Samantha Clarke
ELE-Dr. Conte
ACB Topic Reflection Assignment
ACB Topic Reflection Assignment
1.
During the ACB junior field experience of spring 2015, I received the opportunity to
implement a unit about plants for first grade. This unit consisted of 10 lesson plans of varying
difficultly as well as three major objectives. The first objective states, “Students will be able to
identify and understand the history of agriculture in the perspective of a colonist in the 1600’s,”
the second objective states, “Students will be able to identify and indicate different types of
plants,” and the third objective states, “Students will be able to identify and understand the
anatomy of a plant.” The three objectives were created because they are a necessity to having a
true understanding of plants, especially in an inquiry based learning setting. The assessments
implemented for these objects include: worksheets, crafts, class discussions, games, and hand-on
activities. If achieved, these objectives will foster a new perspective for the first grade class
about science and the world.
2.
While implementing this unit, students were given periodic assessments that determined
whether they were learning the intended objective. The assessments for the objectives included a
class book, a worksheet, and a craft. Three different pieces of student work were chosen from
each assessment in order to analyze whether the objective was accomplished.
Since the first objective states, “Students will be able to identify and understand the
history of agriculture in the perspectives of a colonist in the 1600’s,” students were assessed on
their knowledge of the history of agriculture. Students read a read-aloud in the beginning of the
lesson and were assessed based upon their comprehension skills from this read-aloud. Students
had to write about their understanding of how colonists contributed to agriculture using the
indicated vocabulary from the read-aloud. The high achieving student stated in his writing
prompt, “As a colonist, I would plant crops, hoe the ground, and grow corn” (Appendix A).
Based upon this response, the student was able to take out and use the key vocabulary in his
writing. The mid achieving student stated in his writing prompt, “As a colonist, I will plant
[cucumber] and green beans” (Appendix A). Based upon this response, the student did
understand his role as colonist in agriculture, but had 1-2 vocabulary words from the read-aloud.
The low achieving student stated in his writing prompt, “As a colonist, I would plow the [fields].
It will [help] the crop grow to make food” (Appendix A). Based upon his response, he
understood his role as a colonist and the processes within agriculture; however, he only had one
listed vocabulary word. From the three pieces of student work, the students varied in their level
of vocabulary usage; however, they were able to meet the objective of understanding the
perspective of a colonist.
As the second objective states, “students will be able to identify and indicate different
types of plants.” Students were assessed based upon a worksheet which indicated different types
of plants. Students had to look for plants and circle the types they found. The high achieving
student was able to find and identify all six plants (Appendix B). The mid achieving student was
able to find and identify all six plants (Appendix B). The low achieving student was able to find
and identify all six plants (Appendix B). Based upon all pieces of student work, every student
was able to meet this objective.
Since the third objective states, “Students will be able to identify and understand the
anatomy of a plant,” students were assessed based upon a craft about a plant’s anatomy. The
students had to create a flower using construction paper and list facts about specific parts of the
plant. The students needed to list 4 facts about petals, 2 facts about leaves, and 1 fact about roots.
The high achieving student was able to state 4 different facts about petals, 1 fact about leaves,
and 1 fact about roots (Appendix C). The mid achieving student was able to list 4 facts about
petals, 1 fact about plants, and 1 fact about roots. The low achieving student was able to list 1
fact about petals, 1 fact about leaves, and 1 fact about roots. As indicated in the student work, the
students were able to list some facts about the indicated parts; however, some students listed
more than others. It is also worth noting that many students could only write down 1 fact about
leaves when the objective was 2 facts.
3.
Based upon the student work, the students were able to meet a majority of the objectives.
The high achieving, mid achieving, and low achieving students were able to meet the objectives
to an accuracy of 90%. This shows that my lessons were able to meet all indicated objectives,
though if I were to change a lesson based upon my assessments of the objectives, I would change
the requirements of the flower anatomy craft. Students were only able to write down one fact
about leaves when the objective was 2 facts; for time restrictions and content, I will change the
requirement of the number of facts for the students to write. I would say that as a whole, my
lessons were a success and students were able to scaffold all desired information needed to meet
the objectives of the unit. The students were able to grasp the concepts of the unit and view
science as well as the world in a new and more knowledgeable perspective.
Appendix C
The picture indicates a high achieving student’s
work for the third objective.
The picture indicates a mid-achieving student’s
work for the third objective.
The picture indicates a low achieving student’s
work for the third objective.
Appendix B
The picture indicates a high achieving student’s
work for the second objective.
The picture indicates a mid-achieving student’s
work for the second objective.
The picture indicates a low achieving student’s
work for the second objective.
Appendix A
The picture indicates a high achieving student’s
work for the first objective.
The picture indicates a mid-achieving student’s
work for the first objective.
The picture indicates a low achieving student’s
work for the first objective.