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 (or team of students) who performed well and your reflection on a student (or team of students) who performed unsatisfactorily. The last section includes your response to a series of questions. Save your file as: Reflection_YourName_YourSchool_YourGrade_Date Example: Reflection_Capobianco_Purdue_Grade4_11-15-2015 When uploading to the hub, use the title: Teacher Reflection: Your Name, Activity, Term Example: Teacher Reflection: Capobianco, Save the Wolf, Fall 2014 Teacher Name: Teresa Watkins School: Triton Elementary Grade: 6th Grade Design Task: Roller Coaster Date: 12-02-2015 & 12-03-2015 PART I: Overview of your SLED lesson(s): Day Brief description of lesson activities you enacted each day over the course of the SLED design task What do you think your students learned each day 1 Introductory Design Challenge: Jumping Marbles Time: (10-15 minutes) Challenge: Design a ramp for a marble to travel on that will allow the marble to jump the greatest distance possible to land in a cup. 2 Converting Energy (Potential and Kinetic Energy) How Stuff Works Roller Coaster demo: Research and virtual roller coaster activity Teaching Points (Conservation of Energy content): Potential Energy (PE) is stored Energy that, in this challenge, can be either gravitational (gravity) or elastic (rubber bands, springs...). Why do roller coasters begin with a really high hill and then continue with smaller hills, loops and turns. Students could identify where kinetic energy is the fastest and where potential energy is the strongest. Could identify velocity, friction and acceleration. Students could identify from the lab page who the client was. Students could identify what the constraints were. 3 Students reviewed Terminology for the Design Process 4 Students took 1/2 hour to design and label an individual design. They circled the part of their design that they liked the best. Students then met with their groups and tried to combine their thoughts and ideas to build a team design. I allowed students 1/2 hour to hold up the tubing without taping it. They calculated their dimensions and measured their tubing and their linear footage. Students made any revisions to their design project. 5 Students will build their final roller coaster design and complete the lab page with their team. Students created a poster and named their roller coaster based on their research and what they think it represented. 6 Students use a timer to do 5 trials and record their average velocity in their design journals on a data table. 7 Each group of students will explain their design strategy and how their marble uses energy, forces, and motion to complete their roller coaster. Students will share their end result to the mathematical questions. Students will answer the questions: 1. Where will you find the greatest amount of potential energy? 2. Where will you find the greatest amount of kinetic energy? 3. What type of energy is being stored in this design? PART II: Reflection#1 on student performance: Include an image of work from one student (or one team of students) 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. 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 team did an outstanding job on their final team design this is the final draft of their roller coaster design. Very detailed and very neat also I loved that they gave their design a name! When the team designed their roller coaster it looked exactly like their design model in their design notebook. The students also worked together very nicely and only used a small amount of tape to meet their clients’ needs. Reflection#2 on student performance: Include an image of work from one student (or one team of students) 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. In the space below describe what the image is about and why you would explain or characterize the student’s performance as unsatisfactory. Students did not give detailed description of their design - When they built it their design was completely different then what they had in their design log. The characteristics of unsatisfactory were not staying on task, not going back and doing a redesign if not satisfied. PART III: Reflection Questions: Please answer each of the questions below. 1. Based on your students’ presentation of their work, what features made a good design? The features that made a good design were the teams that used a small amount of tape and used creativity to connect it to object where acceleration and kinetic energy could be used to have their marble travel through the roller coaster without stopping. 2. What features made a poor design? The features that made a poor design were using too much tape and not big enough loops in order for the marble to travel through the entire 12’ of tubing. 3. Which phases of the engineering design process do you feel most comfortable and confident in teaching? I have been having my students use their Science notebooks for drawing and recording experiments for about 12 years. I think that the designing part was a nice addition to my already successful process. 4. Which phases of the engineering design process do you feel least comfortable and confident in teaching? The design process terminology is new to me. I am getting use to it. The problem solving strategies are hard for me to not give the students the answers and let them do the solving and the creating as a group. 5. What is one area in your implementation of the design tasks you want to improve upon in your next implementation? Time management – I went down to the wire on this project because I added things like the jumping lab, rube Goldberg machine and research. 6. Do you feel you teach science differently now than you did years ago? If so, how are you teaching science differently? What do you think caused you to change your practice? If not, why do you think you have not changed? I am teaching Science differently – I really pushed the Scientific Method in the past years. I do more design and sketching now – I have done the roller coaster lab for 12 years and this is the first time that I added the cost of materials section and an evaluation worksheet. I really liked the students having to figure out how much tape and string they needed. Most did very well at estimating. I loved that they had a final team score – There was a lot of discussion about “What was your score?” – I think seeing the demonstrations and actually doing them this summer was very helpful and gave me another way to look at my curriculum and implement more Math into the program. 7. Is there anything that causes you concern, that you are afraid of when you think about changing your science teaching and implementing SLED design tasks? Are there things that keep you from changing your teaching? I have 3 rotations of Science that are 45 minutes each - Space and Time seem to be the factors that hold me back from being able to add more to my curriculum. I do not feel like I could do more than 2 or 3 design process’s a year and hit the other standards the way I need to in order for the students to be prepared for ISTEP. I do however feel that this is a great and easy way to teach the concepts to students so they remember them. We also do a Science Fair and a lot of models and Science Experiments that are also very time consuming.