SLED TEACHER REFLECTION HUB SUBMISSION
There are three parts to this reflection submission. The first part requires a brief description of
your instructional activities over the course of a SLED design task. The second part includes
your reflection on a student who performed well and your reflection on a student who performed
unsatisfactorily. The last section includes your response to two short questions.
Save your file as: Reflection_Mounce_Sunnyside_Grade 5_12/14/12
Example:
Reflection_Capobianco_Purdue_Grade5_10-15-12
When uploading to the hub, use the title: Teacher Reflection: YourName, Activity, Term
Example:
Teacher Reflection: Capobianco, Prosthetic Leg, Fall 2012
Teacher Name: Anne Mounce
School: Sunnyside Middle School
Grade: 5
Date: 11/26/12
PART I:
Day
Overview of your SLED lesson(s):
Brief description of lesson activities you enacted
each day over the course of the SLED design task
1
Overview of vocabulary of design. Information of
the materials list for Prosthetic Leading to gain
interest for upcoming design activity. Pre-test from
SlED taken
2
BrainPop Movie measuring mass, volume, density.
Then a graphic organizer matrix for the measuring
mass of 4 common objects. Journal activity of “Which
has greater?” Students had to write 2 common objects
A and B and ask others whether it had greater mass,
volume, density.
3
Compared the visual object of a bowling ball and a
soccer ball to the class.
Individual Design Day.Overview of the material list,
the design brief and assessment rubric. Students wrote
their individual design in notebooks.
What do you think your
students learned each day
Confidence and review of the
vocabulary of design.
Reinforce the concept of
measuring matter.
Density is a new concept that is
being introduced.
The practical application of
scientific journaling,
Organizing of time,
materials,and drawing
schematics
2
4
Team Design Day. Students were placed in groups of
three, and brainstormed what design would be
successful for their team. After planning/designing
time, they brought a materials list to the supply table
and purchased items for their design. Once a supply
was purchased, there was a no return policy. Sketches
were to match the team in individual notebooks.
Ample time was given for the construction of the
design, and an informal wrap-up of the day was given.
Performance, cooperation with
others
5
Team Testing Day. Discussion of fair testing and
what was a strike of the ball so all students could
compare same results. Final discussion of the
assessment rubric and how scoring would take place.
Individual, team and summative assessments were
taken. Journal write-up of what science concepts
worked and what did not.
Measurement, estimation,
prediction of results
6
Final Grade/Wrap-Up.
Students received their rubric grade for performance
assessment, took the post-test Sled Prosthetic Leg test.
Movie Celebration: Winter
Students went to the auditorium viewed the
documentary which showed the real application of
prosthetic design.
Retaining design, mass, volume
and density vocabulary.
7
How design is used in the world
Please answer the questions below:
1. What worked well?
I was very impressed at how well the students used the design process and the science notebook.
They were much improved and more patient with the process. They wrote schematics and
redesign and seemed to accept the continuing progress of the design.
2. What are two ways you can improve your efforts toward integrating design?
*Provide more opportunities to the design process.
* Allow more time for the re-design process.
3
PART II:
Reflection#1 on student performance:
Include an image of work from one student who you thought performed well on the task. Insert
the image here within the Word document. This image may be a copy of the student’s notebook
entry(s) or an image of the team’s artifact or an actual picture of the student at work.
SSMS-WORKRO1212
1416130.pdf
Insert image(s) here
In the space below describe what the image(s) is about and why you would explain or
characterize the student’s performance as mastery or excellent.
This student on the first attempt clearly labeled his individual design, added the cost, and had a
good understanding of design for a prosthetic leg. He seemed like a great Team Designer and
would be ready to do a team design. His performance with others was cooperative, and he was
able to use his individual design to help design a new plan.
4
Reflection#2 on student performance:
Include an image of work from one student who you thought did not perform as well
(unsatisfactory) on the task. Insert the image here within the Word document. This image may
be a copy of the student’s notebook entry(s) or an image of the team’s artifact or an actual
picture of the student at work.
Insert image(s
SSMS-WORKRO1212
1416190.pdf
) here
In the space below describe what the image is about and why you would explain or
characterize the student’s performance as unsatisfactory.
This student had no labels for his individual design, no schematic, no list of materials, and
generally did not have an understanding on how this his design would work. His performance
with the team design showed little creative input and really did not take the task seriously.
5
PART II:
Reflection #3
Describe one thing you enjoyed about instructing this SLED task.
It provides student an opportunity to be creative but logical thinkers. It applies the science
concepts of mass, volume and density in practical, concrete terms. Instead of reading about this
from textbooks they had a chance to apply these terms.
Describe one thing in your practice you would improve upon next time you implement this
engineering design task or another SLED design task.
Perhaps I could have more time for multiple testing and redesign. I think the confines of testing
made it disappointing for students if the ball didn’t go as far as they anticipated. I always like to
end an activity with students feeling they had been successful. I know they all felt satisfaction in
its completion, but the edge of competition made it hard to accept if the ball only went 10 cm.