Alicia Waitkoff
Glen Acres
4th Grade
Door Alarm
SLED TEACHER REFLECTION HUB SUBMISSION
There are three parts to this reflection submission. The first part requires a brief description of
your instructional activities over the course of a SLED design task. The second part includes
your reflection on a student who performed well and your reflection on a student who performed
unsatisfactorily. The last section includes your response to two short questions.
Save your file as: Reflection_YourName_YourSchool_YourGrade_Date
Example:
Reflection_Capobianco_Purdue_Grade4_10-15-13
When uploading to the hub, use the title: Teacher Reflection: YourName, Activity, Term
Example:
Teacher Reflection: Capobianco, Drink Pouch, Fall 2013
Teacher Name: Alicia Waitkoff
School: Glen Acres
Grade: 4th
Date: November 6, 2013
PART I:
Day
1
2
Overview of your SLED lesson(s):
Brief description of lesson activities you enacted
each day over the course of the SLED design task
We completed the circuit inquiry with the energy ball.
The students added various materials in the circuit to
see if they were conductors or not (aluminum, rubber
band, etc.). Also, we discussed the difference between
an open and closed circuit.
What do you think your
students learned each day
They learned the difference
between an open and closed
circuit.
We reviewed the open and closed circuit by passing
the blue marbles (electrons) around the class circuit.
If a student stepped out the circuit was open, and then
the circuit was closed when they stepped back in.
Afterwards, students were split into assigned pairs and
given a circuit baggie. The baggie included a battery,
battery pack, electrical wire, and a bulb. The students
had to figure out how to light the bulb.
They learned that the electrons
flowed in one direction.
3
We reviewed various vocabulary by creating a
foldable in the SLED journal. Also, we read the
They learned how engineers
work together to solve a
problem (turning on the bulb).
They learned how create circuit
with the materials provided.
Students learned how electricity
is used in the real world.
2
chapter on Electricity in our Science Fusion book in
class and for homework.
4
I reviewed the design model and discussed the
ongoing process that engineers follow. The students
received the design task and discussed the problem,
constraints, etc. for the door alarm.
Students identified science
terms linked with electricity and
circuits.
They learned the design process
and identified the door alarm
design task.
5
I did a mini-lesson on rectangular prisms in a 2
dimensional and 3 dimensional view. This was to
help guide them when they did their individual sketch
for the box with door alarm. They students completed
their sketches and included dimensions and labels.
They learned about 2D and 3D
figures.
6
I put the students into pairs to complete the team
design. They were graded on a team rubric.
The students learned how
engineers compromise to design
a product.
7
They learned how to create a
The students designed their door alarms using a box,
circuit (door alarm) that goes
door alarm buzzer, electrical wire, scotch tape, rubber off when an intruder enters the
bands, aluminum foil, and plastic wrap. They used the room. They learned how
materials from their designs. They were graded on a
engineers work together to
team rubric.
achieve a goal.
8
We modeled how to respect presenters by showing
eye contacts, leaving belongings out of our hands, and
sitting still. We modeled how to present to an
audience by having good eye contact, voice
projection, and appropriate body posture. The student
tested their door alarms for the class and explained
why their test worked or did not work and why. They
also explained what could have been changed if they
had more time.
The student learned strategies
for public speaking and
listening. They also learned
how stay optimistic if their test
did not work.
Please answer the questions below:
1. What worked well?
The Door Alarm proved to be very successful. The students were very eager to begin, and were
motivated from the beginning. The circuit inquiry lessons provided from the SLED institute gave
the kids a very good understanding of the concepts and vocabulary necessary to conduct the
3
Door Alarm project. I am also happy to report that all of the materials provided by Chell
worked, and were easy to assemble/manipulate. As I posed the design task for the Door Alarm,
I convinced the kids that someone really was coming in to steal items from the class while we
were in art class. It was fun to see them ponder who it was. This got them really motivated to
help catch the culprit. As the kids worked on the project, they stayed on task and had very
meaningful conversations about their designs. I decided to use a team rubric to grade them on
while they worked together because the groups were a bit off task during the initial arm chair
lesson. This rubric really kept them on task and held them accountable. The best part of the
project was seeing their reactions when they were able to complete the door alarm circuit and
figure out how to attach it to the “room.”
2. What are two ways you can improve your efforts toward integrating design?
I think that one improvement would be to add more math calculations into the design. The
students are doing great with the activity, but math is a bit lacking. They have been showing
how to use their critical thinking skills, and I would like to teach more measurement and
geometry within the design tasks. Another improvement would be to integrate this into realworld applications. I would love to have more resources on the web available to show what
engineers have designed and how we use it in our everyday lives. It would be beneficial to use
Skype or Facetime if those become available to me this year. The school system is hopefully
providing me with IPADS this winter, and I may be able to learn how to incorporate more of the
technology components for the fall depending on the training that I receive.
4
PART II:
Reflection#1 on student performance:
Include an image of work from one student who you thought performed well on the task. Insert
the image here within the Word document. This image may be a copy of the student’s notebook
entry(s) or an image of the team’s artifact or an actual picture of the student at work.
This picture shows their final door alarm after their presentation. The test was successful and the
students explained it in detail.
This picture shows the boys working together to test the door alarm circuit before putting it onto
the box.
In the space below describe what the image(s) is about and why you would explain or
characterize the student’s performance as mastery or excellent.
5
I believe that this group was successful because they worked together and compromised on their
designs. When they talked with one another, I heard them using the science terminology such as
conductors, insulators, open/closed circuits, and electrons. Also, I saw them test each material
again to make sure that it conducted electricity. This group communicated well and supported
one another throughout the entire process.
6
Reflection#2 on student performance:
Include an image of work from one student who you thought did not perform as well
(unsatisfactory) on the task. Insert the image here within the Word document. This image may
be a copy of the student’s notebook entry(s) or an image of the team’s artifact or an actual
picture of the student at work.
This picture shows the students’ final design after they presented it to the class.
In the space below describe what the image is about and why you would explain or
characterize the student’s performance as unsatisfactory.
Even though I was proud of ALL of my teams, I chose this team for unsatisfactory because they
did not use their time wisely. When they worked, they did not talk much in the beginning and
started working on separate portions of the design. The male student had a hard time
compromising in the beginning, and the female students had a difficult time expressing her ideas.
After about half of the time had elapsed, they began to work together better and complete the
design. Their door alarm did not buzz during the test, but I feel that they would have done better
if they had more time and felt more comfortable working as a team.
7
PART II:
Reflection #3
Describe one thing you enjoyed about instructing this SLED task.
I enjoyed seeing ALL students become engaged in this activity. It is not usual to have 100%
engaged and/or interested in a topic. The students who normally sit back and wait for answers or
help took their own initiative and worked very hard both individually and with their teammate.
It is so rewarding to see a student succeed when they often struggle both socially and
academically.
Describe one thing in your practice you would improve upon next time you implement this
engineering design task or another SLED design task.
I would give out science rewards to all students for their design completion and allow parents to
visit for the presentations.