OBSERVATION AND INTERVIEW 1 Observation and Interview Grand Canyon University: Course ECH-460 Jeane Howe 11/28/2020 OBSERVATION AND INTERVIEW 2 Observation and Interview Effective teaching is firmly rooted in the development of successful classroom lessons and strategies. While high stakes exams and tests are not prevalent in kindergartens and early childhood learning, formative and summative assessment play a crucial role in assessing the children. With authentic assessments, the students were asked to take on real-world tasks, which demonstrate meaningful application of scientific, essential knowledge and skills (French-Lee & Dooley, 2015). From my observations, my mentor teacher used observations as the primary source of assessment. The children were a given hands-on task, given simple instruction to work with another teacher. After being provided with the materials to work with and after the teacher demonstrated what they are to do, with guidance the children did the same. According to Guo et al., (2016), hands-on learning is essential in promoting interests among the children. During this time, the teacher walked around the table observing the children’s progress and praising how well they are doing, how the children are progressing and whether they are on the right path. The teacher can observe all factors of their development, including any other areas of concern. One of the hands-on science lessons that the teacher used with the toddlers are using magnet. In this science activity, the children get the opportunity to put their critical thinking into practice to identify which items are attracted to a magnet. Students were also given different materials familiar to them to make their magnet container much more interesting. The students added materials previous use such as alphabet and magnet blocks and other non-magnet items, to see with ones they were able to walk up to the top. The assessment method will pertain to observing how the student was able to connect with what material were attractive to the magnet. OBSERVATION AND INTERVIEW 3 Another hands-on activity making bubbles sensory container. Children was able to fill their container with water with the help of the teachers. The children were asked open ended question. The students were shown different water filling methods, such as using cups, baster. The children were given a choice of small beads, stickers, and pom poms to place in the bottle or jars. With other materials provided the children assisted with placing food coloring and liquid soap. The objective of this activity was to explore with senses, release objects in container, follow a one or two step direction back and forth conversation. According to the mentor teacher, authentic assessments are essential in providing the students with a great opportunity to engage in tasks to extend their knowledge (Safitri, Mudzanata & Putri, 2020). It promotes a higher order of thinking, which promotes critical thinking. The information gathered from this assessment is used to plan and update future instruction. Assessment Alignment and Pre-Assessment The first science standard is on living and non-living things. Children need to identify living and non-livings in their surroundings. One of the standards in living and nonliving organisms is identifying the similarities and differences between living and nonliving things. This standard will involve hands-on engagement to endure students understanding the difference. The use of rulers, magnifying glass, and scale will help in making the topic practical. Scoring criteria will involve asking the students to differentiate between living and nonliving organisms. The pre-assessment data will be used to enhance and improve the topic in the future. Preassessment data will help structure and outline the topic to ensure every student understands the topic easily. OBSERVATION AND INTERVIEW 4 The second science standard involves physical sciences on the topic of matter and energy. According to standards teachers should describe the way matter can change (Science Buddies, nd.). The objective of this standard is to prove that matter can change and support the claim with evidence. For instance, demonstrating that chocolate can melt and solidify again. The objectives of this topic will also involve determining what happens when different ingredients are combined. As a form of pre-assessment, the teacher should engage the students by identifying what they know about matter changing form or shape. The data gathered on the pre-assessment will help the teacher plan for the topic and establish how the topic will be structured. OBSERVATION AND INTERVIEW 5 References French-Lee, S., & Dooley, C. M. (2015). An exploratory qualitative study of ethical beliefs among early childhood teachers. Early Childhood Education Journal, 43(5), 377-384. Guo, Y., Wang, S., Hall, A. H., Breit-Smith, A., & Busch, J. (2016). The effects of science instruction on young children’s vocabulary learning: A research synthesis. Early Childhood Education Journal, 44(4), 359-367. Lesson Plans. (nd.) “Science Buddies.” Retrieved from https://www.sciencebuddies.org/teacherresources/lesson-plans Safitri, D. I., Mudzanata, M., & Putri, A. D. S. (2020). The Implementation of Authentic Assessment in Thematic Learning in Elementary Schools. International Journal of Elementary Education, 4(2), 255-260. GCU College of Education LESSON UNIT PLAN TEMPLATE Section 1: Lesson Preparation Teacher Candidate Name: Grade Level: Unit/Subject: Title of Unit and Brief Summary: Create a title for each lesson and 1-2 sentences summarizing the lesson, identifying the central focus based on the content and skills you are teaching. Classroom and Student Factors/Grouping: Describe the important classroom factors (demographics and environment) and student factors (IEPs, 504s, ELLs, students with behavior concerns, gifted learners), and the effect of those factors on planning, teaching, and assessing students to facilitate learning for all students. This should be limited to 2-3 sentences and the information should inform the differentiation components of the lesson. Day 1 Day 2 National/State Learning Standards List specific grade-level standards that are the focus of the lesson being presented. Specific Learning Target(s)/Objectives Based on state standards, identify what is intended to be measured in learning. Academic Language General academic vocabulary and contentspecific vocabulary included in the unit. © 2020. Grand Canyon University. All Rights Reserved. Day 3 Unit Resources, Materials, Equipment, and Technology List all resources, materials, equipment, and technology to be used in the unit. Depth of Knowledge Lesson Questions What questions can be posed throughout the lesson to assess all levels of student understanding? • Level 1: Recall • Level 2: Skill/Concepts • Level 3: Strategic Thinking • Level 4: Extended Thinking Section 2: Instructional Planning Day 1 Day 2 Anticipatory Set How will students’ prior knowledge be activated as well as gain student interest in the upcoming content? Presentation of Content Multiple Means of Representation Describe how content will be presented in various ways to meet the needs of different learners. © 2019. Grand Canyon University. All Rights Reserved Day 3 Multiple Means of Representation Differentiation Explain how materials will be differentiated for each of the following groups: • English Language Learners (ELL) • Students with special needs • Students with gifted abilities • Early finishers (those who finish early and may need additional sources/support) Application of Content Multiple Means of Engagement How will students explore, practice, and apply the content? Multiple Means of Engagement Differentiation Explain how materials will be differentiated for each of the following groups: • English Language Learners (ELL) • Students with special needs • Students with gifted abilities • Early finishers (those who finish © 2019. Grand Canyon University. All Rights Reserved early and may need additional sources/support) Assessment of Content Multiple Means of Expression Formative and summative assessments used to monitor student progress and modify instruction. Multiple Means of Expression Differentiation Explain how materials will be differentiated for each of the following groups: • English Language Learners (ELL) • Students with special needs • Students with gifted abilities • Early finishers (those who finish early and may need additional resources/support) © 2019. Grand Canyon University. All Rights Reserved 
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