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Field Activity

Task : For this Field Activity, you will design, test, and reflect on a lesson plan for a subject you teach, with a strong focus on assessment and real classroom implementation. You will define clear, measurable learning objectives, including at least one related to sustainability or the Sustainable Development Goals covered in Week 2, and design an assessment protocol aligned to those objectives. You will then test the lesson with learners, collect feedback from students, colleagues, or AI, and reflect on the experience in your learning diary. Students may participate in any phase of the design process. While it is recommended that your lesson include either 3D printing or work with biomaterials, this is optional as long as the chosen technologies support your learning goals and students’ technological readiness.

Process

  1. Learning objectives: Sustainable Development Goal 12 (SDG 12), Responsible Consumption and Production, aims to decouple economic growth from environmental degradation.12.5-By 2030, substantially reduce waste generation through prevention, reduction, recycling and reuse.12.5.1National recycling rate, tons of material recycled.

Learning objectives for Grade5 students: 1.Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly. a. Come to discussions prepared, having reador studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. b.Follow agreed-upon rules for discussions and carry out assigned roles. c.Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others d.Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions

2.Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, andorally.

3.Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence.

4.Report on a topic or text or present an opinion sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.

Reflection

-Identify the source of the feedback: learners, colleagues, or AI. -Describe how you collected the feedback: through observations, written feedback, direct questions, etc. * I collected feedback mainly through classroom observations, students’ hands‑on operation performance, and simple oral questions during the lesson. I also observed their participation and understanding when they completed tasks related to biomaterials&3D design. One more thing, I colletcted feedback from my instructor who gives me lots of inspiration and asked me lots of direct questions. -What was the specific feedback about how the project aligns with learning goals? How does the assessment align with the learning goals? Does the assessment protocol make sense within the lesson (ie. type of assessment, pacing, difficulty of implementing) * Students showed clear understanding of biomaterial properties, 3d design logic during the activity. Their feedback and performance confirmed that the project closely matches the learning goals: to observe, test, and build simple functional systems with biological materials. Alignment of Assessment with Learning Goals The assessment directly reflects the learning goals. I observed students’ ability to identify what is circular economy correctly, handmade their projects, and explain their work. This evidence-based assessment clearly shows whether they have achieved the target knowledge and skills. Appropriateness of the Assessment Protocol The assessment fits the lesson well. It uses formative assessment (observation & practical performance) with appropriate pacing and difficulty. Students could complete the tasks within the given time, and the assessment process was easy to implement during group work and hands-on activities. -What are some changes you made or will make based on the lesson testing and feedback? * Based on lesson testing and student feedback, I have made and will continue to make several improvements: I will simplify the instructions for 3d design, so students can follow more easily and reduce confusion during hands‑on practice. I will add more step-by-step demonstrations at the beginning, especially for identifying modeling dimensions and printing it out. I will adjust the pace of the lesson to give students more time for testing, and improving their projects. I will provide clearer checklists or examples to help students better understand the assessment criteria and what they need to achieve. I will offer more individual guidance during group work to support students who struggle with hardware and modeling size. -Did you succeed integrating developed sustainable goals / sustainability? Are they include in the learning goals and assessment? There were any challenges related to the integration? * Yes, I successfully integrated sustainable development goals and sustainability concepts into this lesson.Sustainable Development Goal 12 (SDG 12).These ideas are clearly included in both the learning goals and the assessment. Students were asked to understand and apply circular economy and environmentally friendly ideas while designing and building their models.However, there were some challenges. It was not easy to balance technical skills like 3D modeling with sustainability concepts. Some students focused more on tech skill tasks rather than reflecting on the environmental part. Time management was also a challenge to cover both technical content and sustainability ideas effectively.

Tools

  • https://www.scopesdf.org/scopesdf_lesson
  • https://sdgs.un.org/goals/goal12#targets_and_indicators
  • https://corestandards.org/wp-content/uploads/2023/09/ELA_Standards1.pdf
  • https://ed.ted.com/best_of_web/2Yy019iv/think?question_number=2
  • https://www.youtube.com/watch?v=bG5ODTNfq14
  • https://www.scopesdf.org/scopesdf_lesson/biodegradable-coffee-grounds-cup/