Teacer Work Sample

PSU
TEACHER WORK SAMPLE

TEMPLATE
Your First and Last Name:
Anna Holsten
Date Submitted:
12/4/2015
District where you completed

the TWS:
Lees Summit R-VII
Name of School Building

where you completed the
TWS:
Trailridge Elementary School
Content Area of your TWS:
Science
TWS Unit Topic:
The Scientific Method
Grade Level of the Classroom

/ Students in Which the TWS
Unit Was Completed:
2nd Grade
Pittsburg State University
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I. Contextual Information and Learning Environment Factors

A. Narrative General Contextual Information for Community, District, and School (limited to 1 page)
This school is located on the southern tip of Lees Summit in the middle of suburban neighborhoods. Most students are from middle to upper class families,
although the school also takes several students from a poorer apartment area. At the end of each week they send home back-snacks with students who qualify for
them. Parents are encouraged to volunteer to read with students, help with parties, or be involved in some way. The teachers call Trailridge a neighborhood
school. There is never a problem with parent/community involvement. Fundraising activities and community events like Trunk-or-Treat have lots of participation.
The Lees Summit school district is one of the largest in the area. It has a good reputation in academics, and expectations are set high. There are 18 elementary
schools within the district, which includes the neighboring town of Greenwood. These schools have almost all exceeded the standards with their testing scores.
My experience being in any of these schools either through workshops, professional development, or teaching has always been positive.
This school is one of the most welcoming schools in which I have ever stepped foot. It has a cheery atmosphere that is encouraging to student success. The staff
gets along well and the principals keep things running smoothly. The teachers and staff all care about each individual student and their needs. I am also impressed
with the lengths our principals go to in order to be a positive voice for our students. This particular school seems to be a breath of fresh air for those working there,
and the contentment gives the school a feeling of ease.
Table 1.1 Class Contextual Information (limited to 1 page)

Grade level ___2____ Content area (e.g., mathematics) ___Science______
Topic (e.g., geometry)___Scientific Method____
Age range of students _____7-8______
Number of male students _____9_____
Total number of students ____19______
Number of female students ____10_____
Percentage of students receiving free lunch ___8%____ Percentage of students receiving reduced lunch_____4%_______
[if free/reduced lunch information not available for class, provide school percentages]
Area in which students live (check all that apply) Urban _____ Suburban ___X___ Rural ______
Ethnicity of students (give numbers)
Language proficiency of students (give

numbers)
___0___ African American or Black

___0___ Native American/Alaskan Native
___2___ Asian or Pacific Islander
___19___ Fluent English Proficient
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___0___ Hispanic or Latino

___16__ White
___1___ Other (specify) ____Mixed_____
___0___ English Language Learners
Identified special needs categories

represented (give numbers)
___1___ Specific Learning Disability

___1___ Hard of Hearing
___0___ Deaf
___0___ Deaf-Blind
___0___ Other Health Impaired
___0___ Multiple Disabilities
___0___ Brain Injury
___0___ Established Medical Disability (0-5 yrs)
___0___ At risk for developmental disabilities
___2___ Speech/Language Impaired

___0___ Visually Impaired
___0___ Orthopedically Impaired
___0___ Emotionally Disturbed
___0___ Autism
___0___ Mental Retardation
___1____Gifted
___0___ Developmentally Delayed
___0___ Other (Specify)_______________
Subgroup Selected (describe the group) : 1) Boys/ Girls- my class has ten boys and nine girls 2) a female student with a 504 plan
Rationale for Selection: There are some who claim that science is easier for boys than girls, and others who say this is a subject that
gender does not matter. I wish to see for myself if it makes a difference based on the experiments and work we do. It seemed an even
enough split to get an idea. For my other choice, I chose a female student with a 504 plan. The most applicable part of her plan is that she
is allowed to give non-verbal communication when she prefers. Science has a lot of student interaction, as well as a lot of instruction
during experiments. I also knew within my unit was a small presentation piece. I chose her to see how she reacted to the different social
aspects, as well as to see if all the interaction made a difference in how she performed on paper.
Provide appropriate charts/graphs to display demographic data for district, school, and classroom in Appendix A.
Table 1.2 Student Characteristics for Whole Class (limited to 1 page)

