New York State Academy for Teaching and Learning
Final Learning Experience
Contact Information
Residing Address
(including street, city,
state, and zip-code)
Phone numbers
Danielle Wisner
3821 Orchard Street
Walworth NY, 14568
Home Phone
Cell Phone
(315)945-4888
N/A
Email Address
dwisner@daemen.edu
School Information
Grade Level Instructed
5th grade
Content Area addressed within LE
Science
School District in which the LE was
implemented
Specific School within District
Williamsville School District
School Address (including street,
city, state, and zip-code)
8730 Transit Road
E. Amherst, NY 14051
Transit Middle School
Title of Learning Experience: Feeding Crayfish
NYS Standards/Performance Indicators correctly coded from NYS
Documents and Congruency Table:
Standard 4: The living environment
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.
Key idea 5: Organisms maintain a dynamic equilibrium that sustains life.
Performance Indicator 5.1: Compare the way a variety of living specimens
carry out basic life functions and maintain dynamic equilibrium.
Major Understanding 5.1 g: The survival of an organism depends on its ability
to sense and respond to its external environment.
Standard 1: Analysis, Inquiry and Design
Students will use mathematically analysis, scientific inquiry, and technological
design to pose questions, seek answers and develop solutions.
Bold and Underline the Standard/Performance Indicator Instructional Level being
assessed.
Elementary/Beginning Level
Intermediate
Commencement
Alternate/Students with Disabilities
Peer Review Date: October 21, 2010
Peer Review Focus Question(s):
Could I improve my anticipatory set?
LEARNING CONTEXT
Purpose/Rationale for Learning Experience:
The purpose of this Learning Experience is for the students observe what
body parts the crayfish use to find and consume their food. The students will
observe as crayfish are given corns and lettuce to eat in their classroom
environment. The students will witness which food the crayfish prefer.
Enduring Understanding(s):
Both humans and crayfish need food and air to survive. They also both rely on
humane treatment in order to maintain dynamic equilibrium.
Essential Question(s):
How are crayfish similar to humans?
Guiding Question(s):
What is something that crayfish would eat?
How do crayfish eat?
Why do crayfish need to eat in order to survive?
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Congruency Table
Standard 4: The living environment
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.
Instructional Level: Elementary
Grade Level: 5th grade
NYS Standards/Performance Indicators correctly and completely
referenced and replicated from Congruency Table:
Level: Elementary
Learning Standard: MST
MST Standard: Science
Content Strand: Content (4)
Area of Study: Living Environment
Key Idea: (5) Organisms maintain a dynamic equilibrium that sustains life.
Performance Indicator: (5.1) Compare the way a variety of living specimens
carry out basic life functions and maintain dynamic equilibrium.
Major Understanding: (5.1g) The survival of an organism depends on its
ability to sense and respond to its external environment.
Major
Instructional Task
Learning
Student Work
Assessment Tool
Understanding (What are you going
Objectives
/ Skill*
to ask the students to
do?)
The survival of The students will
The students Review of
The lab report that
an organism
observe their crayfish will be able
crayfish taken
the students will
depends on its while we place food in to point out
as a grade.
be completing for
ability to sense their boxes to see if
the antennae Worksheet
assessment is
and respond to the organism eats it
of the
about what the
called “Feeding the
its external
or if they like what
crayfish.
crayfish eat.
Crayfish”. This is
environment. they are offered and
They will be
They will have
the students Lab
are comfortable
able to
to use prior
Report.
within this given
express in
knowledge of
Ticket out the
environment. They
words what
the organism
door…what is
will also observe how the antennae and their
something else
the crayfish eats the
is used for to external
that crayfish will
food.
increase
environment.
eat from what we
The student work in
survival of
The students
now know?
this lesson is
an
will complete
The students will
completed
organism.
the “What do
be scored on a four
individually however
The students crayfish eat”
point rubric.
the lesson also
will be able
worksheet as
included whole group to write what their
instruction.
crayfish like
assessment.
to eat.
Lab Report
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Overview of what students need to know/ be able to do in order to
succeedPrior to Learning Experience:
The students are knowledgeable of all classroom and school rules and
procedures. (page Appendix 4-6)
The students know how to humanely treat living creatures, including
crayfish. The students know the body parts of a crayfish and therefore will be
able to identify certain parts during the lesson. In prior lessons the students
have observed crayfish breathing by using food coloring. They have also
learned about the crayfishes’ external environment in the classroom viruses
their environment in the wild.
