1

Connected Inquiry Lesson Portfolio

Maria Paz Cisneros
November 4th, 2015
EDE 4944

Pre-Assessment Tool and Reflection

By looking at my students pre-assessments I was able to identify what part of the objective I
would need to cover and address more throughout the lesson. By looking at what they wrote and
the examples that each of them drew for each state of matter showed me that there were some
misconceptions towards what solids were and that many of them had no idea what an example or
definition of gas could be. I used this in my planning to figure out what type of examples I
needed to bring/show and even what type of stories or experiences I could use to help them
connect to the content of the lesson . Additionally this also helped me map out what I wanted
them to discuss and what guided questions I wanted to give them to have them think about it
more in depth. As you will be able to see in one of the examples of these pre-assessments one of
my students had the correct definition and idea of what a liquid is but is not completely accurate
with what a solid is since it is not necessarily smooth or hard, and left gas blank.

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Sample Tool:

Lesson Plans
Lesson Plan One (Formal Observation):
USF Elementary Education Lesson Plan Template (S 2014)
Grade Level Being Taught: 2nd

What Standards (national or

state) relate to this lesson?
(You should include ALL
applicable standards. Rarely do
teachers use just one: theyd
never get through them all.)
Essential Understanding
(What is the big idea or
essential question that you want
students to come away with? In
other words, what, aside from
the standard and our objective,
will students understand when
they finish this lesson?)
Objectives- What are you
teaching?
(Student-centered: What will
students know and be able to do
after this lesson? Include the
ABCDs of objectives: action,
behavior, condition, and degree
of mastery, i.e., "C: Given a
sentence written in the past or
present tense, A: the student B:
will be able to re-write the
sentence in future tense D: with
no errors in tense or tense
contradiction (i.e., I will see her
yesterday.)."
Note: Degree of mastery does
not need to be a percentage.)

Name: Maria Paz Cisneros

Subject/Content:

Group

Date of Lesson:

Science

Size: 19

10/28/2015

SC.2.P.8.2
Identify objects and materials as solid, liquid, or gas.

What is matter and what the 3 different states it

comes in?

Students will be able to recognize that matter comes

in three different states; solid, liquid and gas.
Students will be able to classify different objects
into different states of matter.
Students will be able to come up with their own
examples of matter.

5
Rationale
Address the following
questions:

Why are you teaching

this objective?

Where does this lesson

fit within a larger plan?

Why are you teaching it

this way?

Why is it important for

students to learn this
concept?
Evaluation Plan- How will
you know students have
mastered your objectives?
Address the following:

What formative
evidence will you use to
document student learning
during this lesson?

What summative
evidence will you collect,
either during this lesson or
in upcoming lessons?

What Content Knowledge is

necessary for a teacher to
teach this material?

What background knowledge

is necessary for a student to
successfully meet these
objectives?

How will you ensure

I am teaching this objective because it is important

that students realize that everything around them is
made of matter
This lesson fits within a larger plan because it will
enable students to understand the world around
them better.
I am teaching it this way because it will help me get
an understanding of what they know and it will
allow them to get familiar with the content in a way
that they can relate it to their own daily lives.
It is important for students to learn this concept so
that they can apply this knowledge to identify the
differences in matter.

Formative Assessment:
- Walk around the classroom while students are working
(circulate)
- I will ask students guided questions to find out what they
know or if there are any misconceptions.
- Students will share their answers either to the class or to
their group/partner
- Having them write on their science journal about what
they know about solids liquids and gases will allow me to
make a pre-assessment to see what needs to be talked about
more.
Summative Assessment:
Students will write a What Stuck statement on a
sticky note so that I can see what they got out of this
lesson.
Teachers must be able to explain different forms of matter
(solids, liquids and gases) by providing clear and real world
examples.

Just be able to recall previous experiences with

different sources of matter.
I can ensure that students have this previous
knowledge because they have interacted with it in
our classroom on a daily basis as well as on field

students have this previous

knowledge?
Who are your learners?
What do you know
about them?
What do you know
about their readiness for this
content?

What misconceptions might

students have about this
content?

trips.
My learners are 2nd grade students with several
learning abilities.
I have one autistic student, one gifted and two ELL
students.
I know they are ready for this content because they
interact with matter every day all day.

Solids are rocks

Gases are invisible

Lesson Implementation
Teaching Methods
(What teaching method(s) will
you use during this lesson?
Examples include guided
release, 5 Es, direct instruction,
lecture, demonstration, partner
word, etc.)

