1. education
2. school

Willamette University Graduate School of Education
Fall Work Sample
1st Grade Earth Science
Elizabeth Ensminger
Ensminger
Fall Work Sample; 1st Grade Earth Science
Table of Contents
1. Contextual Factors ................................................................................................................................... 2
2. Modifications and Adaptations .............................................................................................................. 12
3. Literacy Instruction ................................................................................................................................ 15
4. Technology ............................................................................................................................................ 17
5. Unit Overview ........................................................................................................................................ 19
6. Lesson Plans........................................................................................................................................... 22
LESSON PLAN #1 ................................................................................................................................. 22
LESSON PLAN #2 ................................................................................................................................. 27
LESSON PLAN #3 ................................................................................................................................. 36
LESSON PLAN #4 ................................................................................................................................. 41
LESSON PLAN #5 ................................................................................................................................. 46
LESSON PLAN #6 ................................................................................................................................. 51
LESSON PLAN #7 ................................................................................................................................. 56
LESSON PLAN #8 ................................................................................................................................. 60
LESSON PLAN #9 ................................................................................................................................. 64
LESSON PLAN #10 ............................................................................................................................... 68
7. Assessment Plan..................................................................................................................................... 72
Assessment of Students’ Prior Knowledge and Skills ............................................................................ 72
Assessment of Student Achievement and Growth .................................................................................. 75
Formative Assessments ........................................................................................................................... 76
Summative Assessment and Performance Task...................................................................................... 79
8. Data Analysis on Student Learning ....................................................................................................... 81
Pre and Post Assessment Data and Interpretation ................................................................................... 81
Examples of Student Work ..................................................................................................................... 87
9. Feedback Plan ...................................................................................................................................... 102
Student Feedback .................................................................................................................................. 102
Parent/Guardian Collaboration ............................................................................................................. 104
10. Overall Reflection .............................................................................................................................. 106
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1. Contextual Factors
The contextual information of a school provides important information to educators when
creating instructional planning for students. While school districts look to local city
demographics, each school within a single district can have unique instructional needs. In this
way it is important to consider the expectations and requirements of the school district you are
working in, as well as the expectations and requirements of the school in which you will be
working.
Classroom instruction needs to be created with State, district and school requirements in
the fore front of the planning process, while also considering neighborhood demographics to be
able to plan for maximum home and community participation in the student’s education.
Through researching this information, more enriching curriculum can be created for students,
while also allowing for opportunities for students to have a presence in the community as they
learn and grow.
Battle Creek Elementary (BCE) is a new school in the Salem-Keizer School District,
serving the neighborhoods of the most southern part of Salem. BCE’s total student enrolment at
the end of the 2013 school year was 467, with 339 in K-3 and 128 in 4-5. Of the total student
population 49% of students were considered economically disadvantaged and 9% of students
were classified as English Language Learners (ELL). The average class size was 24.3 students.
Knowing this information allows for creating and planning class activities and curriculum
workshops while being able to roughly anticipate the number of resources and materials required
for the lessons.
The student demographics within my class were interesting in that there was a pretty even
divide among students who are from low income families and upper middle class families.
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There was also a pretty even divide between the male and female students in the classroom. This
information certainly influenced my teaching as I was trying to maintain personal awareness of
creating interest for both the girls and the boys in the class. I was also attempting to create
lessons and activities that did not require students to have specific resources at home due to the
fact that I knew not all students would have access to the same resources because of the
economic differences among their families.
In addition to being able to use this contextual information for creating class activities
and curriculum based workshops, it can be anticipated that about half of the students will be
functioning at different academic levels, based on the fact that about half the student population
has either more or fewer economic advantages at home. While I am not implying that students
whose families are economically disadvantaged are less capable, these students often have fewer
resources that allow them to progress at the same rate as their peers who perhaps have more
resources that support their academic and developmental growth. Anticipating developmental
gaps among students allows for differential planning in the curriculum, class activities and
workshops. By preparing for this all students can be set up to grow and succeed at the
developmental and academic levels.
While the school district has not published specific documents showing exact numbers
for the current school year, I was able to ascertain that the student population for the current
school year increased by about 100 students. Anticipating growth from year to year is important,
as it anticipates the restructuring of planned curriculum, class community structure and
organization. Through my time in various classrooms at BCE, the importance of creating a safe,
well-structured learning environment was made clear. Observing students in environments
where the organizational structure supported the large number of students (30+), students had
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more successful overall days and were able to participate in more enriching learning experiences.
I realized that while a teacher may have had a routine and system in the classroom that worked
well in previous years, those routines and systems need to have room for adjustments to make
sure that they continue to work well.
Maintaining an awareness of the economic differences among students becomes vital in
recognizing that some families are not going to be able to provide their students with certain
resources. This could include adequate clothing throughout the school year, food (breakfast,
lunch or snacks), school project supplies, books, etc. Making sure that all students’ basic needs
are being met so that they are able to fully apply themselves in school and develop their skills is
vital. The school counselor will often be an integral part in making sure that students are getting
the basic things they need such as food and appropriate clothing. Some students may receive
clothing after a community collection, and being able to give students these items in a subtle way
that does not draw attention will be important. Preparing to have extra items for assignments and
projects will also be important to ensure that all students have equal opportunity to participate
and succeed. Recognizing that providing students with food, extra clothing or school supplies
will be needed from time to time, it is a good idea to start collecting items to keep in your
classroom. Also find out what kinds of resources and items your school will be able to provide
to students so that this does not become an impractical financial aspect of teaching.
Although BCE does not have a high percentage of ELL students, 9%, the strategies used
to support an ELL student’s education are often useful in creating differentiated instruction for
various academic levels in the classroom, from low functioning to TAG. Using tools such as
visuals, modeling, implementing the use of dry erase boards for additional 1:1 modeling, having
different sentence stems, anchor charts and teacher to student support, as well as others, will
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support learners at all levels while also providing extra support for ELL students who may be in
your classroom. By utilizing these learning support tools in curriculum students are not only
given further opportunity to learn and understand the curriculum, students who struggle are also
less likely to be singled out because these supports are available for the entire class. Because
these strategies can be leveled, all students can be challenged in their work. Additionally,
creating scaffolding with the curriculum creates room to have leveled requirements for students,
thus meeting student needs on an even more personal level. These strategies will enhance
teacher planning and implementation while creating the differentiated instruction that will be
needed for students at all levels. During my second placement at BCE my class had several ELL,
struggling and a few TAG students. As a result I was given a direct opportunity to practice these
strategies for modifications, allowing me to learn a variety of ways of how to effectively
implement each of them.
Aside from being aware of the overall numbers for the school, it is important to know
where your students test scores are at. This applies to state tests as well as knowing current
scores for reading, writing and math using whatever program your school has. Constant
monitoring of students’ progress allows for tailored planning so that students remain challenged
throughout the school year. Keeping track of this information lets teachers know where
differentiated instruction is needed and for whom. Test scores and level performance of students
needs to be as important as keeping up with IEPs for students. The information learned in this
way will help to ensure that as a teacher you are doing everything you can to meet the needs of
all your students. Every student will be performing at a slightly different level, regardless if they
are all on grade level or not. Gathering as much information as we can about where each child is
performing will only help to further enhance classroom curriculum and planning. Practicing this
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in reading allowed my supervising teacher to keep all the students reading books that challenged
them. These books were put into book bags that the students kept at school, with additional
books being sent home throughout the week in a folder. Students were also grouped together for
small group reading based on their current performance level.
The neighborhood setting around the school can be a good indicator of how safe the
school and surrounding area is. Driving through the neighborhood around BCE, it appears to be
an area that is safe for students. In conjunction with this, I learned that many of the students at
BCE walk to and from school every day. Knowing that the area is deemed safe, and recognizing
that the school grounds sit alongside a park, it could be feasible to plan some little fieldtrips with
the students to create some firsthand learning experiences while also getting the students
involved and aware of their community around them. In addition to the looking into how safe the
surrounding neighborhood is, it is also important to remember that a student’s living situation
greatly influences their education. While a safe neighborhood does not guarantee a safe living
environment for a student, there is at lease a better chance that students feel safe and are getting
their basic needs met. Keeping in mind, however, that a student’s behaviors and attitudes can
reflect an unstable, unsupportive or even unsafe home, and as a mandatory reporter for children
it is important not to dismiss what could be red flags. It is also equally important that we do not
create situations based on assumptions and personal prejudice. Awareness is the key here.
During my time at BCE I was in two different general education classrooms. The first
class in which I was placed had two students on an IEP. Both students were from economically
disadvantaged families and both received specialized instruction for which they were pulled from
their class at different times throughout the week. Student A received an hour and half of
instruction for reading, writing and math, while student B received an hour and a half for
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reading, writing and social skills. I found it interesting that the tools used in their specialized
instruction were not taken into their general education setting when many of the tasks could be
completed without having 1:1 instruction and could have supported the students in being more
successful in the classroom.
The split among the student population of economic advantage was often obvious at first
glance, although not always apparent when looking at student abilities. I found at the younger
age of first grade that the parents were far more aware of the divide of economic status among
the school family population than the students were. This was first clear at open house night, I
was able to stand back and watch families visually evaluate each other and then primarily only
interact with those of the same apparent economic class. This created a strange and
uncomfortable environment, but once the students began school and the parents were no longer
present it was no longer an issue. I do not believe that it is as easily overlooked by older
students, however.
While not all students that came from families with an economic disadvantage were
struggling in their school performance, many of the students that I saw performing at lower
levels were. There could be many factors for this, but it opened my eyes to the importance of
knowing the percentage of the student population that comes from lower income families. In
addition, BCE has an immense amount of technology throughout the school. Many teachers like
to take advantage of the technology and create activities online that students can do from any
computer to practice their reading, writing, spelling and math. While this is great, there are
going to be students who do not have access to computers or technology outside of school and
we must be cognizant of creating addition tools that they can also use. Two of the students in my
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classroom fit this scenario and could have highly benefitted from having additional practice and
tools outside of school.
Given the diversity of the student population at BCE, it was important to make sure
scaffolding and modifications were applied to all lessons, encouraging students to push
themselves, explore, and relate the learning experiences to their own lives, supporting students at
all levels when constructed well. Allowing for extra time, visual aids for expectations and
directions, and providing various ways of accessing materials are all ways that one can support
students at BCE.
By researching demographic information for a school, its surrounding area and the
overall district it is in, a teacher can use the information in a variety of ways to support each
student and create an enriching and supportive learning environment. With an in depth
understanding of all the contextual factors, including safety and community, teachers can plan
for learning experiences both in and out of the classroom, creating experiences that include
families and caregivers. This research can also help to prepare teachers for the level of various
support students may need, getting the thought process for modifications and differentiation
started before students ever enter the classroom. In the process of researching teachers can also
discover new educational opportunities for students within the community. The information
gathered will enhance both the teaching and learning experience in our schools, helping to teach
students how to become positive members of society as they grow and mature.
During my practicum experience at BCE the most influencing factor of this research was
looking at the demographics of the neighborhoods around the school. This gave a pretty accurate
indication of the combination of students from upper middle class families, and students from
low income families. The reason I found this aspect of the contextual information gathered the
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most useful was in considering that families from low income economic standing often have
fewer resources available at home, and a lot of times it is more difficult for these students’
parents and guardians to have an active role in their student’s education. Maintaining this
awareness influenced how I used resources, such as the computers, in the classroom. I made sure
that if an assignment or activity required additional resources that all students were given
adequate time to complete the assignment in class. Additionally, I created my lesson plans and
tried to teach in a way that made the information being taught available to all my students. This
was done through scaffolding and differentiation in my lessons, and being flexible during my
teaching so that if something needed to be adjusted or changed mid-lesson I made sure to make
the shift. This included adjusting how the class was arranged, changing my approach to creating
a class discussion and what I asked for from the students during independent work. Largely, I
wanted to make sure that my lower functioning students and my higher functioning students
were being challenged and given an opportunity for growth. While I cannot say for certain that
the economic divide among my students was consistent with their performance levels, knowing
that there was a large economic divide among the students made me extra conscious of
differentiating and scaffolding my lessons.
My placement was in a designated ELL class, and while I am not getting my ELL
certification I found this to be extremely helpful in learning additional tools for differentiating
my lessons. Learning to create and use leveled sentence stems and utilizing dry erase boards to
support writing were the two techniques that were the most impactful for me during my time.
Creating leveled sentence stems allowed me to create writing opportunities that set all my
students up for success. As I began to implement this tool with an active teacher table where the
dry erase boards were used to support writing for the struggling students created enthusiasm for
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my low students, and my average and advanced students were generally able to work
independently. The first time I tried combining these two tools two of my most timid and
reserved students became so excited about what they were able to produce that they came
running up to me to show me their work which let me know that this was an approach that I
would continue to work into my lessons. In addition to these tools I made an effort to create and
display anchor charts with new vocabulary and definitions as we progressed through the unit,
while also trying to create my lessons themselves to utilize multiple modes of learning. I used
class discussions, think-pair-share, videos, reading to the class, tumble books, writing and
