Lesson+Analysis+&+Assessment

Lesson Analysis
__Content Area/Topic__: Science (Elementary)

__Title of Lesson__ (hyperlinked): [|Inventions: Edison & The Light Bulb]

__Intended Audience__: K - 2nd

__My GPS for which I would adapt this lesson__: S2CS3. Students will use tools and instruments for observing, measuring, and manipulating objects in scientific activities. S2CS4. Students will use the ideas of system, model, change, and scale in exploring scientific and technological matters.

===Give a summary of the strengths (2+), weaknesses (2+), and the changes (2+) you would make to tailor this to your class.===
 * ==The lesson...== || ==Indicators== || ==Your Review Comments== ||
 * Works toward appropriate goals. || * Content and technology standards are mentioned.
 * Standards seem appropriate to grade level and content area.
 * Objectives align with standards.
 * Tasks focus clearly on obtaining the objectives. || The standards are not mentioned as definite as the Georgia Performance Standards are, but there are some indications of benchmarks through the lesson plan. The lesson itself though incorporates the objectives along with the Georgia Performance Standards completely. ||
 * * Requires the use of higher order thinking skills and "new" literacies. || * Students are asked to do more than memorize or understand.
 * Media, visual, communicative, technological, mathematical, and/or other nontraditional literacies are addressed. || The lesson plan cater more to the fact of being knowledgeable of the fact that technology has made major improvements in our society. Specifically pointing out Thomas Edison's light bulb. From the descriptions, the lesson seems to be more of an open discussion about how technology has helped us. ||
 * Integrates the learning goals. || * Communication
 * Production
 * Critical Thinking
 * Creativity
 * Content
 * Problem-solving
 * Inquiry/research || It appears to address all of the learning goals besides production. It lacks the students to be actually engaged about how the light bulb actually operates. I don't think a creative advertisement about the light bulb would be as positive as it would be if it were to actually make the light bulb produce light. ||
 * Includes a variety of resources. || * Students have choices of materials at different levels.
 * Materials are available in a variety of modes (e.g., graphics, sound, text, video) and media (e.g., books, films, photos, computer). || I would say that the students would have a limited amount of variety with the computer, pictures, and text. There could have been many other modes of resources used for this lesson plan because it has such a good subject. ||
 * Engages all students actively in authentic tasks. || * Students have roles/tasks to perform throughout the lesson.
 * Connections are made between the task and real life.
 * Students must actively search for answers to essential questions. || I think the lesson meets all the indicators in this portion. Not only are the students learning the information about technology and the light bulb, but they were actually assessing it to other modes of technology and how it can be used in real life. ||
 * Uses technology effectively, efficiently, and as a learning tool. || * The technology makes the task more authentic.
 * The technology makes the task easier to accomplish.
 * The technology helps the students learn faster than without it.
 * The technology is secondary to the content and goals. || The lesson plan was over a mode of technology, but I think the lesson didn't expound on the actual use of the technology. ||
 * Addresses the needs of a variety of students, including ELLs (English Language Learners) and students with physical or other challenges. || * All students can access task instructions.
 * All students can access task materials and resources.
 * Students have different ways to accomplish the same objectives. || There weren't many modifications for the lesson plan. The task appeared to be simple by allowing students to give a creative representation of advertising Thomas Edison's light bulb, but there was no differentiation in the lesson plan. ||
 * Includes appropriate assessments. || * Assessment is aligned to the standards and objectives.
 * Assessments are fair for all students and not based on one ability (e.g., writing).
 * Assessments allow students to show what they know/can do rather than what they cannot. || The assessment was a few simple question to see if the student's grasped the information and allowed the student's to do an illustrative assessment as well. ||

__Strengths__:
 * The lesson plan gives the students a great way to learn about a mode of technology that has helped society for many years.
 * The lesson plan gives the students the ability to apply the knowledge they already have an use it in and build upon it.

__Weaknesses__:
 * The lesson plan doesn't directly allow the students to see how the technology is used or how it works directly.
 * The lesson plan lacks different variations to incorporate for each student to grasp.

__Changes__:
 * The ultimate change that I would incorporate would be to allow the students to operate the light bulb through a circuit
 * I felt the lesson plan was based mostly on discussions, allow the students to be interactive on the subject by generating different types of ways to produce light would have been beneficial.

PART 2: Assessment

 * Assessment #1 Formative**
 * **Assessment Method** || **Purpose** || **When Used** || **Instrument (**include written, attached, or hyperlinked on this page**)** ||
 * //KWL Chart// || I believe that this will be a great method to see what my students will want to grasp from the lesson as well as think about and want to learn about the subject, just to assess everyone's interest simultaneously. || Before the lesson || KWL Chart: [[file:KWL Chart.docx]] ||

Goody Gumdrops
 * Assessment #2 Summative**
 * **Assessment Method** || **Purpose** || **When Used** || **Instrument (**include written, attached, or hyperlinked on this page**)** ||
 * //Checklist// || I believe that all students cant be graded on the same scale because at this age students are still learning to essentially learn. A general checklist will be great to see if the student comprehends and has done the work || After the lesson || Light Connection Checklist: [[file:Checklist.docx]] ||