Step-by-Step Plan
(What exactly do you plan to do
in teaching this lesson? Be
thorough. Act as if you needed a
substitute to carry out the lesson
for you.)

Tim
e

Where applicable, be sure to

address the following:
What Higher Order
Thinking (H.O.T.)
questions will you ask?
How will materials be
distributed?
Who will work together
in groups and how will
you determine the
grouping?
How will students
transition between

2m

Modeling
Shoulder Partners
Class discussion
Sharing

Who is
responsible
(Teacher or
Students)?
Teacher
Student

3m
Student
2m
Student
3m
Teacher
3m

Each content area may require a

different step-by-step format. Use
whichever plan is appropriate for the
content taught in this lesson. For
example, in science, you would
detail the 5 Es here
(Engage/Encountering the Idea;
Exploring the Idea;
Explanation/Organizing the Idea;
Extend/Applying the Idea;
Evaluation).
Day 1:

Teacher
5m
Students
7m

Introduce new unit on solids,

liquids, and gases
Have students take out their
science journals (if not out
already)
Ask students to write what
you think solids, liquids, and

activities?
What will you as the
teacher do?
What will the students
do?
What student data will
be collected during each
phase?
What are other adults in
the room doing? How
are they supporting
students learning?
What model of coteaching are you using?

What will you do if

Teacher

gases are. Once they finish

writing it down students can
provide examples with
Students
illustrations.
2m
Have students share their
answers with their shoulder
partner (student A talks first
B listens)
Have at least 2 students share
their responses on the Elmo
(use cup of chance)
Show video on matter before
beginning the unit. This is a
real world connection to this
new unit.
Use vocab card to introduce
important vocabulary words
(mater, liquid, gas, solid.)
Review vocabulary by having
students work on vocabulary
worksheet with their shoulder
partner.
Go over answers with
students.
Using what they have learned
so far students will cut out
illustration of examples for
different states of matter and
place them under the correct
column on their worksheet. If
additional time or if students
finish early proceed to have
them make an illustration of
each of the states of matter
using their own example.
Students must also label/
provide a description to go
along with their pictures.
Have students write a What
Stuck sticky note for
assessment.
a student struggles with the content?
2m

If a student struggles with the content they will be allowed

to work with their shoulder partner.

What will you do if

Meeting your students needs

as people and as learners

a student masters the content quickly?

If a student masters the content quickly they will be in
charge of acting as teacher and helping those who are
struggling.
If applicable, how does this lesson connect to the
interests and cultural backgrounds of your students?
N/A
If applicable, how does this lesson connect to/reflect the
local community?
N/A
How will you differentiate instruction for students who
need additional challenge during this lesson
(enrichment)?
For students who need additional challenge they will need
to think about 2 ways a state of matter can change into
another state of matter.
How will you differentiate instruction for students who
need additional language support?
For students who need additional language support I will
assign them to work with a high level student and if
available a bilingual student

Accommodations (If needed)

(What students need specific
accommodation? List individual
students (initials), and then
explain the accommodation(s)
you will implement for these
unique learners.)
Materials
(What materials will you use?
Why did you choose these
materials? Include any
resources you used. This can

For my autistic student is he happens to get frustrated with

the work he will be allowed to use a break card to cool
down and will receive a sticker in his behavior chart if
behavior improves afterwards. When working with
someone he will be partnered with a high leveled student
who knows the content and is understanding.

Science Journals
Vocabulary card
Paper and Pencil
Elmo

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also include people!)

Video on matter
Vocabulary worksheet

Lesson Plan Two (Collaborating Teacher Observation):

USF Elementary Education Lesson Plan Template (S 2014) Name: Maria Paz Cisneros
Grade Level Being Taught:

Subject/Content:

Group

Date of Lesson: October

2nd

Science

Size: 19

29, 2015

Lesson Content
What Standards
(national or state) relate
to this lesson?
(You should include ALL
applicable standards. Rarely
do teachers use just one:
theyd never get through
them all.)
Essential Understanding
(What is the big idea or
essential question that you
want students to come
away with? In other words,
what, aside from the
standard and our objective,
will students understand
when they finish this
lesson?)
Objectives- What are
you teaching?
(Student-centered: What
will students know and be
able to do after this lesson?
Include the ABCDs of
objectives: action, behavior,
condition, and degree of
mastery, i.e., "C: Given a
sentence written in the past
or present tense, A: the

SC.2.P.8.2
Identify objects and materials as solid, liquid, or
gas.

What is matter and what the 3 different states it comes in?