During and After the implementation of LE:
During the implementation of the Learning Experience the students will be
working with the crayfish to experiment with what and how the crayfish eat.
After the implementation of the Learning Experience the students will know
what body parts a crayfish uses in order to find, transfer and consume their
food. After advanced students are finished with the lesson they will go to the
computer lab to use the internet to understand why crayfish can go a month
without food.
Key Subject-Specific Vocabulary:
Antennae-a pair of slender moveable segmented sensory organs on the head of
crustaceans
Maxillae-the irregularly shaped bone that with its fellows forms the upper jaw
Maxilliped-any of the crustaceans’ appendages that compromise the first pair
or first three pairs situated next behind the maxillae
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Mandible-any of various invertebrates’ mouthparts serving to hold or bit food
materials
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ASSESSMENT PLAN
In order for me to collect assessments the students will be required to hand me
their “Tickets out the door” of the two worksheets that are completed in class.
I will be assessing the students on the two worksheets in which they have done
throughout the class. The review is a worksheet in which there are questions
that does not require a rubric because the questions are straight forward and
require one answer. The students will then be graded on this worksheet.
However, I am focusing on the worksheet “What do crayfish eat” in order to
see how the students are developing in the unit. For all worksheets and other
assignments the students are required to use cursive writing.
Diagnostic Assessment- KWL is filled out by the student, the day before
implementation of the lesson so that the teacher knows what the students
already know and what they would like to know at the end of the lesson.
Formative Assessment- From the conclusion on the worksheet that is graded
the student will expand to explain why they ate what they ate and where they
would prefer to consume their meals.
Summative Assessment- The students will be asked to fill out a Venn
diagram comparing a crayfish to either humans or other mammals. They will
then write a paragraph formulating the ideas put into the Venn diagram. (This
will occur at a later date because of time.)
Scoring Rubrics alignment to NYS Standards and Performance IndicatorsThe rubric “Feeding Crayfish” is linked to the New York State content standard
4 in Math Science Technology. It shows that the students can write a
hypothesis and come up with a conclusion to an experiment. The rubric also
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aligns to the standard by proving that the students can use their knowledge of
the physical environment to relate to real life creatures.
Scoring Rubric used in the Context of Other Semester GradesThis rubric will be used throughout the year because it is a lab report rubric
and in a science class there is a need for experiments. The rubric for the lab
report is useful throughout the semester and year.
Students Role in the AssessmentThe students are aware of the expectations given on the rubric and are also
given a checklist of what they need to include in their “What do Crayfish Eat?”
worksheet. For all worksheets and other forms of work the students know that
they must use cursive writing; therefore they help to come up with that part of
the rubric.
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Rubric for Assessment of Students-
Lab Report : Feeding Crayfish
Rubric
Teacher Name: Danielle Wisner
Student Name:
________________________________________
CATEGORY
Components of the
report (out of .25)
total possible: 1
4
All required elements
are present and
additional elements
that add to the report
(e.g., thoughtful
comments) have been
added.
3
All required
elements are
present.
Question/Purpose
(out of .25) total
possible: 1
The purpose of the lab
or the question to be
answered during the
lab is clearly identified
and stated. The
student has answered
the question provided
according to the
experiment.
Experimental
Hypothesis (out of
.25) total possible: 1
Hypothesized
relationship between
the variables and the
predicted results is
clear and reasonable
based on what has
been studied.
The purpose of
the lab or the
question to be
answered during
the lab is
identified, but is
stated in a
somewhat
unclear manner.
The question is
answered with
little evidence of
observation.
Hypothesized
relationship
between the
variables and the
predicted results
is reasonable
based on general
knowledge and
observations.
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2
One required
element is
missing, but
additional
elements that
add to the report
(e.g., thoughtful
comments) have
been added.
The purpose of
the lab or the
question to be
answered during
the lab is partially
identified, and is
stated in a
somewhat
unclear manner.
The question is
answered with
no evidence of
observing.
Hypothesized
relationship
between the
variables and the
predicted results
has been stated,
but appears to be
based on flawed
logic.