Student Characteristics
Intellectual Characteristics
- Including readiness,
cognitive abilities, learning
needs, developmental levels,
etc.
Specific Descriptions
Readiness: Students in this class are almost all at or above the state expectations in reading. The few that are
below expectations are able to read with fellow students, and with a little extra attention and some one-on-one
time are able to work with the rest of the class. The math that is included in the unit is easy enough that no
matter what their previous testing scores are, all students will be able to perform. The harder part is where
critical thinking and problem-solving strategies come into play. With the partnered and group work
incorporated into almost everything, all students should be ready to take on what we do.
Learning needs- This age group especially needs structure and modeling in order to succeed. They need to
know exactly what I expect of them. For many, if I do not show them how to do something and where I set
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Previously demonstrated
academic performance/
ability:
% Above standard __31.6___
% Meets standard __52.6___
% Below standard __15.8___
Social Characteristics
- Including emotional,
attitudinal, motivational, etc.
Based on the scores my students got on their reading assessments at the beginning of the year, 85% of them are
scoring at or above where they should be. We will not be reading an excessive amount of material in this unit, and
when we do read it is mostly in partner or group work. Those below level will have the help they need. In math, 90%
of students are scoring at or above where they need to be. This unit does not have hard portions of math in it, but it
does have basic number sense included. All students are above the level they need to be at in order to do this unit.
Personal Characteristics
- Including physical, social,
individual experiences,
talents, language, culture,
family and community
values, etc.
the bar, they will do far less than what I desire. In order to help them be where I would like them to, I need to
model the procedures and behaviors, I need to give them lots of time to figure things out on their own, and I
need to push them to create their own problem-solving strategies.
Developmental levels- My students are at all different levels. I have one student who is on an IEP for several
things, and is working on basic life skills. Learning to dress appropriately, have cleanliness while eating, fine
motor skills, and things of that nature are what she spends much of her time doing. I have one student who is
in the gifted program and another being tested for it, both of whom show high developmental abilities. Both
social maturity and physical maturity ranges.
Emotional: I have one student who cries when corrected or when she is embarrassed, but she does so quietly
without making a scene. I have a couple that strive for perfection in everything they do, and are often
disappointed when they do not get 100%. Overall, though, this seems a very emotionally mature class. There
is low drama, and they generally get along really well with each other.
Attitudinal: I only have a couple students that I have to work with in this area of behavior. One student likes
to roll his eyes at me and often glares when told to do something, and another talks back to every adult
without realizing it is not acceptable behavior. I do have a very good class in general, though, with attitudes.
Many shock me with the respect in their words.
Motivational: With this group, I have found that random items they do not expect to see are the most
motivating thing that is still constructive to learning. Especially with science, all I have to say before we enter
the classroom is that there is something cool on my desk I want to show them, and they will immediately be
hooked.
The school is located in a true middle class area. Most are from mid- to lower middle class. There are a few in the
poverty level, but they are a small percentage here. Most students live with their two biological parents, although we
have one student who was adopted, a couple with divorced parents, and one living with a single mother. Only one
student speaks pieces of a language besides English as her parents mostly speak Korean at home. She speaks English
perfectly despite those factors, and needs no special help. There does not seem to be a large ethnic diversity among
the students at this school. Most students seem to have a positive relationship with their families. Many students talk
about involvement in the community through church. School seems to be a positive place to be for the vast majority
of our students.
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B. Narrative: Implications for Whole Class Instruction Based on Information from Table 1.2 (limited to 1 page)
Based on the characteristics of my class, there are several things I will be taking into consideration while doing this unit. Academically, I have
students on many different levels. Rather than figure out how to work around this, I have decided to embrace it. I want to push my students who are
exceeding and help along my students who are struggling. Every person has an important role in everything they do. My goal is to differentiate
without any of the students realizing that some things are easier than others. For most of the unit, partnered work is what will be used. I will always
pick partners for them beforehand. Their partner is chosen based on my knowledge of their ability to get along, and also on their academic difference.
I do not want to put my highest student with my lowest student, but I do want people of slightly different levels together to encourage peer teaching
without frustration on either end. For my group project, each student has a different job and speaking piece depending on their maturity and academic
ability. Each job will reflect the level of cognition for which they are prepared.
Socially, I do have a few students who are not as mature. I will use discretion on which students to allow working with which students. My sensitive
girl with the 504 plan will be placed with soft-spoken, flexible students. While she is not low-scoring on assessments, I will make sure to place her in
the jobs and speaking parts with the least amount of socialization. I have a few boys who often annoy others with how boisterous they can be. I will
place them with more patient girls as the boys are not as wild around them. At this point, one of my students get along poorly with any specific
person, so I feel comfortable placing students where I feel they will fit best with academics and maturity.
I do realize that my students are seven and eight years old, and need time outside of sitting in their chairs without talking. Much of this unit is
allowing conversation to take place. They collaborate with each other many times in order to solve problems. I am hoping to see team building come
out of this as well in an attempt to bond my students together. They do not get grades in second grade for science, so my main goal is to increase
interest and excitement in the subject. Therefore, my assessments are easy and not much is hand-written to turn in for checking.
C. Sub- Groups/Students Information

