M2 Field Activity¶
Scopes Lesson¶
Reflection¶
How well did the activity align with your intended curriculum or standards, and what adjustments (if any) would strengthen this alignment?
The activity aligned well with the art standard focused on persistence, as students repeatedly tested and revised their circuits until they worked. Troubleshooting and iteration were central to the project.
In what ways did students’ ZPD guide your decisions about pacing, scaffolding, or complexity of the activity?
It was done by starting with direct modeling and moving gradually to independent building. The activity began with a simple one-LED circuit, with optional extensions for advanced learners, ensuring the task was challenging but achievable for all students.
What supports did you provide in the lesson plan to support diverse student needs? How did these supports work in the overall lesson?
Supports included visual circuit diagrams, step-by-step demonstrations, and troubleshooting guidance. These supports helped reduce frustration and allowed students with varying skill levels to successfully engage with the activity.
After testing the lesson, what changes would you make to better meet diverse learner needs or to better maintain the learning objectives?
I would provide pre-labeled LEDs to reduce confusion about polarity. Also, I would create a designated troubleshooting station with examples and guides of common fixes and visual reminders to support independent problem-solving.
Tools¶
- 1–2 LED lights (5mm or 3mm; assorted colors recommended)
- 1 CR2032 coin cell battery
- Copper tape (conductive tape, 5–7 mm width)
- Cardstock or heavy paper (white or colored)
- Pencils and erasers
- Markers, colored pencils, or crayons
- Clear tape (optional, for reinforcement)
Completed sample paper LED circuit (for demonstration)