Students will be able to recognize that matter comes in

three different states; solid, liquid and gas.
Students will be able to classify different objects into
different states of matter.
Students will be able to come up with their own examples
of matter.

10
student B: will be able to rewrite the sentence in future
tense D: with no errors in
tense or tense contradiction
(i.e., I will see her
yesterday.)."
Note: Degree of mastery
does not need to be a
percentage.)
Rationale
Address the following
questions:

Why are you

teaching this objective?

Where does this

lesson fit within a larger
plan?

Why are you

teaching it this way?

Why is it important
for students to learn
this concept?
Evaluation Plan- How
will you know students
have mastered your
objectives?
Address the following:

What formative
evidence will you use to
document student
learning during this
lesson?

What summative
evidence will you collect,
either during this lesson
or in upcoming lessons?

What Content
Knowledge is necessary
for a teacher to teach
this material?

I am teaching this objective because it is important

that students realize that everything around them is
made of matter
This lesson fits within a larger plan because it will
enable students to understand the world around
them better.
I am teaching it this way because it will help me get
an understanding of what they know and it will
allow them to get familiar with the content in a way
that they can relate it to their own daily lives.
It is important for students to learn this concept so
that they can apply this knowledge to identify the
differences in matter.

Formative Assessment:
- Walk around the classroom while students are working
(circulate)
- I will ask students guided questions to find out what they
know or if there are any misconceptions.
- Students will share their answers either to the class or to
their group/partner
- Having them write on their science journal about what
they know about solids liquids and gases will allow me to
make a pre-assessment to see what needs to be talked about
more.
Summative Assessment:
Students will write a What Stuck statement on a
sticky note so that I can see what they got out of
this lesson.

Teachers must be able to explain different forms of matter

(solids, liquids and gases) by providing clear and real world
examples.

11

What background
knowledge is necessary
for a student to
successfully meet these
objectives?

How will you ensure

students have this
previous knowledge?
Who are your
learners?
What do you know
about them?
What do you know
about their readiness for
this content?

Just be able to recall previous experiences with

different sources of matter.
I can ensure that students have this previous
knowledge because they have interacted with it in
our classroom on a daily basis as well as on field
trips.
My learners are 2nd grade students with several
learning abilities.
I have one autistic student, one gifted and two ELL
students.
I know they are ready for this content because they
interact with matter every day all day.

What misconceptions
might students have
about this content?

Solids are rocks

Gases are invisible

Lesson Implementation
Teaching Methods
(What teaching method(s)
will you use during this
lesson? Examples include
guided release, 5 Es, direct
instruction, lecture,
demonstration, partner
word, etc.)
Step-by-Step Plan
(What exactly do you plan
to do in teaching this
lesson? Be thorough. Act as
if you needed a substitute
to carry out the lesson for
you.)

Time

Modeling
Shoulder Partners
Class discussion
Demonstration
Sharing
Exploration
Who is
responsi
ble
(Teacher
or
Students
)?

Each content area may require

a different step-by-step format.
Use whichever plan is
appropriate for the content
taught in this lesson. For
example, in science, you would
detail the 5 Es here
(Engage/Encountering the Idea;

12
Where applicable, be sure
to address the following:
What Higher Order
Thinking (H.O.T.)
questions will you
ask?
How will materials be
distributed?
Who will work
together in groups
and how will you
determine the
grouping?
How will students
transition between
activities?
What will you as the
teacher do?
What will the
students do?
What student data
will be collected
during each phase?
What are other adults
in the room doing?
How are they
supporting students
learning?
What model of coteaching are you
using?

Exploring the Idea;

Explanation/Organizing the
Idea; Extend/Applying the Idea;
Evaluation).

5m
5m

Students

5m

Teacher

Day 2

3m

Teacher/
Student

Student
Teacher
Student

3m
1015m

3m
Student

What will you do if

Review vocabulary by
having students work on
vocabulary worksheet with
their shoulder partner.
Go over answers with
students.
Model and guide students to
help them see the three states
in something as common as
making Jell-O.
Allow students to observe
and test how liquid takes the
shape of the container it is
placed in.
Use a balloon to demonstrate
an example of a solid and a
gas.
Using what they have learned
so far students will cut out
illustration of examples for
different states of matter and
place them under the correct
column on their worksheet. If
additional time or if students
finish early proceed to have
them make an illustration of
each of the states of matter
using their own example.
Students must also label/
provide a description to go
along with their pictures.
Have students write a What
Stuck sticky note for
assessment

a student struggles with the content?

If a student struggles with the content they will be allowed

13
to work with their shoulder partner.