Describe this
subgroup/student
using information
from Table 1.1
SUBGROUP
or
FOCUS
STUDENT
For my first group, I will be

looking at gender,
comparing scores between
boys to girls. I have ten
boys and nine girls.
Why was this

subgroup/student
selected?
What was learned about this subgroup/student?
I chose this group because

it was an attribute that
evenly divided the class in
half for pretty much an
equal amount of
participants. I also am
curious about the stigma in
that boys are better in
Intellectual
Within our class, many of our girls are high achieving students. One is in the gifted program.
However, our two students in intervention for math and reading are girls, and our student with an
IEP is also a girl. A few of our boys are very bright, and one is being tested for the gifted
program. Most of our boys are average academically, but only a couple are even close to needing
any intervention. All of our boys like to work with their hands, and are good at manipulating
objects to do what they want.
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science than girls. I do not

believe this to be true, and
wish to see for myself.
Social
Our class generally gets along with each other very well, no matter if they are working with their
own gender or not. Most of our girls are already friends with each other. There are a few who
have a hard time making friends, but those few are just starting to make friends with each other.
Our girls are a low-drama group with mostly quieter dispositions. Our boys pretty much all get
along. They are a very chatty group that is sometimes difficult to manage. However, excessive
talking is really the only problem I ever have with them. They are good students.
Personal
Many students in our class have high motivation to succeed. They are excited to tell me that they
are reading at home or that they have been working on math or spelling with their parents. Our
girls are mostly sweet-dispositioned with the desire to please. Most of our boys love to have fun
and I could listen to them tell stories all day. Some boys do, however, have trouble with selfcontrol when it comes to talking.
I am watching a focus
student who has a 504 plan.
She has some adaptations
with communication during
class time.
Within my unit, there are a

lot of scenarios in which
students will have to
communicate with each
other. Sometimes it is with
a partner, sometimes it is
small group, and once it is
standing at front of the
class. I want to see how
she does with this.
SUBGROUP
or
FOCUS
STUDENT
Intellectual
This student falls in the lower half of the class intellectually, but has the drive to succeed if she
enjoys the subject. Oftentimes she tries to be sneaky with her work. She sometimes tries to hide
the fact that she has not turned in work, may purposefully skip random problems hoping it looks
done, or will sloppily put words on paper that sometimes dont answer the question. She is
capable of more than she shows. She does seem to enjoy working with her hands, so I think she
will like science. She likes volunteering answers in math even though they are not always right,
but she tries hard in that subject and usually does well.
Social
She has a lot of maturity to develop in her social skills, but it is not her fault. She has a genetic
mutation that causes her a lot of anxiety in certain social aspects. She is allowed to show teachers
non-verbal communication, but so far she has functioned just fine giving verbal feedback. She
does not appear to really need this plan anymore to me, but I know in previous grades it was
absolutely necessary. I will be watching how she does. She seems to get along with the boys
much better than the girls. She is definitely a tomboy, and so far has only sat with one girl at
lunch. She does not dislike girls, but I think the boys put her more at ease and she relates better.
Students of both genders seem pleased when she is their partner.
Personal
This student is very introverted and does not like negative attention. If she is corrected in front of
her peers or gets embarrassed, she often cries. So far this year, she has cried almost every day.
She does so quietly though, without drawing attention to herself. Many times I myself almost
miss that she is crying. She does seem to like school and is motivated in all subjects except for
writing and occasionally reading. She works hard for those she chooses to please, and I have
high hopes for her in this unit.
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D. Narrative Implications for Sub-Groups/Focus Students Instruction (limited to 1 page)