1
Several required
elements are
missing.
The purpose of
the lab or the
question to be
answered during
the lab is
erroneous or
irrelevant. The
question is not
answered.
No hypothesis
has been stated.
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Appearance/Organiz
ation (out of .25)
total possible: 1
Lab report is written
in cursive and uses
headings and
subheadings to
visually organize the
material.
Lab report is
neatly
handwritten and
uses headings
and subheadings
to visually
organize the
material.
Spelling,
Punctuation and
Grammar (out of
.25) total possible: 1
Three or fewer errors
in spelling,
punctuation and
grammar in the
report.
Four errors in
spelling,
punctuation and
grammar in the
report.
Lab report is
neatly written
but does not
make sense
when reading,
but formatting
does not help
visually organize
the material.
Five errors in
spelling,
punctuation and
grammar in the
report.
Lab report is
handwritten and
looks sloppy with
cross-outs,
multiple erasures
and/or tears and
creases.
More than 5
errors in spelling,
punctuation and
grammar in the
report.
Date Created: Oct 03, 2010 12:32 pm (CDT)
Comments:
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STUDENT WORK
This is a general education class of 25 fifth graders, who are performing this
lesson and experiment. The students are asked to come up with a hypothesis
as to what the crayfish eat. Then they design the experiment and write a
conclusion. Based on observations from the experiment and class discussions,
the students questions what and how crayfish eat.
Summary of Class Post ScoresLevel
Students
Developing
10%
x
x
x
x
x
x
x
x
x
x
Proficient
35%
X
x
x
x
x
x
x
x
x
x
Distinguished
8%
X
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
DistinguishedThe students in the distinguished group were all students that I knew would at
least completely understand the lesson but I had a feeling that they would
exceed my expectations.
ProficientMany of the students were placed in this level of achievement. All of these
students knew what was expected of them, they used cursive and answered all
of the questions correctly with maybe a small error. For the most part all of
these students were able complete the assignment. The only difference is that
they did not put extra work and thought into the problems.
DevelopingThe students who were not paying attention and do not really ever have a clue
as to what is going on in Science were the students were achieved a level of
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x
x
developing. Many of the students were student that I know struggle in science
and require help with assignments. Some of the students did not use the
cursive writing that is required and many did not answer questions.
Levels of Students Achievements at the Distinguished, Proficient and
Developing
Levels:
35
30
25
Students
20
15
10
5
0
Distinguished
Proficent
Developing
Level
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PROCEDURE
Anticipatory Set:
Viewed on the Smart Board©, the students watch how a crayfish eats. The
students are able watch the crayfish eating process up close and personal
through a website that shows a crayfish eating a goldfish.
Input:
1. “All living things need a couple of things in order to survive in the
natural world and our created environment. What are some of the
things that are needed in order to survive?” Some are water, air, food,
shelter, etc.
2. We will feed our crayfish so that we have a better understanding of
humane treatment toward our crayfish. Crayfish can go about a month
without eating that is why we have not feed them as of yet. The teacher
waits until the crayfish are ready to eat so that the students can feed
them and be able to watch them eat.
Modeling:
3. “What do you think the crayfish will like to eat the best? How do you
think they eat…or sense their food?” The teacher will have canned corn
and lettuce to feed the crayfish. The students do not have to worry
about finding food for their crayfish ahead of time the teacher passing
out the food during class.
4. There are two groups at each table one group of students has corn the
other group has lettuce.
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Checking for Understanding:
5. I ask the students as I walk around what body parts the crayfish are
using to eat. See what they notice about when the crayfish are eating.
6. The students write their prediction on the page of how the crayfish eat.
7. Then the students write down what food they tried with their crayfish
and the results of feeding them this.
8. The student then make a conclusion on what they are eating and how.
Explain why they do this or like this food from what we already know
about our crayfish.
Guided Practice:
9. As a class each pair of partners gets a crayfish (Partner A comes up and
get the crayfish and then return it when we are done.) The pair either
gets some canned corn or some lettuce to feed to their crayfish. They
take notes on what they observe and find out what the crayfish like to
eat.
Independent Practice:
(Homework) Crossword-body parts (Appendix 9)
Due Thursday in the morning
Closure:
Ticket out the door: the students will hand in their Post-it notes which they
have written some type of food that the crayfish may also like to eat.
