and Magnetism,” used as a self-assessment tool can be
found on the page following the blank rubric.
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Name ______________________________________________________________________
Electricity and Magnetism Rubric
What Am I
Looking For?
Magnet-ficent!
ZAP It To
Perfection!
The Force Is
Almost With
Add A Little
More Charge!
Complete
Sentences
All seven letters
have
corresponding
sentences.
At least six
letters have
corresponding
sentences.
You!
At least five
letters have
corresponding
sentences.
Four or less
letters have
corresponding
sentences.
Accuracy of
Content
All seven
sentences contain
correct electricity
and magnetism
vocabulary or
concepts.
At least six
sentences contain
correct electricity
and magnetism
vocabulary or
concepts.
At least five
sentences contain
correct electricity
and magnetism
vocabulary or
concepts.
Four or less
sentences contain
correct electricity
and magnetism
vocabulary or
concepts.
Presentation
Poem has
pictures for all
seven sentences.
Poem has
pictures for 5-6
sentences.
Poem has
pictures for 3-4
sentences.
Poem has less
than three
pictures.
Neatness
Poem is in color
AND sentences
are written in
straight lines.
Poem is in color
but 1-3 sentences
are not written in
straight lines.
Poem is in color
but 4 or more
sentences are not
written in
straight lines.
Poem has no
color AND
sentences are not
written in
straight lines.
Total Points: ____/ 16
Comments:
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
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Name ________________________________________________________________________
Student Checklist
(The student is responsible for completing the checklist prior to handing in the acrostic
poem with a blank rubric to be graded.)
____ Is my name somewhere on my poem?
____ Do I have a complete sentence for each letter?
____ Do my sentences relate to the vocabulary and concepts of electricity and magnetism?
____ Do I have a picture for each sentence?
____ Is my poem colorful?
____ Are my sentences written in straight lines?
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Scoring Rubric Explanation:
The rubric used in this lesson was adapted from the rubric the students use to assess most of
their independent writing pieces. The rubric assesses the students’ ability to use important
concepts and vocabulary words relating to electricity and magnetism in their acrostic poem.
Students will also be assessed on their ability to write in complete sentences, as well as writing
their sentences in straight lines. The final component of the rubric addresses the students’ ability
to use pictures and color in presenting their poem.
Blank Assessment Tool:
The blank assessment tool given to the students was used as a rough draft for the acrostic poem.
The students’ final drafts were completed on colored paper.
The blank assessment tool that the students used for this lesson is located on the next page.
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Name _______________
Date _____________
An acrostic poem is one where you choose a word or name and use each letter in the name as the beginning of a
word or line that tells something about that person or topic.
Example: An acrostic poem using the word "Sun."
Sometimes when we go to the beach, I will get sun burn.
Usually if I put Sun block on my skin, I will not burn.
Noon is when I'm really prone to burning.
Write an Acrostic Poem using the word below.
M
A
G
N
E
T
S
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STUDENT WORK
(Please see Attachment #7 for student work, rubrics, and explanations for scores given.)
Grade Level and Ability:
Student work is sorted into three different categories based on the four-point rubric, “Electricity
and Magnetism.” A score of 1-5 indicates that a student is in the “developing” range. In this
range, the student is struggling with the concepts of electricity and magnetism, as well as using
proper grammar and punctuation. A score of 6-12 indicates that a student has some knowledge
of concepts relating to electricity and magnetism, but needs some reinforcement of key terms
and vocabulary. This is called the “proficient” range. A score of 13-16 indicates that a student
is in the “distinguished” range. At this level, the student has a firm understanding of the
concepts of electricity and magnetism.
This learning experience was conducted with 19 students in the fourth grade. There are 21
students in the class, but two students were absent the day of this lesson. The teacher modeled
questions in the Jeopardy review game, asked the students questions relating to the key concepts
of electricity and magnetism throughout the game, and assisted and observed as the students
completed the post-test. The teacher also modeled an acrostic poem using the word magnets,
and observed the students as they created their own poems independently. I was able to check
the students’ understanding as they answered the review questions, as well as by observing their
work during the completion of the post-test and the acrostic poem.
Upon scoring the students’ acrostic poems, I found that ten of the students scored in the
distinguished range. The high success rate may be due to the fact that students were already
familiar with the concepts and were creating the acrostic poem as a review writing piece. Nine
of the students scored in the proficient range, with five of the students almost scoring in the
distinguished range. One student scored in the developing range. This may be due to the
student’s diagnosis of ADHD and a visual learning disability.