With my first subgroup, I do not need a lot of modifications. I did make sure to include lots of social aspects for my boys. Science is a subject where they should
be allowed more freedom than others, and being seven and eight years old, they need the talk time. My girls definitely like socializing too, but do contain it to
appropriate times in most cases. We will do a lot in working with our hands. I do not like the idea of science being research only by reading. I want them to be able
to manipulate something in order to make it more real and relevant to them.
With my focus student, I have made some hidden modifications. Most of the time she will be just fine. They do partner work and small groups often, and she
appears to do well unless criticized by a peer. Our end project has a presentation aspect. I have divided each of the students into groups of three. I have one group
of two in which I placed my gifted student with another high achiever. There is a high-achieving, mid-achieving, and low-achieving student in each group. During
the project the presentation is over, they each have different levels of jobs. All are important, but some are harder than others. During the presentation, I have made
writing prompts to explain different parts of their findings. The prompts with the shortest answers are given to students who are low-achieving, and the longest
answer is given to the high achiever. When I planned the groups out, even though this student is a mid-achiever, I gave her the easier job and prompt so that she
would not feel so overwhelmed by having to say as much in front of the whole class. I will try to watch her from afar so she does not fear making mistakes while I
am watching. I have a positive relationship with this student, so she does not fear me. She just does not like people to notice her errors.
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II. Instructional Design

A. Narrative Description of Range of Objectives and Rationale for Selection (limited to 1 page)
I chose these objectives because they are incorporated within all the standards I needed to cover in the scientific inquiry unit required by the second grade
curriculum. This unit uses a lot of higher level thinking, which is something I always want to include in my teaching. I am taking the environment they know
about and am questioning the students on how they interpret why it works as it does. We will not answer every why question, but my goal is to get the students
curious about their surroundings and in actually doing something about trying to solve problems. We will not discuss the specific scientific laws that cause things
to work as they do, but will definitely see with our eyes and feel with our hands the same thing without the upper level vocabulary. The final project for this unit is
a STEM project that will require critical thinking, teamwork, problem solving, trial and error, and many other hands-on aspects. I have a lot of social opportunities
incorporated into my unit. In second grade, they are learning to work in small groups rather than just in partners. This also gives them a break from having to be
quiet during the school day. I chose to include a presentation aspect that is low-stress, easy, and allows me to hear them explain what they discovered from their
own mouths. I also then do not have to spend extra time grading papers.
B. State Objectives Here: Focus should be on student performance not activities. What will students know or be able to do? (limited to 1 page)
Obj.
No.
Unit Objectives
Level(s)
(e.g. Blooms
Taxonomy)
Students will ask questions based on observations to find more information about the world.
Knowledge
Students will define a problem that can be solved with a new or improved object or tool.
Analysis
Students will develop a model to represent an object or tool.
Synthesis
Students will determine if an object or a tool works as intended.
Evaluation
Students will use the scientific method and/or engineering practices to investigate with peers.
Analysis
Students will gather information using tools appropriately.
Application
Students will use different sources to answer scientific questions.
Comprehension
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Students will use critical thinking in discussion with a partner and with a small group.
Analysis
Students will work together to create common goals and expectations towards solving a problem.
Synthesis
10
Students will present information gathered during collaboration and experimentation.
Comprehension
C. Identify State Standards Benchmarks Addressed by Unit Objectives How do objectives address these standards? (limited to 1 page)
2_SC_1
Students will understand and use scientific and engineering practices to conduct investigations and solve problems.
2_SC_1.A Ask questions based on observations to find more information about the natural and/or designed world.
2_SC_1.B Define a simple problem that can be solved through the development of a new or improved object or tool.
2_SC_1.C Develop a simple model based on evidence to represent a proposed object or tool.
2_SC_1.D Analyze data from tests of an object or tool to determine if it works as intended.
2_SC_1.E Conduct an investigation in collaboration with peers using the scientific method.
2_SC_1.F Obtain information using grade appropriate texts, informational text features, and other media that will be useful in answering a scientific question.
2_ELA.SL_1 Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.
2_ELA.SL_1.A Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the
topics and texts under discussion).
2_ELA.SL_1.B Build on others' talk in conversations by linking their comments to the remarks of others.
2_ELA.SL_2.4 Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences.
The objectives our unit covers come straight from the standards that our students must know. With one exception, there is one standard covered with
each objective. I purposefully planned to incorporate all the standards for the Scientific Inquiry unit into this experimental unit I have planned.
Students who have fun experimenting will more likely remember the information by practicing it themselves. Objective 1 goes with the science
standard 1 and 1.A, because students will be guided to ask questions based on observations in their world. In this case, their world is the everyday
classroom. Objective 2 goes with SC standard 1.B, because by the end of the unit, students will have done exactly as the standard says in defining a
problem that can be solved through developing a new object or tool. Objective 3 goes with SC standard 1.C. By the end of the unit, students will
have developed a model to represent an object. Objective 4 goes with SC standard 1.D, because they will be able to determine if their object worked
as they intended. Objective 5 and 6 goes with SC standard 1.E since they will be collaboratively using the scientific method in order to investigate.
Objective 7 goes with SC standard 1.F as students will use different materials to gather information. Objectives 8 and 9 both go with speaking and
listening standards 1, 1.A, and 1.B. They will be working in small groups collaborating about grade 2 topics, following agreed upon rules of
conversation, and building on each others conversations in order to create common goals for completing a problem. Objective 10 covers SL standard
2.4 as students will be able to present information gathered during collaboration and experimentation with appropriate facts, descriptive details, and
will speak audibly in coherent sentences.
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Table 2.1 Instructional Design Unit Plan