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RESOURCES AND MATERIALS REQUIRED FOR INSTRUCTION
References:
All of the information came from my prior knowledge of crayfish. I used the
student’s crayfish handbook to find the definition of all of he words and body
parts.
Supplies:
Crayfish
Plastic box with lid
Corn
Lettuce
Paper towels
Chart paper
Pencil/paper
Student Materials {Self Made Teaching Aids (SMTA) and Commercially made}
Both of the student’s worksheets are Self Made Teaching Aids.
The students will be using their crayfish handbooks (provided by ESP from
Erie 2 BOCES) throughout the lesson to help them. They use this booklet
throughout the unit.
Video of a crayfish eating a goldfish:
http://www.youtube.com/watch?v=bSd_5R04f9Q
Research for higher level students:
http://lhsfoss.org/fossweb/teachers/materials/plantanimal/crayfish.html
Worksheets:
Review
“What do crayfish eat?”
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MODIFICATION TABLE
These modifications were used throughout the lesson and many times
during the unit. The modifications were used to increase the
educational value of the lesson.
Modification Type
Environmental
and Management
Specific Modification
Rationale
Preferential seating
A student was
placed at the end
of the desk
setting in order to
have more
attention from the
teacher. He was
placed with a
partner group of
two higher level
students.
Instructional
The instruction in
this lesson took
place in individually
learning, whole
class, and in
partner activities.
Content/Material
The use of hands on
“materials” allows
the students to
experience a real life
experiment.
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Providing
students with an
opportunity to
work in a variety
of instructional
settings optimizes
their ability to
retain the
information
presented.
Considering
students’
preferred learning
styles vary
considerably,
teacher must all
instructional
opportunities
with multiple and
differing settings.
Having the
crayfish as a
living creature the
students have the
ability to work
with a wildlife
creature. The
students were
able to pick the
Benefits
Placing the lower
level student with
the higher level
students helps to
ensure that all of
the students are
learning equally
and that the one
student can have
more guidance
throughout the
lesson.
Students are
more likely to
experience a
success when
they are providing
with an
opportunity to
experience
instruction while
tapping into their
personal learning
environment.
Providing
students with the
real life crayfish
they will be able
to learn at their
own pace and
work with the
creatures as they
wish. How ever
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Tasks
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The students were
able to physically
hold and feed the
crayfish and be able
to see what they use
each body part for
different tasks in
life.
crayfish up and
observe the
different body
parts that they
need to see while
the crayfish are
becoming curious
about the food.
The student had
different tasks to
complete
throughout the
lesson allowing all
of them the
opportunity to
learn how they
prefer.
the students want
to learn is how
they will deal with
the creatures.
Implementing a
differentiating
curriculum allows
all students an
opportunity to be
successful with
each task
presented.
Considering each
of the strategies
used within this
lesson are
differentiated, all
learning styles
are taken into
account.
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TIME REQUIRED
Planning: Prepare two worksheets in which there is a review of what the
students know now and of what the lesson of feeding the crayfish is all about.
It takes about two hours to prepare these worksheets and make sure that
everything is ready for this lesson.
Implementation: 45 minutes for each class period
Assessment (per student): It takes about one hour to correct the
assessments (minute and a half for each student) when I have 52 student to
grade.
Schedule / unit plan: This unit took place over four weeks. This lesson was
taught about three weeks into the unit. This lessons is implemented after the
students learned about how a crayfish breaths and all of the body parts and
external environmental preferences of a crayfish.
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REFLECTION
This lesson was set after lunch so the students were a little bit wild and
all needed to use the restroom at the same time. Once I got the student to
come in and settle I started the lesson by asking the students to complete their
review to determine if they know what has already been taught. This went
well, all of the students did really well on their review and understood what
was being asked of them. When I told the students what we were doing today
in class they were all excited but they all settled pretty quickly. Some of the
students were very excited for this lesson, one said “can we feed the crayfish
candy!?” I was very happy about the way that my students behaved during
this lesson. While the students were working in their partner’s one said “Miss
Wisner, can I get the crayfish since my partner did the last time? I wasn’t in
class.” One thing I would have done different is I would have had only two
students at one time coming up to collect their crayfish. It is just crazy when I
have letter day partners and when one misses a class them want to pick up
where they were the last time they were in class. When I did the lesson I had
four students come up and they were all hovering around the tank reaching
and grabbing for different crayfish all at the same time. I feel like although it
would have taken a little bit longer but it would have been less chaotic for all of
the crayfish. Other than that the students all did well and we all came up with
the same conclusion because we had to wait until the morning to observe what
the crayfish had eaten in the end. Next time I do this lesson I would add the
manipulative of some kind of meat to prove to the students that the crayfish
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are omnivores. I would probably use tuna fish because crayfish live with fish
in the wild and would have this kind of natural choice in the wild.