Distribution of Student Scores
X = one student
Developing
1
2
3
Proficient
4
X
5
6
X
7
8
Distinguished
9
X
X
10
11
X
X
X
X
X
12
X
X
X
X
X
13
X
X
14
X
X
X
15
16
(Samples of scored student work in each range appear as Attachment #7.)
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Page 13
Pre/Post-Test Scores:
The students were pre-assessed with several questions regarding the concepts of electricity and
magnetism prior to beginning the unit. At the conclusion of this learning experience, the
students took the same assessment as a post-test. All of the students in the class showed a
tremendous difference in their pre- and post-test scores. This shows that the students retained
the information from the lesson. The table below shows the pre- and post-test scores for all
students.
Student Name
Chris
Jake
Alyssa V.
George
Ben
Justin
Nick
Hallie
Kyle
Jacob
Anna
Lily
Max
Cienna
Joe
T.J.
Alexis
Sydny
Antonio
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Pre-test Score
5/10
5/10
7/10
7/10
4/10
7/10
8/10
6/10
9/10
7/10
10/10
6/10
7/10
3/10
7/10
3/10
4/10
9/10
6/10
Lesley-Anne Kasperczyk
Post-test Score
12/10
9/10
12/10
12/10
11/10
11/10
12/10
10/10
12/10
12/10
12/10
12/10
12/10
7/10
10/10
7/10
7/10
12/10
9/10
Page 14
PROCEDURE
Task One: Anticipatory Set Routine
1. Review the key concepts and vocabulary terms involved in the electricity and magnetism
unit. These include, but are not limited to: static electricity, electric current, resistance, series
circuit, parallel circuit, magnetism, magnetic field, electromagnet, conductor, and insulator.
2. Ask the students at random to give examples of conductors and insulators, once the definition
of both key terms have been established.
3. Tell the students they will be expected to explain the differences between parallel and series
circuits, as well as explain the three types of electrical charges.
4. Have the students discuss the different aspects of magnets, including the different poles and
the concept of force.
5. As the students respond to questions, write some of their responses on the dry erase board to
refer back to.
Task Two: Modeling
6. Explain the rules of the Jeopardy game to the students, as well as model how to correctly play
the game.
7. Explain to the students that they will be working with the people at their table, and that each
table will receive a colored square. Tell the students that the color of their square determines
their team color.
8. Explain to the students that the teacher will roll a dice to determine which team will begin
play of the game. Tell the students that, as a team, they will decide which category and level of
question they would like to choose.
9. Explain the different categories to the students, as well as explain that the number on the
level of the question is equivalent to the number of points the team would receive for a correct
response.
10. Tell the students that once the question is read, any team is eligible to answer after the teams
have discussed their responses with each of the members. The only way for a team to answer a
question is to have one member of the team raise the color square.
11. The team that raises their square first will have an opportunity to answer the question. If the
response is correct, the team receives the designated number of points. However, if the response
is incorrect, the team that raises their square next will have an opportunity to answer. This will
continue until a team gives a correct response.
12. Make the students well aware that any teams that are being disrespectful and disruptive to
the class may be subject to losing points.
13. Answer a sample question to model the correct way to play the game.
14. Introduce and model the example of an acrostic poem before playing the game.
Task Three: Guided Practice
15. The students play Electricity and Magnetism Jeopardy with the members of their designated
teams.
16. The students complete the entire game, including the Final Jeopardy round. In this round,
the students decide on an amount to wager and work together to answer the Final Jeopardy
question. The team can wager no points, but are not able to wager more than the points the team
has received. Teams with negative points or no points are still expected to answer this question.
17. Tell students that the winner is the team with the most points at the end of the game.
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Task Four: Independent Practice
18. Tell students to match several key vocabulary words and concepts to their corresponding
definitions on the post-test worksheet.
19. Tell students that there is also a section for students to place several different materials and
objects in the correct “conductor” or “insulator” column.
20. Have students begin a rough draft of the acrostic poem after completing the post-test.
21. Go over the rubric and student checklist with students.
22. Tell students to begin a final copy of the acrostic poem.
23. Tell students that did not finish that they will have more time to complete the poem.
24. Observe the students as they complete this activity.
Task Five: Closure
25. Tell the students they are expected to complete a “ticket out the door” activity to review the
material from this lesson.