students exploration throughout the course of my unit. I believe that teaching to one learning
style eliminates access to the information for a large portion of the class, and I found that I
especially believed this would be true in a class with such economic divides along with a high
number of ELL students. Having the awareness of the school and class contextual factors not
only influenced how I planned and thought about my teaching, it also made me more aware of
my own beliefs and assumptions around poverty and students for whom English is a second
language.
As previously mentioned, the classroom had a pretty even divide among gender and
economic status. Additionally, there were about 6 ELL students in the class of 32. These factors
played a huge role in how I planned, as well as in how my supervising teacher arranged the class
and student seating. Students were given assigned seating that the teacher changed once a month
and she attempted to spread students out so that the students sitting together were a mix of
backgrounds, language abilities and performance levels. This seemed to allow student more
opportunities help each other with assignments, but I also noticed that some of the ELL students
shut down and felt insecure in this arrangement. My awareness of the impact of the class
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arraignment on some of the ELL students came part way through my unit, at which point I
experimented to with grouping the ELL students at the teacher table. Working with peers that
were at the same or similar performance levels, while also getting some extra support from a
teacher, seemed to create higher confidence, increased student engagement and the emotional
frustration in the class came down. The students that were tearing up during assignments were
suddenly bouncing up to me to show me their accomplishments. The seating arrangement of the
room itself was not what I would consider ideal, three banquet style rows, but given the number
of students in the classroom there were limited options. In addition my supervising teacher did
not feel that another set up would best serve the students.
My own primary educational experiences have had a great deal of influence on what I
prioritize in teaching. I began at a low income school with no library, limited class sets of books
that were years outdated and extremely limited resources. As a result of both school and home
life, reading and writing came much later for me in my education which caused school to be a
struggle for years. Through a great deal of support and determination, these things became
easier and I eventually learned to enjoy reading and writing, as well as education. As a result, I
feel that I have a level of understanding for the students who struggle regarding what they might
be experiencing, as well as what their needs may be. I feel that this has given more patience with
students that I might not otherwise have. In addition, my own experience has also created a core
belief for myself as a teacher that supporting students in literacy skills, and identifying
challenges for students, early on is extremely important. I also believe that it is never too late.
Being a late bloomer in literacy myself, I know that students are always capable of expanding
their current skills, abilities and understandings.
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2. Modifications and Adaptations
Pre-planning for various curriculum and lesson adaptations or modifications will allow
the teacher to be prepared to fully support each student in being successful while enhancing their
learning. Regardless if you are planning for a student on an IEP, an ELL student, TAG student
or students who are struggling to perform at grade level, it is important to be prepared to teach to
students who are functioning at various levels in the classroom.
When planning for students with disabilities or language barriers, accommodations and
modifications can often be helpful. This could include allowing for extra time to complete tasks,
frequent breaks and varying activities to help students stay focused and avoid becoming
overwhelmed. In addition, changes to the classroom setup and seating can be made to help
students. This could include preferential seating for specific students and changing the physical
layout of the room. Some additional accommodations to support students include assistive
technologies, using multi-sensory approaches, including visual and auditory and placing students
in small groups. Modifications include shortening assignments and changing the format of tests
or assignments. Taking the time to model expectations for assignments, providing picture
support and creating various anchor charts and sentence stems are some more specific strategies
that can enhance learning while supporting student needs. Planning for adjustments such as these
can greatly improve student performance, self-confidence and overall success for those receiving
special education, performing below grade level and ELL students.
Similar accommodations and modifications can be made for TAG students by changing
assignments and placing students in specific small groups. A few approaches for making
accommodations so that TAG students can work at higher instructional levels, at a faster pace
and with more materials include creating a classroom environment where these students can
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thrive. This includes creating a space where students can ask questions, have detailed
discussions, experiment and venture and express unique ideas and responses. Connect
curriculum to the real world, escalate objectives and using tools such as advance organizers and
concept maps are a few strategies for elevating lessons to challenge TAG students.
Dealing with more extreme behavioral challenges in the classroom can often be
approached by using strategic seating in the classroom and including the student in creating
individual goals and strategies for themselves. It is important that when outbursts occur the
teacher does not give in to the student and thus validate their behavior and decision. Instead,
revisit the student’s goal and strategies for dealing with emotions as they come up. Often times
students with behavioral challenges that are more extreme are on an IEP, making additional
resources available for supporting the student in achieving success.
Cultural diversity in the classroom is inevitable and must first take teachers back to a
closer and honest look at themselves. As individuals, everyone has preconceived ideas, beliefs
and judgments in life. Many of these ideas and belief can be transferred to our students if selfawareness is not built and maintained by all teachers. The classroom environment needs to be
one that elicits feelings of safety, security, respect and exploration for students, and in order to
create that teachers must check their personal biases, beliefs and judgments at the door so that
they may see their students for the individuals they are. This will create an environment that
includes trust and acceptance for students and their families, which will help students to succeed
and hopefully make the transition from school culture and home culture less challenging. This
trust and acceptance for students and their families can be further enhanced by teachers
introducing and connecting various cultures to units being taught. Students can be asked to do
some critical thinking about their own experiences while the teacher models this with an
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experience of their own, books can be read and studied as a class, and students can be given the
opportunity to share something unique about their family and/or culture with the class. Through
creating an open and safe environment where diversity is regularly explored, students can feel
safe in being made a part of the teaching and learning process.
During my second placement at BCE I had several ELL students in my class. As I created
lessons plans I became better and better at planning some of these modifications and
accommodations into my lessons. Modeling how to complete tasks was one of the first strategies
I implemented and I later began placing the ELL and lower functioning students into small
groups where they worked with a teacher during discussion and writing activities. The small
groups were equipped with dry erase boards to allow for 1:1 modeling and student copying,
taking the focus off of the rules and technicalities of writing and returning the focus to higher
thinking and practicing getting their thoughts and ideas down in writing. I later added some
assignments that had picture support and several of these students were able to complete the
assignment on their own. As the lessons progressed I began to observe increased enthusiasm
from each of these students about what they were learning and the work they were able to
produce.
Taking the time to plan for modifications and accommodations in lessons not only
enhances lessons, it also provides students with opportunities to build confidence and expand
their understanding, growth and performance.
The level at which students perform will always
vary, making it part of a teacher’s responsibility to plan accordingly.
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3. Literacy Instruction
Literacy is tied to everything we do, and as such it needs to be intentionally connected to
all curriculum and lessons in the classroom. Students need to be masters in the skills of literacy
such as: comprehension, fluency, contextual understanding, accessing and using information and
resources, narrative skills, etc. in order to be able to successfully navigate as adults later in life.
The list of literacy skills could on and on because literacy is in fact connected to
everything we do. Students need to learn how to effectively send and receive information in a
variety of ways, not just in reading and writing. Understanding vocabulary, building print and
phonological awareness and understanding how language works are a few of the more basic
literacy skills that people typically think of when they think about literacy. However, literacy
goes beyond this to include media literacy and technological literacy which are two aspects of
the world that most students are both aware of and interested in. Even at young grades and ages
students want to learn through technology and are aware of media (even if they are unable to
verbalize what it is). Literacy from a more broad perspective is the ability to comprehend and
contextualize information from a receiving and a sending role. In this sense, integrating literacy
into lessons and curriculum occurs naturally because students have to be able to comprehend the
material being taught and create contextual links which lead to understanding.
The key here is intention. Teachers need to create intentional connections to literacy to
support students in further expanding their literacy skills. Intentional literacy connections in the
classroom can also create a variety of modalities for students. One of the ways that I made
literacy a part of my lessons at BCE included student journals pre-created loose journal pages
with sentence stems and drawing boxes added and where they practiced recording information,
experiences and ideas. Some of the loose pages were compiled together to create a class book
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that they students can reference and read later on. Students also practiced think-pair-share
during lessons where they had to think about an idea or concept, share their thoughts with a
partner and then a few students were asked to share what their partner had told them. This
worked on students’ higher thinking, processing and listening skills throughout the lesson while
also allowing me to check for understanding. In addition, the students and I created class anchor
charts with key vocabulary words and I utilized mentor texts and videos to enhance the lessons.
Being able to understand, process and communicate information is vital to student
success and will lead to students being more successful as adults. Making it a priority to
intentionally link literacy skills across all curriculums is a vital aspect of teaching and planning
within our schools. It is part of our responsibility as teachers to have literacy goals set up to
always be expanding on students’ literacy skills.
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4. Technology
BCE has a vast amount of technology throughout their school, allowing teachers a variety
of ways to enhance their lessons and student learning. Every classroom is equipped with a Smart
Board, a document camera that connected to the Smart Board and a class set of computers
(usually 6) while the library had a computer lab set up to support an entire class at a time.
In both my general education placements at BCE Smart Boards were used daily and the
classroom set of six computers were used several times a week. The student science text book
that I used in a few of my lessons offered interactive activities related to lessons that the class
was able to do together on the Smart Board or individually on the classroom computers. The
Smart Board was also used for taking attendance, playing educational videos and playing
music/movement videos to give students wiggle breaks throughout the day. With the ability of
the document camera connecting to the Smart Board we were able to use it to show student
work, model how to complete assignments and show story books as they were being read,
allowing everyone in the classroom to be able to see.
While the technology available in the school was helpful and often enhanced lessons, it
also created lag time when it did not work properly, leaving the teacher to shift the lesson and
keep students focused and busy while also trying to get things up and going again. The school
has an instructional coach who also provided technological support to teachers as needed, but
there is only one of her and 27 teachers and staff (not counting IAs), making it difficult at times
to get the help that was needed.
Another challenge to using technology to the extent that I observed is that there will
always be a few students who do not have access to technology outside of school. This became
problematic for a few of the students in my class as resources such as SpellCity.com,
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Tumblebooks.com and Sumdog.com were introduced and students were encouraged to access
them at home to help them improve their reading, spelling and math skills. This left me
wondering if it would be appropriate to give these students extra time at school to access these
resources. If it were vital to the student’s success that they be able to spend time on a computer
then it would be important to schedule time when the student can use the school’s resources
during school hours.
Technology can greatly enhance learning for students and creates access to an unlimited
number of resources for teachers, students and parents. While there are some challenges that
come with using technology in the classroom, the benefits it offers far outweigh those
challenges. BCE is a great example of I hope all our schools can one day soon be set-up for
students.
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5. Unit Overview
Topic: Earth Science
Subject: Science
Grade Level: 1
Rational: The elements and tools of being a scientist are fundamental in teaching the students what it is to be a scientist through
actions, observations, writing and asking questions. Teaching these tools while learning the basic aspects of what the Earth is made up
of and how is sustains life is an essential aspect of this lesson. Student understanding will develop and grow as new layers are added
throughout the unit, incorporating the practice of scientific tools, such as observation and recording, while practicing these skills
through various activities and assignments. Students will learn how these tools work together when learning new information about
the world around us.
Standards: 1.1E.1 Examine characteristics and physical properties of Earth Materials.
1.1S.1 Identify and use tools to make careful observations about the natural world.
1.2S.1 Record observations with pictures, numbers, or written statements.
Unit Focus:
Cognitive – Knowledge & Reasoning
Tools: Observe, Classify, Writing/Record,o
Questions
Vocabulary: Planet, Continent, Ocean,
Erosion, Fossil, Natural Resource, ManMade Resource
Psychomotor – Skills & Process
- Keeping and using a science journal.
- Exploring with Earth’s elements.
- Making a fossil.
- Completing sentence stems/writing pages
including a drawing.
Affective – Attitudes & Dispositions
- Think-Pair-Share: Expressing ideas,
understandings and questions in discussion
with their peers and class.
- Written expression of understanding
through pictures and hands on experience.
Performance Goals:
-
Students will demonstrate their understanding of implementing science tools: observation, classification and questioning.
Students will make connections to their everyday environments (home and school) using the tools, skills and knowledge being
learned.
Students will make text-to-life connections.
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Overarching Essential Question/Concept: How do scientists find out about objects, living things and events? What do we
know about what the Earth is made of? How can we organize materials and events to help us make sense of what we observe?
Assessment:
Formative Assessments
Pre-Test
Student Journals
Sentence Stem writing and picture sheets.
Participation in Think-Pair-Share and class discussions.
Participation in workshop activities.
Sort and sequencing assignments.
Day 1
How are we scientists?
Teach students the
words Observe and
Classify.
Practice these skills
with the class.
Have students complete
activity allowing them to
practice these skills
independently.
Create student journals.
Have students use their
journals to write about
what they learned.
Day 2
Exploring Earth
Materials
Review what was
learned about Observe
and Classify.
Teach about Earth
being made up of
Continents and Oceans,
teaching the vocabulary
in the process.
Have students explore
with soil and water at
workshop stations.
Summative Assessments
Post-Test
Create a Planet Project (given an extra two or three days,
extending the length of the unit beyond the 10 days outlined
below).
Day 3
Rock Hunters
Review what has been
learned about Observe,
Classify, Continent and
Ocean in previous
lessons.
Explore why scientists
looks at or are interested
in rocks.
Talk about hunting for
rocks.
Have students complete
a rock hunt assignment
at home.
Day 4
Digging Up Dinosaurs
Part 1
Review previous lesson
and unit vocabulary.
Read Aloud about
fossils.
Video about fossils.
Think-Pair-Share and
class discussion.
Complete sentence
stems in student science
journals.
Day 5
Digging Up Dinosaurs
Part 2
Review previous lesson
and unit vocabulary.
Discussion student
expectations regarding
behavior in the lab.
Students will create
their own fossils using
clay.
Connect for students
that clay is an Earth
material and allow some
time for them to explore
with it.
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Day 6
Wondering About
Water
Recap first half of unit
with Discovery Ed
video.
Tumble Books read
Aloud.
Think-Pair-Share.
Students complete “I
wonder” writing pages
for class book.
Day 7
Water Erosion
Looking
Closer at Sand
Introduce the
idea/concept of erosion
with The Magic School
Bus.
Review what erosion is
through class discussion.
Look at sand under a
microscope that will
project on the board.
Students complete
sentence stems regarding
erosion and draw
pictures.
Day 8
Water Erosion
Exploring The Effects
Place magnified sand
on the board.
Think-Pair-Share what
we have learned about
science so far.
Review expectations
for workshop stations.
Students will rotate
through 4 stations
completing the task at
each one while
exploring erosion
further.
Have students share
one great thing they just
did/learned.
Day 9
Natural Resources
Part 1
Use science textbook to
explore natural resources
and complete activities
with students.
Listening Time and
Think-Pair-Share
rotations as we use the
textbook.
Prepare students to
complete project at
home regarding
identifying natural
resources being used at
dinner.
Day 10
Natural Resources
Part 2
Use pictures of farms
to have a class
discussion about natural
resources.
Have students complete
a picture sort of natural
and man-made
resources.
Have students sequence
step to get natural
resources from a farm to
your table.
Complete postassessment of unit.
Pre-requisites: Student expectations for book care and behavior in the wet-lab; Internet and computer access; Think-Pair-Share
expectations.
Materials: Student Journals; Science Textbooks; Stickers; Globe; Sentence Stem writing pages; Clay; Kiln; Glaze; Sand;
Microscope; Audio listening centers (read aloud workshop stations); Items to burry in soil and to test in water (workshop station);
Two bins/tubs with soil and buried items; Two bins/tub for water station; Classroom Computers; Attachments/handouts attached to
each lesson.
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6. Lesson Plans
LESSON PLAN #1
Name Elizabeth Ensminger
Lesson Plan Title: How are we Scientists?
Date/Time to be taught: Nov. 7, 2013
Instructional Objectives aligned to Oregon Content & Performance Standards
The learner will demonstrate the ability to:



Show a basic knowledge and understanding of what a scientist does
Illustrate their understanding through verbal explanation and through creating
classifications and recording observations of different things.
Display community building behaviors that support the learning environment.
Learning Targets: written in student friendly language appropriate for sharing with students
so that they know what they need to learn and do
I can …




Explain and/or describe that a scientist observes and classifies things.
Practice and describe observation and classification skills.
Ask questions when I am confused or because I want to learn more.
Work in a respectful manner with my peers to support our community learning.
Standards/Benchmarks:



1.1E.1 Examine characteristics and physical properties of Earth Materials.
1.1S.1 Identify and use tools to make careful observations about the natural world.
1.2S.1 Record observations with pictures, numbers, or written statements.
Instructional procedures and allotted time:
(Anticipatory set, modeling, guided practice, checking for understanding, independent practice, closure, plans for tomorrow)
HOOK/Anticipatory Set: linking to previous lessons – activating prior knowledge
Time
5 min
Teacher
As students come into class I will have
two pictures of contrasting animals on the
overhead.
Ask students: What do you notice about
these animals?
Student
Students will observe the pictures and then
comment about what they notice about the
pictures.
Let students know that they observed all
the things they are sharing about what
they noticed in the pictures.
Ask students: How might we put these
animals into groups? Randomly call on
Students will offer ideas about how we can
group the pictures (by color, pet v wild, etc).
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students to give ideas.
Instructional Input
Modeling, Checking for Understanding, Teacher questions, Guided Practice, Independent Practice
This is where you will put the steps of the lesson. Think of this as a very linear “step 1”, “step 2” and so
on.
Time
5 min
Instructional steps the teacher will take
Get out Science books. Go to page 4 with the
students.
Review good book care rules and how to find
the page numbers.
What the students will be doing
Students will go to the back of the room
and get a science book as they are
dismissed from their tables.
15 min
Read the short section in the text that explains
observation.
Ask students: Who can tell me what we are
doing when we observe something?
Carefully look, listen, smell, taste and touch.
Paying attention to the details.
(Make an anchor chart with the vocabulary as it
is defined).
Students will be following along in their
books.
When we compare things we are looking at
how things are similar and different.
What did we already compare? (put the
pictures that we started the lesson with back up;
call on students using the popsicle sticks).
Students will recap what we did with the
pictures at the beginning of the lesson.
What did we do with our animals after we
figured out how they were similar and different?
Give students a chance to give some answers.
You classified your animals into groups!!
Practice observing and classifying the pictures
in our text book.
15 min
Students will look at the pictures in the
text book and practice looking for details
that are similar and then different and
then classifying the pictures.
Let students know that they are about to get
some stickers. We are going to practice
observing similarities and differences between
the stickers and then classify them into groups.
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Once students figure out how they want to
classify their stickers they will place them in
their science journals in their groups.
Demonstrate in my journal what students are
going to do. Have a student come up and help
me figure out how to classify my stickers.
Students will watch as I demonstrate
what I want them to do.
Pass out journals.
Ask students: What is the first thing we need
to put on something when we get it? (Our name)
Walk through creating a table for the students to
classify their stickers. Have students first think
about how they want to classify their stickers
before they put them in their journals.
The star student will pass out stickers
while I pass out their journals.
Walk around the room, checking for
understanding and keeping students on task as
they work.
Students will observe characteristics of
their stickers and classify them in their
journals.
Once students finish classifying their stickers in
their journals they can decorate the cover of
their journals by drawing a picture of
themselves as a scientist. Demonstrate by
drawing a picture of myself as a scientist on the
cover of my own journal.
Students will draw pictures of
themselves on the covers of their
journals.
Instructional steps the Teacher will take
Have students write about what we learned a
scientist does (observe and classify things).
Students will stack their journals at the front of
the room as they finish writing.
What the students will be doing
Students will write in their journals.
Students will create a table for their
stickers with me.
Closure
Time
5 min
Review with the class what observe and classify
mean.
Literacy Connection: Students will be actively using their journals to record information and
write about what a scientist is during the lesson, as well as using their science text books to read
about our vocabulary words and practice.
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Assessment/Learning Evidence: Student journals will be used to evaluate their understanding
of the lesson. I will be looking at how they chose to classify their stickers. I will also be looking
at what the students wrote about what a scientist does. In addition to looking at their
classification charts and writing, I will also be looking for evidence of learning in listening to the
students sharing with the class and peers during exercises.
Materials, Resources, Technology: Student Journals; Science Text Books; Stickers;
Modifications/Adaptations/Accommodations for Students with Diverse or Special Needs:
Creating an anchor chart as new vocabulary is being learned. Modeling what I want students to
do with their stickers. Students that finish early can be encouraged to draw pictures of
themselves as scientists on the covers of their journals.
Considerations for Classroom Layout, Logistics, Grouping and Management of Students:
Students will be dismissed by table groups to retrieve and put away the science text books. I will
circulate around the classroom, working with students as needed and checking on their progress
as they work to classify their stickers and draw themselves as scientists.
Notes from Implementation Experience: Teaching new vocabulary and practicing the skills of
the vocabulary took longer than I had planned for. The flow of the lesson went well and students
seemed to get the learning objective by the end but we had to finish writing about what a
scientist is and drawing our pictures on the covers of the journals the next day.
Reflection: I had to take longer with the practicing than I had planned to make sure that students
really understood the concepts of what it meant to observe and classify things. We still managed
to get through everything that I wanted them to do with their journals, but we had to take a break
for PE and then finish up with the journals when they came back to class. Overall, the students
seemed to have a solid understanding of what observe and classify mean at the end of the lesson,
making the extra time worth it in the end. I can tell that I am going to have to play around with
time estimations as I do different tasks and activities in my lessons. This was a good start though
and definitely eye opening.
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LESSON PLAN #2
Name_Elizabeth Ensminger_______
Lesson Plan Title: Exploring Earth Materials
Date/Time to be taught: Nov. 12, 2013
Instructional Objectives aligned to Oregon Content & Performance Standards
The learner will demonstrate the ability to:




Show a basic knowledge and understanding of what Earth materials make up the
planet
Demonstrate an understanding of new vocabulary: Continent and Oceans
Demonstrate an understanding of observing and creating classifications of various
items through creating a table and organizing the items.
Display community building behaviors that support the learning environment
Learning Targets: written in student friendly language appropriate for sharing with students so
that they know what they need to learn and do
I can …





Explain what a Continent is and what Oceans are and that the planet Earth is
made up of them
Observe and Classify different items
I can make predictions
Ask questions when I am confused or because I want to learn more
Work in a respectful manner with my peers to support our learning community
Standards/Benchmarks:



1.1E.1 Examine characteristics and physical properties of Earth Materials.
1.1S.1 Identify and use tools to make careful observations about the natural
world.
1.2S.1 Record observations with pictures, numbers, or written statements.
Instructional procedures and allotted time:
(Anticipatory set, modeling, guided practice, checking for understanding, independent practice, closure,
plans for tomorrow)
HOOK/Anticipatory Set: linking to previous lessons – activating prior knowledge
Time
3 min.
Teacher
Review the vocabulary words Observe
and Classify. Use popsicle sticks to call
on students.
Student
Students will use the anchor chart and or their
neighbor to recall what observe and classify
mean.
2 min.
Students will demonstrate their understanding
Let students know that today we are
going to use a bell whenever it is time of what to do when they bell rings by stopping
to make a transition. Practice twice by their talking and turning their eyes to me.
having students start talking to their
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neighbor and then ring the bell to get
their attention.
3 min.
Put up 4 pictures up on the board - a
park, a back yard, a playground, an
outdoor area at an apartment complex.
Explore with students what the world
around us looks like. Have students
think about this for a moment, telling
them to close their eyes and picture in
their mind, without telling us out loud,
what it looks like outside where they
live as I ask the following questions:
Students will close their eyes and visualize
what the areas outside around their home look
like.
What does it look like around
your home? Do you have trees? Water?
Grass? Flowers?
Think-Pair-Share
Have students turn and tell their neighbor
one thing that they remember is outside at
their home. Remind them to take turns
and that when it is time to stop talking I
will ring the bell and they will need to
turn and look at me.
Students will share with their elbow partner
one thing they remembered about what is
outside at their home.
Pull two or three popsicle sticks to call on
students and have them share with the
class what their partner remembered
about what is outside at their home.
A few students will share with the class what
their elbow partner shared with them.
Now let’s think about what we notice
around us when we go to school. The
store. Give students a minute to think
about each of these.
Instructional Input
Modeling, Checking for Understanding, Teacher questions, Guided Practice, Independent Practice
This is where you will put the steps of the lesson. Think of this as a very linear “step 1”, “step 2” and so
on.
Time
15 min.
Instructional steps the teacher will take
Hand out Dry Erase Boards to students. Review
rules with using the boards and pens to ensure
students continue to participate in the lesson
What the students will be doing
Star student of the week will help
handout the boards and pens.
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(only write on the boards when you are asked to.
No drawing or playing. Be gentle with the pens
or we won’t be able to write with them anymore.
Make sure you are using your first grade
listening skills so you will know what to write
on your boards).
Read a Picture
Mrs. Tuttle will begin to set up the stations
while I continue with the lesson.
Have the anchor charts out and ready to fill
in for Continent (a large area of land) and
Oceans (large bodies of water that cover
most of the planet Earth).
Put up a picture of a globe.
Have a globe next to me for students to see.
Ask the class to think in their mind, not out
loud:
Do you see more water or land on Earth?
Write the words Land and Earth on the
board so they can see how to spell them.
Have students write their answer on their
dry erase boards and then hold them up
when they are done so I can see their
answers.
Students will think about their answer.
Students will write either “Land” or
“Water” on their boards and hold them
up when they are done.
Have students put their pens back in their
socks so they are not drawing on their
boards for the next few minutes.
Use sticks to call on two or three students
and ask them 'why' they think there is more
land or water.
Students will explain their thinking
behind their answers as they are called
on.
Read select pages from Planet Earth by
Deborah Chancellor. Have students write an
answer to the questions I ask from the
sections I am reading on their white boards
What is Earth - p.6
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What are the oceans and seas made of? Land Students will write their answers on their
boards for each of the questions as we
and Rocks? Water?
What is a continent? A large area of land?
Water?
read and hold their boards up when they
are done.
The Oceans - p.28
Oceans cover _______(more or less) of the
planet Earth than continents.
Write the words More and Less on my board
and hold it up so students can see how to
write the words.
20 min.
Stations
Mrs. Tuttle and I will each manage one of
the two stations. Each station will be split
into two small groups of about 8 students
each.
Remind students that we are using the bell to
let them know when it is time to move to the
next station.
Introduce the stations to the students, going
over the activities, the goal and the
expectations for their behaviors.
Station A - Digging Exploration
There will be word cards with pictures of all
the items they have to test so the students
can see how to write the words. There will
be 8 laminated word cards for the students to
share.
Each group will have a tub in the middle of
their table filled with dirt and various buried
items (shells, rocks, leaves, sand dollars and
dinosaurs).
Station B - Does it float?
This station will be on the floor to make it
easier for the students to reach. There will
be word cards with pictures of all the items
they have to test so the students can see how
to write the words. There will be 8
laminated word cards for the students to
Students will dig through the dirt to find
at least 4 items. The students will then
observe and classify their items on the
table. Once they have their items
classified in a way that makes sense to
them, they will each write down their
items as they have them classified in
their journals on the charts that we have
already made together.
Students will make predictions about
each item they decide to test, and then
they will test their prediction and record
the result on the side of their paper titled
"Results". Students will be classifying
items at this station according to whether
or not they float, with an emphasis on
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share.
making predictions and testing.
Each group will have a tub filled with
enough water for students to test various
items and find out if they will float or sink.
Before placing an item in the water the
students have to make a prediction about
whether it will float or sink. Their
predictions will be recorded in their journals
on the chart we have already created
together, titled "Predictions".
Students will have 10 minutes at each station to
allow time for all the writing. Because there
will be towels on the tables to try and contain
the mess, students will have clipboards to write
on. Mrs. Tuttle will begin to pick-up the
containers and stations.
Closure
Time
5 min.
Instructional steps the Teacher will take
Think-Pair-Share
Review with students who an elbow partner
is. Take 1 min - Have students turn and
share with their elbow partner something
that they discovered floats.
Ring Bell
1 min - Have students turn and share with
their elbow partner their favorite item they
dug out of the dirt.
Ring Bell
Use popsicle sticks to call on students.
Today we learned that Earth is made
up of two main materials. Call on a student
to tell me one. If they struggle then have
them conference with a neighbor before
giving me an answer. Repeat for the second
material.
What the students will be doing
Students will turn and share with an
elbow partner about each of the stations.
Students will share that Earth is made up
of land and water (continents and
oceans) as they are called on.
Review the vocabulary.
Literacy Connection: (way in which you will help students improve their reading, writing,
speaking or listening by explicitly connecting literacy to the lesson)
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Literacy is intertwined into this lesson through the vocabulary (both previous and new), student
writing, reading pictures and making connections to their own environments and experiences.
Assessment/Learning Evidence:
Student journals will be used to evaluate their understanding of the lesson. I will be looking at
the items they chose to draw and classify and how they went about it. I will also be looking at
what the students wrote about what a scientist does. In addition to looking at their drawings and
writing, I will also be looking for evidence of learning in listening to the students sharing with
the class and peers during exercises.
Materials, Resources, Technology:
• Student Journals – already put together and ready for students to use
• Station tubs and materials for the float tests.
Modifications/Adaptations/Accommodations for Students with Diverse or Special Needs:
(addressing individual student’s needs: SpED, TAG, ESOL, learners from diverse backgrounds
& cultures, 504, behavioral issues)
I have the lesson set up to have a lot of student movement, peer sharing and independent work.
This will allow me to roam among the students and offer additional support to those who are
struggling to be engaged, as well as those who are more advanced and working at a faster pace
than the rest of the class. I can help students to engage by helping them to find items, animals or
other things that they are interested in rather than having them only use the things I have
provided. For the more advanced students, giving them additional things to write about, having
them add more detail to their drawings or finding multiple ways to classify the items they have
will support them to take the activities to another level.
Considerations for Classroom Layout, Logistics, Grouping and Management of Students:
I will have students in assigned pairs for the sharing activities so that I can say "find your
scientist partner" and students will know who to look for.
I will have multiple times throughout the lesson where I ask students to share either their own
work or to tell the class about what their partner did. This will keep students listening and
engaged because they will not know who I will call on next.
I will monitor student progress and work as we move through the lesson by moving around the
room and among the students during out of seat activities. Students will be given clear and
explicit directions, dictating my expectations for their behavior and quality of work, especially
during the station activities.
The stations will be set up on opposite sides of the room, with the water station closest to the
sink and the class door in case students need to use the restroom more from playing in the water.
Additionally, the stations have the option of being set up on the floor to make it easier for
students to work with them.
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Notes from Implementation Experience:
This lesson was rather chaotic once we got to the stations. How I released the students to the
stations started the chaos, and the way the stations were set up and organized led to the rest of the
chaos. The first part of the lesson went well. Students were sharing, answering my questions
and were on task. The concept of vocabulary words was well received by the students and they
caught on much faster than I had expected them to.
Reflection:
My vision for how this lesson would go and then the reality of how it went were rather different
once we got to the stations. The station set up could have been done in a way which would have
made it easier for the teachers to manage the class, and the student release to the stations needed
to be done more gradually and with more instruction to the students about waiting to begin until
a teacher was there to help them. Had these two things been done differently it would have been
plausible to have the students writing in their journals as they did the stations. However, the way
it went trying to add the student journal for them to write in was simply not realistic…which of
course I realized clear as day once I began trying to pass them out. I also added that the students
were only to dig up three items from the dirt and then they were to begin working on classifying
what they found in their journal, and the students at the water station were to lest three different
items and then fill out their classification chart in their journal. The students at the dirt station
fallowed these instructions very well, but the water station was considerably more chaotic and
the students did not follow the directions to take turns and only test three items. This seemed to
turn into a giant play session, and with all the chaos we were not able to rotate at all before it was
time to line them up and go to PE and Music.
In addition to the stations simply not going as planned, the overall lesson I felt was just too
long. The kids begin to lose the ability to take in the information and pay attention. However,
my main learning target for the students was to understand that the Earth is made up of two main
elements, land and water otherwise known as continents and oceans, and the purpose of the
stations was to emphasize this as they got to explore in those two materials. The learning goal
was achieved and the students were able to easily dictate this information later that afternoon and
the next day.
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Love this
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LESSON PLAN #3
Name_Elizabeth Ensminger__
Lesson Plan Title: Rock Hunters
Date/Time to be taught: November 15, 2013
Instructional Objectives aligned to Oregon Content & Performance Standards
The learner will demonstrate the ability to:


Show a basic knowledge and understanding that several different kinds of rocks can be
found around the Earth
Demonstrate an understanding of observing and creating classifications through
identifying characteristics of their own rocks and then comparing their rock to their peers'
rocks.

Display community building behaviors that support the learning environment.
Learning Targets: written in student friendly language appropriate for sharing with students so
that they know what they need to learn and do
I can …




Identify different properties of my rock(s).
Explain that there are several different rocks that can be found all over the world.
Ask questions when I am confused or because I want to learn more
Work in a respectful manner with my peers to support our learning community
Standards/Benchmarks:


1.1E.1 Examine characteristics and physical properties of Earth Materials.
1.1S.1 Identify and use tools to make careful observations about the natural world.