What will you do if

a student masters the content quickly?

If a student masters the content quickly they will be in
charge of acting as teacher and helping those who are
struggling.

Meeting your students

needs as people and as
learners

If applicable, how does this lesson connect to the

interests and cultural backgrounds of your students?
N/A
If applicable, how does this lesson connect to/reflect the
local community?
N/A
How will you differentiate instruction for students who
need additional challenge during this lesson
(enrichment)?
For students who need additional challenge they will need
to think about 2 ways a state of matter can change into
another state of matter.
How will you differentiate instruction for students who
need additional language support?
For students who need additional language support I will
assign them to work with a high level student and if
available a bilingual student

Accommodations (If
needed)
(What students need
specific accommodation?
List individual students
(initials), and then explain
the accommodation(s) you
will implement for these
unique learners.)

For my autistic student is he happens to get frustrated with

the work he will be allowed to use a break card to cool
down and will receive a sticker in his behavior chart if
behavior improves afterwards. When working with
someone he will be partnered with a high leveled student
who knows the content and is understanding.

14

Materials
(What materials will you
use? Why did you choose
these materials? Include
any resources you used.
This can also include
people!)

Jell-O
Water
Different shaped containers
Balloon
Vocabulary Worksheet
Cutting Worksheet

Data
Pre Assessment:
1
0.9
0.8
0.7
0.6

Get It

0.5

So-So

0.4

Not Sure

0.3

Did Not Participate

0.2
0.1
0
Solid

Post Assessment:

Liquid

Gass

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1
0.9
0.8
0.7
0.6
So-So

0.5

Did Not Participate

0.4
0.3
0.2
0.1
0
Solid

Liquid

Gass

Observations Reflection
For my connected lesson observations I decided to work on a science lesson where I
would introduce to the students the concept of matter and its three states; solids, liquids, and
gasses. Out of all of the lessons I have done so far in my field experience I feel that this was one
of my most engaging lessons. Mostly everything went according to plan except that I was not
able to complete everything that I wanted to do the first day of the lesson. Nevertheless I would
not change this because to my surprise this helped on the second day to review what was
discussed the day before and then use it towards our more active and exploring activities. If I
had to pick a particular instance of the lessons I would pick what I consider to be the most
beneficial aspect of this lesson which was the pre-assessment, no doubt about it! My pre-

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assessment occurred at the very beginning of my lesson, before we started anything I wanted
them to tell me what they thought each state of matter was in their own words and their own
ideas. At first I was nervous that this pre-assessment would not be effective since I was doing
before the lesson, but it actually turned out great! As they wrote down their thoughts I made sure
I circulated around the room as much as I could to get an insight of what they knew, what they
did not know and what misconceptions they had. If I had to change anything I would most
sincerely not change anything since I feel that the students took more than I thought they would
out of it and many still recall what we learned until this day. One of my students was so
challenged and engaged with our discussions that a week later he still says Ms. C what are some
other things that are made solid, liquid and gas? Overall I am thrilled with the outcome of this
lesson I feel that the students as well as myself enjoyed the lesson so much that time went by in a
blink of an eye. I look forward to putting this same type of energy and motivation into my future
lessons.
Analysis:
As I have stated I feel that this lesson was a successful one. I know that my teaching
strategies were effective because I was able to see that I incorporated different teaching strategies
in my video such as group work, class discussion, reading out loud, observations, hands on, etc.
Because I implemented all of these strategies successfully I believe this is one of the major
reasons why many of my students were able to become excited, motivated, engaged and active
thinkers throughout both days of my lesson. I also know that they understood the content better
by looking at both assessments the one I gave them at the beginning of the lesson on day one and
comparing it to the last assessment at the end of day 2. As a teacher I would be able to use the
data that I gather from this lesson to think and reflect on whether I should move on to the next

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topic or work on it a bit more. In this particular case I would plan on having a test to see what
they recall from the entire lesson and then reflect on the results before moving forward and
deciding what to do next. All of my students did particularly well they went above and beyond
my expectations of them and many achieved and learned more about the content than what they
knew towards the beginning. The instructional materials used for this lesson were effective
becaue they varied, in other words it wasnt all about filling out worksheets. The materials I used
for this lesson had a lot of visuals, large graphics, simple wording and most important of all the
students could relate to it and connect to what was being shown and observed in class. I have
also discovered that my particular set of students love hearing stories especially of when I was a
kid so I like to incorporate stories that can be used to help them connect to what they are
learning. . In all, I look forward to re-teaching this in the future and incorporating similar
strategies and ideas to other lessons as well