1. Hannah Bank Reflection/Assessment TIME STAMPS/Instances
“Energy Detectives”
[3:35] “Kayden already touched on the different kinds of…”
• Recognizing student input and interest, acknowledging their answer and guiding
them towards the answer/idea at hand
[5:16] “Use your hands to show me if you agree, or disagree.”
• There was a lot of chatter and responses, so I reminded the students to ‘show, not
tell’ and use signing for ‘I agree/me too.’ This allows them all to show me their
answer or opinion without noise disruption/chaos ensuing.
[6:03] “We don’t have enough time for this experiment, but I will ask you…what do you
think would happen if…”
• Adjusting and adapting of lesson plan because of limited time (without
compromising the aspects of self-discovery and sparking curiosity/relating the
content to the student’s preconceptions and fundamental knowledge.
[7:35] “Do you get energy from gasoline? No, food. Brianna, did you eat enough for
lunch? No? I can tell because you are “low energy” pantomimes LOW and lowers voice
• I noticed a student in the back had her head on her arms but was looking upwards
and paying attention. Sometimes I say, “check your posture” and students adjust,
but she seemed to be the only one tired after recess, and not from running around.
I tried to incorporate her being “low energy” into the lesson by doing a quick check
in and asking if she had enough ‘food (fuel) for lunch.’ (clarifying we do not get
energy from gasoline like cars)
• I am unsure if this was too close to “calling out” a student

2. Hannah Bank Reflection/Assessment TIME STAMPS/Instances
“Energy Detectives”
• She did not seem to mind, she sat up from then on out, but what if she
confuses hunger with being tired in the future? Should I have connected the
lesson to her behavior? Maybe I could try asking why she was low energy and
seeing if SHE could come up with an answer relating to sleep (charing OUR
batteries, vs. food and fueling ourselves for top performance).
[6:15] I do not give the student the answer—>problem solving, social constructivism
-Total Physical Response [8:52]

3. Hannah Bank Reflection/Assessment TIME STAMPS/Instances
“Energy Detectives”
[13:38] I use student monitors to help pass out the ‘detective worksheet’ forms. This
allows students to feel empowered and share authority as well as making my job easier!

4. Hannah Bank Reflection/Assessment TIME STAMPS/Instances
“Energy Detectives”
[16:40] Comprehension check - thumbs up for understanding what the directions are/
what students are supposed to be doing, thumbs in the middle for understanding the
general idea of what is going on, thumbs down for, “huh?”
• There is a student in the back, joined school a few weeks ago because of having
moved recently from the Philippines, who had trouble understanding what we were
doing. He understood the concepts, but was confused about walking around and
exploring the classroom. His old schooling normative are able to be seen through his
present behavior. He stands to speak and address me when I call on him, and he
often moves slowly and walks with a more leisurely pace. The difference in cultures
and school practices is SO interesting to see. I also recognize how far this student
has come in having grown up knowing some english, but also speaking Tagalog.
[4:36-the LAST VIDEO] At the end I ask them to look around their houses in search of
things that use ‘energy’ and the different forms already existing in their environment-to
connect and extend the lesson.