1.2S.1 Record observations with pictures, numbers, or written statements.
Instructional procedures and allotted time:
(Anticipatory set, modeling, guided practice, checking for understanding, independent practice, closure,
plans for tomorrow)
HOOK/Anticipatory Set: linking to previous lessons – activating prior knowledge
Time
5 min.
Teacher
Ask the students: Who likes to play with
rocks? Well today we are going to be
rock scientists!
We need to remember what a scientist
does before we can be scientist so let’s
review.
Review vocabulary: Observe, Classify,
Ocean and Continent. Ask for volunteers
to remind us what these words mean and
Student
Students will respond as a class, group reading
the vocabulary words and their meanings.
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then say it as a class.
Use popsicle sticks and call on two or
three students – Why do you think
scientists look at rocks?
Students will share why they think scientists
look at rocks as they are called on.
Let's watch a short video about rocks
and see what we can learn.
Play Exploring Rocks and Minerals on
YouTube.
1:25-1:50
4:20-4:30
4:42-5:20
6:32 – end
Think-Pair-Share
Have students turn to their elbow
partner and share one thing they
learned in the video.
Use popsicle sticks to call on a few
students and have them share what
their partner told them.
Students will share with a peer one thing they
learned in the video about rocks.
Students will share with the class what their
partner learned in the video as they are called
on.
Instructional Input
Modeling, Checking for Understanding, Teacher questions, Guided Practice, Independent Practice
This is where you will put the steps of the lesson. Think of this as a very linear “step 1”, “step 2” and so
on.
Time
30 min.
Instructional steps the teacher will take
Stations
What the students will be doing
I will demonstrate what students are
expected to do in station 2 and 3 in my own
journal. Students will come get their
journals and take them back to their seats
BEFORE groups are dismissed to stations.
1 - Computer. Students will watch
Rocks: The Solid Earth Materials Part 1
(first 10 minutes) on Discovery Ed.
2 - Properties of your Rock
Students will watch the first 10 minutes
of the video.
Students will pick a rock, trace the shape
of it with a pencil in their journal and
then describe their rock's properties: big,
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small, smooth, bumpy, light, dark,
spotted, heavy, round, flat, etc. This will
go in their journals.
3 – Connections with Books
Students will look through some books
trying to find 2 things that they can make
connections to regarding what we have
been learning about. Students will use
sticky notes to mark the page where they
found a connection before taking the
book back to their seat. Students will
write down the title of the book, the
word or name of the item in a picture
that they made the connection to, along
with the page number on which they
found it. Students will then draw a
picture of their connection.
Closure
Time
10 min.
Instructional steps the Teacher will take
What the students will be doing
Have students stack their journals as they
come down to the carpet for the read aloud.
Read the rules for finding a rock from
Everybody Needs a Rock.
Have students turn to their elbow partner
and share one rule they remember. Call on a
few students using the popsicle sticks; have
them share what their partners told them.
Review vocabulary learned up to this point.
Let students know that they will get to do
their own rock hunt over the weekend for
homework.
Handout the homework page.
Dismiss students by groups to get their stuff and
return to the carpet, reminding them to show
their mom or dad the homework page when they
get home and bring it back on Monday.
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Literacy Connection: (way in which you will help students improve their reading, writing,
speaking or listening by explicitly connecting literacy to the lesson)
Students will construct meaning and understanding of the information in the videos; discuss their
constructed meaning from the videos, thus learning to effectively communicate information
while listening to another, find connections to their understanding in books and they will write
about rocks that they find at home for homework. This lesson allows students to practice
multiple literacy skills while making connections to the world around them. Additionally, there
will be a read aloud of the rules of rock hunting to help give the students additional guidance as
they do their homework.
Assessment/Learning Evidence:
Student learning will be evaluated by reviewing their journal entries as well as their homework
when they return it.
Materials, Resources, Technology:
A variety of rocks (brought in from home); Internet for the videos; Computers; Various books
with pictures of Earth, rocks, oceans; Student Journals; Everybody Needs A Rock by Byrd
Baylor and Peter Parnall; Homework printouts.
Modifications/Adaptations/Accommodations for Students with Diverse or Special Needs:
(addressing individual student’s needs: SpED, TAG, ESOL, learners from diverse backgrounds
& cultures, 504, behavioral issues)
Myself and Mrs. Tuttle will be available during the station rotations to work with students who
may need a little extra help or guidance. The more advanced students will be asked to write
extra detail in their journal entries and if they still have extra time they can find an additional
connection in the books or do an extra entry about another rock in their journal.
Considerations for Classroom Layout, Logistics, Grouping and Management of Students:
The book station will be held at the blue carpet at the front of the classroom with some small
sticky notes along the whiteboard for students to use to mark the page they find a connection on
before returning to their seat to write in their journal. The computers are permanently placed at
the back of the room. The remaining students will be given a rock that they will take back to
their seat to complete their journal entry.
Notes from Implementation Experience:
While managing the class while they are in three different stations kept me moving, I believe that
the students got more out of the lesson than staying in their seats and all doing the same thing.
The rotations went well but I began to lose track of who had been where and had to ask the
students what they had already done. Trying to watch the clock to rotate while also assisting
students was a bit challenging and a timer would be helpful next time.
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Reflection:
The lesson felt like it went much better than the previous two. It was more broken up with the
different portions taking slightly less time and being less complex. It was brought to my attention
that it might help improve things even more if I were to add a fourth station for students. This
would help make slightly smaller groups of students and make transitions a little smoother. If I
were to do another station where the students use sticky notes to find connections in books I
would have that group of students go to a teacher table to complete their journal entry. This
would make it easier to assist students who need it with what to write in their journals as I found
that some students were really struggling with this.
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LESSON PLAN #4
Name_Elizabeth Ensminger____________________
Lesson Plan Title: Digging Up Dinosaurs – Part 1
Date/Time to be taught: November 18, 2013
Instructional Objectives aligned to Oregon Content & Performance Standards
The learner will demonstrate the ability to:



Demonstrate an understanding of what a paleontologist is through verbal or written
expression.
Demonstrate an understanding of what fossils are and why they are important to science.
Display community building behaviors that support the learning environment.
Learning Targets: written in student friendly language appropriate for sharing with students
so that they know what they need to learn and do
I can …




Explain that fossils are bones left in rocks.
Explain that a paleontologist is a scientist that studies fossils to learn about past life.
Ask questions when I am confused or because I want to learn more
Work in a respectful manner with my peers to support our learning community
Standards/Benchmarks:


1.1E.1 Examine characteristics and physical properties of Earth Materials.
1.1S.1 Identify and use tools to make careful observations about the natural world.

1.2S.1 Record observations with pictures, numbers, or written statements.
Instructional procedures and allotted time:
(Anticipatory set, modeling, guided practice, checking for understanding, independent practice, closure, plans for tomorrow)
HOOK/Anticipatory Set: linking to previous lessons – activating prior knowledge
Time
5 min.
Teacher
Student
The class morning routine is being
worked into this lesson. Students
gather on the blue carpet where the
calendar is reviewed, weekend shares
are allowed and there is sometimes a
read allowed to begin the day.
Recap Rock Explorer lesson. Allow a
few students to share about their rock
hunt over
the weekend. Students
were allowed to bring one rock to
school with them to share. *Students
can be given opportunities to share
3-4 students who have turned in their
homework may share the rock they chose to
bring in from their rock hunt.
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their rocks throughout the day.*
Complete class calendar with students
and have them tell me how to write the Students will help the teacher complete the
date for the day.
calendar activities, including how to write the
date.
Read Allowed - Born to Be Giants by Lita
Judge - Stopping to review new words as
we go and to allow students to make
connections.
Students will listen for connections as we read.
Instructional Input
Modeling, Checking for Understanding, Teacher questions, Guided Practice, Independent Practice
This is where you will put the steps of the lesson. Think of this as a very linear “step 1”, “step 2” and so
on.
Time
15 min.
Instructional steps the teacher will take
This portion of the lesson will take place just
after lunch.
Have students think about what they learned
from the book we read that morning. Tell
them to look and listen for connections as
they watch the video.
Video on Discovery Ed - Reading Rainbow:
Digging up Dinosaurs
Ask students what connections they made.
Use sticks to call on a few.
What the students will be doing
Students will listen and watch for any
connections as they watch the video.
As students are called they will share
either a connection they made or one
new thing they learned from the video.
Ask students one new thing they learned
about fossils. Use sticks to call on a few.
15 min.
Literacy This portion of the lesson will take
place when students return from PE.
Demonstrate to class how to use the
sentence stems to write in their journals.
Handout student journals.
Sentence Stem #1:
Because dinosaurs left so many of their
________ in _________,
scientists have been able to
learn ____________.
Sentence Stem #2 for more advanced
Students will write in their journals
using the sentence stems to write
about fossils and what they can tell
us about life on Earth thousands of
years ago.
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students:
Dinosaurs are similar to ____________
(name of an animal you can find at the zoo)
because __________.
Closure
Time
15 min.
Instructional steps the Teacher will take
This portion of the lesson will take place as the
final activity before students go home for the
day.
What the students will be doing
Have students think about what they have
learned about fossils and dinosaurs so far
today. Remind them to think about it as I
read this book and show me with their
fingers when they are able to make
connections to what we have already
learned today.
Students will take a moment to quietly
think to themselves about what they have
learned about fossils and dinosaurs.
Read Allowed - My Visit to the Dinosaurs
by Aliki
Review with students some of what they
have learned about fossils and dinosaurs
today. Have a few students share with the
class.
Students will make connections to
what they have already learned today
or experiences they have had as the
story is read to them.
A few students will get to share what
they have learned today or a connection
they made.
Let students know that tomorrow we will get to
create our own fossils that they will be able
to take home with them at conferences.
Literacy Connection: (way in which you will help students improve their reading, writing,
speaking or listening by explicitly connecting literacy to the lesson)
During both read aloud stories and the video, students will be listening for connections to the
material. Students will have an opportunity to write about what they learned from the first book
and the video, and they will later have an opportunity to share something they learned or a
connection that they made.
Assessment/Learning Evidence:
Student assessment will be accomplished through student verbal responses during the lesson and
student journals.
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Materials, Resources, Technology:
Book: My Visit to the Dinosaurs by Aliki
Internet/Computer/SmartBoard: Discovery Ed video
Student Journals
Sentence Stems
Modifications/Adaptations/Accommodations for Students with Diverse or Special Needs:
(addressing individual student’s needs: SpED, TAG, ESOL, learners from diverse backgrounds
& cultures, 504, behavioral issues)
The different sentence stems were created as a way of differentiating for the students while also
providing the ELL students with additional support in the writing process.
Considerations for Classroom Layout, Logistics, Grouping and Management of Students:
This lesson has been broken down into three sections, each section being taught at a different
point in the day. The purpose of this is to teach in time intervals that meet the students’ attention
span. They have been trainined and are used to lessons that last about 20 to 30 minutes at a time.
In addition to this helping with the overall management of the students because there will be
fewer issues with restlessness, students will be able to retain more of the information if it is
taught in smaller chunks.
Students will be working at their desks for portions of this lesson and then gathered at the
carpet for other portions. Moving the students around a bit so they are not always working in the
same space also will help to keep their interest and focus.
Notes from Implementation Experience:
Breaking the lesson up into smaller lessons throughout the day seemed to work really well.
Students were engaged during each mini lesson and I felt like they got more of the material than
they had during some of the longer lessons previously taught.
Using the document camera as a tool to handout student journals works well. It gets the
students attention as they have to watch for theirs, and it is just as quick as me walking around
handing them out.
Reflection:
I felt like this lesson went better than the first few in the unit. I simplified the information being
taught, how it was being taught and I mixed up how it was being presented. My goal was to try
and access more learning modalities while teaching some of the key ideas about fossils. I
noticed that even though there were sentence stems, some of my ELL and struggling students
were still more challenged with the writing portion than I would like them to be. I tried to help
each of them as much as I could but this was difficult as I began to realize that many of them
needed additional support but do not sit near each other so I was really split up around the class
while also trying to manage the class as a whole. Looking over their journals I am realizing that I
need to work in additional support for the ELL and struggling students when we are working on
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tasks that require writing. It might also be a good idea to think about this during discussion
activities to make sure that they understand what is going on and what we are doing.
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LESSON PLAN #5
Name_Elizabeth Ensminger__
Lesson Plan Title: Digging Up Dinosaurs - Part 2
Date/Time to be taught: November 19, 2013
Instructional Objectives aligned to Oregon Content & Performance Standards
The learner will demonstrate the ability to:

Demonstrate an understanding of what a paleontologist is through verbal or written
expression.
Demonstrate an understanding of what fossils are and why they are important to
science.
Display community building behaviors that support the learning environment.


Learning Targets: written in student friendly language appropriate for sharing with students
so that they know what they need to learn and do
I can …




Explain that fossils are bones left in rocks.
Explain that a paleontologist is a scientist that studies fossils to learn about past life.
Ask questions when I am confused or because I want to learn more
Work in a respectful manner with my peers to support our learning community
Standards/Benchmarks:


1.1E.1 Examine characteristics and physical properties of Earth Materials.
1.1S.1 Identify and use tools to make careful observations about the natural world.

1.2S.1 Record observations with pictures, numbers, or written statements
Instructional procedures and allotted time:
(Anticipatory set, modeling, guided practice, checking for understanding, independent practice, closure, plans for tomorrow)
HOOK/Anticipatory Set: linking to previous lessons – activating prior knowledge
Time
5 min.
Teacher
Recap with the class what we learned
the day before about fossils. Use
popsicle sticks to randomly call on
students.
Student
Students will tell the class what they remember
from the day before.
5 min.
Let students know that we will be
going to the lab at the end of the day
to make our fossils. Go over some
expectations for behavior in the lab.
Students will help determine the expectations
Example: When we go for class
for behavior in the lab by connecting to the
verses when they have indoor recess in
rules for when they have recess in there.
there.
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Where to go once we get in the lab.
What voice to use in the lab.
Making sure we remember our
listening ears in the lab.
10 min.
Have students line up for the science
groups.
Once in the lab, give students a minute
to look around. Review the
expectations we discussed in the
classroom.
Line students back up by fossil groups
and return to the classroom.
Instructional Input
Modeling, Checking for Understanding, Teacher questions, Guided Practice, Independent Practice
This is where you will put the steps of the lesson. Think of this as a very linear “step 1”, “step 2” and so
on.
Time
15 min.
Instructional steps the teacher will take
Handout student name tags, color coded by
fossil group.
What the students will be doing
Students will help review the
expectations for their time in the lab
today.
Line students up by science groups.
Once in the lab, review expectations.
Introduce the clay to the students and review
behavior expectations with the clay.
The clay stays in your hand or on the
table in front of you.
No throwing the clay.
No putting the clay on the floor.
**Listen to and follow the directions
of the teacher at your table. **
5 min.
Ms. Bond will work with the dinosaur
group.
Ms. Ensminger will work with the leaf
group.
Mrs. Tuttle will work with the shell group.
Students will explore and play with the
clay while following the guidelines they
have been given.
Handout small amounts of clay to students
to allow students to get the need to squish
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and play with the clay out of their systems.
30 min.
Teachers collect the clay.
Go over expectations for how to handle the
new clay they are about to get. This clay
has been slabbed ahead of time for them to
make their fossils.
No squishing, smashing, pinching, throwing,
dropping, stepping on, or changing the shape
of the clay they are now getting.
Handout the slabs for their fossils.
Each table area already has some sharpened
chopsticks. Each teacher will demonstrate
how to write their name on the clay slab
before handing out chopsticks.
Students will write their names into their
clay with the chopsticks.
Students will follow directions of the
teacher at their table and will create their
fossils with the items provided.
Students will gently write their names in
the clay - not pushing down.
Teacher can move at the pace of their group.
Once all names are in the clay, teachers can
demonstrate how to press/make the fossil at
their group and then handout materials for
students to begin making their own.
Many of the slabs will be big enough for
students to do more than of imprint of an
item or a few different items within that
group. For example, some students may
want to make imprints of three different
shells on their clay, or the dinosaur group
may want to add some tracks to their clay.
Remind students that they are to listen to the
teacher they are working with.
10 min.
Once fossils are pressed, students will begin
to paint their fossil with the glaze provided
at their table, again following the direction
of the teacher they are working with.
Teacher will demonstrate this prior to
handing out paint brushes, going over
expectations for how to use the
paintbrush and where to paint the glaze.
Students will paint their fossils with the
glaze provided.
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Closure
Time
15 min.
Instructional steps the Teacher will take
Being the end of the day, students will need
to be dismissed to get their things and go to
the green carpet.
Once students are at the carpet ask them:
To share one good thing that happened
today.
Who can tell me what a paleontologist is?
What is a fossil?
What the students will be doing
Students will collect their things to get
ready to go home and then sit on the
carpet at the front of the room.
Students will share what we did today
and what we learned.
Dismiss students by line. Their fossils will
be ready to send home with them at
conferences.
Literacy Connection: (way in which you will help students improve their reading, writing,
speaking or listening by explicitly connecting literacy to the lesson)
Students will review new vocabulary learned in the previous lesson.
Assessment/Learning Evidence:
Student participation in the review of the previous lesson and again during the closing of the
lesson. Students’ learning will also be demonstrated through their final product where I will be
able to see if they followed directions.
Materials, Resources, Technology:
Clay
Sharpened Chopsticks for writing
Toy Dinosaurs
Leaf Stencils
Shells
Sponges for clean up
Boxes to transport the clay
Kiln
Name Tags
Paint brushes
Glaze
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Modifications/Adaptations/Accommodations for Students with Diverse or Special Needs:
(addressing individual student’s needs: SpED, TAG, ESOL, learners from diverse backgrounds
& cultures, 504, behavioral issues)
Being a hands on activity where the students are creating a product through following directions,
and none of these students have any disabilities that would prohibit them from completing this
activity.
Considerations for Classroom Layout, Logistics, Grouping and Management of Students:
The students have been split into three small groups and each group is being led by a teacher
(one being a guest teacher from North Salem High). The students were taken to the lab on a
preview to make sure that they had an opportunity to explore and become familiar with the
space. The tables in the lab itself could easily accommodate one small group at a table, making
it easy for the teachers to lead their groups. Students were also all wearing name tags so the guest
teacher could more easily manage their group throughout the lesson.
Notes from Implementation Experience:
The lesson as a whole went really well. The students listened well and were exciting about what
they were doing.
Reflection:
Having the students review the expectations for their behavior in the lab prior to the activity was,
I think, very helpful. Like most of my lessons, things took a little longer than I had expected
them to and so for the sake of time and considerations for transportation of the end products, I
decided during the lesson not to have the students apply the glaze to their fossils. Logistically it
would not have worked to glaze their pieces there because they were being moved and fired
elsewhere. Also, there is enough chaos at this age with activities that I felt like getting the glaze
out would have just been too much. This aspect of the activity was one that I was questioning
slightly before the lesson took place, so I had not said anything to the students about getting to
paint anything, which turned out to be a good thing.
I realized at the end and as we were attempting to load the final products to be taken to the kiln
that we forgot newspaper to put on the tables. This would have prevented the clay from sticking
to the tables, making it much easier to pick them up for transport…oops. All worked out, but it
was a little questionable on some of the pieces.
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LESSON PLAN #6
Name Elizabeth Ensminger
Lesson Plan Title: Wondering About Water
Date/Time to be taught: Dec. 4, 2013
Instructional Objectives aligned to Oregon Content & Performance Standards
The learner will demonstrate the ability to:



Show a basic knowledge and understanding of why rain is important.
Illustrate their understanding through verbal explanation and through writing “I
wonder…” statements and questions about rain or water.
Display community building behaviors that support the learning environment.
Learning Targets: written in student friendly language appropriate for sharing with students
so that they know what they need to learn and do
I can …




Explain and/or describe some of the ways water/rain help the planet Earth.
Write questions and “I wonder” statements about rain/water.
Ask questions when I am confused or because I want to learn more.
Work in a respectful manner with my peers to support our community learning.
Standards/Benchmarks:



1.1E.1 Examine characteristics and physical properties of Earth Materials.
1.1S.1 Identify and use tools to make careful observations about the natural world.
1.2S.1 Record observations with pictures, numbers, or written statements.
Instructional procedures and allotted time:
(Anticipatory set, modeling, guided practice, checking for understanding, independent practice, closure, plans for tomorrow)
HOOK/Anticipatory Set: linking to previous lessons – activating prior knowledge
Time
Teacher
A.M. Recap
Student
15 min
Show video: Land, Water, Air on
DiscoveryEd to recap what we learned
about the Earth prior to break.
Will watch the video while watching for
connections.
Demonstrate with my journals writing the
sentence stem: One connection I made in
the video is ___________. Have students
write the same in their journals.
Students will write one connection to the
previous lessons they made while watching the
video in their journals.
Mention a few “I wonder” comments
about the world around us to get the
students thinking about water/rain.
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P.M. – New Lesson
15 min.
Tumblebooks: Who Likes the Rain by
Etta Kaner
Think-Pair-Share: Stopping after first few
pages to ask students to come up with an
“I wonder” statement about rain. Have
students share their statement with the
person sitting across from them.
Finish book letting students know that
they will need to think about a new
question or “I wonder” statement as they
watch.
Students will share their “I wonder” statement
with their elbow buddy.
Instructional Input
Modeling, Checking for Understanding, Teacher questions, Guided Practice, Independent Practice
Time
15 min
Instructional steps the teacher will take
Model writing an “I wonder” statement with a
picture on a writing page. Have the sentence
stem on the easel, the pocket chart and the
overhead for students.
What the students will be doing
Handout writing pages (Star Student will
handout).
Have students write an “I wonder” statement on
their writing pages, drawing a picture of their
statement/question at the bottom.
For the more advanced students that may finish
their “I wonder” statement and picture more
quickly, have the sentence stem “I like the rain
because” and have them complete the extra
sentence on their page. This sentence stem
follows the story we just read so students will
already be thinking about it. This second
sentence stem will not be on the handout so
students will need to write it out themselves.
**Have other teacher work with the students
that struggle a bit with writing/understanding at
the teacher table. Teach will use the dry erase
boards to help the students get their
thoughts/ideas in writing and the students can
Students will write an “I wonder”
statement about rain or water and draw a
picture of their statement/question on the
handout to make a class book.
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then copy the writing onto their writing pages
for the class book.
Closure
Time
10 min
Instructional steps the Teacher will take
Collect writing pages for class book.
What the students will be doing
Students will stack their writing pages at
the front of the room.
Read Rain Drop Splash by Alvin Tresselt – Give
students the option to stay in their seats or come
down to the carpet at the front of the classroom
for the story.
Students will decide where they want to
sit and then listen to the story about rain.
Literacy Connection: (way in which you will help students improve their reading, writing,
speaking or listening by explicitly connecting literacy to the lesson) Students will think of “I
wonder” statements and share them with their elbow buddies at the beginning of the lesson, and
then write an “I wonder” statement in their journals and draw a picture of their statement. The
book we are reading at the start of the lesson demonstrates this repeatedly, providing an example
of how to do this. Students are also practicing using text to come up with information or
questions.
Assessment/Learning Evidence: Student journals will be collected and used as learning
evidence from the recap lesson. For the main lesson I am collecting the writing pages and
creating a class book with everyones work.
Materials, Resources, Technology: Internet/Tumblebooks.com; Student Journals; Easel and
Sentence Stem Pocket Chart; Rain Drop Splash book by Alvin Tresselt; Writing page with the
sentence stem “I wonder”.
Modifications/Adaptations/Accommodations for Students with Diverse or Special Needs:
(addressing individual student’s needs: SpED, TAG, ESOL, learners from diverse backgrounds
& cultures, 504, behavioral issues)
I am using multiple approaches to allow students of all levels achieve the learning target of being
able to come up with an “I wonder” statement about rain/water and the planet Earth: the story
book, think-pair-share and writing. I will be circulating the room to make sure students
understand. The students that I know struggle a bit more I will have go to the teacher table and
work with Mrs. Tuttle/Co-Teacher to come up with an “I wonder” statement. Dry erase boards
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will be used to get the students thoughts and ideas written out so the students can see how to
write it out on their own papers.
Considerations for Classroom Layout, Logistics, Grouping and Management of Students:
Students will be working at their seats for this lesson with time to share with their elbow buddies
and a small group working at the teacher table in the back of the room.
Notes from Implementation Experience: Started the recap lesson by having the student’s
journals at their seats prior to the mini lesson. The afternoon lesson began with some technical
difficulties, cutting some time from the story on TumbleBooks to allow for enough writing time.
Students came up with great “I wonder” statements during the Think-Pair-Share. Students
worked quietly and were focused during the writing portion of the lesson, with only a few
reminders to check their noise level. The majority of the class was able to complete the writing
page with a few students keeping their pages to finish them tomorrow.
Reflection: I feel that this lesson went really well. The students were engaged for both the
recap and the main lesson later in the day. Creating a small group with the ELL students and
having them work with a teacher at the reading table for the writing assignment during the main
lesson worked really well. The ELL students were able to successfully communicate their ideas
and thoughts to the teacher who then used dry erase boards to write out each student’s thoughts
so they could see how to write it out. Each of these students created wonderful pages for the
class book and they were each very proud of their work and accomplishments.
At the start of class I had some technical difficulties so I had one of my more wiggly students
lead the class in a game of Simon Says while I got the computer and smart board working. This
delay was only a couple minutes and the game kept the class focused and quiet because they had
to be able to hear what the leader was saying. I got the class back for the lesson with a simple
“Simon says sit and be ready for a story.” Due to this little delay I stopped the story on
TumbleBooks a little early to make sure we had time for the writing assignment, but it was a
good stopping point and the kids did not seem to notice. I had debated about showing the last
part of the book anyway because it is marked as being for grades K-3 and the last part of the
story is a little more advanced and not really related to my learning goals for the students, so this
actually worked out well.
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Name _________________________________________
Date______________________________
I wonder________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
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LESSON PLAN #7
Name Elizabeth Ensminger
Lesson Plan Title: Water Erosion – Looking Closer at Sand
Date/Time to be taught: Dec. 6, 2013
Instructional Objectives aligned to Oregon Content & Performance Standards
The learner will demonstrate the ability to:



Demonstrate understanding of how water causes rock erosion.
Demonstrate an understanding that water makes of most of the planet Earth.
Demonstrate understanding of the importance of water to life.
Learning Targets: written in student friendly language appropriate for sharing with students
so that they know what they need to learn and do
I can …



Explain that water causes rocks to get smaller and break apart.
Explain that water makes of more of the Earth than land.
Explain that water is important to let things live.
Standards/Benchmarks:
 1.1E.1 Examine characteristics and physical properties of Earth Materials.
 1.1S.1 Identify and use tools to make careful observations about the natural world.
 1.2S.1 Record observations with pictures, numbers, or written statements.
Instructional procedures and allotted time:
(Anticipatory set, modeling, guided practice, checking for understanding, independent practice, closure, plans for tomorrow)
HOOK/Anticipatory Set: linking to previous lessons – activating prior knowledge
Time
10 min.
Teacher
The Magic School Bus Rocks and Rolls:
watch the middle where they describe and
demonstrate erosion.
Student
Students will re-watch the middle section of
the video about water erosion.
Instructional Input
Modeling, Checking for Understanding, Teacher questions, Guided Practice, Independent Practice
Time
10 min.
Instructional steps the teacher will take
Define the word erosion on chart paper, recapping what
we learned in The Magic School Bus.
What the students will be doing
Students will help define what
erosion is by raising their hands
to offer ideas.
10 min.
Look at the pictures of the magnified sand on
http://www.inspirationgreen.com/index.php?q=magnified- Students will share with their
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grains-of-sand.html
Ask students what they notice about what is in the sand.
Have them share one thing they noticed in the sand with
their elbow buddy. Randomly select two or three students
to share what their buddy noticed in the sand.
elbow buddies what they notice
is in the sand.
Closure
Time
15 min.
Instructional steps the Teacher will take
Journal Writing (using a handout journal page
with a picture frame): Students will complete the
following sentences:
1) “Erosion is_______” (the definition will
be up at the front of the room and I will
demonstrate writing it out in my own
journal).
2) “I noticed __________ and _________in
the sand.”
Students will draw a picture of what they
noticed.
What the students will be doing
Students will complete the sentences on
the handout and draw a picture of what
they noticed in the sand in the picture
box at the top of the page.
Literacy Connection: (way in which you will help students improve their reading, writing,
speaking or listening by explicitly connecting literacy to the lesson)
Students are pulling information from the video, class discussions and photographs to gain
understanding of the concept of erosion. They are then transferring this understanding to a
worksheet where they are completing sentence stems and drawing pictures to illustrate their
understanding.
Assessment/Learning Evidence:
Student learning targets will be demonstrated during sharing and through their completed work
of the worksheet.
Materials, Resources, Technology:
Internet for The Magic School Bus and the magnified images of the sand; worksheets.
Modifications/Adaptations/Accommodations for Students with Diverse or Special Needs:
(addressing individual student’s needs: SpED, TAG, ESOL, learners from diverse backgrounds
& cultures, 504, behavioral issues)
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Struggling learners will work with Mrs. Tuttle on their worksheets at the teacher table. These
learners will be able to interact and participate with their peers during the think-pair-shares while
also getting additional support for the writing portion of the lesson.
Considerations for Classroom Layout, Logistics, Grouping and Management of Students:
Students mostly worked at their desks for this lesson, with the exception of the ELL and
struggling students who got to work at the teacher table for extra support. While this is not
necessarily ideal, the nature of the lesson required it since they were watching a video and
journaling.
Notes from Implementation Experience:
The students stayed engaged during the video and occasionally felt the need to share something
they realized while they were watching. Many students were demonstrating while watching that
they were making connections as well.
Reflection:
Students were excited about this topic and got a lot more out of the video than I had expected.
As a result the journaling activity went really well and all they students seemed to stay engaged.
The think-pair-share was a great time for students to have an opportunity to share the
connections they made while watching the video, as well as new realizations they may have had.
I felt like this was a good set-up to the next lesson which should be fun and easy for they to
connect to with having built this knowledge base. Additionally, I realized during the lesson that
the first sentence stem on the handout was either too difficult for this age or I needed to teach it
differently. Erosion is a challenging concept at first grade, and although the students seemed to
get the idea for the most part I would teach it differently in the future leaving the concept of
weathering out of the lesson. I think that student’s would have better understood had weathering
not been included just yet. This is also a concept that it would have been beneficial to spend
more time on.
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Name _________________________________________
Date______________________________
Erosion is________________________________________________________
__________________________________________________________________
__________________________________________________________________
I noticed __________________________and___________________________
in the sand._______________________________________________________
__________________________________________________________________
__________________________________________________________________
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LESSON PLAN #8
Name Elizabeth Ensminger
Lesson Plan Title: Water Erosion – Exploring The Effects
Date/Time to be taught: Dec. 9, 2013
Instructional Objectives aligned to Oregon Content & Performance Standards
The learner will demonstrate the ability to:



Explore their understanding of how water causes rock erosion.
Demonstrate an understanding that water makes of most of the planet Earth.
Demonstrate understanding of the importance of water to life.
Learning Targets: written in student friendly language appropriate for sharing with students
so that they know what they need to learn and do
I can …