26. Tell the students to write at least one thing they remember or learned from the lesson.
27. Tell the students they will not be able to prepare for dismissal until they have turned in their
ticket.
Task Six: Differentiated Instruction
28. Students who finish early may work with a partner to review the concepts of electricity and
magnetism. They may use their laptops to play Who Wants to Be a Millionaire? on these
concepts, by going to http://www.quia.com/rr/35935.html. Students can also work individually
on their laptops to play Electricity and Magnetism Hangman, by visiting
http://education.jlab.org/vocabhangman/.
OR
29. Students can watch The Magic School Bus Gets Charged video on their laptop.
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RESOURCES AND MATERIALS REQUIRED FOR INSTRUCTION
References:
 Scott Foresman Science Textbook: Grade 4, Unit C-Physical Science, Chapter 13
 The Magic School Bus Gets Charged video
Websites:
 Who Wants to Be a Millionaire? Game at: http://www.quia.com/rr/35935.html
 Vocabulary Hangman Game at: http://education.jlab.org/vocabhangman/
Supplies:
 Scott Foresman Science textbook (Teacher’s Edition)
 Dice
 Timer
 PowerPoint presentation (including question slides and Jeopardy game)
 Index cards with Jeopardy questions
 Color cards for each table
 Post-test assessment worksheets
 Acrostic poem templates
 Construction paper
 Markers/crayons/colored pencils
 Rubric/checklist
 Laptop
 Ticket out the door paper
Student Materials { S elf M ade T eaching A ids (SMTA) and Commercially made}
 Example of PowerPoint slides for Jeopardy Game
 Example of color cards for student tables
 Blank template for acrostic poem
 Blank post-test assessment
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MODIFICATION TABLE
The classroom setup, as well as the rules and procedures, are important in behavior management.
However, it is essential to have specific modifications designed to accommodate those students
with special needs. The modifications in the table below were used during this learning
experience to meet the needs of all of the students in this fourth grade classroom. These
modifications are used with the students with special needs throughout the day.
Modification Table For Electricity and Magnetism Lesson
Modification Type
Specific Modification
Rationale
Benefits
Environmental and
Cooperative Learning
Increases support
Students can work
Management
from both the teacher together to gain
and other students.
support. More
responsibility is
placed on the student
to be successful.
Overview of classroom
rules provided
Expectations and
routine for the
classroom are
established.
Students are expected
to take responsibility
for their own actions.
Instructional
Require verbal responses
to indicate
comprehension
Opportunities for
assessment are
present throughout
the lesson.
Content/Material
Visual representation of
the poem is presented to
the students
Students are provided
with a concrete,
visual model of what
they are expected to
complete.
Tasks
Alternate quiet and
active tasks
Students are provided
with different ways to
learn. This can also
assist in classroom
management.
The teacher is
immediately able to
assess the students’
abilities, and can take
action if more
instruction is needed.
Students are
confident in
completing their own
task because they can
see what is expected
of them.
Students are given an
opportunity to “wind
down” from tasks that
require movement.
The teacher gains a
better control of the
classroom.
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TIME REQUIRED
Planning:
The planning of this learning experience took approximately three hours. Planning for this
learning experience began with re-reading Chapter 13 in the Scott Foresman Science textbook to
decide what concepts needed to be included in the review. The planning time also included
creating the PowerPoint presentation for the review questions and Jeopardy game, making color
cards for each table, labeling index cards with categories and questions, and developing a posttest. For the planning of the acrostic poem, a teacher exemplar, rubric, and student checklist
were developed. The final part of the planning of this learning experience included gathering all
of the materials necessary for successful completion of the assessment writing piece.
Implementation:
The implementation of this learning experience takes one class period. The class period for
science is one hour. The students were expected to answer review questions, play an entire
game of Jeopardy, complete a post-test, and begin working on the acrostic poem. Students who
complete all of the activities are encouraged to use their laptop to play one of the interactive
online games or watch The Magic School Bus video. However, the students will have another
class period to complete the final copy of the acrostic poem. This also gives all students the
opportunity to play one of the online games.
Assessment (per student):
Scoring of the students’ work should take between five and ten minutes for each student. The
teacher will assess the student’s abilities based on his or her performance on both the post-test
and final writing piece. The “Electricity and Magnetism” rubric will be used to score the
students’ acrostic poems.
