Rationale:

Context:

 I was able to do this project using owl pellets.  I developed this lesson for the students to learn about bones, and how rodent bones are alike and different from their own.  I worked by myself on this project, and used the materials in the room to measure the owl pellets before and after. 

Impact:

I will use this project in my classroom to better understand my students. Also this project shows that the students think differently about their bones.  The students learn so much by visually seeing the bones, and doing a hands-on project. This lesson taught me that students are curious, and are always thinking about how thinks work, and move. 

Alignment:

I met standard 3 by having a broad knowledge and understanding of the major concepts in science.  I met indicator 1 by having a knowledge of basic life science concepts.  I did this by including characteristics of living things, by using owl pellets.  I also used a diversity of organisms and we discussed their environments.  The students learned about animals and their structures and their different parts.  The students also learned about health and the human biology from this lesson.  The students also learned about relationships between themselves, organisms, and the environment. 

I met standard 7 by developing appropriate strategies to design and deliver instruction  in all areas of the elementary curriculum.  I met indicator 1 by implementing the pacing and alignment of curriculum that is consistent with the NC SCOS, LEA standards, and pacing guides and national standards in all subject areas. I met indicator 2 by understanding and using an interdisciplinary approach to teaching by connecting and integrating language arts, mathematics, science, healthful living, and art concepts and processes with the appropriate technology to enhance their teaching. I met indicator 3 by promoting new learning by using students prior knowledge, misconceptions, and interests when designing the lessons. I met indicator 4 by using a variety of teaching and communication strategies during instruction. I met indicator 6 by modifying my instruction and assessments to meet the needs of the different individual students.  I met indicator 7 by developing and using a variety of formal and alternative assessments strategies.  I did this by having the students write letters to jelly fish explaining why they need bones, and what's great about them.  I also assessed the individual student as well as the group as a whole, and how they worked together as a team, peer, and collaborative skills. 

I met standard 10 by providing active inquiry experiences in teaching this lesson on science by using various questioning skills and developing science processing skills such as; predicting, classifying, measuring, inferring, interpreting, analyzing, and synthesizing.

I met standard 15 by encouraging underrepresented groups to engage in the schooling process, especially math and science.  I did this by utilizing community resources, giving personal attention, and encouragement to the underrepresented groups of students. I also did this by using relevant and real-world applications that interested the diverse population.  Finally I did this by encouraging underrepresented groups to assume leadership roles in their groups that I put them in.