Lesson Study Analysis

Victoria Freeman

Setting
This study took place at Lincoln High School.
Lincoln High is the oldest public high school in
Lincoln, NE and was founded in 1871. It serves a
large, diverse student body, and is part of the
Lincoln Public School District. LPS uses the
Nebraska State Science Standards as a basis for
its science curricula. LPS is moving towards the
use of district wide common assessments as unit
tests in science classrooms. Additionally, at
Lincoln High, the chemistry department is
implementing standardized formative quizzes to
be used in all chemistry classes.

Students
The class this study was conducted in was a standard level chemistry course. In my
class, there were 24 students, although only 19 were present for the first lesson, and 21
for the second. The students were all juniors and seniors. In the class there were four
students identified as English Language Learners, and two identified as gifted.
Additionally, three students had IEPs for various reasons, and several students had
identified vision issues. The class had, to my knowledge, 11 females and 13 males.
Additionally, the class composition was both ethnically and socioeconomically
diverse.

Lesson 1: Nuclear Half Life

Students explored the concept of
radioactive decay and nuclear half life
through a penny flipping based activity.

HS-PS1-8.

Develop models to illustrate the changes in the composition of the nucleus of the atom and the energy released during the
processes of fission, fusion, and radioactive decay (p.82)

HS-PS1

Develop a model based on evidence to illustrate the relationships between systems or between components of a system. (p.
82)

SC12.2.3.h

Recognize that nuclear reactions (fission, fusion, radioactive decay) convert a fraction of the mass of interacting particles
into energy, and this amount of energy is much greater than the energy in chemical interactions (p.11)

Lesson 1: Potential Misconceptions

Matter is conserved in nuclear reactions

seems to based in part in previous discussions on chemical reactions. In
learning about non-nuclear chemical reactions, students are repeatedly told
that reactions have to balance because of the law of conservation of mass.
When students later cover nuclear reactions, this point often is not clarified,
or if it is, not reconciled by the students.
Can predict when a single radioactive atom will decay
likely stems from a misunderstanding of the concept of half life.

Lesson 1: Student Work

Lesson 1: Critiques and Modifications

While hands-on, this activity did not require much higher level thought.
Be more intentional in lesson planning. Consider the kinds of cognitive
processes required to complete an activity.

Timing was poorly managed

In future, explicitly plan time for activity and discussions, give students
verbal and/ or written time limits

Discussion felt scattered and rushed

For future lessons, plan discussions/ explanations more explicitly.
Do not count on winging it

Lesson 2: Periodicity
Students were introduced to the concept of
periodicity by exploring the ways in which one
could organize the elements.

SC12.2.1.h

Describe the organization of the periodic table of elements with respect to patterns of physical and chemical properties

SC8.1.1.g

Evaluate predictions, draw logical inferences based on observed patterns/relationships, and account for non-relevant information

HS-PS1-1.

RST.9-10.7

Use the periodic table as a model to predict the relative properties of elements based on the patterns of electrons in the outermost energy level
of atoms.
Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information
expressed visually or mathematically (e.g., in an equation) into words. (HS-PS1-1)

Lesson 2: Potential Misconceptions

Atomic number is directly correlated with atomic radii.

This misconception is based in a logical inference.

There is only one way to organize the the elements.

This misconception could potentially be indicative of a larger misconception
related to the nature of science.

Lesson 2: Student Work

Lesson 2: Modifications Revisited

The second activity is more open ended, and allows students to explore the
concept without prescribing a single correct answer. In the process of creating
their tables, students are asked to identify and create patterns, and compare
different elements,

In the second lesson, explicit time limits were given.

In the first lesson, there was not much explicit planning of the discussion period.
In the second, watching an additional part of the video in the second lesson will
frame my explanation. Additionally, I made a cheat sheet of the specific points
and trends I wanted to mention to make sure it had a sense of direction and flow.

Conclusions
From this lesson study, I have realized I need to focus on:

Being more critical when planning lessons.

Being cognisant of the thought processes required
Alignment
Timing
allowing time for learning
timing of lessons
Differentiation