From my peer review I have decided that my anticipatory set needed to
be changed in order to introduce and interest the students. When looking at
some of my cool comments from the review I decided that in the future I would
ask the advanced student to use a higher level of thinking. I would have them
consider why crayfish can go about a month without food. They would be able
to create a power point presentation explaining what they have discovered in
their research. This is a good way to extend the learning for advanced
students in my class. Also another cool comment that I would address in
lesson would be the use of the video microscopes to watch the crayfish eat up
close. This would all depend on the school districts budget because video
microscopes are very expensive. I think that this would a great experience for
the students and that they would find this very interesting because they are all
interested in having the crayfish in front of them. I think that zooming in on
the crayfish would increase this interest and the student would find it different
and cool, while still being educational.
My review occurred October 21, 2010 at Daemen College for the class
teaching to the Standards. During the processes of our peer reviewing one of
the reviewers said “this is a very good lesson, there are so many things that
can be done with this lesson.” This made me feel so proud of my Learning
Experience considering I was afraid for the review process. Now I know what
to expect when I am placed in a similar situation of peer review in a
professional setting. The warm comments are helpful because they let people
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know what they are doing well where the cool comments help people to know
what they could or should work on. I like this process of reviewing it make a
better Learning Experience writer as well as a stronger co-worker. It is a very
exciting thing to go through for the first time ever which is always a good thing.
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APPENDICIES - attachments
1.) Sample Letter Home
2.) Classroom Floor Plan
3.) Classroom Rules and Procedures
4.) Blank Handouts (SMTA)
5.) Blank Rubric
6.) Teacher Exemplar
7.) Samples of Student Work (Distinguished, Proficient, and Developing)
8.) Peer Review Comments
9.) Power Rubric
*Optional attachments:
- Comments to Instructor
- Design Tools:
 LE Performance Indicator Vocabulary List
 Lesson Sketch
 Teaching/Learning Matrix
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9-10-2010
Dear Parent(s) or Guardian(s):
I would like to take this time to introduce myself to you. My name is
Danielle Wisner and I will be participating in Ms. Short’s classroom as a
student teacher for the next seven weeks. Currently, I am working on my
Bachelors in Childhood and Special Education, with a concentration in
Spanish at Daemen College.
My teaching assignment began September 7th and I have been actively
working with Ms. Short to learn classroom procedures and routines. I am
thoroughly enjoying interacting with the students and look forward to being
involved in the classroom. Throughout my placement at Transit Middle, Ms.
Short will be supervising my teaching and will be assisting me as I plan,
develop and facilitate activities and lessons that follow the New York State and
District curriculum. Ms. Short has arranged a schedule which gradually
increases my teaching time with each successive week, until I am completely
facilitating instruction throughout the entire day.
My goal for this placement is to become more comfortable with fifth
grade and learn new methods of teaching Math and Science. I am very
interested in all of the fun lessons that we are going to work on as a team.
I look forward to working with your child throughout the coming weeks!
Sincerely,
Danielle Wisner
Notice of Camera/Video Usage
I will be collecting pictures/video as evidence of my teaching experience for my
portfolio, which, may be viewed by potential employers. If you do not want
your child to be photographed, please inform either me or Ms. Short at your
earliest convenience. Thank you.
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Danielle Wisner
EDU 327
Classroom Rules:
Show respect by:
1. Keep your hands and feet to yourself
2. Use walking feet
3. Raise your hand and wait to be called on to speak in class
4. Use indoor voices
5. Return all materials to their rightful place in the classroom
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Danielle Wisner
EDU 327
Classroom Procedures
When arriving at school:
Come into the room quietly and hand homework into the homework basket.
