Annotated Lesson Plan and Reflection
Content Knowledge
the goal of the lesson was for students to explore an atom through a computer simulation program that allowed them to add electrons, protons, and neutron while examining how the characteristics of the atom changed. The students were already introduced to the structure of an atom and the periodic table of elements in the prior lesson. The plan was to start to connect how subatomic particles influence the properties of an atom through this computer simulation. The lesson was supposed to begin with an exploration of a recent article entitled "Atom splitting in my kitchen was a hobby, man tells Swedish police". The idea was to discuss as a class if students have heard of atom splitting before, in what context, and why splitting an atom in a kitchen is considered a crime. Most students, from previous questions, have heard of an atom bomb. Although these students probably do not understand nuclear fission and subatomic physics, the idea was to link their curiousity to current subatomic studies and explaining to them just how powerful of an influence these subatomic particles have on the element before allowing them to explore the concept in a computer simulation. However, this did not go as planned. I will discuss more in my reflection about what happened that caused me to scratch this warm up exercise.
Instructional Strategy and Accommodation for Diverse Learners
After the warm up, I would demonstrate to students how to use the website by projecting it on the board and doing an exercise together. The students were required to work in partners to accommodate for students who may not be as comfortable working on a laptop as their peers. Each student also received a guiding packet that had the instructions written down clearly. The first page of the packet is pictured below. Students were already seated in assigned seating, which took into account students that some students are higher achievers and have a better core understanding of scientific knowledge than others. Through this seating chart, students would be paired in a way that ensured different cognitive levels. The packet has a variety of ways students will demonstrate their knowledge; through drawing and critical thinking questions, the packet serves as a guid for students to come to an understanding of subatomic particles.
Reflection
In the beginning of class, I was made aware by students that they did not have a solid understanding of the introductory concepts of atomic structure. The assessment from the previous day, which was homework that students had to fill out, revealed that most students did not complete the entire homework. I had to scratch the warm up exercise that I had planned, and go over the homework with the students for the first ten minutes of class. I went over a few questions, then projected the rest of the questions on the board and asked students to fill them out. Students showed more confidence in the material, and I was more confident in continuing the lesson as planned through the computer simulation. Before the students began the exercise, I received a question from one of my students, "Can I work on this on my own?". I did not doubt the student's ability to complete this exercise on his own, however, I had planned this as a group activity in order to accommodate for an entire classroom. However, there was an extra laptop, and his partner did not object to working on his own either. I asked his partner if he would rather join a different group, he said no, that he would rather work on his own also. I questioned my division to let these two students work on their own, but their ability to complete the packet throughout the period was unquestionable: they worked alone, but if they had a question, they would ask one another for help. I was not sure why these two students would rather work alone, their social relationship was not damaged, and they did not suffer from any anxiety that prevented them from working in groups. However, for some reason, they wanted to do this exercise on their own. It is something that I would like to explore more in the future.
Although the students were working in pairs, there were instances when a pair of students did not understand a question or could not come up with an answer of their own. However, instead of directly asking me for help, they asked other students. I was overjoyed to see this relationship forming with my students: they were comfortable enough with each other to ask one another, and they did not come to me directly for guidance. This is something that I have been working on in my classroom environment since day 1: if students had a question about an activity, I would always first ask them if they asked other students. I think it is important to create this relationship in a classroom- it promotes a safe and cooperative learning environment. Although it took 2 months, it was finally happening. Students were cooperating. They asked each other for help, and they were guided by their peers to come to an answer. This was the first time that it occurred.
Although the students were working in pairs, there were instances when a pair of students did not understand a question or could not come up with an answer of their own. However, instead of directly asking me for help, they asked other students. I was overjoyed to see this relationship forming with my students: they were comfortable enough with each other to ask one another, and they did not come to me directly for guidance. This is something that I have been working on in my classroom environment since day 1: if students had a question about an activity, I would always first ask them if they asked other students. I think it is important to create this relationship in a classroom- it promotes a safe and cooperative learning environment. Although it took 2 months, it was finally happening. Students were cooperating. They asked each other for help, and they were guided by their peers to come to an answer. This was the first time that it occurred.