Summary of the Lesson Essay Example for Free

Summary of the Lesson Essay Introduction Class 2a is a mixed year group, with 13, more able, year one pupils and 16, less able, year two pupils. The differentiation by the classroom teacher tends to centre around ability grouping with a total of four grouped sets, two for each year group within the class. The lesson to be described took place on Wednesday 22 October by which time the class had been together for just six weeks. I had received a total of eight hours contact time with the children prior to the implementation of the lesson. The class dynamics were such that the majority of year two pupils appeared less focused and more disruptive than the children from year one, who generally, exhibited better levels of concentration. Summary of the Lesson The lesson was to be on forces and movement, for reasons to be explained following this summary the activity was to involve children experimenting with a variety of artificial surfaces that were to be placed on a board and raised by means of wooden blocks. A toy car was then to be placed on the ramp and the number of blocks noted down when the toy car rolled down the ramp to the bottom. The lesson was to begin with a discussion in which children were encouraged to inform me of their previous experience of using ramps as well as their own experience outside of school, riding a bike or other vehicle down a hill. Questions about riding bikes, skateboards etc on grass or on roads were also raised. Some different material was then to be introduced and passed around for the children to touch and comment on. The proposed surfaces included sandpaper, underlay (which was to be used upside down), woollen carpet, corrugated cardboard and bubble-wrap. A question about how builders decide what to make the road with was put to children who were there guided towards the word testing. Children were then told that we were to find out the best surfaces with which to build a new road, but we were only allowed to use the materials they had just been shown. The children were then to propose which surface might suit our needs best (predict) before been guided towards proposing an investigation. At the end of the lesson the children were to feedback their results (one response in particular was very interesting, details to follow) and to say if and why their predictions differed form their findings. Rationale Areas to be addressed when planning a Science Lesson. Having agreed to teach the whole class a science lesson it was then suggested that any activity I do, should link to the current topic of Forces and movement. Planning began by looking at the existing medium term planning. Appendix ii. In addition to the existing planning, the structure of the lesson was also guided by theories of child development. Learning theory Wittrocks view of learning as discussed in Learning in Science by Osborn and Freyberg (1985) proposes that to learn with understanding learners must themselves actively construct, or generate, meaning from sensory input While Piaget, as discussed in Gill Nicholls book, Learning to Teach observed that children learn faster when they co-operate with others; this co-operation develops and improves their formal thinking (page 41) On the basis of Wittrocks views I wanted the children of class 2A to perform an investigation for themselves, with as little adult intervention as possible. It was important that I accommodated Piagets observation, ensuring that the children work in groups to generate elements of co-operative working. This in turn raised additional issues of inclusion, which I will address later. Questioning The importance of teacher and pupils asking questions became increasingly obvious the teacher must accept all answers and questions as valuable and treat them seriously. Therefore a conscious effort was made to incorporate different types of questions to aid understanding and in turn to encourage children to raise their own questions. Childrens questions are important to their learning because it is often through asking questions that they make the link between one experience and another Making Progress in Primary Science, Harlen et al, RoutledgeFalmer, London (2003) Page 28 I planned to ask closed questions for the less able pupils (appendix ii) Which surface did our investigation show to be the best surface? How many blocks did we use before the car started to move when we used the sandpaper? Through to questions that require a greater level of thinking: Can you tell me why the results differed between groups even though we used the same types of cars? Knowledge, Skills and Understanding The National Curriculum specifies that in addition to being taught about scientific knowledge and understanding they should also be taught how to use the process skills that are important to scientific investigation. Not only are these skills useful in the context of a scientific investigation the skills can also be important in other subjects in the National Curriculum, history being the most obvious. In addition to this the development of scientific skills are needed for making sense of new experiences in the future and for learning throughout life. Teaching of science in primary schools, Harlen, W, Page 56 These process skills include: observing (using senses to collect evidence, quantifying) raising questions (asking questions that can be scientifically investigated) hypothesising (offering possible reasons) predicting (using knowledge or available evidence to predict a likely outcome) interpreting (draw a conclusion based on evidence generated) communicating (presenting results, discussing conclusion) adapted from Teaching of science in primary schools, Harlen, W, Page 18 The National Curriculum recognises the skills required in science. SC1, Scientific Enquiry, page 78, lists the skills that children should have developed by the end of year 2. They evaluate evidence and consider whether tests or comparisons are fair. The concept of a fair test was an area that I planned to highlight during the period of the lesson when the children would be guided towards suggesting an investigation. (appendix ii) Children to be asked about where to place the car? Why do we place the car in the same place each time? Summary of Rationale The elements of a lesson that a trainee teacher, as well as a qualified teacher, must consider while planning a lesson are numerous. During this initial discussion I have touched on a number of them including child development, teacher questioning, pupil questioning and development of process skills. These four elements influenced the planning of the lesson more than any others. However the area that facilitates inclusive teaching also has very important implications on many areas of teaching, organisations and childrens learning including: presentation (techniques can be more attractive to some learners than others) grouping (mixed sex sets, mixed abilities, risk of children dominating) differentiation (providing for the various ability levels) recording methods (how are children to record the findings) It is this area and its influence on planning that I will now explore. Learning styles and the presentation of the lesson. The range of teaching methods employed will have different appeals to the different type of learning, these being: Visual (written word, pictures, videos, wall charts) Auditory (spoken word, discussion) Kinesthetic (movement, hands on activity, role play, drama) Adapted from Shaw Hawes, Effective teaching and learning in the primary classroom (page 53) While all children and adult are capable of learning through anyone of these senses many find that they have a preference. The nature of scientific enquiry will tend to be one of a practical activity. Consequently there is a danger of excluding 50% of the classroom, as research has shown that boys tend to prefer this type of learning: boys generally prefer to engage in noisy, physical competitive games that involve them in manipulating or throwing objects. In contrast, girl generally prefer quieter and more cooperative activities, often involving role-play and verbal interaction. Shaw Hawes, Effective teaching and learning in the primary classroom (page 65) In order not to disassociate the children that dont learn in a manipulative, kinesthetic, activity, I decided to build in a co-operative element within the activity. As discussed in the lesson plan, part one (see appendix ii); children will be required to pass the duties around the whole of the group. This also meant that children were always participating or about to participate in the activity, the effect of this was to ensure that all the children stayed on task throughout the investigation. Grouping Children were to be grouped in their registration sets. This provided each of the four groups with mixed sex groups. As a consequence the children were then with other children from the same age group, preventing the possibility that the older children with pourer concentration did not take over the activity, allowing the year one pupils to work at their own pace. Allowing me to differentiate my questioning during the activity. Recording Methods Two work sheets were devised allowing for differentiation in task, with more able pupils being required to write a little more and select their own material to investigate. At the teachers recommendations the additional worksheet and the requirement of children to select their own surfaces to investigate were omitted. It was suggested that this would only confuse the children. Instead I was asked to be more prescriptive. I believe my original lesson showed a higher level of expectation and was uneasy with the changes to be made. However, I felt it better to respect the class teachers experience and follow her recommendations, not least because I had only been with the class for a short period and did not know them very well. Assessment of Childrens Learning The children successfully identified and applied the principles of fair test (appendix i) the assessment of this was done during the lesson through questioning, observation and listening. They discussed their finding both immediately after the activity and also the following morning, during an oral mental starter in numeracy. Using the table of results to help understanding ordinal value. Fair test was again raised and more children offered answers than on the previous day. The children made their own predictions using both the sense of touch and sight. Through discussions during the lesson and in the plenary I was able to question the children about their predictions and whether or not the evidence would support their view or cause them to change their mind. (see appendices for observation notes of children questioned). During the plenary the children identified the winner of the test. Many of the children identified why the sand paper was the more appropriate of the surfaces to use, some of the children describing the surface as smooth which initially confused me but in the context of the other surfaces used seemed acceptable for key stage one. for opportunities for assessment have to be seized as part of the normal everyday teaching process, rendering assessment as close as possible to a natural teaching situation. A guide to teaching practice, Cohen, Manion and Morrison (2003) Assessment for assessments sack however is not acceptable. Findings should be fed back into the planning process. For example if assessment shows that children do not understand a small concept or continue to hold misconceptions then there is little or no reason for moving the learning on. Planning needs to provide both feedback and feedforward, showing what children have achieved and how this will enable them to move on. Jones D, (2000) Where am I going?: planning and assessing progress in literacy. In Fisher and Williams (Eds.) Unlocking Literacy, a guide for teachers, David Fulton (page 95). Conclusion Timing Had I followed my planning and allowed the children to use elastic bands to add an extra dimension to the lesson, the effect would have been to double the activity time. The guidance of the class teachers saved me from running over time. Timing is an area that I must develop. Initially by drawing further on the experience of qualified teachers and eventually through trial and error. Questioning, scaffolding learning Children provided the ideas for the investigation. Although I deliberately gave them all the clues, such as talking about ramps, showing them surfaces and giving them a context in which they were to work. Use of language in creating misconceptions Scientific language carries specific meaning. Children will often have experience of words outside of their scientific meaning. For example; That isnt a plant. Its a weed! Self Assessment Even after careful planning of questions, I found myself using language that children would be unlikely to understand. This is an area that I struggled with and must work on. The classroom teacher also pointed this out to me as an area that I will develop in time. It is important that I level my questioning and phrasing appropriately to the children I am to teach if I am not to lose their interest. While the class teacher agreed with many of my observations and assessments of her class, the subjective nature of this type of assessment did not sit comfortably with me. This again is an area I must develop my confidence in. The structured nature of the task led to a positive learning environment. All the children took part in the activity and the majority of the class answered questions through out the session. The children worked co-operatively and showed an understanding an ability to apply the principle of fair test. Bibliography Harlen W, Macro C, Reed K and Schilling M, (2003), Making Progress in Primary Science, RoutledgeFalmer. Harlen, W, (2003) The teaching of science in Primary Schools, David Fulton Cohen L, Manion L, Morrison K,(2002), A Guide To Teaching Practice, RoutledgeFalmer Osborne R, Freyberg P, (1989), Learning in Science, The implications of childrens science, Heinemann Education National Curriculum, (1999), Dfes Nicholls G, Learning To Teach, (1999), A handbook for primary and secondary school teachers, Kogan Page Dean, Joan, (2000) Improving Childrens Learning, Effective teaching in the primary school, Routledge Edited by Craft A, (1996) Primary Education, assessing and planning learning, Open University Shaw S and Hawes T, (1998), Effective teaching and learning in the primary classroom, The Services Limited. Jones D, (2000) Where am I going?: planning and assessing progress in literacy. In Fisher and Williams (Eds.) Unlocking Literacy, a guide for teachers, David Fulton (page 95).

Mapp vs. Ohio: Illegal Search and Seizure Essay -- Court Case Mapp Ohi

Mapp vs. Ohio: Illegal Search and Seizure The case of Mapp vs. Ohio is one of the most important Supreme Court decisions of the last century. Until this decision, the rights against illegal search and seizure had no method to be enforced. Up until this time, previous cases at set precedents provided little or no protection from illegal searches and seizures for the accused facing state prosecution. On May 23, 1957, Miss Dollree Mapp heard a knocking at her door (170 Ohio Street). When she asked who it was, three men identified themselves as Cleveland police officers. The officers stated that they believed a fugitive was hiding in her home. Miss Mapp told the officers that there was no one else in her home. They asked her for entrance. Miss Mapp phoned her attorney, and was instructed not to let the police into her home. The police grudgingly left, and set up surveillance around the home. Around three hours later, the police officers returned to Miss Mapp's residence, and was met by four additional officers as well. The officers gave Miss Mapp little time to respond to their presence, and almost immediately forced entry through several of the entrances to Miss Mapp’s home. Miss Mapp's attorney arrived on the scene to provide council, but was met by the police instead. The police held him outside, preventing him from meeting with his client. When Miss Mapp was confronted by the officers, she demanded to see the search warrant. An officer held up a piece of paper, which is believed to be a fake warrant. Miss Mapp grabbed the paper, and put it down her blouse. The police then forcibly tried to retrieve the "warrant" from Miss Mapp's blouse. They handcuffed her for being "belligerent". The police then proceeded to search every room in the entire house. In the basement, they found a trunk, which they opened. Inside they found materials that they considered to be â€Å"obscene†. They retrieved all the materials, and charged her with the possession of obscene material (Ohio Rev. Code, 2905.34: "No person shall knowingly . . . have in his possession or under his control an obscene, lewd, or lascivious book, magazine, pamphlet, paper, writing, advertisement, circular, print, picture . . . or drawing . . . of an indecent or immoral nature . . . . Whoever violates this section shall be fined not less than two hundred nor more than two tho... ...ow meant that citizens had different rights depending on what state they lived in. This allowed another way for prosecutors to abuse the system. They could attempt to get cases to be heard in states which did not have an exclusionary rule adopted. By applying the federal exclusionary rule to all the states, all citizens would be equally protected. While a controversial decision at the time, the creation of the exclusionary rule is now one of the backbones of the accused rights in American society. As a review, Mapp's rights were clearly violated by the Police department and by the State of Ohio. Had it not been for the Supreme Court to enforce her constitutional rights, her conviction would have gone unjust. Theres many arguments between the prosecutors, police, and defense about the Mapps case. Views such as "how is the police department supposed to stop crime if they cant search it out and find it with the disability the fourth amendment brings to them". How can defense attourneys defend subjects/victims if they have no privacy due to the lack of support on the fourth amendment. The Mapps case is a perfect example of how the Supreme Court impacts our society.

Impact Of Climate Change And Greenhouse Gases Environmental Sciences Essay

Our clime is quickly altering all around us. Ice is runing, workss are deceasing, animate beings are in danger, and home grounds are being destroyed. The Arctic is greatly affected. The ice is runing and doing H2O degrees to lift, and animate beings are deceasing because of loss of home ground. Over the past one hundred old ages, the mean surface temperature has risen a little over 1 degree Fahrenheit. ( Baker, 4 ) Climate alteration happens because of worlds and natural grounds. Worlds are non being careful and are non utilizing their resources sagely. Worlds are non looking at other options to assist salvage the environment, and are merely utilizing what is easiest and what we are used to. Climate alteration is a serious job that affects worlds, and animate beings, and if non stopped will do important desolation. Climate alteration is the addition of the temperature of our planet. ( Morris, 4 ) Climate alteration is more than merely a alteration in the conditions ; it is a alteration over a long period of clip. ( â€Å" What is Climate Change? † ) . Climate alteration happens of course but besides because of worlds. During the summer our planet is closer to the Sun and becomes heater. In the winter things get cooler because we are turned off from the Sun. But the ice that we have lost or has melted rebuilds in the winter. This is because of freeze and snowfall ( â€Å" Causes of Climate Change † ) Natural temperatures have risen 1.08 grades Fahrenheit over the past 100 old ages. ( Baker, 4 ) Our environment is besides altering because of human activity and the nursery consequence. The nursery consequence is when nursery gases are trapped in our ambiance. ( Henson, 20 ) Greenhouse gases trap the heat from the Sun in the Earth ‘s ambiance. This heat leads to an addition in the Earth ‘s surface temperature. ( Henson, 21 ) There is this bed in the ambiance that traps heat to maintain our planet warm. When worlds release nursery gases, they get trapped by this bed and the surface temperature rises. There are three chief gases that are considered nursery gases. These gases are C dioxide, methane, and azotic oxide ( Baker, 6 ) . Carbon dioxide is produced when fossil fuels such as coal and oil are burned. Animals such as cattles and sheep release gas as portion of their digestive system and through manure. This produces methane. Then there is azotic oxide. Azotic oxide is produced when fertilisers are used for paces and harvests. ( Walker, David, 112 ) Every clip you drive to the shop, watch Television, travel on the computing machine, drive a auto, and turn on the visible radiations fossil fuels are burned. They are burned to bring forth the energy to power things. When fossil fuels are burned, C dioxide is released into the air. Because there are so many people and so many people actively let go ofing C dioxide, it finally adds up and the temperature rises. ( Henson, 24 ) These gas sums are increasing because the human population is increasing. Climate alteration affects the environment and worlds. The clime alterations with a little temperature alteration. Over the past 25 old ages, the Arctic sea ice country has decreased by about five per centum and summer sea ice country has decreased by 15 per centum. ( â€Å" Melting Ice Caps † ) The thaw of ice greatly affects the nutrient concatenation. The nutrient concatenation is an agreement of the being of an ecological community harmonizing to the order of predation in which each uses the following normally lower member as a nutrient beginning. ( Webster Dictionary ) In the north-polar the animate beings and workss greatly depend on each other. The nutrient concatenation starts with the ice. Ice has algae on it which the krill eat. If the ice thaws, the krill will decease out. ( Baker, 11 ) Fish eat krill, and if the krill sum decreases so will the fish sum. Whales, walruses, seals, and polar bears, will besides be affected. These animate beings will hold less nutrient available because they eat the fish. Even the smallest alteration in temperature can run the ice and do the whole nutrient concatenation to be thrown off. ( Baker, 11 ) The heating of our planet can besides impact the animate being ‘s version. The animate beings in the north-polar have adapted to cold temperatures, few hours of sunshine, short turning seasons, flora and growing periods, and have grown thick coats. Animals in the Arctic have adapted to the conditions so the temperature changes greatly affect them. ( Baker, 11 ) There are three ecosystems in the Arctic. These three ecosystems are the Arctic Ocean, Ice Sheets, and the Tundra. The Arctic Ocean supports fish life. The Ice Sheets provide shelter and land to run for seals, seahorses, polar bears and many more. The Tundra supports life for mosses, lichen, and provides nutrient for musk Oklahoma, hares, and many reindeer. And in the summer birds migrate here. ( Baker, 10 ) The Arctic Ocean is greatly affected by clime alteration. Temperatures are lifting the fastest here. The Arctic Ocean is the smallest ocean and parts are for good frozen. It includes the sea and set down North of the Arctic Circle, the North Pole, and some parts of other states. ( â€Å" Arctic Ocean † ) The rise in temperature is doing the ice to run. Ice and snow reflect the Sun beam and heat, and H2O and land do non. Because of the ice thaw, there is non every bit much snow and ice. The H2O and land are absorbing the heat and Sun beams doing temperatures to lift even more. ( Baker, 8 ) The lifting temperatures are impacting animate beings excessively. Animals are greatly affected by the clime alteration. Their place is here in the Arctic and they depend on the ice for shelter and runing infinite. The Arctic has many polar bears. Polar bears are endangered because of the thaw ice. In the summer the Arctic Ice sheet thaws. But because of clime alteration, the ice sheet is runing three hebdomads earlier so it did in the 1970 ‘s. ( Baker, 13 ) When the ice sheet moves north the home ground of the polar bear psychiatrists. This forces the bears to swim long distances to happen nutrient for their households. Most bears are good swimmers but some become tired, doing them to decease. ( Olson, 11 ) Another ground polar bears are endangered is because they are non happening the nutrient they need in the H2O, so they wonder towards towns for nutrient. Polar bears ca n't happen the nutrient with the sum of fat they need to last the winter. The bears become slender and ca n't last doing decease. ( Olson, 20 ) Another animate being that is in danger is the Caribou. In 1989 there were 187,000 Caribous and in 2007 there were 120,000. ( Baker, 14 ) Caribou Numberss are diminishing for many grounds. Caribou eat lichen and moss found in the Tundra. Snow sums are increasing which makes it difficult for the Caribou to happen the nutrient with the right sum of fat it needs. If the Caribou does non hold plenty fat to do it through the winter, it will decease. In the summer the moss and lichen become green earlier so normal. This helps the Caribou but so these workss will decease out before. If they do non acquire plenty of the moss and lichen and do non hold adequate fat stored, they will finally decease. ( Baker, 15 ) Climate alteration besides affects people. There are 28 communities in the north-polar mainland and islands. ( â€Å" Canada ‘s Northern Communities † ) This is their place and clime alteration has made it difficult for them to run and angle. There cultural behaviours are forced to alter. Because of the thaw ice sea degrees are raising doing houses to be damaged. Climate alteration could hold a immense impact on our planet in the hereafter. With the ice runing the manner it is, sea degrees could lift doing implosion therapy, and land could be destroyed. Animals are threatened because their nutrient and shelter beginnings are shriveling. Some of these animate beings are endangered now and could go nonextant. Climate alteration could besides be good. The ice that is in the manner could run opening ways for boats to acquire through. ( Baker, 25 ) This could assist concerns take shorter paths to acquire where they need to travel. One chief thing that climate alteration will impact is touristry. Tonss of people would love to see these animate beings and topographic points. More people will come to these topographic points because they may be warmer, or easier to acquire to. Each twelvemonth the mean American adds more than 40,000 lbs of C dioxide to the air. ( Earth In The Hot Seat, 53 ) Go play football or association football. Go take a walk outside, or wing a kite alternatively of sitting inside on the computing machine. When you spend the bulk of your clip outside you do non let go of C dioxide. Reducing the sum of energy you use is the easiest manner to cut down your C dioxide sum right off. ( Earth In The Hot Seat, 54 ) If everyone is cautious to what they do, how much electricity they use, or how long the stay indoors, our C dioxide sum will shrivel. In the terminal this will all add up and the temperature alterations will be smaller. Climate alteration is a job that affects worlds, and animate beings, and is doing alterations to our environment. Over the past one hundred old ages, the mean surface temperature has risen a little over 1 degree Fahrenheit. ( Baker, 4 ) There are many organisations assisting with clime alteration. The Sierra Club is assisting to do clean energy solutions, green transit, bound nursery gases, and utilize resources beyond coal. They are besides informing people about clime alteration so they will make their portion. Climate Change is â€Å" Care for God ‘s Creations. † ( Seven Key Themes of Catholic Social Teachings ) We need to demo attention for the Earth because it is portion of our religion. â€Å" We are called to protect people and the planet, populating our religion in relationship with all of God ‘s creative activities. † ( Seven Key Themes of Catholic Social Teachings ) Finding alternate beginnings of energy is a great manner to assist protect, and sal vage what we have of our planet.

Is There Good Evidence for or Against the Existence of God

Title 1: Is there good evidence for or against the existence of God? Throughout the ages, the topic of religion has always been discussed and argued over. Some people will always argue that God does exist, whilst others will argue that he doesn’t. Firstly I would like to start my argument with the famous 13th century philosopher, Thomas Aquinas. Aquinas’ argument is known as the cosmological argument. This is the idea of: the unmoved mover, the uncaused causer and idea of contingency, these three arguments are all a posteriori (based on the evidence in the universe around us). The unmoved mover is the concept that, in theory (is logically acceptable even for an atheist), that nothing can be in motion without something first putting†¦show more content†¦Yet again this is an a posteriori argument as we know that it is plausibly and factual reasonable to accept that nothing can come into existence without something causing it. However some would say that it is also a priori as there is no evidence to support the idea of a necessary being. For example in the live radio debate between Russel and Copleston (1948) Russel’s philosophical position was to argue that concepts such as ‘cause of the universeâ⠂¬â„¢ and ‘necessary beings’ held no meaning. In juxtaposition to this, Pierre Laplace argued that the universe is just like a machine. He argued that each part of the machine affects the behaviour of another part of the machine, resulting in movement. Thus meaning that if the universe is a big machine then Laplace is not only rejecting the idea of contingency but also suggesting that contingent beings do not exist at all. Aquinas also forms an argument known as the design argument or the teleological argument which is a a posteriori. This is the concept that everything is directed towards an end and as inanimate objects have no rational powers then they must be directed to this purpose by some external power. William Paley supported Aquinas’ argument surrounding the idea of design, upon which he expanded further. Paley’s argument is known as the watch analogy. He said that if you were to find a watch upon the floor with all its intricate complicated parts, you would never argue thatShow MoreRelatedA Logical Argument For God s Existence Or Nonexistence1471 Words   |  6 PagesA logical argument for God’s existence or nonexistence is the cosmological argument. William Craig says in his book that there are three statements that give the cosmological argument form. Craig concluded that whatever begins to exist has a cause. The Universe began to exist therefore the Universe had a cau se. What that cause was, is widely challenged. The argument against the existence of God includes the Big Bang Theory. 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