Explain that water causes rocks to get smaller and break apart.
Explain that water makes of more of the Earth than land.
Explain that water is important to let things live.
Standards/Benchmarks:
 1.1E.1 Examine characteristics and physical properties of Earth Materials.
 1.1S.1 Identify and use tools to make careful observations about the natural world.
 1.2S.1 Record observations with pictures, numbers, or written statements.
Instructional procedures and allotted time:
(Anticipatory set, modeling, guided practice, checking for understanding, independent practice, closure, plans for tomorrow)
HOOK/Anticipatory Set: linking to previous lessons – activating prior knowledge
Time
Teacher
A.M. Recap
Student
10 min.
Think-Pair-Share: Have the pictures of the magnified
sand up on the SmartBoard to help students remember
what we did.
http://www.inspirationgreen.com/index.php?q=magnifiedgrains-of-sand.html
Ask students to think about what we have learned in
Earth Science so far. Once students have had a minute to
think about this, have them share with the person sitting
across from them what they thought of. Use popsicle
sticks to call on two to three students to have share what
their partner remembered.
Students will think of one thing
they remember that they have
learned in science in the last few
weeks and then share that one
thing with their peer sitting
across from them.
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Instructional Input
Modeling, Checking for Understanding, Teacher questions, Guided Practice, Independent Practice
Time
10 min.
5 min.
Instructional steps the teacher will take
Review the definition of the word erosion on
chart paper, recapping what we learned in our
previous lessons from the week before.
Review station rules: Timer = Rotate; Working
Quietly; Following Directions
Review what each station is and what my
expectations for the students are at each one with
the class.
What the students will be doing
Students will help define what erosion is
by raising their hands to offer ideas.
Students will listen to the directions so
that they can complete each station.
Stations: Students will have 8-10 minutes at each
station. The timer will be set and students will
rotate to the next numbered station when the
timer goes off. Any papers at the stations will be
left there for the teacher to collect at the end of
the lesson.
Station 1: Listening Station – Students will
listen to a recording of me reading
________________
See station descriptions for what
students will be doing.
Station 2: Sand – Students will look at some
sand, rocks and shells with a magnifying glass
and record 2 things they notice on a sheet that
will be provided at the station. This station will
have teacher support with dry erase boards to
help the struggling and ELL students with their
writing.
Station 3: Beach Waves – A teacher will guide
this station, demonstrating for students what
happens to the sand bank when waves hit it.
This will be will a painting pan which will have
a file of sand on one end and then the teacher
will poor water in the other end. The pan is
gently rocked to create waves and the students
will observe what happens as the waves hit or
wash over the sand. Students will each complete
the writing paper, telling me what they noticed.
Some dry erase boards will be at the station for
the teacher to support the ELL students in their
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writing.
Station 4: Computers -- Students will work in
Spelling City using a special science word list
with their Earth Science vocabulary (Ocean,
Continent, Observe, Classify, Rain, Erosion,
Rock, Soil, Land, Fossil).
Closure
Time
5 min.
Instructional steps the Teacher will take
Have students go to the green carpet. This will
allow the supporting teacher to pick up the sand
and wave stations real quick.
What the students will be doing
Students will quietly sit crisscross and
wait for teacher instruction.
Ask students to share one great thing they just
did in science. As students share ask them what
they learned when they did what they are
sharing.
Students will take turns sharing what
they learned in the stations.
Literacy Connection: (way in which you will help students improve their reading, writing,
speaking or listening by explicitly connecting literacy to the lesson)
Students will be practicing recording information as they make observations at stations two and
three. In addition, students will be reviewing and working on the vocabulary from the unit at
station four, and they will be listening to and following along in a book at station 1. The lesson
is both beginning in the A.M. recap and ending in the closure with students thinking and sharing.
Assessment/Learning Evidence:
Student learning targets will be demonstrated during sharing and through their completed writing
pages in stations two and three.
Materials, Resources, Technology:
Computers; Voice recorder, headphones and book; paint pan, sand and water; magnifying
glasses; handouts/recording pages; dry erase boards and pens; pencils; timer.
Modifications/Adaptations/Accommodations for Students with Diverse or Special Needs:
(addressing individual student’s needs: SpED, TAG, ESOL, learners from diverse backgrounds
& cultures, 504, behavioral issues)
Additional support will be provided at the two writing stations for students who need it. The
reading station is a listening station so all students can access the material and the computer
station with the vocabulary allows students some choice about how they access the material,
allowing them to decide what they prefer and can do.
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Considerations for Classroom Layout, Logistics, Grouping and Management of Students:
The listening station will be at the front of the room on the green carpet; The computers are
along the wall in the back of the room and can support 6 students; and the sand and wave stations
will be set up on student tables at opposite sides of the room.
Notes from Implementation Experience:
Managing the class as they were all spread out at the various stations was interesting as I was
also leading one of the stations. This went pretty well because I really only had to get my group
at my station started and then they could work independently, freeing me to wonder the room a
bit.
Reflection:
Having multiple stations for the students went really well. They all stayed engaged and were
giving me their best effort. I did realize that I needed to do a quick mini lesson on how to use the
iPad and iPhone for the listening stations…oops…so I spent a lot of time going back and forth
between the station I was leading and the listening station to help the students operate those. I
also realized during the station work time that I should have made small anchor charts of all the
vocabulary we had learned during the unit to hand between the computers. The activities they
were trying to do required that the students spell out a lot of those words and while they knew
the meanings of the words, they had not been expected to learn how to spell them. This was an
aspect of the planning that I missed and it made it difficult for the students at the computer
station.
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LESSON PLAN #9
Name Elizabeth Ensminger
Lesson Plan Title: Natural Resources Part 1
Date/Time to be taught: Dec. 11, 2013
Instructional Objectives aligned to Oregon Content & Performance Standards
The learner will demonstrate the ability to:


Explain the differences between natural and man-made resources.
Demonstrate an understanding of why natural resources are important and how they help us.
Learning Targets: written in student friendly language appropriate for sharing with students
so that they know what they need to learn and do
I can …



Explain what natural resources are.
Explain what man-made resources are.
Explain why natural resources are important.
Standards/Benchmarks:
 1.1E.1 Examine characteristics and physical properties of Earth Materials.
 1.1S.1 Identify and use tools to make careful observations about the natural world.
 1.2S.1 Record observations with pictures, numbers, or written statements.
Instructional procedures and allotted time:
(Anticipatory set, modeling, guided practice, checking for understanding, independent practice, closure, plans for tomorrow)
HOOK/Anticipatory Set: linking to previous lessons – activating prior knowledge
Time
10 min.
Teacher
Ask students to tell me some things that
are made from plants, animals or the
Earth. Once a few students have given
some ideas hand out sticky notes to
students that read “Plant” “Animal” and
“Earth”. Students will have one of each.
Student
Students will offer ideas of things that are
made from plants, animals or earth materials.
Explain that they are going to put their
sticky notes on things in the classroom
that they think are made from plants,
animals or earth materials.
Students will place their sticky notes on items
in the classroom that they think are made from
plants, animals or earth materials.
Instructional Input
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Modeling, Checking for Understanding, Teacher questions, Guided Practice, Independent Practice
Time
10 min.
Instructional steps the teacher will take
Review good book care and how we get our
science text books by asking students to tell you
what the rules and expectations are. Use
popsicle sticks to randomly call on students.
Get science books and have students find page
196.
What the students will be doing
Students will remind you what good
book care means, how we handle the
science text books and how we get the
books.
Students will help each other find page
196.
20 min.
Have the ELL students sit at the reading table
with Mrs. Tuttle for the reading and discussions.
The ELL students will discuss the
Think-Pair-Share times with Mrs. Tuttle,
reviewing the information if necessary.
Have a student from the elephant reading group
read the first sentence on p. 196. Remind the
class to follow along. Repeat the sentence and
then read the next paragraph. Have another
elephant student read the sentence next to the
picture.
A student will read the first sentence and
the class will follow along. Students
will continue to follow along as teacher
reads.
Remind students that this is listening time and
then they will have talking time, but first they
need to listen. Read p. 197.
Think-Pair-Share - Ask the class to think about
what natural resources they use. Once students
have a minute or two to think about it, have
them share with their neighbor.
Listening time – then talking time. Have
another student read the page.
Have students look at the picture and discuss
with their neighbor what resources they see. Use
popsicle sticks to call on a few students and
have them share what resources they notice in
the picture.
Students will think of a natural resource
they use and share it with their neighbor.
Students will follow along.
Students will read the picture in the text
and share what they see.
Closure
Time
10 min.
Instructional steps the Teacher will take
Have students now look at p. 194. Ask them to
read the picture and tell their neighbor what
comes from an animal. Again, but look for
something that comes from a plant. The goal is
What the students will be doing
Students will read the picture on p. 194
and share with a neighbor what in the
picture comes from an animal. From a
plant.
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to get them to make the connection of food
coming from natural resources.
Ask the class if our food comes from natural
resources.
Let students know that you want them to pay
careful attention to what natural resources they
use at home tonight and that you have a
homework page for them to use to keep track of
some of them. Stickers will be given to students
who bring their homework back.
Literacy Connection: (way in which you will help students improve their reading, writing,
speaking or listening by explicitly connecting literacy to the lesson)
Students will be reading from the text book, participating in think-pair-share and group
discussions, reading pictures and labeling items in the classroom.
Assessment/Learning Evidence:
Student learning targets will be demonstrated during sharing and through their completed
homework that gets returned.
Materials, Resources, Technology:
Science Text Books and sticky notes.
Modifications/Adaptations/Accommodations for Students with Diverse or Special Needs:
(addressing individual student’s needs: SpED, TAG, ESOL, learners from diverse backgrounds
& cultures, 504, behavioral issues)
Additional support will be provided at the teacher reading table during the lesson for students
who tend to struggle with understanding and sharing thoughts or ideas.
Considerations for Classroom Layout, Logistics, Grouping and Management of Students:
Students will be dismissed by table to get in line to get their text books. Students will get to
move around at the beginning of the lesson with their sticky notes and getting their text books,
and again at the end of the lesson when putting their text books away.
Notes from Implementation Experience:
The students really seem to enjoy using the science text books. Because it had been a few weeks
since we last used them I went back over all the expectations for how to treat the book and how
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to find a specific page in the book. Locating the correct page was still a bit of a challenge but
with more practice this will get easier for them.
Reflection:
Having the students help me read the text certainly seemed to help keep them engaged in the
text. It was also engaging for them when we did the online interactive game that related to what
we read in the text. Students seemed to understand the concept of what a natural resources is
verses a man-made resources, so it will be interesting to see how they complete the homework
page, as well as what they are able to communicate and demonstrate during the next lesson. This
part of the unit was the shortest so I am not sure that the students will retain as much of the
information or have as clear an understanding, but we shall see.
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LESSON PLAN #10
Name Elizabeth Ensminger
Lesson Plan Title: Natural Resources Part 2
Date/Time to be taught: Dec. 13, 2013
Instructional Objectives aligned to Oregon Content & Performance Standards
The learner will demonstrate the ability to:


Explain the differences between natural and man-made resources.
Demonstrate an understanding of why natural resources are important and how they help us.
Learning Targets: written in student friendly language appropriate for sharing with students
so that they know what they need to learn and do
I can …



Explain what natural resources are.
Explain what man-made resources are.
Identify natural and man-made resources.
Standards/Benchmarks:
 1.1E.1 Examine characteristics and physical properties of Earth Materials.
 1.1S.1 Identify and use tools to make careful observations about the natural world.
 1.2S.1 Record observations with pictures, numbers, or written statements.
Instructional procedures and allotted time:
(Anticipatory set, modeling, guided practice, checking for understanding, independent practice, closure, plans for tomorrow)
HOOK/Anticipatory Set: linking to previous lessons – activating prior knowledge
Time
10 min.
Teacher
Have all the vocabulary from the science
unit up on the easel and ask the class who
can tell me about one of the words we
learned about. Do this as a review of the
unit and the vocabulary.
Student
Students will raise their hands to participate in
sharing what they learned about one of the
words.
Review a few of the homework pages
with the class, having the students share
what they wrote.
A few students will come up and share what
they wrote on their homework page with the
class.
Instructional Input
Modeling, Checking for Understanding, Teacher questions, Guided Practice, Independent Practice
Time
10 min.
Instructional steps the teacher will take
Put up a picture of a farm. Ask the class where
we get most of our natural resources. Use
What the students will be doing
Students will give me answers as they
are called on.
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popsicle sticks to call on the students.
**Have the ELL students sit at the reading table
with Mrs. Tuttle for the reading and discussions.
10 min.
Using pictures, explain that all plants start with
a seed that the farmers plant in the ground. Ask
the class what happens to the seeds after the
farmer plants them. Continue this process until
we have all the steps up to the food being in the
store. Use the student handout as a guide to be
sure you cover each step on the handout.
Students will give answers when called
on as we go about what happens next
10 min
Give students the Farm to Table activity sheet.
Demonstrate what they need to do with it
BEFORE they color it by doing the first two
with the class. Remind them to read the picture.
Students will help complete the first two
on the activity sheet as a class and then
they will move into independent work.
Time
10 min.
Instructional steps the Teacher will take
Have students complete their Resources Sort by
gluing the cut out pieces into another paper and
handing them in.
What the students will be doing
Students will put their sorts together and
turn them in.
10 min.
Handout the post-test and review it with the
class so students know what to do. When
students complete the test they can either work
on unfinished work at their table or read a book.
Students will complete the post test and
turn it in.
Closure
Literacy Connection: (way in which you will help students improve their reading, writing,
speaking or listening by explicitly connecting literacy to the lesson)
Students will be reviewing vocabulary, reading pictures and reading the text on their activity
sheets.
Assessment/Learning Evidence:
Student learning targets will be demonstrated through their completed work that is collected
throughout the lesson.
Materials, Resources, Technology:
Technology to project the farm picture, Activity Sheet, Sort and Post-Test.
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Modifications/Adaptations/Accommodations for Students with Diverse or Special Needs:
(addressing individual student’s needs: SpED, TAG, ESOL, learners from diverse backgrounds
& cultures, 504, behavioral issues)
Additional support will be provided at the teacher reading table during the lesson for students
who tend to struggle with understanding and sharing thoughts or ideas, specifically the ELL
students and then anyone else who may need the extra support.
Considerations for Classroom Layout, Logistics, Grouping and Management of Students:
Students will be working at their desks and the star student of the week will help me pass out
papers.
Notes from Implementation Experience:
Wow! My ELL students are growing in enthusiasm and confidence. The sequence worksheet
with the picture support was something that they were able to complete without any help and boy
were they proud! Having the teacher table becoming a consistent support during lessons seems
to also be making a difference.
Reflection:
This lesson went pretty well. The students have done a lot of sorts this year so they were able to
independently complete that task. I did notice that some of the students were still a bit confused
about what a natural resource is and what a man-made resource is, which makes me wish I had a
little more time with them to have been able to have an extra day to learn about this. Many of
the students did seem to get it though. The understanding for farms as producing some natural
resources seem to be outstanding and the entire class was able to complete the sequence
worksheet relating to farms without much trouble. The biggest change in this is that I would
absolutely plan for at least one extra day for this portion of the unit in the future so that I could
create a workshop day to reiterate what natural and man-made resources are. I think that a
workshop day would have been a lot of fun for the students and it would have eliminated a lot of
the confusion that I saw as students were completing the sort.
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Natural Resources
Man-Made Resources
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7. Assessment Plan
Assessment of Students’ Prior Knowledge and Skills
When planning the pre-test prior to my unit I attempted to compile some of the main
points that I intended on teaching and created an assessment to gauge student knowledge of those
main points. The assessment was compiled of four sections; identifying, matching, drawing and
writing. Each section was given a point value which was used to grade the assessments and
determine student understanding of the information. Since I was using a traditional point scale I
decided to convert the points into percentages and then used a traditional percentage grading
scale as outlined below to determine passing grades for the students.
100-90% = A, passing
89-80% = B, passing
79-70% = C, passing
69% and below = not passing
Prior to giving the students the pre-test I taught them how to complete the matching
section of the assessment because this was a new way of doing something for them. To
demonstrate how to complete the matching portion of the exercise I created a matching problem
on the document camera that we completed as a class. Once that was accomplished and the
students all seemed to have an understanding of what to do the assessment was passed out and I
went over each section with them, reading the directions as we got to each new section and
giving them time to complete it before moving on. The approach for giving the assessment was
to try and make sure that all the students understood what they were supposed to do because
assessments at this age and so early in the school year are not common. This also kept students
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on task and prevented additional disruptions that occur when students are all finishing at separate
times.
The first section of the assessment consisted of eight pictures, three of which were the
main elements that make up the planet Earth. Students were required to circle the materials that
make up the planet Earth, each one being worth one point for a total possible of three points.
However, simply guessing and circling the right ones did not automatically equal those points.
For each incorrect answer given a point was lost for a possible total of zero. The reason I chose
to score the assessment this way was because many students guessed, circling almost or all of the
pictures. If they were guessing to this extent then it was evident that they did not know the
correct answers and this way the score reflected that.
Section two consisted of matching where they were given four different pictures that
were to be connected to the related phrase by a line. There were only two phrases and four
pictures so I made it clear during the demonstration of how to complete this exercise that there
could be several lines going to the same phrase. Each picture was worth one point, making this
section worth a total of 4 points. As with section one, however, each wrong answer deducted a
point. This section allowed me to determine any prior knowledge and understand of what natural
resources verses man-made resources are, which was taught later in the unit.
To add to the variety of how students could communicate information I focused the third
section on drawing, asking the students to draw a picture of something that they could recycle at
home. This section was included to provide an opportunity for students to communicate without
having to worry about words and writing. However, once I collected the assessments I realized
that this section was going to be extremely difficult to score because I could not tell what most of
the students had drawn. This being the case I decided that this section was rather obsolete and I
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only made it worth one point. As long as they drew something I gave them the full point. While
I initially thought it was a good idea that had been presented to me to include a section with
drawing, at such a young age free hand drawings are too difficult to use as an assessment unless
the student is completing a one-on-one interview with the teacher and can tell them what they are
drawing a picture of.
The final section of the assessment was the written section which required students to tell
me in writing what a scientist does. This section was worth a total of four points because it
required more thought and effort on the part of the students. I created a brief and simple rubric
for determining scores for this section which is:
4
Students write at
least two full
sentences, each
with a minimum
of once example
of something a
scientist does.
3
Students write at
least one full
sentence with a
specific example
of something a
scientist does.
2
Students do not
use sentences but
list at least two
things a scientist
does.
1
Students do not
use sentences but
list at least one
thing a scientist
does.
0
Students do not
list any relevant
answers.
Altogether this unit pre-test was worth a total of 11 points. The average achieved on this
pre assessment was 50%, with the highest achieving section being section two and the lowest
section one. This let me know that I needed to plan my lessons to spend extra time on teaching
about the materials that make up Earth and this is in fact what I focused most of my unit on,
connecting each lesson to one of the three main elements. I then planned to take less time on
teaching to what natural and man-made resources are. As we went through the unit I emphasized
that different activities and tasks that we were doing were scientist tools so that the students
began to make additional connections about what a scientist does, which was also a low scoring
section of the pre-test. I took the opportunity of the first two lessons to really focus on different
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skills and activities of a scientist and then allowed for opportunities for the students to practice
those skills. By beginning with this emphasis it made it easy to carry that into all of the future
lessons, building on what they learned at the very beginning.
I found the assessment to be very helpful in mapping out my overall unit, figuring out
where to focus each of the lessons and planning how each lesson would be linked to reach the
learning targets of the unit. This information also transferred to deciding what vocabulary would
be taught and focused on throughout the unit to support those learning targets for the students.
Assessment of Student Achievement and Growth
Considering how I wanted to be able to evaluate student growth, I thought it was
important to use the same assessment that was given for the pre-test. Keeping the information
assessed the same allowed me to directly compare each student’s answers and growth, giving a
clear indication of growth achieved during the unit. I did become aware that I failed to include
any question that allowed students to let me know if they understood the Earth is made up of
more water than land, and so a bonus question in the format of fill in the blank was added to the
post-test to allow students the opportunity to demonstrate that knowledge and understanding.
The class as a whole improved greatly from the pre-test to the post-test. The pre-test
average score was 50% while the post-test average score was 85%. Out of 21 students that took
both the pre and post assessment, only two maintained their scores and one student went
backwards. The student that appears to have regressed missed almost an entire week of school
due to illness and I believe that she would have improved if it were not for her absence.
The bonus question that I added I felt was important because the unit lessons focused a
lot on understanding that the Earth is made up of more water than land. I also added a text box
with the vocabulary we learned throughout the unit as a resource for the writing section of the
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assessment, which students were able to use to help them complete the bonus question. The
bonus question was only worth 1 extra point because I didn’t want it to have too much effect on
the data comparison of the pre-test. I was pleased to see though that only two students missed
the bonus question and two others got it half correct. Everyone else got the extra point.
Formative Assessments
The formative assessment process throughout my Earth science unit with the students
was a bit of trial and error. I was trying to figure how to effectively assess student understanding
on a level that was developmentally appropriate for first grade. Using a variety of formative
assessments allowed me to evaluate the students’ understanding while also building their skills.
At the start of my two-week unit students began using science journals. Students were
given prompts about what to write about or create in their journals and I was then able to read
through them and get an idea of their understanding of the lesson. This ranged from creating
classification tables, using writing prompts and sentence stems and drawing. By giving the
students a specific focus for what they were doing in their journals I could compare how they
were understanding which allowed to gauge if the majority of the class seemed to be
understanding the lessons or not. From this point I was able to adjust my next lesson to best
support the students. One way that I adjusted my lessons was through adding more review both
at the start of my lessons to reinforce what they learned in the previous lesson and throughout the
new lesson. I decided to incorporate the additional review with the students after the second
lessons and reviewing the journals. I was able to determine the understanding for many students,
but I also began to realize that I needed to start checking for understanding through verbal
responses because writing is still a skill that students are learning, and their ability to get their
understanding on paper is limited at this age.
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Shortly into my unit lessons I began to incorporate Think-Pair-Share. Incorporating this
into my lessons began by teaching the students what it meant, learning what an elbow partner is,
what they are expected to be doing and then practicing what it looks like. This was a new task
and skill for these students but they seemed to really enjoy it and were great about making the
transitions during this activity, making it a helpful and effective way for me to determine student
and class understanding of what we were learning and working on. While students were sharing I
was able to listen to several of their conversations while helping some students either stay on
task or to understand what they were supposed to be doing, giving me an idea of how students
understood the lesson. Additionally I consistently had several students share with the class what
their partner shared with them during the Think-Pair-Share activity. This encouraged students to
build their listening skills while also demonstrating to me their extended understanding of the
content.
A few of the ELL students occasionally struggled to understand the question or
discussion topic during Think-Pair-Share, however most of the time I found that it was more a
matter of individual insecurity and shyness that kept the students from participating at the same
level as the rest of the class. I initially thought that the students did not understand but I quickly
realized that they were just shy or insecure about working with their peers. Once I realized this I
was able to further adjust my lessons to incorporate a teacher table for my ELL and struggling
students for writing and sharing activities. Having these students work together with additional
teacher guidance quickly built confidence and these students began wanting to share their
thoughts, ideas and work. This approach with these students provided them with tremendous
growth and as a learning teacher it was wonderful to see a new approach work so well.
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The use of worksheets with picture support and text were very useful in determining the
students’ comprehension of a lesson. The picture support allowed the ELL students and
struggling readers to complete the task with limited or no additional teacher support which
contributed to building the students’ confidence. I used this formative assessment towards the
end of the unit and had the students complete it in class with a picture sort as well. Both of these
formative assessments dealt with ordering and allowed students to demonstrate their
understanding of what natural resources are without having to worry about writing. I had
decided to try this approach after spending much of the unit having the students write and give
oral responses and I think that it was very effective in letting me know what they each
understood and where they needed additional support. I wished after I did this lesson that I
would have tried these two assessment approached sooner in the unit because I think they were
the most developmentally appropriate techniques that allowed for independent student work.
These two tasks gave me the clearest indication of where each student was, aside from tracking
oral responses during the lessons themselves.
I attempted to incorporate homework on two separate occasions, but because these
students rarely receive homework it was not terribly successful. I received 13 out of 31 back for
the first homework assignment, and 17 out of 31 for the second assignment. Having barely half
of the worksheets returned I really question how effective this is as a means for assessing student
understanding on a large scale, which is why I decided to have the students complete the
worksheets in class the last time. I also noted that some of my struggling readers and ELL
students had a challenging time completing the homework pages which is why I wanted to find
something with more picture support for the last sheet I gave them in class. There was
significant improvement for those struggling and ELL students in completing the worksheet with
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the picture support, and a few of them showed great enthusiasm at their ability to complete it and
feel like they did it correctly, which they did.
Exploring written, verbal and picture cue tasks as different way to formatively assess my
students throughout my unit was eye opening and I felt like I learned a lot about what worked
and what didn’t. Have sentence stems prepared for written tasks supported students in being
exceptionally more successful in completing those tasks well. Additionally, it was vital to take
the time to demonstrate to the students exactly what I wanted them to do with each task,
regardless if it was written, verbal or sequencing. The more clear and structured I became
throughout the unit when giving students tasks, the more they succeeded and became enthusiastic
about what they were learning. Being clear at a first grade level required extensive breaking
down of steps and expectations and the more I practiced the easier this became. Students at this
age level have to be taught the most basic skills, such as how to find a page number in a text
book, and once I realized that I needed to take things down to the foundation of understanding
we all became more successful. If I were to go back and teach at this grade again I would make
a point of breaking everything down to the basic elements, would always have sentence stems
prepared to support students in written tasks and I would utilize picture support and sequencing
more than I did in this experience.
Summative Assessment and Performance Task
If I had more time with the students I would have taken an extra two or three days and
had the students complete the task of making a book about their own planet that they would
create. With prepared sentence stems available, each student would create their own planet for
which they would have to decide a series of things that coincide with what they learned in the
unit. For starters, each student will have to name their planet, decide what shape it is going to be
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and whether their planet is made up of more water than land (like Earth) or more land than water.
From this point students will need to think about what sort of natural resources will be on their
planet and how people and animals are going to be able to survive on the planet. The rubric
specifies exactly how many natural resources need to be on the planet. For each natural resource
the student should explain why it is important for their planet. Student will then tell two to three
things about the people and animals on the planet, for example what they do or make or how
they contribute to the planet by recycling. For each section students will create a drawing to
illustrate what they have written. This task will require students to consciously use what they
have learned throughout the Earth science unit while maintaining student interest. Creating a
‘published’ book is something that this class gets excited about and they work extra hard to
produce their best work. The books will all have covers that the students will make with pictures
of their created planet, a title and their name. Once their books are all published students will be
given the opportunity to read their books to the fifth grade class with whom they buddy read
once a week, providing for extra incentive to get their books done while doing their best work.
4 - Exceeds
Book contains all
elements:
1.
1. Cover with title, 2.
picture and student
name;
2. Planet is given a 3.
name;
3. A shape is decided4.
for the new planet;
4. At least three
5.
natural resources are
included with an
explanation for why
they are important;
5. An explanation for6.
how people and
3 - Proficient
Book contains:
2 – Almost Proficient
Book contains:
1 – Well Below
Proficient
Book contains:
8.
14.
1. Cover with title, 9. 1. Cover with title, 15. 1. Cover with title and
picture and student
picture and student
student name;
name;
name;
16. 2. At least one natural
2. Planet is given a 10. 2. Planet is given a
resources is included;
name;
name;
17. 4. An explanation for
3. A shape is decided 11. 3. At least one natural
how people and
for the new planet;
resources is included
animals will survive
4. At least two natural with an explanation for (eat, live in, etc.);
resources are included why it is important;
5. Some of the pages
with an explanation 12. 4. An explanation for
in the book have a
for why they are
how people and
related illustration.
important;
animals will survive
5. An explanation for
(eat, live in, etc.);
how people and
13. 5. Half of the pages in
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animals will survive
(eat, live in, etc.);
6. Three things about
what either people or
animals do to help
take care of their
planet;
7. Each page in the 7.
book has a related
illustration.
animals will survive
the book have a related
(eat, live in, etc.)
illustration.
6. Two things about
what either people or
animals do to help
take care of their
planet;
7. Two thirds of the
pages in the book have
a related illustration.
8. Data Analysis on Student Learning
Pre and Post Assessment Data and Interpretation
In order to fully evaluate ones teaching, it is important to consider any data that has been
collecting and what it means for you as a teacher. I found the data analysis to be very
enlightening and interesting, gaining insights to my teaching skills and what I did well and where
I may need to pay close attention to making some shifts. My data collection for this work sample
is taken from the results of my pre and post assessment for the two week unit that I taught, and
while I think it would be interesting to complete this type of analysis on more than just a pre and
post assessment, this small amount of data still offered a great deal of perspective.
Once the data for the pre and post assessments was compiled, a significant learning gain
could be seen on both a whole class and individual student basis. As a whole class the average
percentage of the assessment went from 50% on the pre-assessment to 85% on the post test
(Figure 1).
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90%
80%
70%
60%
Whole Class Pre-Test
Average
50%
40%
Whole Class Post-Test
Average
30%
20%
10%
0%
Pre-Test
Post-Test
Figure 1
Breaking this down a bit further to look at whole class gains by the assessment questions (Figure
2), it can be seen that there were gains in points earned on each question as well. Question one
and four showed the greatest improvement. This was consistent with what the majority of time
during the unit was spent on, which was what scientist do and the main elements that make up
Earth. Question two also showed class growth regarding understanding of natural verses manmade resources, and like the time spent on this topic in the unit, there was less growth than with
questions one and four. The drawing section was left on the assessment for consistency for the
students, but I continued to only count it as a single point as long as the student drew something.
As we can see there was an improvement in more students completing this question, which in
and of itself is good.
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3.50
3.00
2.50
2.00
Pre-Test Questions
Average
1.50
Post-Test Questions
Average
1.00
0.50
0.00
1
2
3
4
Figure 2
I then decided to break it down even further and compare the growth of the male students
to the female students. I am particularly interested in this because it is generally believed that
boys are better at science and there is a push to figure out how to engage girls in science on a
similar level as the boys. Breaking it down by the pre-test (Figure 3) and post-test (Figure 4), the
male students did significantly (10% or more) better than the female students.
90%
80%
70%
60%
50%
Boys Pre-Test Average
40%
Girls Pre-Test Average
30%
20%
10%
0%
Boys
Girls
Figure 3
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90%
80%
70%
60%
50%
Boys Post-Test Average
40%
Girls Post-Test Average
30%
20%
10%
0%
Boys
Girls
Figure 4
I was actually rather surprised when I saw the results of this comparison. The female students
generally appeared to be equally engaged during the lessons so I expected these numbers to
closer than they in fact are. With a 16% spread between the boys and girls in the pre-test and a
10% difference in the post-test, we at least see some closing of the gap which I find encouraging.
I wonder if I had taken more time for the unit in general, maybe added a third week, if that gap
would have closed any more. I am also wondering what I could have done differently in my
teaching to reach more of the female students. This outcome will certainly cause me to be more
aware of how my teaching is influencing one gender over the other in the future. I really want to
explore this more and see if I can figure out how to teach in a way that closes the gap between
the boys and girls regarding science and possibly math.
The overall scores of the post-test were encouraging when compared with the preassessment score. Once I entered the data I felt like the unit perhaps went better than I initially
thought. I realized as I was reviewing the data that I assumed that because I was feeling unsure
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or scattered as I was teaching the unit that the experience was similar for the students. The data
of my pre and post assessment, however, showed me that this was not the case and that the
students more than likely did not know I was feeling unsure of myself as I was learning. This
was a good realization that has helped me to feel less intimidated as we prepare to enter our final
round of student teaching.
Q1
G1
G2
G3
G4
G5
G6
G7
G10
G11
G12
G13
G15
G16
B1
B2
B4
B7
B9
B10
B11
B12
Average
Mode
Median
0
1
0
1
0
0
1
0
1
1
2
2
0
2
0
0
2
1
0
1
1
0.76
0
1
Class Pre-Test Scores
Total
%
Q2
Q3
Q4
Correct
0
1
1
2 18%
2
1
1
5 45%
4
1
1
6 55%
4
1
1
7 64%
0
1
1
2 18%
2
1
1
4 36%
4
1
2
8 73%
0
1
2
3 27%
4
1
1
7 64%
2
1
2
6 55%
4
1
1
8 73%
0
0
0
2 18%
2
0
1
3 27%
2
1
0
5 45%
2
1
2
5 45%
0
1
1
2 18%
4
1
4
11 100%
4
1
3
9 82%
4
1
1
6 55%
4
1
1
7 64%
4
1
2
8 73%
2.48 0.90 1.38
5.52 50%
4
1
1
2
2
1
1
Figure 5
Q1
Q2
Post-Test Average
Q3
Q4
Bonus Total Correct
%
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G1
G2
G3
G4
G5
G6
G7
G10
G11
G12
G13
G15
G16
B1
B2
B4
B7
B9
B10
B11
B12
Average
Mode
Median
2
2
2
4
2
4
2
4
2
4
2
4
2
0
1
0
3
4
1
0
3
4
1
0
3
4
2
4
1
4
0
1
3
4
0
4
1
4
1
4
2
4
1.71 3.00
2
4
2
4
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1.00
1
1
3
1
3
1
3
1
4
1
0
0
0
1
4
1
2
0.5
3
1
1
1
3
1
2
0
4
1
2
0.5
4
1
3
1
2
1
4
1
4
1
3
1
4
1
2.76
0.86
3
1
3
1
Figure 6
9
11
11
12
7
8
8
4.5
12
4
12
4
13
9.5
11
6
11
10
11
10
12
9.33
11
10
82%
100%
100%
109%
64%
73%
73%
41%
109%
36%
109%
36%
118%
86%
100%
55%
100%
91%
100%
91%
109%
85%
While student progress can be seen on the above charts, it is easier to see each student’s growth
when placing the data into a graph (Figure 7). Of the twenty-one students who took both the pre and post
assessment two had scores that remained the same, while one student actually showed a decline. My
student that regressed missed a week of school due to illness and I believe that she would have shown
progress had she not missed about half of the unit.
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140%
120%
100%
80%
Individual Student Pre-Test
Scores
60%
Individual Student Post-Test
Scores
40%
20%
0%
1 2 3 4 5 6 7 8 9 101112131415161718192021
Figure 7
Examples of Student Work
Student work samples being provided for this presentation include: the students’ pre and post
assessments, a journal page with an illustration, a picture sort and a farm to table sequence page. The pre
and post assessments were graded on a point system that was then calculated in a standard percentage to
determine if the students exceed, meet or do not meet. This allowed me to determine student growth over
the course of the unit. As for the formative assessments that are provided, each piece was evaluated a
little differently to determine if the student exceeds, meets or does not meet expectations. The student
journal pages were evaluated on whether or not the students wrote a statement that represented a question
and then created an illustration that represented their statement. Some of the more advanced students
included a second sentence about what they like. My exceeds students, as we can also see in this student
work sample, sometimes wrote more but more than that their thinking demonstrated higher level thinking
than most of the class and their pictures had a bit more detail. It is important to note however, that the
other students were not required to produce the same level of work or demonstrate the same level of
higher thinking. The picture sort and the farm-to-table sequencing page were both graded on a basic point
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system that equaled one point for every correct answer. These were meant to be formative assessments
that focused on picture support rather than written text to be able to measure student understanding
through an alternative mode to written text (reading and writing).
Looking at a few specific students we can see how one of my higher performing, average
performing and low performing students did during this unit. My higher performing student, B12, went
from a 73% on the pre-assessment (Figure 8) to a 109% on the post-assessment (Figure 9). He showed
growth during the course of the unit, and I had to be extra diligent to make sure I was challenging him
throughout each lesson. His more advanced skills and understanding were also prevalent in his formative
assessment tasks. The examples that are being shown here consist of a writing sample, a sort that the
students had to organize and a sequencing worksheet that was completed in class (Figures 10, 11, 12). He
shows more critical thinking in his writing than many of the other students, and the clay mug in the
picture sort of natural and man-made resources did not cause him any hesitation when completing the
task.
Figure 8
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Figure 9
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Figure 10
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Figure 11
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Figure 12
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Student G1 performed at a proficient level went from an 18% on the pre-test (Figure 13) to an
82% on the post-test (Figure 14), showing tremendous growth during the course of the unit. Her
formative assessment work was thoughtful and complete which is consistent with her growth over the
course of the unit (Figure 15, 16 and 17).
Figure 13
Figure 14
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Figure 15
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Figure 16
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Figure 17
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Student G6 is an ELL student who consistently struggles to understand what we are doing
throughout the day. Her challenges in understand spread across curiculum, including verbal/oral
comprehension and written comprehension. Writing tasks often are overwhelming for her and I decided
to try a new approach to see if her achievment increased at all. The writing example I have attached
(Figure 21) for all three students was completed a little differently for the ELL students. I grouped the
ELL and struggling students and had them all go to the teacher table where they received additional
support in getting their ideas/thoughts in writing. Dry erase boards were used by the teacher to write out
each student’s ideas/thoughts for the assignment and the students were then allowed to copy the sentences
onto their paper. This allowed to students to focus on the purpose of the assignment (critical thinking)
rather than stress about how to get their thoughts into written form. This technique seemed to be hugely
successful for these students as they all were excited about their end product and they were able to work
on their written skills at the same time. The sequencing worksheet (Figure 22) that I also included in the
student work samples was also a success for the ELL students. I attribute this success to the combination
of picture support with the text. Student G6 was once again excited about her success upon completing
this assignment. This student also made significant progress from the pre-test (Figure 18) with a score of
36% to scoring a 73% on the post-test (Figure 19). I think that this student would have shown even more
growth had I done interviews as part of the assessment process because writing is such a challenge for
her. I began to realize that this student understood a lot more than I had been realizing but it was so
difficult for her to communicate her understanding on paper in any form that it took me a while to make
this realization.
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Figure 18
Figure 19
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Figure 20
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Figure 21
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Figure 22
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9. Feedback Plan
Student Feedback
Providing students with feedback to promote and support learning is something that was
ongoing in this classroom. It was my goal to provide students with feedback in as positive a
manner as possible. This did not always mean that if they needed to improve their work they did
not have to do so, in fact it was just the opposite. I tried to allow students to tell me if they had
done their best work or not and most of the time they were honest about needing to do parts of
their assignments over again. I used this technique when it came to identifying what students
were doing well also. Whenever students would ask me what I thought of their work I would ask
them to tell me what they liked about what they were doing. The students seemed to respond
well to this and often got excited about showing me what they liked about what they had done or
what they were planning to do. This approach to student feedback allowed the students to take
some responsibility for their learning experience and I found that it seemed to help boost their
self-esteem.
Noticing something specific students were doing well as they class was working and
announcing it was another feedback technique that my supervising teacher and I used a lot. For
example, if the class was working on a writing assignment one of us might say “I like the way
________(student name) is remembering to put a finger space between their words as they
write.” My supervising teacher uses this approach to help encourage all students to produce their
best work or perhaps pay more attention to a certain skill they are all building. This particular
feedback approach was a little more difficult for me simply because I have not done it much and
it didn’t come naturally to me at first. I did notice that it encouraged students to work harder,
however, and as I practiced giving this type of feedback more it became easier.
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In addition to the above techniques I caught myself giving generic “happy responses”
more than I liked. Saying a simple “Good job!” far too often, and as I was cognoscente of this
behavior I worked to give more specific feedback and turning it back to the student with
questions about what they thought about their work. I believe that it is important to teach all
students to be accountable for their decisions and growth, so working to make this method of
feedback second nature is a teaching goal I have for myself.
There were times when student focus or interest were not in line with learning and in
these moments my feedback was more progressive going from positive to more emotionally
direct. This refers to using phrases such as “I am getting really frustrated with you guys right
now so I am just going to wait.” I also reminded students that it appeared to me that perhaps
they needed to practice what it looked like to be big first grade students and that I was happy to
make sure they practiced during lunch. These approaches to giving feedback often supported the
learning environment quite well. Students generally responded by quieting down and doing their
work. If this approach was not successful then I took that as a cue that the class needed a brief
brain break which was typically taken in the form of wiggle.
It is important to find ways of giving students feedback that motivates them to grow and
learn. While the approaches that I have explored thus far seem to work pretty well, I am curios
to find out how these same techniques will work with upper elementary students. I do believe
that at any grade level it is important to bring it back to the students to encourage them to
actively engage in their education and growth.
Allowing students opportunities to share work they are proud of in addition to
assignments or projects that are already being shared is extremely important in encouraging them
to take ownership of their learning. This can be done by setting aside time each week to allow
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students to share something they have completed with the class. I would never make this a
requirement because it is not about putting any student on the spot, but rather providing an
opportunity for them to shine a bit. Given that this is a moment for student to shine it is
extremely important that any critiques are withheld and the student is simply allowed to share. If
additional work needs to be done then that can be addressed with the student on a one on one
basis at a later time.
When it comes to sharing growth and progress with students individually I believe that
individual meetings are appropriate, much like a student friendly conference. These can be held
during arranged ‘lunch dates’ or even during class when students are working in workshops or
doing independent work and can be pulled aside for a few minutes. How this is done will
depend greatly on the grade level of the students, the schedule and how the class learning
environment is established. It is my hope that once I have my own classroom that my students
will be accustomed to working in the workshop model which will allow me to have a working
teacher table where I can lead small group work or meet with students one on one.
Parent/Guardian Collaboration
Communication with student parents and guardians is essential to building a wellrounded educational support system for the student. Home involvement in students’ education is
not guaranteed from the teacher making and maintaining communications with parents and
guardians, however it can create collaboration where they might not have otherwise been any. I
believe that there are many parents who are unsure about how to get or be involved in their
child’s education and it becomes the teacher’s responsibility to let them know some ways that
they can be a part of it.
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There are a variety of ways teachers can collaborate with parents, and I believe that
teachers need to utilize at least two methods so that there is a better chance that all parents and
guardians have the opportunity to collaborate with the teacher. My two personal favorite
methods that I would like to try and implement are maintaining a teacher website and sending
home a newsletter once a month. The newsletter can be available on the website, sent out via
email to parents and guardians who have provided an electronic means of contact and in paper
form. The newsletter can be used from the very beginning of year, starting out as an introduction
of yourself, your expectations as a teacher, how they (the parents and guardians) can be an active
participant in their child’s education, what kind of support you may need in the classroom for
anyone who wants to volunteer and what kind of classroom environment you as a teacher strive
to create. Once the newsletter has been established and parents and guardians know to look for
it, it can continue to be used as a way to communicate what students are doing and learning,
continuing needs in the classroom, school events that are coming up and upcoming projects for
students so that parents and guardians can better support their student.
Establishing and maintaining one on one communications and relationships with as many
parents and guardians as you can is also important in creating collaboration with in them. This
can begin from the very beginning of year and just before school starts for students. Invite
parents and guardians to come and visit you classroom before school begins, and begin the
school year by using the first two weeks of school to call each of your parents and make a
positive connection with them regarding their child. Once a positive connection has been
established it should become easier to make future contact regardless if it is to address concerns
regarding their student or support that you may need in the classroom to help the students be
successful. In general I believe that old fashion communications are often the best option and
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create a more personal connection, this being phone calls and hand written notes. However, I
also recognize that today’s world being so technologically driven I intend to ask parents at the
beginning of the year how they would prefer to be contacted, including options for phone, mail,
email, text, etc. I also realize that there will be parents who will prefer to just check the website
or read the newsletter and leave it at that. There will also be parents who are completely
removed from their child’s education and will not be interested in collaboration. For those
students who get limited support from and at home, I will do what I can to provide some extra
support at school so that they can be successful and continue to be challenged and strengthen
their skills and knowledge.
Once I have my own classroom I am hoping to established respectful and open
relationships with my students as well as their parents and guardians. The old notion that “It take
a village to raise a child” is very much a part of my belief system and I believe that it is a vital
perspective in teaching. This eliminates the overwhelming mindset that as a teacher I am
completely on my own in creating a successful learning experience for each of my students.
There can be a great deal of additional growth and support that can be brought into the classroom
and learning experience through parent and guardian collaboration.
10. Overall Reflection
The practicum/student teaching experience was incredibly eye opening and was an
experience during which I felt like I had a great deal of personal growth as a new teacher. This
was achieved through a balance with my supervising teacher where she allowed me to explore
and discover for myself, while also taking the time to offer me constructive feedback, ideas and
new perspectives from her years of experience in the classroom. Putting that experience together
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through this work sample created new insights, ideas and questions through taking a closer look
at what was observed and gathered.
Looking back over my teaching unit and lesson plan I realized how I began by trying to
pack in too much to the lessons. Breaking the lessons down into more simplified levels and steps
was also something that in the beginning I was not doing because I had not realized that my
students did not have many of the basic skills that were essential for completing the lessons. By
the second half of my unit I was doing a much better job of breaking the lesson down into the
basic parts and teaching the students those basic skills and building up to the main learning
targets of the lessons. A good example of this was using the class science text books as part of a
few of the lessons in the unit. When I initially planned for this I planned a few minutes to get the
books to each student, but it had not occurred to me that the students needed to be reminded of
how to handle the book (i.e. how to carry them and turn the pages), where the page numbers are
and how to locate specific pages. Although this was something that I incorporated into my
lesson the first time we got the text books out, at the suggestion of my supervising teacher, I had
to repeat this portion of the lesson when we got the text books out again a few weeks later.
Holding students accountable and teaching them to be responsible was also something
that my supervising teacher helped me with. I have a tendency to ‘mother’ the younger students
and during this experience I realized that while there are many skills that students in the early
childhood grades still need to acquire, there is a lot that they are capable of doing for themselves.
This is important as it strengthens there independent abilities which will later transfer to building
more personal responsibility and accountability. This part of my experience also made me
realize with more clarity that there are some basic independent skills that are not taught at home
to all students, such as how to tie your shoes. Realizing this made me think about perhaps doing
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an assessment of which students know how to tie their shoes, and who has not yet learned. This
would give me an opportunity to do a mini lesson about how to tie your shoes and the students
who already know how can become teachers and work with their peers that still need to learn.
By having peers teach each other at the beginning of the year it could encourage the supportive
learning environment that I want to create in my classroom while also giving students a way to
connect with each other in a positive way.
Continuous student assessment at the elementary level is crucial to being able to
appropriately plan lessons that will challenge all your students. My supervising teacher
demonstrated this especially well regarding the students reading levels. At the first grade
students achieve tremendous growth on all academic levels with reading at the heart of much of
that growth. As a result of this knowledge my supervising teacher made a point of continuously
assessing each student’s reading level and then adjusting what books were being selected for
reading groups, that went home and that went into the student’s independent reading bags.
These assessments were also used to adjust the leveled reading groups as students progressed, as
well as determining what kinds of activities were being led in those reading groups.
Reflecting on all the aspects of my practicum experience has allowed me to not only gain
a more realistic knowledge of what it means to teacher the early childhood grades, it has also
helped me to have a more clear understanding of some of the important elements to include in
my own classroom. Organizing my time in a way that will allow me to assess students
throughout the year was an aspect of this that had not fully hit my conscious thought process
until I experienced my supervising teaching making this a priority.
I have also seen not just the importance of completing student assessments, but tracking
and analyzing data regarding student learning gains and regressions as well. During the process
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of compiling the data from my pre and post-test it became clear to me why this is such an
important aspect of successful planning and teaching. I was shocked at how much overall
growth my students showed, as well as the data comparisons between my male and female
students. This really opened my eye about how much the students are really capable of learning
as well as my own teaching style and how it might benefit certain groups of students more than
others. As a result of completing this data analysis I will be much more aware of how I am
teaching and thinking about what I might be able to do to reach all my students at the same level.
In this realization I also want to be cautious not to overwhelm myself by letting it become a
failure if there are ever students that do not succeed at the same rate as the majority of the class. I
would like to be cognizant of reminding myself that this would meant that I might need to
explore the needs of those students further and adjust the differentiation in my lessons.
As a whole I feel as though both the practicum experience and the creation of the work
sample have supported my own growth and learning. When I consider where my understandings
and confidence were at the beginning of the practicum experience to where I was at the end of it,
I am able to see that I made growth and had new realizations. This is in large part due to the
amount of support I received during my experience while being allowed to explore my own
ideas.
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