TWS # 4 The objective for this lesson is as follows: Students will test items and be able to determine the

difference in conductors and insulators. At the beginning of the lesson students will participate in a class discussion. During this class discussion students will be asked to recall any prior knowledge they have on conductors and insulators. After the group discussion, students will move into small groups where they will begin testing items to determine if the items are insulators for conductors. Students will have a variety of items located on their desk to test. Students will test the items using a simple circuit. The post assessment for this lesson will be a short quiz. On this quiz students will be required to list examples of conductors and insulators as well as determine the difference in between the two. The pre-assessment will involve students recalling prior knowledge of insulators and conductors. As I listened to student responses, I recorded the data based on the following scale: Students received a one for not recalling any prior knowledge on conductors or insulators. Students received a two for recalling some prior knowledge on conductors and insulators (EX: student recalled hearing the terms, and knew it dealt with heat). Students received a three for fully explaining the differences in conductors and insulators The during assessment involved students testing items to determine if the items were conductors or insulators. The students first tested the items that I placed on their desk (paper clip, pencil, ruler, tape, and string). After the students tested the items I placed on their desk, they were allowed to walk around the classroom and test any other additional items. Students were assessed on their participation as well as their knowledge on conductors and insulators after testing a few items. The question I asked was, After testing a few of the items, can you describe to me, in your own words, the characteristics of conductors and insulators? I recorded the data on the following scale: Students received a one for not participating and not being able to explain what a conductor and insulator was after testing a few items. Students received a 2 for participating but not being able to explain what a conductor and insulator was after testing a few items. Students received a 3 for fully participating and answering the question about conductors and insulators.

The post assessment involved students taking a short quiz. On this quiz students were asked to list a few examples of conductors and insulators, as well as, explain what a conductor and insulator was in terms of electricity. The quiz was scored on a one hundred-point scale. For analysis student quiz scores were converted to a three point scale: A score of one if their quiz score was between zero and seventy, a two if their quiz score was between seventy and eighty-four, and a three if their score was between eightyfive and one hundred. Students scoring a three are considered to have met expectations. I would use the data results in two areas. First I would use the data to determine whether or not the students were ready to move on to the next topic in science. From the results, students were able to move on to the next topic in their science unit. I would also use this data to determine whether or not my teaching strategies worked.

Lesson Objective Students will test items and be able to determine the difference in conductors and insulators. SC Science Academic Standards: 4-5.6 Summarize the functions of the components of complete circuits (including wire, switch, battery, and light bulb).

Assessments

Pre- Assessment DuringAssessment Post-Assessment

Format of Formative Assessments Pre-Assessment: Students begin by recalling prior information on conductors and insulators. This will be led through a student discussion. DuringAssessment: During the investigation students are participating in testing items to determine if the item is a conductor or an insulator. Students are also being asked to

Accommodations I will accommodate/modify my lesson based on student IEPs and disabilities. For my students who have ADHD, I will make sure that I check up on them regularly during the exploration. During the explanation process, I will make sure to walk around and not stand in one place. I will accommodate my students with IEPs based on his/her IEP. I have one ESOL student in my class, but he is very proficient, and does

explain what a conductor and insulator is after testing a few items. Post-Assessment: Students take a short quiz on conductors and insulators at the end of the lesson. In this quiz, students are required to list a examples of conductors and insulators as well as determine the difference in the two. Analysis of pre and post assessment results:
3.5 3 2.5 2 1.5 1 0.5 0 1 2 3 4 5 6 7 8

not need any further assistance. If I had ESOL students in my class that needed extra help, I would label objects and make sure I let his/her ESOL teacher my lesson plan so she could further assist him/her.

Pre Post

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