Schedule / unit plan:
This lesson is one out of a unit on electricity and magnetism. The unit is taught in a two week
period, with this learning experience being the final lesson in the unit. The electricity and
magnetism unit is taught mid-year in the Kenmore-Town of Tonawanda School District. Prior
to this lesson, the students conducted experiments relating to the different aspects of electricity
and magnetism.
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REFLECTION
The lesson for this learning experience was designed for my first student teaching placement in
February of 2009 at Thomas Edison Elementary School in the Kenmore-Town of Tonawanda
Union Free School District. After teaching an entire unit in mathematics, I was asked to take
over teaching science in a whole-group setting. This lesson was the last in a unit I taught on
electricity and magnetism. I wanted to do a whole-group lesson for this learning experience,
including all of the learners with special needs. I also wanted to incorporate technology in this
learning experience as a culmination to the unit. The students had been completing several
hands-on experiments in this unit, and I wanted to try something different and exciting with the
students. I was able to do this with the students, using a variety of resources including my
PowerPoint Jeopardy game, video, and online electricity and magnetism games. Bringing
technology into the lesson seemed highly beneficial for the students. I chose this lesson for my
learning experience because it allowed me to see the connections that can be made between
subject areas. Through the key ideas and performance indicators I chose, I wanted to see how
deep those connections could be.
This learning experience was developed to give the students an opportunity to review concepts
related to electricity and magnetism. I wanted to create a learning experience that would
incorporate different subjects and styles of learning. By using both Science and ELA standards,
I was able to allow the students to express their ideas in a variety of ways.
After completing the learning experience, as well as scoring the assessment pieces, I believe that
the students met my intended objectives. The students were able to identify key vocabulary
words both orally, during the Jeopardy game, and in writing, using the acrostic poem. I was
somewhat skeptical that the students would fall short of my objectives, but they far exceeded my
expectations. I was very surprised when several students were able to answer a Double Jeopardy
question relating to a topic that I had only discussed very briefly in the previous lesson. It was at
that moment that I realized that my students really were retaining this information. The
differences in the pre- and post-test scores also indicated that many of the students had a strong
understanding of the concepts. Many of them scored in the distinguished range for their poems,
with several students scoring at a borderline proficient-distinguished level.
The concepts reviewed in this learning experience are an essential part of everyday life for the
students outside of school. Electricity and magnetism are all around us, and it is important that
the students understand how these concepts work. After learning about electricity and
magnetism, students might take that extra minute when turning on a light to think about what
makes the light turn on and off. The students also get the opportunity to work with their peers
during this learning experience. The idea of teamwork, a concept that is essential as the students
grow older, is enforced in this learning experience. When playing the review game, the behavior
of each student was a reflection of their entire team. This concept of taking responsibility for
one’s actions to be successful as a team is an essential life lesson for the students.
Overall, I feel that this lesson was a success! A student who usually struggles with writing
proudly handed me his acrostic poem and said, “I think this is the best work I’ve ever done. I
actually get this stuff and it’s cool!” To see that student produce such a wonderful writing piece
and feel confident about his work is something that will stay with me forever. I tried something
new with using technology, and luckily, the students responded well!
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Lesley-Anne Kasperczyk
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This learning experience was peer reviewed during EDU 327: Teaching to the Standards, on the
Daemen College campus on March 26, 2009. The focus question for this peer review was
related to improving my assessment plan and/or assessment rubric. During the peer review, I
received comments and suggestions from my group members focusing on how to improve my
rubric. With help from Group JELLA, especially Jamie Morawski, I was able to modify my
learning experience by adding magnetism and electricity pictures to each level of the rubric. I
also changed the names of the levels on the rubric to make them more appropriate for the lesson,
as well as more student-friendly.
I really felt that this learning experience was successful when one of my group members, Leslie
Myers, said, “Your LE is too good—I can’t think of any cool comments to write!” I would like
to thank all of the members of Group JELLA for their help and suggestions during the peer
review process. I would also like to thank Professor Andy Steck for introducing me to the peer
review progress, as well as Jamie Reardon for supervising Group JELLA’s peer review sessions.