Go up to the board and “take yourself out of bed” and pick your lunch.
Quietly, go to your desk and get your agenda and take home folder out so that
it is ready for class. Also make sure that you are prepared for your first
subject. Now read the front board to find out what to do to warm your brains
up.
When leaving the classroom:
Make sure your desk is cleaned up with all extra things in the pocket of you
chair. Wait until you are asked to stand up. Once you are asked to stand up
push your chairs and stand quietly behind your desk until you are dismissed.
Walk quietly and orderly out of the classroom and use your walking feet
throughout the school.
When wanting to use the restroom:
If it is during a lesson, raise your hand; ask if it is appropriate timing to use
the restroom. Other times ask the teacher and sign out by the door with your
name and time out. Take a restroom pass with you (boys or girls) and make
sure to bring it back with you. Once you return for the restroom replace the
pass with the magnet on the file cabinet. Put the time you have returned on
the sign out sign. Lastly return to your seat and continue working.
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When sharpening a pencil or blowing your nose:
Stand up and walk over to the pencil sharpener without distracting your other
classmates. Quietly return to your seat when you are done. For blowing your
nose walk over to the tissue box (located around the room) and politely blow
your nose. Again walk back to your seat and return to work.
When coming back from being sick:
Check the take home basket for a folder with your name on it. This folder will
be full of everything you have missed and what is due when. Everything will
be organized by subject and labeled with your name. Take this folder and put
it in your take home folder. Work on the late work in any free time and hand
in to the teacher basket. Everything will be accepted up to four days after you
return from being sick.
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Title: ___Review___
Name ______________________________
Date _______________________________
How do you tell if your crayfish is male or female?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
What do swimmerets do for the crayfish?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
Where are the gills located on a crayfish?
_____________________________________________________________________________
_____________________________________________________________________________
Bonus:
The crayfish have _____________ legs and are therefore called:
_________________.
Crayfish play during the ____________ and therefore are considered:
________________. Whereas, people play during the ___________ and are
considered to be: ________________.
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Title: ___What do crayfish eat?___
Name _____________________________________
Date _____________________________________
Hypothesis: ____________________________________________________________
________________________________________________________________________
________________________________________________________________________
Experiment: We will find out what our crayfish friends like to eat. We will
watch as they eat their food. Write down what they ate.
Conclusion: ____________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
How do you think the crayfish find their food? What body part helps?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
How do you think the crayfish eat their food?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
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Crayfish Body Parts
1
2
3
4
5
6
7
8
9
10
11
ACROSS
1 A class of arthropods including crabs,
lobsters, crayfish, pill bugs, brine
shrimp, and barnacles, having
segmented bodies, shell-like
exoskeletons and paired, jointed limbs.
3 Water near land.
6 An outgrowth of the body such as a leg
or antenna.
7 An artificial environment created by
people.
9 The hard exoskeleton covering the head
and thorax of a crustacean.
11 Pincer, a claw used for food handling
and defense.
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DOWN
2 One of the large sensory appendages on
the head of crustaceans, insects and
other animals, used as feelers.
4 The head and thorax combined.
5 Parts of a body
6 Any of the "joint-footed" animals
including insects, crustaceans, spiders,
centipedes and millipedes.
8 An order of crustaceans with ten legs
including crabs, lobsters and crayfish.
10 The last of the three body parts
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Lab Report : Feeding Crayfish
Rubric
Teacher Name: Danielle Wisner
Student Name:
________________________________________
CATEGORY
Components of the
report (out of .25) total
possible: 1
Question/Purpose (out of
.25) total possible: 1
Experimental Hypothesis
(out of .25) total
possible: 1
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4
All required
elements are
present and
additional
elements that
add to the
report (e.g.,
thoughtful
comments) have
been added.
The purpose of
the lab or the
question to be
answered during
the lab is clearly
identified and
stated. The
student has
answered the
question
provided
according to the
experiment.
3
All required
elements are
present.
2
One required
element is
missing, but
additional
elements that
add to the
report (e.g.,
thoughtful
comments) have
been added.
The purpose of
The purpose of
the lab or the
the lab or the
question to be
question to be
answered during answered during
the lab is
the lab is
identified, but is partially
stated in a
identified, and is
somewhat
stated in a
unclear manner. somewhat
The question is
unclear manner.
answered with
The question is
little evidence of answered with
observation.
no evidence of
observing.
