Hello! I’m Andrew T. Lounsbury
Come Explore
About Me
Throughout my life, I’ve approached every challenge with enthusiasm, creativity, and ceaseless desire to achieve success. I was born and raised in Vermont. While attending the University of Vermont, I found excitement and motivation in helping others. Participating in these experiences brought me immense joy and satisfaction. This passion and drive has paved the way to countless opportunities, unique experiences and exceptional relationships both personally and professionally. Through my avid love of the outdoors, I have found new and exciting ways to bring my passions into the classroom, and create lasting experiences for those I teach. If you’re interested in learning more about me, keep reading or get in touch.
My Experience
Background & Expertise
Science Teacher - Charlotte Central School
Aug 2020 - Present
7th and 8th grade science.
Alignment: Project Based learning, NGSS standards, Vermont Common Core, 5E lessons.
Roles: Advisory facilitator, Chess Club Director, Weekly Newsletter author.
Long Term Substitute Science Teacher - Charlotte Central School
February 2020 - June 2020
Created lessons and units aligned with NGSS standards for 7th and 8th grade students. Introduced project based learning skills to create a connection between skills and the world.
Building Substitute - Shelburne Community School
December 2019 - February 2020
Full time substitute teacher throughout school, grades K-8. Regular communication with staff and administration to improve student performance and usefulness of substitute plans.
Substitute Teacher - Williston Central School
August 2018 - May 2019
Substitute teacher in 5th-8th grade classrooms.
Sales Associate - Outdoor Gear Exchange
August 2017 - August 2018
Worked directly with customers in a specialty outdoor gear shop. Applied expert knowledge to ensure the customer purchases items that with function best for their needs.
Camp Counselor - Poko-McCready Camps
June - August 2016, June - August 2017
Lead backcountry hiking and climbing experiences for 12-14 year old co-ed campers. 24 hour counselor of 13-14 year old boys. Taught classes in bushcraft, rock-climbing, and orienteering.
Education
What I’ve Learned
BS ED University of Vermont
September 2016 - December 2019
Received a degree in Middle Level Education. Concentrations in science and the humanities. Minors in Wildlife Biology and Parks, Recreation, & Tourism.
Student Teacher
Williston Central School
September 2018 -
May 2019
Student taught in a 5th - 8th grade house. Primarily working with 5th and 6th graders in a science and social studies classroom. Developed units and lesson plans aligned with NGSS and Common Core.
Technology Integration
Using the following educational platforms, I create lessons and units that can adapt to any situation. Using these tools together, I have built full lessons that meet targets and allow multiple avenues for feedback.
Each of these tools is an example of an online platform I have mastered. In combination, they create a succinct online curriculum. Individually, they are tools used to create engagement and teach content while giving sufficient timely data on student progress.
Example Lesson:
First, watch this video and answer the questions.
Edpuzzle "Humans impact on the environment"
Next, go through this nearpod slideshow.
Nearpod slideshow "Humans and Food Production"
Finally, read this article and reflect on how our current situation is affecting the animals around us.
What is the cause and effect relationship?
Newsela article "Lockdowns offer a lesson in human's impact on wildlife and biodiversity"
Google Classroom
This is your project description. Whether your work is based on text, images or a different medium, a summary provides helpful context. Don’t forget to showcase your project in the media section or include a link.
Portfolio
Unit Targets and Standard Alignment
My Thermal Energy unit was designed and implemented with 5th and 6th graders. It includes 1 NGSS standard and 2 cross-cutting standards. (MS-PS3-3, R.ST6-8.3, WHST.6-8.7) The purpose of the unit was to explore the topic of energy. Engaging directly with the phenomena to answer essential questions such as "How can energy be transferred from one object to another?"
Thermal Energy Unit Standards & Targets
"The History of Science" unit was designed for a social studies class. It combines cross-cutting concepts to engage students in a combination of civics, and history. I really enjoyed creating this unit and would love to have the opportunity to teach it.
Lesson Plan
shows the third lesson in a Thermal Energy Unit. In this lesson, I created an investigation template that becomes the base of the students investigation. In the previous class, I demonstrated an example of an investigation and used the template in my example.
Experiments & Investigations
I have created multiple scientific experiments to help students relate phenomena to the real world.
Examples of experiments I created to show students the 3 types of energy transfer. (5th/6th)
Conduction - Convection - Radiation
Examples of experiments collecting data
in thermal energy reactions. (7th/8th)
STEM Engineering Challenges
Hands on learning experiences are known to motivate learners and provide students with a chance to build and connect with their peers.
Here are some examples of STEM challenges I have created for in class and online experiences.
Social Studies Templates
I have used many different varieties of templates and strategies to help my students become better writers and critical thinkers. These vital cross-cutting concepts relate directly to students ability to absorb historical and current information and generate their own ideas.
Here is an example of a template used to help students make claims about a topic and back up their claims with supporting evidence and analysis.
Claim, Evidence, Analysis Template
Here is an example of an activity set up through the SOLE model. SOLE or "Self Organized Learning Activity" is a fantastic way to help students become independent and work creatively with each other.
Summative Assessment
Summative assessments give students and teachers accountability. I have always thought that summatives should be used to gauge students understanding at a particular time, as well as the effectiveness of a particular unit.
Here is an example of the project based summative assessment that was given at the end of a Thermal Energy Unit
Philosophy
Educational Philosophy and Morals
My educational philosophy comes from my belief in the importance of building relationships, and maintaining connections with my students.
Vygotsky's Social Development Theory argues that social interaction precedes development; consciousness and cognition are the end product of socialization and social behavior.
So much of our success is not measured by out test scores but rather by how we hold ourselves and how we treat others. to ensure the success of all my students I take conscious steps to differentiate and act responsively to individual student needs. Differentiation is simply attending to the learning needs of a particular student or small group of students rather than the more typical pattern of teaching the class as though all individuals in it were basically alike.
This does not mean that educational models should not be used to help foster student growth. I look to include the "5 E's" model into each of my science lesson plans. My version of the 5E's moves away from the traditional model of "I give" "I show" to a progressive model of investigation into phenomena that is student driven.
I truly believe that student driven education gives students a responsibility and leadership role in their own education. It gives students motivation to find ways to connect their passions with the content they learn in school.
My Skills
What I Do
Middle Level Teacher
Outdoor Educator
Wildlife Biologist
“Do not train children to learning by force and harshness, but direct them to it by what amuses their minds, so that you may be better able to discover with accuracy the peculiar bent of the genius of each.”