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Lesley-Anne Kasperczyk
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APPENDICIES - attachments
1.) Sample Letter Home
2.) Classroom Floor Plan
3.) Classroom Rules and Procedures
4.) Blank Handouts (SMTA)
4.a.) Post-Test Assessment
4.b.) Jeopardy Game Template
5.) Blank Rubric
6.) Teacher Exemplar
7.) Samples of Student Work (Distinguished, Proficient, and Developing)
7.a.) Developing Student Work
7.b.) Developing Rubric
7.c.) Proficient Student Work
7.d.) Proficient Rubric
7.e.) Distinguished Student Work
7.f.) Distinguished Rubric
8.) Peer Review Comments
9.) Power Rubric-See attached
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Attachment #1-Sample Letter Home
February 20, 2009
Dear Parents and/or Guardians,
My name is Lesley-Anne Kasperczyk, and I am currently a student teacher in your
child’s classroom. I have been working with the students in mathematics for the past two weeks,
and next week, I will begin a unit in science on electricity and magnetism. I look forward to
working with students in learning about these concepts using technology, hands-on experiments,
and writing pieces.
I encourage you to work with your child to review electricity and magnetism. Playing
with your refrigerator magnets is a great way to reinforce the concept of attraction and repulsion.
Your child will be learning about the different types of electrical charges and circuits, as well as
how a magnet works. Please be looking for a list of fun electricity and magnetism experiments
that I will be sending home with your child to try!
If you have any questions or concerns, please don’t hesitate to contact me. I can be reached at
[email protected], or simply send in a note with your child.
Thank you, and I look forward to working with and getting to know your child!
Sincerely,
Ms. Lesley-Anne Kasperczyk
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Lesley-Anne Kasperczyk
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Attachment #2-Classroom Floor Plan
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Lesley-Anne Kasperczyk
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Attachment #3-Classroom Rules
Our Fourth Grade Classroom Rules
1.
Please raise your hand and wait for permission to speak.
2.
Please keep your hands, feet, and objects to yourself.
3.
Always walk in the halls and in the classroom.
4.
Follow directions from the teacher the first time they are given.
5.
Ask permission before leaving the classroom.
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Attachment #4.a.-Blank Handouts (SMTA)
Post-Test Assessment
Name ________________________________________Date _________________
Directions: Match the vocabulary word with the correct definition.
1.
A(n) _______ ________ is an electric charge in motion.
2.
In a(n) ______ ________, electric charge can only flow in one path.
3.
A coil of wire with many loops through which an electric current passes is
called a(n) _______________ .
4.
____________ is a force that acts on moving electric charge and materials near a
magnet.
5.
In a(n) ________ ________, electric charge can flow in two or more paths.
6.
A _________ has a positive charge. A(n) _________ has a negative charge.
7.
Magnets have both a ___________ and ____________ pole.
a.) east/west
b.) magnetism
c.) neutron
d.) electric current
e.) north/south
f.) proton
g.) electromagnet
h.) series circuit
i.) electron
j.) parallel circuit
k.) electricity
_______________________________________________
Directions: Decide if the material is a conductor or an insulator and write it in the
correct column.
Insulator
6/21/17
Conductor
Lesley-Anne Kasperczyk
Materials/Objects
Rubber
Copper
Iron
Wood
Car Tires
Plastic
Glass
Water
Nickel
Dime
Page 26
Attachment #4.b.-Jeopardy Game Template
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Lesley-Anne Kasperczyk
Page 27
Attachment #5-Blank Rubric
Name ______________________________________________________________________
Electricity and Magnetism Rubric
What Am I
Looking For?
Magnet-ficent!
ZAP It To
Perfection!
The Force Is
Almost With
Add A Little
More Charge!
Complete
Sentences
All seven letters
have
corresponding
sentences.
At least six
letters have
corresponding
sentences.
You!
At least five
letters have
corresponding
sentences.
Four or less
letters have
corresponding
sentences.
Accuracy of
Content
All seven
sentences contain
correct electricity
and magnetism
vocabulary or
concepts.
At least six
sentences contain
correct electricity
and magnetism
vocabulary or
concepts.
At least five
sentences contain
correct electricity
and magnetism
vocabulary or
concepts.
Four or less
sentences contain
correct electricity
and magnetism
vocabulary or
concepts.
Presentation
Poem has
pictures for all
seven sentences.
Poem has
pictures for 5-6
sentences.
Poem has
pictures for 3-4
sentences.
Poem has less
than three
pictures.
Neatness
Poem is in color
AND sentences
are written in
straight lines.
Poem is in color
but 1-3 sentences
are not written in
straight lines.
Poem is in color
but 4 or more
sentences are not
written in
straight lines.
Poem has no
color AND
sentences are not
written in
straight lines.