Hypothesized
Hypothesized
Hypothesized
relationship
relationship
relationship
between the
between the
between the
variables and the variables and the variables and the
predicted results predicted results predicted results
1
Several required
elements are
missing.
The purpose of
the lab or the
question to be
answered during
the lab is
erroneous or
irrelevant. The
question is not
answered.
No hypothesis
has been stated.
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is clear and
reasonable
based on what
has been
studied.
Appearance/Organization Lab report is
(out of .25) total
written in
possible: 1
cursive and uses
headings and
subheadings to
visually organize
the material.
is reasonable
based on general
knowledge and
observations.
has been stated,
but appears to
be based on
flawed logic.
Lab report is
neatly
handwritten and
uses headings
and subheadings
to visually
organize the
material.
Spelling, Punctuation and
Grammar (out of .25)
total possible: 1
Four errors in
spelling,
punctuation and
grammar in the
report.
Lab report is
neatly written
but does not
make sense
when reading,
but formatting
does not help
visually organize
the material.
Five errors in
spelling,
punctuation and
grammar in the
report.
Three or fewer
errors in
spelling,
punctuation and
grammar in the
report.
Lab report is
handwritten and
looks sloppy
with cross-outs,
multiple
erasures and/or
tears and
creases.
More than 5
errors in
spelling,
punctuation and
grammar in the
report.
Date Created: Oct 03, 2010 12:32 pm (CDT)
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Student Checklist
___ First and last name on the top of the paper
___ All writing is in cursive
___ Writing is readable
___ All questions are answered and not left blank
___ Spelling is to the best of your ability
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Name:
Teacher Exemplar
Date: 9-29-2010
What do crayfish eat?
Hypothesis: I think that
the crayfish will eat the corn because it has a better flavor, it
is sweeter then the lettuce.
Experiment: We will find out what our crayfish friends like to eat. We will
watch as they eat their food. Write down what they ate.
Conclusion:
After observing the crayfish and letting them eat over night I now know that
my crayfish preferred the corn over the lettuce. I noticed that maybe they did not eat the
lettuce because it was floating on top of the water.
How do you think the crayfish find their food? What body part helps?
I think that the crayfish will use their antennae to find their food. I think this because
they will need to use their sense of touch/feel to find different objects in their tank .
How do you think the crayfish eat their food?
I think that the crayfish have to use their maxillipeds and mandibles to eat their food. I
think that they will use their claws to catch the food that they find .
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Crayfish Body Parts
C R U S T A C E A
N
C O A S T
E
A
A P P E N
N
R
N
C A P T I V I T Y
A
T
H
O
C A R A P A C
M
O
B
Y
P
D
O
O
C H E L I P E D
M
E
N
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N
A L
C
D A G E
P
H
D
A
E
L
C
O
A
T
P
H
O
O
D
R
A
X
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Tool 1: Finding the Big Idea
Why study feeding crayfish? So what?
All living creatures must have nutrition in order to survive in any kind of
environment.
What makes the study of feeding crayfish universal?
Crayfish are found all around the world and classrooms study their habitat
and behaviors in the classroom as well as in their natural environment.
If the unit on feeding crayfish is a story, what’s the moral of the story?
The moral of the story of feeding a crayfish is that people must allow for a
clean environment in the wild and must humanely treat crayfish that are living
within the classroom as pets or observation creatures.
What’s the Big Idea implied in the skill or process of feeding crayfish?
The Big Idea implied is that crayfish eat when they are ready and prefer to be
in their own, must comfortable environment.
What larger concept, theme, or issue underlies feeding crayfish?
The larger issue of feeding crayfish is the idea of treating all living creature
humanely.
What couldn’t we do if we didn’t understand feeding crayfish?
There is a possibility of extinction of crayfish if we do not understand the
importance of feeding crayfish.
How is feeding crayfish used and applied in the larger world?
The concept of feeding crayfish is used to help understand the wider concept of
the importance of nutritional equilibrium.
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What is real-world insight about feeding crayfish?
All crayfish in the real world need to eat in order to survive in the wild and
maintain dynamic equilibrium.
What is the value of studying feeding crayfish?