T- Lesson integrates technology; R- Lesson uses reading strategies; I- Lesson demonstrates integration of content across and within content fields
Pre-Assessment:
Lesson
Date
9/8
9/9
T
R
I
R, I
Written test- 19 questions
Lesson
Objecti
ve(s)
5,8,9
Instructional Activities/
Strategies
At the beginning of the day, students will
take their pre-test instead of their regular
morning work. First I will have to explain
how to solve list-in-order problems and
true/false questions. During the science
period, the students will look through their
science book for the first time, reading labels
and looking at pictures. They have 7-8
minutes to look. Within that time, they will
also write down in their thinking journals
what they think is included in science. Once
the time is up, they will share their answers
with a partner and circle anything they had
that was the same. We will them meet whole
class and share anything that was circled and
I will write it on a poster. I will then
demonstrate a few scientific phenomena
using objects they recognize, but will ask
them to question why it works. Ex. I will as
what happened if I turn a bucket of blocks
upside down. Will they always fall out
when it is upside down? Then I would
swing it around fast so they stay in and ask
the class why they stayed. We will not
discuss the scientific laws, but will just share
theories. I will end by giving them an inertia
activity to try at their desk pulling paper from
under their pencil for the rest of the time.
My asset is to show the students a setup of all
items required to make a peanut butter and
jelly sandwich. Their challenge is to write
specific steps for me to make my sandwich.
This incorporates a writing aspect using
sequence. They were partnered and had
seven minutes to work. After we get back
together, I will take their instructions and
Formative
Assessment
(formal/informal)
Describe Specific Adaptations/

Differentiation
Informal
This days activities require no special adaptations.

My students who are low readers will still be able to
get answers from pictures, and the partner sharing
will help slower students fill in gaps.
Informal
I do have a student who is allergic to peanuts if

ingested. While the students did not touch the food, I
had her stand farther away from the desk just as a
precaution. No other adaptations are necessary.
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10
9/11
1,7
9/14
2,3,5,8,9
9/16
9/17
R, I
3,4,5
10
make the sandwiches only doing an action if