Total Points: ____/ 16
Comments:
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
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Lesley-Anne Kasperczyk
Page 28
Assignment #6-Teacher Exemplar
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Attachment #7.a.-Developing Student Work
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Attachment #7.b.-Developing Student Work Rubric
Name _________________________Alyssa K.______________________________________
Electricity and Magnetism Rubric
What Am I
Looking For?
Magnet-ficent!
ZAP It To
Perfection!
The Force Is
Almost With
Add A Little
More Charge!
Complete
Sentences
All seven letters
have
corresponding
sentences.
At least six
letters have
corresponding
sentences.
You!
At least five
letters have
corresponding
sentences.
Four or less
letters have
corresponding
sentences.
Accuracy of
Content
All seven
sentences contain
correct electricity
and magnetism
vocabulary or
concepts.
At least six
sentences contain
correct electricity
and magnetism
vocabulary or
concepts.
At least five
sentences contain
correct electricity
and magnetism
vocabulary or
concepts.
Four or less
sentences contain
correct electricity
and magnetism
vocabulary or
concepts.
Presentation
Poem has
pictures for all
seven sentences.
Poem has
pictures for 5-6
sentences.
Poem has
pictures for 3-4
sentences.
Poem has less
than three
pictures.
Neatness
Poem is in color
AND sentences
are written in
straight lines.
Poem is in color
but 1-3 sentences
are not written in
straight lines.
Poem is in color
but 4 or more
sentences are not
written in
straight lines.
Poem has no
color AND
sentences are not
written in
straight lines.
Total Points: _5___/ 16
Comments:
You have a beginning understanding of electricity and magnetism, but you need to pay close
attention to the directions you are given. Please take your time when you do a writing piece, and
you will see wonderful results! Make sure to do your best work each and every time you write!
Explanation of Student Score
The student work shown in Attachment #7.a. scored in the developing range, with a score of
5/16, or 31%. This student is lacking a strong understanding of the concepts, but shows a
beginning level of comprehension. The student would have received a higher score if she had
followed directions more closely. She did not use all complete sentences, write in straight lines,
or use pictures.
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Lesley-Anne Kasperczyk
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Attachment #7.c.-Proficient Student Work
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Lesley-Anne Kasperczyk
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Attachment #7.d.-Proficient Student Work Rubric
Name ______________Jake______________________________________________________
Electricity and Magnetism Rubric
What Am I
Looking For?
Magnet-ficent!
ZAP It To
Perfection!
The Force Is
Almost With
Add A Little
More Charge!
Complete
Sentences
All seven letters
have
corresponding
sentences.
At least six
letters have
corresponding
sentences.
You!
At least five
letters have
corresponding
sentences.
Four or less
letters have
corresponding
sentences.
Accuracy of
Content
All seven
sentences contain
correct electricity
and magnetism
vocabulary or
concepts.
At least six
sentences contain
correct electricity
and magnetism
vocabulary or
concepts.
At least five
sentences contain
correct electricity
and magnetism
vocabulary or
concepts.
Four or less
sentences contain
correct electricity
and magnetism
vocabulary or
concepts.
Presentation
Poem has
pictures for all
seven sentences.
Poem has
pictures for 5-6
sentences.
Poem has
pictures for 3-4
sentences.
Poem has less
than three
pictures.
Neatness
Poem is in color
AND sentences
are written in
straight lines.
Poem is in color
but 1-3 sentences
are not written in
straight lines.
Poem is in color
but 4 or more
sentences are not
written in
straight lines.
Poem has no
color AND
sentences are not
written in
straight lines.
Total Points: __12__/ 16
Comments:
Great job! You have a good understanding of electricity and magnetism. Make sure to check
your facts before you write them on your final copy. I like your use of color and how your
sentences are written in straight lines. Next time, don’t forget to add pictures to illustrate your
sentences!
Explanation of Student Score
The student work shown in Attachment #7.c. scored in the proficient range, with a score of
12/16, or 75%. This student has a good understanding of the concepts, but is not yet at the
mastery level. The student followed directions in writing complete sentences in straight lines.
However, the student lost several points for not adding pictures into the poem.
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Lesley-Anne Kasperczyk
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Attachment #7.e.-Distinguished Student Work
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Lesley-Anne Kasperczyk
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Attachment #7.f.-Distinguished Student Work Rubric
Name _______________________Alyssa V._________________________________________
Electricity and Magnetism Rubric
What Am I
Looking For?
Magnet-ficent!
ZAP It To
Perfection!
