Abbey Jacobson
SED 413
Final
Video 1: Push/Pull Lesson
1) This lesson aligns with the Kindergarten grade level of NGSS. Name a specific disciplinary core idea from the NGSS that you saw addressed in this lesson. (2pts)
Standard K-PS2-1 directly relates to the lesson that was being taught. It specifically relates to the disciplinary core idea within that standard of Pushing or pulling on an object can change the speed or direction of its motion and can start or stop it. This can be seen at 10:13 in the video, the students have to relate pulling to the direction the object will move in comparison to themselves. 2) Choose any one of the 8 NGSS science and engineering practices. Explain how you saw that practice used in this lesson. (2pts) …show more content…
List two opportunities in the lesson the teacher could have used to connect this lesson to the nature of science. For each opportunity tell the aspect of the nature of science and how/when she could have addressed it. (3pts) The teacher could have addressed Developing and Using Models from the NGSS standard in the video at 5:02. The students are using a table to write down their observations and will later use that model to help come to a conclusion within their experiment. This was a great time for the teacher to introduce the students into this type of model. Some students think that a model has to be a physical representation, when in this case their model is the chart.
Starting at 9:20 and going to 15:00 and starting again at 17:30 and continuing until 21:15, the students were engaging in obtaining, evaluating, and communicating information of the NGSS standards. The students were individually looking at the materials and communicating to the group what they saw or felt depending on how they were sorted. From this communication the students were able to sort their materials into the designated group. She could have gone through this at the end of the …show more content…
Give an example of a question a student might ask that you would be able to test using this model. (2pts)
The purpose of this model is to show how sediment from the ocean edge is transferred onto land after a tsunami and that vegetation will cover it over time. This vegetation growth and the many layers of deposit build up from reoccurring tsunamis make it difficult to locate these areas. One question that a student might ask is if a wall is built in the ocean, will it stop the sediment and tsunami from making it to shore? 10) Name a couple of scientific practices (other than modeling) your students might use to test their answer and very briefly describe what this would look like. (2pts)
One practice that students might use to answer this question is using mathematics and computational thinking. This could be used if the students wanted to figure out how high the wall would need to be in comparison to the height of the wave from the amount of force that is being put on
SED 413
Final
Video 1: Push/Pull Lesson
1) This lesson aligns with the Kindergarten grade level of NGSS. Name a specific disciplinary core idea from the NGSS that you saw addressed in this lesson. (2pts)
Standard K-PS2-1 directly relates to the lesson that was being taught. It specifically relates to the disciplinary core idea within that standard of Pushing or pulling on an object can change the speed or direction of its motion and can start or stop it. This can be seen at 10:13 in the video, the students have to relate pulling to the direction the object will move in comparison to themselves. 2) Choose any one of the 8 NGSS science and engineering practices. Explain how you saw that practice used in this lesson. (2pts) …show more content…
List two opportunities in the lesson the teacher could have used to connect this lesson to the nature of science. For each opportunity tell the aspect of the nature of science and how/when she could have addressed it. (3pts) The teacher could have addressed Developing and Using Models from the NGSS standard in the video at 5:02. The students are using a table to write down their observations and will later use that model to help come to a conclusion within their experiment. This was a great time for the teacher to introduce the students into this type of model. Some students think that a model has to be a physical representation, when in this case their model is the chart.
Starting at 9:20 and going to 15:00 and starting again at 17:30 and continuing until 21:15, the students were engaging in obtaining, evaluating, and communicating information of the NGSS standards. The students were individually looking at the materials and communicating to the group what they saw or felt depending on how they were sorted. From this communication the students were able to sort their materials into the designated group. She could have gone through this at the end of the …show more content…
Give an example of a question a student might ask that you would be able to test using this model. (2pts)
The purpose of this model is to show how sediment from the ocean edge is transferred onto land after a tsunami and that vegetation will cover it over time. This vegetation growth and the many layers of deposit build up from reoccurring tsunamis make it difficult to locate these areas. One question that a student might ask is if a wall is built in the ocean, will it stop the sediment and tsunami from making it to shore? 10) Name a couple of scientific practices (other than modeling) your students might use to test their answer and very briefly describe what this would look like. (2pts)
One practice that students might use to answer this question is using mathematics and computational thinking. This could be used if the students wanted to figure out how high the wall would need to be in comparison to the height of the wave from the amount of force that is being put on