Science+1

=**Science 1 - Tim, Meghan, and Jenn**=

**Link to Lesson:**
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**C:**
Evidence: The objectives are clearly listed at the bottom of the plan. They are: Evidence: She mentions instructing the students on organelle structure and function but does not outline that. However, she must be knowledgeable in order to use a creative method.
 * Provides Clear Lesson Objectives **5**
 * Goal 2**: The learner will develop an understanding of the physical, chemical and cellular basis of life.
 * **Objective 2.02**: Investigate and describe the structure and functions of cells including:
 * Cell organelles.
 * Cell specialization.
 * Communication among cells within an organism.
 * Exhibits sufficient knowledge of the subject topic/content? **4**

**P:**
Evidence: The pop quiz given not only asked students to think about content information, but it asked students to recall information about the activity itself. Evidence: The teacher never explains directly to the students the learning outcomes or the sequence of events. She doesn't specifically outline these (or the way she will communicate them) to the student.
 * Assessments match instructional method **5**
 * Lesson appears to help organize and manage student behavior- -Explains sequence of events and procedures for students **1**

**T:**
Evidence: She did not use any technology in her lesson plan other than using an overhead. Evidence: Evidence: Evidence:
 * Lesson plan incorporates at least 1 technology **1**
 * Discusses possible limitations to technology or potential problems, as well as solutions **1**
 * Provides clear rationale for technology choice **1**
 * Demonstrates understanding of technology as teacher tool or student tool **1**

//The teacher might have chosen not to use technology because it could have been overwhelming. She could accomplish her goal and get the information across to students just using a hands on method. It is a very simple activity, but it seems to be very effective.//

**PCK:**
Evidence: The strategy is very creative, and the teacher could easily tell if students understand the structure and function of organelles.
 * Selects effective teaching strategies appropriate to subject domain to guide student thinking and learning **5**

Evidence: She discusses each organelle one at a time with the students and can evaluate understandings and misconceptions for each one.
 * Demonstrates awareness of possible student misconceptions **5**

Evidence: The teacher approaches the content in a variety of ways. She allows for hands-on activity, discussion, and a quiz
 * Presents appropriate strategies for developing understanding of the subject content **5**

**TPK:**
Evidence: Showed pictures on a projector
 * Chooses technologies enhancing approaches (teacher centered approaches) -- Uses technology to present material **1**

Evidence: **1 the students do not use technology** Evidence: the teacher did not include technology
 * Chooses technologies enhancing student learning (student centered approaches) -- Students use technology to explore content and achieve learning goals
 * Provides clear rationale for technology choice to deliver instruction **1**

**TCK:**
Evidence: Technology was not used. She only used a projector, but this was appropriate for the subject area and activity.
 * Chooses appropriate technologies for subject domain (mathematics, science) **3**

Evidence: There wasn't technology included. The teacher chose not to incorporate technology.
 * Link between technology and content is obvious or explicit **1**

**TPCK:**
Evidence: The teacher appropriately uses content and pedagogy strategies but not technology.
 * Appropriately uses content, pedagogy, and technology strategies **3**

Evidence: No technology used
 * Technology enhances content objectives and instructional strategies **1**