The Force Is
Almost With
Add A Little
More Charge!
Complete
Sentences
All seven letters
have
corresponding
sentences.
At least six
letters have
corresponding
sentences.
You!
At least five
letters have
corresponding
sentences.
Four or less
letters have
corresponding
sentences.
Accuracy of
Content
All seven
sentences contain
correct electricity
and magnetism
vocabulary or
concepts.
At least six
sentences contain
correct electricity
and magnetism
vocabulary or
concepts.
At least five
sentences contain
correct electricity
and magnetism
vocabulary or
concepts.
Four or less
sentences contain
correct electricity
and magnetism
vocabulary or
concepts.
Presentation
Poem has
pictures for all
seven sentences.
Poem has
pictures for 5-6
sentences.
Poem has
pictures for 3-4
sentences.
Poem has less
than three
pictures.
Neatness
Poem is in color
AND sentences
are written in
straight lines.
Poem is in color
but 1-3 sentences
are not written in
straight lines.
Poem is in color
but 4 or more
sentences are not
written in
straight lines.
Poem has no
color AND
sentences are not
written in
straight lines.
Total Points: __15__/ 16
Comments:
Awesome job! You have a firm understanding of electricity and magnetism. I like how you
used complete sentences and made your poem so colorful. You have great pictures for each of
your sentences, too. Just make sure to write all of your sentences in straight lines to make your
poem look neat!
Explanation of Student Scores
The student work shown in Attachment #7.e. scored in the distinguished range with a score of
15/16, or 94%. This student has a firm understanding of the concepts. She also followed
directions very well, earning a full four points for writing in complete sentences and using
pictures. The student could have received a perfect score if all of her sentences had been written
in straight lines.
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Attachment #8-Peer Review Comments
Warm and Cool Comments for Lesley Kasperczyk
Lesson: Electricity and Magnetism
Elizabeth Sivecz
Warm Comments
Relation to Learning Standards
 Nice extension to other learning
standards.
 Meets the NYS standards and the
ELA standard was used.
Cool Comments
Relation to Learning Standards
 Was it hard to align both ELA and
Science?
 No, most of the lesson was
Science based, but the
assessment was mainly
ELA.
Intellectual Challenge
 Could you have done experiments
to show magnetism?
 Experiments were done
prior to this lesson
throughout the unit.
 Is hangman still appropriate to use
in schools?
 Yes, the hangman game was
specifically designed for
electricity and magnetism.
Intellectual Challenge
 The content of the lesson and
activities gauged the students
intellectually.
 Students are intellectually
challenged and provide real
examples.
 Relating to ELA is a good
connection for students.
 Great lesson to build on prior
knowledge and bring the unit to a
close.
 Students were able to relate to their
own lives.
Assessment Plan
Assessment Plan
 Nice change of typically assessment
 You could have used pictures on
by using a poem.
the rubric for visual aid.
 Informal assessment and formal
 Your post-test could be made with
assessment were both used.
some visuals.
 LOVE the checklist! Great use of
self-assessment and teacher tools.
 Nice ticket out the door idea.
Engagement
Engagement
 Nice use of Jeopardy game!
 For the anticipatory set, you could
have brought in an actual magnet.
 Whole class Jeopardy game sounds
fun and engaging.
 A magnet was used in
previous lessons.
 Jeopardy is always a fun game to
play; especially with Science.
 Did the students work well as a
group?
 A few different activities going on
in one period to keep the students’
 Yes, they have done
attention.
activities similar before.
 How much time did this lesson
take?
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Lesley-Anne Kasperczyk
Page 36
Adaptability
 The lesson could be adapted easily
to other grade levels.
 Nice modification table.
Technology Integration
 Nice use of power point for the
Jeopardy game.
 It is nice that you have choices for
which website to visit.
 Liked the different websites –
Magic School Bus is always a great
source.
 All students having their own
laptop with the videos on it is very
neat.
6/21/17
 One hour
Adaptability
 For the student with ADHD, did
you give him more time to
complete his poem?
 Yes
 Are students allowed to type their
poems?
 Yes, but they chose not to.
 For the child with difficulties in
writing – what adaptations did you
make for him?
Technology Integration
 Did all the students get a chance to
use game/magic school bus or only
those who finished early?
 Yes
 Students had their own laptop?
(Crazy!!)
 Did all the students have a chance
to do/see all/some of the
technologies?
 Yes
Lesley-Anne Kasperczyk
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