Standards of Effective Practice for Teachers

Examples of My Work

The Minnesota Standards of Effective Practice describe what teachers are expected to know and do.  Below, I post selected lesson plans and licensure coursework papers that I’ve written that exemplify the standards.

Standard 1, subject matter.  A teacher must understand the central concepts, tools of inquiry, and structures of the disciplines taught and be able to create learning experiences that make these aspects of subject matter meaningful for students (8710.2000, subp.2).

Abstract

The lesson below demonstrates my knowledge and application of the scientific method of inquiry required by the Minnesota 5^th grade science standards.  My lesson also integrates math with science.

     

The Practice of Science

Variables, Replication, and Recording Data

Grade 5

Background

Science consists of never ending experiments. There are three main factors that are a part of the scientific method: variables, replication, and recording data. In our science class we will discuss what each of these three characteristics means to the science world.

The term variable refers to something that is likely to change or vary.  Take the weather for example. It can be sunny for one hour, than all of a sudden change to cloudy and rainy.

Replication is defined as the performance of an experiment or procedure more than once that reproduces or duplicates the previous experiment.

The final factor is recording data. This is where you discover whether a hypothesis needs to be reworked. You write down results as each experimental outcome occurs. Either graphing or documenting reactions in real time keeps track of results. Without a written record you might be unsure if changes occurred.

Objectives

Students will be able to:

• ·      Record scientific data;
• ·      Note if scientific results are the same or different across group members’ experiments;
• ·      Investigate variables used to determine differences;
• ·      Make a line graph containing experimental data.

Standards

Minnesota Academic Standards in Science, 5.1.1.1.1, 5.1.11.1.2, and 5.1.1.1.3

• ·      Explain why evidence, clear communication, accurate record keeping, replication by others, and openness to scrutiny are essential parts of doing science;
• ·      Recognize that when scientific investigations are replicated they generally produce the same results, and when results differ significantly, it is important to investigate what may have caused such differences.
• ·      Understand that different explanations for the same observations usually lead to making more observations and trying to resolve differences.

Minnesota K-12 Academic Standards in Mathematics, 5.4.1.2

• ·      Data Analysis: Display and interpret data.  Create and analyze line graphs and know how to create graphs to display data.

Materials

Pencils

Rubber bands

Paper clips

Masking tape

Washers

Rulers

Recording sheets

Conducting the Experiment

Procedures

·      Tape the pencil to your desk so that part of it hangs over the edge.

·      Hang a rubber band on the end of the pencil.

·      Attach the paper clip to the rubber band.  Open one end of the paper clip to make a “hook” for the washers.

·      Measure the length of the rubber band in cm. Record this data at zero in the table below.

·      Place 1 washer on the paper clip “hook”. Measure the length of the rubber band again.  Record this data at number 1.

·      Continue and add another washer.  Measure the length of the rubber band and record at number 2.

·      Continue the experiment until 5 washers have been added to the hook, and record measurement results.

Number of Washers	Length of Rubber Band in cm
0
1
2
3
4
5

1.     What was the independent variable in this investigation?_________________________

2.     What was the dependent variable in this investigation?___________________________

3.     Were the results about the same for everyone?_________________  Why or why not?_________________________________________________________________________________

4.     What variable was not held constant?_______________________________________________

Variations

·      Change your independent variable.  What happens if you change the type of washers being used?  What happens if you use a bigger, heavier washer?

Graphing Data

Procedures

• ·      Go back to your data table and label which box is x: independent variable (e.g., time, number of sessions, number of objects).  Label which box is y: dependent variable (e.g., measurement; increase or decrease of measurement).
• ·      Examine the grid graph.
• ·      Criteria for creating your line graph: title, labels, measurement labels, x and y axis marked.
• ·      x-axis (horizontal): independent variable.  (E.g., time, number of objects, number of sessions).
• ·      y-axis (vertical): dependent variable.  (E.g., measurement; increase or decrease of measurement.  Include unit of measurement).

·      How should we space and record our data so that the intervals are equal?

What relationship does this graph show?__________________________________________________________________________________________________________________________________________________________________ 

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Additional Web-Based Teaching Resources

British Broadcasting Corporation. (June 21, 2012).  KS2: Bitesize, Physical processes, forces – play.  Retrieved from http://www.bbc.co.uk/schools/ks2bitesize/science/physical_processes/forces/play.shtml.

British Broadcasting Corporation. (June 21, 2012).  Science ages 10-11: Forces in action.  Retrieved from http://www.bbc.co.uk/schools/scienceclips/ages/10_11/forces_action.shtml.

McDoogleburger, A. (2012). What is a variable in a science project? Retrieved from http://www.ehow.com/facts_5145270_variable-science-project.html.

Pppst.com. (June 21, 2012).  Identifying  variables.  Retrieved from http://science.pppst.com/variables.html.

University of California Museum of Paleontology. (June 21, 2012). Copycats in science: The role of replication. Retrieved from http://undsci.berkeley.edu/article/howscienceworks_17.

Witt, P. (June 21, 2012). Importance of recording data during science experiments. Retrieved from http://www.ehow.com/info_8533475_importance-data-during-science-experiments.html.

Literacy Connections

Brubaker-Bradley, K. (2005). Forces make things move.  HarperCollins Publishers.

Green, D. (2008). Physics: Why matter matters!  Boston: Houghton Mifflin.

Phelan, G. (2006). An invisible force: The quest to define the laws of motion.  Washington, DC: National Geographic Science Quest.

Slade, S. (2012). Cool physics activities for girls.  Mankato, MN: Capstone Press.

Suggested Readings and Books for Teachers

Davis, K. (2009). What’s physics all about? Tulsa, OK: Educational Development Corp.

Farndon, J. (2009). Experiments with physics.  New York: Marshall Cavendish Benchmark

Nardo, D. (2008). Force and motion: Laws of movement.  Minneapolis, MN: Compass Point Books.