The value of studying feeding crayfish is to understand that all living creatures
need to eat in order to survive in all environments.
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Tool 2: My performance Indicator Vocabulary List
Directions: list the key vocabulary for your particular chunk of learning. Also refer to
Standards/PI selected and Core Curriculum.
Name: Danielle Wisner
Grade: Fifth grade
Standards Area: MST Content Standard 4
Title of Learning Experience: Feeding
Crayfish
Brief description of the related series of lessons (LE):
How do you pick up a crayfish?
What is the difference between a male and a female crayfish?
Where do crayfish breathe through?
What do crayfish like to eat?
List Performance Indicators:
(5.1) Compare the way a variety of living specimens carry out basic life
function and maintain dynamic equilibrium.
(5.1 g) The survival of an organism depends on its ability to sense and respond
to its external environment.
Key Phrases
Understand and apply
scientific concepts,
principles, and
theories pertaining to
the physical setting
and living
environment
Compare the way a
variety of living
specimens carry out
basic life functions
and maintain dynamic
equilibrium
Nouns
Concepts
Principles
Theories
Physical setting
Living
environment
Specimens
Functions
Verbs
Understand
Apply
Pertain
Adjectives
Scientific
Compare
Carry
Maintain
Basic
Dynamic
Survival
Depends
Respond
External
Survival of an
Organism
organism depends on
Environment
it ability to respond to
Ability
its external
environment
Using the information you included within Tool 1 and 2, write and
Enduring Understanding for your topic.
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Both humans and crayfish need food and air to survive. They also both rely on
humane treatment when they are held in classrooms in order to maintain
dynamic equilibrium.
Using the information you included within Tolls 1, 2 and the Enduring
Understanding write an Essential Question for your topic.
How are crayfish similar to humans?
Tool 3: Lesson Sketch
Standards Area: Science
Topic: Feeding Crayfish
Enduring Understanding: Both
humans and crayfish need food
and air to survive. They also both
rely on humane treatment when
they are held in classrooms in
order to maintain dynamic
equilibrium.
Lesson Components
Student Guiding
Question (s)
What questions direct
this lesson and connect
to the essential
questions?
NYS Standards/PI
What do you want your
students to know
and/or be able to do by
the end of this lesson?



Grade
Level: Fifth
grade
Essential
Question:
How are
crayfish
similar to
humans?
Teacher: Danielle Wisner
Classroom Teacher:
Martha Short
Length of Periods: 45
minutes for each class
Day 1
What is something that crayfish would eat?
How do crayfish eat?
Why do crayfish need to eat in order to
survive?
Skills:
MST Content Standard 4: The living environmentStudents 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.
Performance Indicator 5.1: Compare the way a
variety of living specimens carry out basic life
functions and maintain dynamic equilibrium.
Major Understanding 5.1 g: The survival of an
organism depends on its ability to sense and
respond to its external environment.
Review: This assesses the students’ knowledge of
the unit of crayfish prior to this lesson.
“What do crayfish eat?”: This assesses the
students’ on what they are doing in the lesson. This
is a lab report that the students will fill out and it
will be scored based on a four point rubric.
During this lesson the students will come up with a
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Assessment Tool(s)
How do you obtain
evidence of each
student’s learning
during this lesson?
Wisner
What steps/procedures
do you want your
students to learn during
this lesson?
Learning
Opportunities:
What are the students
doing during the
lesson?
Teaching Strategies
NOTES:
What is the teacher
doing during this
lesson?
hypothesis of what they think a crayfish eats. Then
the students will observe crayfish during the eating
process. Finally the students will come up with a
conclusion as to what crayfish eat.
During the implementation of the Learning
Experience the students will be working with the
crayfish to experiment with what and how the
crayfish eat.
During the lesson the teacher starts by walking
around watching the students as they complete the
review worksheet. As the students are observing the
crayfish the teacher will walk around to make sure
that all of the students are taking care of their
crayfish. Finally the teacher will pass out the food
for the crayfish and explain what the students are
looking for.
Student Reflection
The students all have pets of some kind at home,
Opportunity/Question: they are all responsible in one way or another to feed
How do students
or take out their pets. Feeding the crayfish reminds
connect their learning to the students that it is important to feed pets in real
their personal lives
life as well.
during this lesson?
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