Reflecting on Teaching

Zulayka Adamson

Reflection on teaching

Prior to learning about the various forms of Information and Communication Technologies, I was not aware of the many advances within education through technology. After almost 10 years outside of the classroom, I’m amazed at the new teaching methods and applications that’ve been developed to promote a fun and engaging classroom. During my observation with Ms. Amber at Amber Charter School in East Harlem, each class that I had the opportunity to sit in on had many technological components, I couldn’t help but be jealous at how much fun students were having learning and how websites like BrainPop, Edmondo, Blogger and Voki play a vital role in their learning.

With the many advances in technology, I can’t help but think that the future of learning in a physical classroom may be extinct in the next century. Students will no longer have to come into the classrooms to participate on a learning platform. The ability to conference in through a lecture and the use of educational accordance that promote a collaborative learning environment and mobile learning which provides teachers the tools needed to create the next wave of innovative leaders. In order for teachers to keep up with the many changes in curriculum design and technological advances, I think it is imperative that teachers network and engage in panel discussions and utilize the key prep periods to chat with their coworkers.

Common core curriculum has received numerous revision and with the current political climate, I’m quite certain there will be several adjustments to the learning process.  As I think about the near future and my opportunity to get into the classroom and exercise the brains

of my future students, I’m excited to know that new literacies such as podcasting, blogging and video making without a doubt will be a part of my curriculum. I believe these literacies provide the opportunity for students who normally don’t have a voice in the classroom an opportunity to shine academically. In addition, students who require additional support academically get the opportunity to receive additional support along the way. Through the help of technology, we are not only teaching students the curriculum, we are providing them an opportunity to hone in on skills they didn’t know they had and developing possible skills they may use in their future careers.

Keystone Lesson Plan

Name: Zulayka Adamson Subject: Science
Date: Wednesday, May 16, 2017 Lesson Title: Forms of Energy
Lesson Overview:
In this lesson, students will learn the different forms of energy and how it relates to everyday life. This lesson plan is an intro into the required Energy and Magnetism science requirements for New York State. Throughout the lesson, there is one teacher (Ms. Amber) in addition to myself.
Purpose of Lesson:
Students will explore the various forms of energy in preparation for the science skills test.
Common Core Standards:
Science Common Core Standards- Grade 4- Energy. With support from teachers and peers, students will understand Energy exists in many forms, and when these forms change energy is conserved.
Students will:
a) Use the forms of energy BrainPOP video and group discussion to discuss the various
forms of energy and how they play a part in everyday life.
New York State Learning Standards- Science
Standard 4 – Physical Settings
Students will understand and apply scientific concepts, principles, and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science.
Students will Understand:
4.1a Energy exists in various forms: heat, electric, sound, chemical, mechanical, light.
4.1b Energy can be transferred from one place to another.
4.1c Some materials transfer energy better than others (heat and electricity).
4.1d Energy and matter interact: water is evaporated by the Sun’s heat; a bulb is lighted by means of electrical current; a musical instrument is played to produce sound; dark colors may absorb light, light colors may reflect light.
ISTE Standards
1. Creativity and Innovation- Students will demonstrate critical thinking by relating the material to everyday life use of energy and previous lesson plans on absorbing light and reflecting light.

Students will:
a) Students will utilize the key highlights in the video and discussion as a reference tool
when completing the worksheet independently.
2. Communication and Collaboration- Students will participate in the group discussion with classmates to complete the vocabulary worksheet.
Students will:
a) Students will use their vocabulary worksheet as a reference tool to work with fellow
classmates on the shared practice worksheet.
3. Critical Thinking, Problem Solving, and Decision Making- Students will reference their vocabulary worksheet to answer the worksheet as a group and to independently answer questions on BrainPop.
Students will:
a) Students will work independently on the BrainPop quiz to assess their knowledge on the
forms of energy.
Objectives:
1) With the support of the discussion, video and vocabulary sheet, students will answer each question correctly.
2) Given the moderated discussion and reference to everyday life forms of energy, students who are auditory and visual learners will excel in the BrainPop quiz.
Materials:
- Internet access https://www.brainpop.com/science/energy/formsofenergy/
-Work Sheet https://drive.google.com/open?id=0B_lgCrqqT_Bnb05PY0xNQXgyN2M - Projector
-Tablets
-Brian Pop Quiz
Anticipatory Set:
Ms. Adamson will present a BrainPop video on the various forms of energy. Upon completing the video, students will engage in a group discussion about each form of energy.
Procedure:
1- Ms. Adamson will require students seated in the back of the class to move to the front of the class to get a good view of the video.
2- Ms. Adamson will then go over each form of energy discussed in the video and the class will collectively answer each question on the worksheet according to what they learned in the video.

3- Upon completing the group discussion, students will work independently on the shared practice worksheet provided by the New York State for common core curriculum and use the vocabulary worksheet as a reference tool.
4- The Teachers will float around the room to provide additional support to students as they complete the worksheets.
5- Students will review the completed shared practice worksheet together.
6- Upon completing the review, students will work independently on their tablets and take the BrainPop quiz to access their understanding of the topic.
Closure:
After students answer each question, they will be asked to provide an example of the form of energy via something that happens in their everyday life.
Differentiated Instruction:
For students who require additional support, the vocabulary worksheet is developed as a reference tool. In addition, the shared practice sheet provides hints to each question for students who struggle with the topic.
Check for Understanding:
After completing the BrainPop quiz, the teacher will check students’ performance to confirm their knowledge on the topic.
Independent Work:
The students will need to complete their shared practice worksheet and BrainPop quiz independently.
Evaluation:
Students will be graded based on a teacher-designed rubric. In the rubric students will be assessed on their understanding of the assignment and ability to complete the quiz. 

Rubric

Rubric

Task	Below Expectations (1)	Basic (2)	Proficient (3)	Outstanding (4)
Identify the characteristics of energy.	Student is unable to identify the characteristics of energy.	Student provides indefinite key factors.	Student provides a limited number of characteristics	Students provides all the characteristics of energy
Ability to explain how energy plays a major role in everyday life	Student is unable to explain how energy plays a major role in everyday life	Student provides indefinite theories on how energy plays a role in everyday life	Student provides a vague theory on how energy plays a major role in everyday life	Student provides complete theory on the use of energy in everyday life
Ability to identify the relationship amongst chemical, light, electrical and thermal energies	Student is unable to identify the relationship amongst chemical, light, electrical and thermal energy	Student provides an incomplete explanation of the relationship amongst chemical, light, electrical and thermal energies	Student provides a vague example of the relationship amongst chemical, light, electrical and thermal energies	Student identifies clear examples of the relationship amongst chemical, light, electrical and thermal energies.
			Total Points: