Student Work Sample Analysis Erica Stickler April 23 For the Student Work Sample Analysis, I chose to examine samples from my second taught lesson in the field this semester. This lesson was focused on the ways that the stomach furthers digestion through chemical and mechanical means. The objective was that students would be able to identify the stomach through various representations (Ziploc bag, crackers, soda) and explain how chemical and mechanical digestion work together. They would also physically see the process of digestion through the use of a science model and experiment. Students worked at their tables to create the physical model and were encouraged to participate in classroom discussion throughout the lesson. In addition, the worksheet was to be completed individually to assess student understanding. The worksheet that corresponds with the lesson asked students to write down their hypothesis, observations and answer the following questions at the conclusion of the experiment: 1. What does the Ziploc bag represent? 2. What do the crackers represent? 3. What does the soda represent? 4. When we break apart the crackers before putting the soda in the bag, what type of digestion is represented? 5. How does the stomach break down food chemically? Be specific! The assessment was evaluated in several ways. For the hypothesis and observation sections, students were given 1 point for completion. For questions one through three, students were given 1 point for the correct answer, and 0 points for the incorrect answer. Question four was worth 2 points for the correct answer and 0 points for the incorrect answer, and the final question was
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Student Work Sample Analysis Erica Stickler April 23
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Student Work Sample Analysis
Erica Stickler
April 23
For the Student Work Sample Analysis, I chose to examine samples from my second
taught lesson in the field this semester. This lesson was focused on the ways that the stomach
furthers digestion through chemical and mechanical means. The objective was that students
would be able to identify the stomach through various representations (Ziploc bag, crackers,
soda) and explain how chemical and mechanical digestion work together. They would also
physically see the process of digestion through the use of a science model and experiment.
Students worked at their tables to create the physical model and were encouraged to participate
in classroom discussion throughout the lesson. In addition, the worksheet was to be completed
individually to assess student understanding. The worksheet that corresponds with the lesson
asked students to write down their hypothesis, observations and answer the following questions
at the conclusion of the experiment:
1. What does the Ziploc bag represent?
2. What do the crackers represent?
3. What does the soda represent?
4. When we break apart the crackers before putting the soda in the bag, what type of
digestion is represented?
5. How does the stomach break down food chemically? Be specific!
The assessment was evaluated in several ways. For the hypothesis and observation sections,
students were given 1 point for completion. For questions one through three, students were given
1 point for the correct answer, and 0 points for the incorrect answer. Question four was worth 2
points for the correct answer and 0 points for the incorrect answer, and the final question was
worth 3 points with the opportunity to receive partial points. To be considered acceptable,
students had to receive 7 out of a possible 10 points, which would display evidence that they
understood the concepts and information presented and discussed throughout the lesson. The
following rubric was used to assess student work samples:
Question Points
Possible
Maximum Points
Received
Minimum Points
Received
Hypothesis Provided 1 1: Students provided an
educated hypothesis for the
experiment
0: Students did not
provide an educated
hypothesis for the
experiment
Observations Provided 1 1: Students provided
observations based on the
results of the experiment
0: Students did not
provide observations
based on the results of the
experiment
1. Ziploc Bag
Representation
1 1: Students concluded that
the stomach was
represented by the Ziploc
bag
0: Students did not
conclude that the stomach
was represented by the
Ziploc bag
2. Cracker
Representation
1 1: Students concluded that
the food was represented
by the crackers
0: Students did not
conclude that the food
was represented by the
crackers
3. Soda Representation 1 1: Students concluded that
the soda represented
stomach acid and/or gastric
juices
0: Students did not
conclude that the soda
represented stomach acid
and/or gastric juices
4. Type of Digestion 2 2: Students concluded that
mechanical digestion was
being represented
0: Students did not
conclude that mechanical
digestion was being
represented
5. Chemical Digestion
Explanation
3
(partial
points
may be
given)
3: Students thoroughly
explained how the stomach
breaks down food
chemically using key
vocabulary learned
throughout the lesson
0: Students did not
explain how the stomach
breaks down food
chemically
In regards to procedural fluency for this lesson, students had a very strong grasp of scientific
practices such as writing hypotheses and observations, as well as following the procedures
explained throughout the experiment. Many students were able to verbally explain what a
hypothesis was and how to make observations as if they were scientists themselves. For example
one student explained that a hypothesis is “an educated guess as to what you think will happen in
the experiment.” Students also knew that a hypothesis was formed and written before performing
the experiment itself. When prompted, students were able to explain that to make a good
observation, you must utilize the five senses; sight, hearing, taste, touch, and smell. They also
made note that in some instances, like our lesson for example, you would not use taste because it
is unsafe to do so. Students were very sufficient in developing the stomach model and carrying
out the investigation as a scientific practice. In regards to the story problem presented at the
beginning of the lesson, students were able to define the problem and create potential solutions
as to what may cause a stomach to feel pain.
The challenge for students was discovered through the conceptual understanding of how to
explain chemical digestion occurring within the stomach. Students understood that the Ziploc
bag represented the stomach, the crackers represented the food that had been “eaten,” and that
the soda represented a stomach acid, but not necessarily a specific one. Additionally, they had a
hard time explaining how the stomach breaks down food in a chemical way. Several students
understood that there was a certain stomach acid that “dissolved” the food, which is why it is
called chemical digestion, but lacked detail and key vocabulary discussed throughout the
introduction and literature used in the lesson. This provided me with evidence that students were
unable to explain the process of chemical digestion itself, which was the conceptual objective for
this lesson.
After analyzing the student work samples from the whole class, it became clear as to what
the students needed further support comprehending and explaining. The students with the lowest
scores received six out of a possible ten points. A majority of the students received eight out of
ten points, and two students received either nine or ten points. The graph below shows which
questions the students struggled with on the summative assessment worksheet.
It was noted that over half of the class did not receive full credit on question five; a majority
of students received either 0 or 1 point for their response. Because of this, I decided to evaluate
the error patterns and partial understandings for question five. During the lesson, the students
listened to a read aloud from the book Guts written by Seymour Simon, which talked about the
processes that occur during digestion. We focused specifically on the pages discussing the
stomach, and how it aids in digestion using chemical and mechanical breakdown before food
enters the small intestine. The book also reviewed how the stomach uses mechanical digestion to
squeeze and contract the food inside, using stomach acids such as hydrochloric acid and gastric
juice to break down the food particles that were consumed. Examples of student responses to