Florida International University How Students Connect Nature and Science Questions

Rubric for FA#1A (Taskstream) 50 pointsPossible
points
TOPIC INFORMATION
5
Grade Level: [Indicate the targeted grade level.]
Science Topic: [Briefly describe the science topic you are eliciting student prior knowledge about. This
should align to your selected Florida NGSSS content standard and be at least 3-5 sentences in length.]
Florida Content Standard (number-code and statement); Next Generation Science Standards (NGSS);
Nature of Science Standard(s):Related Florida Next Generate Sunshine State Standard(s) or Next
Generation Science Standards (NGSS): [Make sure that the science topic you listed above aligns to at least
one science content standard in the grade level selected as well as at least one nature of science
standard.]
SCHOOL SITE INFO
1
School Name, Teacher Name, Grade Level, Location
PARTICIPANTS
[These students should be diverse in gender, academic ability, cultural background, etc.]
First Name (pseudonym), Age, Gender, Date/Time of Interview, Brief description of why you
selected this student
3
INTERVIEW QUESTIONS
List the 8-10 questions asked of the students. Ask questions that allow you to find out what the
student knows and doesn’t know about the topic.
5
SUMMARY OF UNDERSTANDING
INDIVIDUAL UNDERSTANDING
Summarize each student’s current understanding of the selected science topic. Each summary should be
at minimum 5 sentences. The reader should be able to fully understand what each student currently
knows and doesn’t know about the science topic without reading the transcripts. Include both accurate
science understandings as well as alternative understandings (i.e., misconceptions). Each summary should
also compare the students’ understanding to correct science understanding.]
20
OVERALL GROUP UNDERSTANDING
Describe how these students as a whole understand the science topic. Describe how their current
understanding of the science topic compares to accurate conceptual understanding. How does this
collective understanding compare to what these students should know or what you expect students to
know about this topic based on prior schooling and/or life experiences (e.g., previous grade levels).
5
IMPLICATIONS FOR TEACHING
Describe how you will use these interviews and findings above to help plan for your 5E lesson
(Field Assignment 2A). As part of this, address the following two questions:
1) Was their level of understanding surprising to you or was it what you expected?
2) What are the goals you want your student to reach in this lesson?
3) Additionally, list 3-5 learning objectives that you might include to focus your lesson. These
learning objectives should use student-friendly language, as this is what you would share with
students to let them know what they will learn during the lesson.
6
FULL INTERVIEW TRANSCRIPTS
Include full, type-written transcripts of all five interviews. Be sure to indicate your planned
questions as well as your probing and “idea challenging” questions.]
5
Points
earned
FIELD ASSIGNMENT 1: DIAGNOSTIC STUDENT INTERVIEWS G
TOPIC INFORMATION
Grade Level: [Indicate the targeted grade level.]
Science Topic: [Briefly describe the science topic you are eliciting student prior knowledge about. This should align to
your selected Florida NGSSS content standard and be at least 3-5 sentences in length.]
Florida Content Standard (number-code and statement):
Next Generation Science Standards (NGSS):
Nature of Science Standards:
Related Florida Next Generate Sunshine State Standard(s) or Next Generation Science Standards (NGSS): [Make sure
that the science topic you listed above aligns to at least one science content standard in the grade level selected as
well as at least one nature of science standard.]
SCHOOL SITE INFORMATION
School Name: [Insert school name here]
Teacher Name: [Co-operating teacher’s name]
Grade Level: [What is the grade level of these students?]
Location: [This is where you conducted the interviews]
PARTICIPANTS
[These students should be diverse in gender, academic ability, cultural background, etc.]
First Name
(pseudonym)
Age
Gender
Date/Time of
Interview
Brief description of why you selected this
student
1.
2.
3.
4.
5.
INTERVIEW QUESTIONS
[List your planned, primary 8-10 interview questions here that allow students to share what they know and their
current thinking about the selected science topic. During your interview you may find that you ask probing questions
that you did not originally intend to ask, which do not need to be included here.]
SUMMARY OF UNDERSTANDING
INDIVIDUAL UNDERSTANDING
[Use the sections below to summarize each student’s current understanding of the selected science topic. Be as specific
as possible in your summaries, which should be at minimum 5 sentences. These summaries should allow a reader to
fully understand what each student currently knows and doesn’t know about the science topic without reading the
transcripts. Be sure to include both accurate science understandings as well as alternative understandings (i.e.,
misconceptions). Each summary should also compare the students’ understanding to correct science understanding.]
STUDENT 1
[Write summary of understanding for student 1 here]
STUDENT 2
[Write summary of understanding for student 2 here]
STUDENT 3
[Write summary of understanding for student 3 here]
STUDENT 4
[Write summary of understanding for student 4 here]
STUDENT 5
[Write summary of understanding for student 5 here]
OVERALL GROUP UNDERSTANDING
[Describe how these students as a whole understand the science topic. Describe how their current understanding of the
science topic compares to accurate conceptual understanding. How does this collective understanding compare to
what these students should know or what you expect students to know about this topic based on prior schooling
and/or life experiences (e.g., you may want to look at previous grade level standards to determine what you expect
these students to know already)?]
IMPLICATIONS FOR TEACHING
[Describe how you will use these interviews and findings above to help plan for your 5E lesson (Field Assignment 2A).
As part of this, address the following two questions: 1) Was their level of understanding surprising to you or was it
what you expected? 2) What are the goals you want your student to reach in this lesson? Additionally, list 3-5 learning
objectives that you might include to focus your lesson. These learning objectives should use student-friendly language,
as this is what you would share with students to let them know what they will learn during the lesson.]
APPENDICES A-E: FULL INTERVIEW TRANSCRIPTS
[Include full, type-written transcripts of all five interviews. Be sure to indicate your planned questions as well as your
probing and “idea challenging” questions.]
A. STUDENT 1 TRANSCRIPT
[Type up Transcript here]
B. STUDENT 2 TRANSCRIPT
[Type up Transcript here]
C. STUDENT 3 TRANSCRIPT
[Type up Transcript here]
D. STUDENT 4 TRANSCRIPT
[Type up Transcript here]
E. STUDENT 5 TRANSCRIPT
[Type up Transcript here]
Paula Ospina
Topic: Plants and Animals
Questions:
1. How do plants grow?
2.
3.
4.
5.
6.
7.
8.
How do animals grow?
Do plants feed off of anything to get energy?
Do animals eat to survive?
Do plants and animals need space to grow?
What is difference between animals and plants?
What are similarities amongst animals and plants?
Are animals and plants living things or nonliving?
Student names:
Lucy
Angel
Alex