it is stated. No one will close to the end
result, but they will catch on to what I am
doing. I will let them do a rewrite and try
again, and there will be a much closer result.
Afterwards, we will talk about how what
they did fell into the steps of the scientific
method.
Students will guide me to make a KWL chart
on flowers. In order to learn about their
questions, I will use a video, website, and
encyclopedia to show different recourses you
can use to research. We will review the steps
to the scientific method. I will then introduce
the weekend classroom experiment dying
white flowers with food coloring in water.
We will fill out a poster with our materials,
question, hypothesis, etc.
We will look at the results of our experiment
and fill in the rest of our poster. We will
again review the steps of the scientific
method, and talk about what parts of the
experiment fit into the order. I will then
introduce their STEM project making
aluminum foil boats to float pennies. Today
they will divide into their groups, see their
materials, and draw their rough draft plans.
They will then discuss aspects they like about
each persons picture and create a single plan
for the group. This incorporates speaking and
listening ELA standards, and also some
mathematical and engineering thinking.
Students will perform their experiments
today in the science lab trying to get their
boats to float and hold the required number
of pennies. They each have a different job in
completing the project written out for them
on an instruction sheet. They will have the
entire period to reach their goal. This project
incorporates engineering and math.
Students will be given their speaking
prompts for their presentation. They will
write out what they wish to say on a
notecard. I will check with them when they
are finished to make sure it properly answers
Informal
No adaptations are necessary for this lesson. All parts

of the lesson are done by word of mouth.
Formal
No adaptations are necessary for this lesson.
Informal
My adaptations are incorporated into the

differentiated jobs within the experiment. Students
who are higher-achieving get the harder jobs, and
students who are lower-achieving get the easier jobs.
Informal
Student adaptations are incorporated into the

differentiated speaking prompts. My students with
more anxiety in social situations are given prompts
with shorter answers than other students. Each group
is given the same three prompts. My groups with only
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11
9/18
10
9/21
4,5,6
9/23
10
9/25
1-7
the question and that they will be able to read

it later. I will then have them practice reading
it out loud with their groups in the order they
will present on Friday.
Students will present their projects to the
class in the science lab. I will give
instructions on how to be a good audience
member, and also mention a few speaking
tips. One group will present, tell me how
their group members did during the
experiment process, and sit back down. As
the group is telling me about their team
members, the next group is getting ready at
the front to present.
We will review the steps in the scientific
method and talk about how our experiments
have followed them. Students then have a fun
day in celebration of the end of their project.
They are paired and given a cup of pennies
and a notecard to see how many pennies they
can fit on the card before it falls between two
boxes. They will use a ruler to measure the
distance the two boxes must be from each
other. Students keep track of their attempts
by writing it down on the notecard.
Students will have a review day before their
test on Friday. I will guide the class to play a
true/false (yes/no) game where one wall
represents yes and the opposite wall
represents no. When I say a statement
about science, they have to go to the side of
the room they think belongs to the
corresponding answer. Then they will be
given strips of paper with the steps of the
scientific method on them. They have to glue
the steps in order on a sheet of construction
paper. When they are finished, each student
is given materials to see how many drops of
water they can fit on a penny before it spills.
Students will have the entire time to take
their final test. Students who finish early may
read silently.
two students in them have the student with general

middle achievement speak both of the shorter
prompts.
Formal
(Same adaptations as previous day)
Informal
No adaptations are necessary for this lesson.
Formal
Three students will need help reading the scientific

method strips. One of them will get extra help putting
them in order.
Formal
Three of my students will need their test read to them.

Two of those students will need extra help
understanding how to answer the questions. Mrs.
Gross will take these students into the hall to take
their test so as not to disturb other students.
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12
Summative Assessment:
Table 2.2: Narrative Description of Pre-assessment, Formative Assessments, and Summative Assessment (limited to 2 pages)
I have all types of assessment included within this unit. At the beginning, I have the pre-test to see what they already know. I will briefly explain how to take this
sort of test as it has methods they are not used to seeing. I will be teaching methods such as true/false, choosing from a group which things are correct, and how to
put steps in order. This assessment has six points for the six steps of the scientific method that need to be ordered. Memorizing the scientific method and using
scientific inquiry are the main points of this unit. I do not expect them to get many of these points as even the vocabulary is new. The test also has nine points
available for choosing what things scientists try to do. There is a point for each item listed even if it is not supposed to be circled. They get those points for leaving
them alone. Some of these things are in preparation for behavioral expectations during experiments. (Ex. Scientists purposefully make messes.) There are also
points at the end for choosing true or false. I worded them yes/no instead of true/false in order to make the concept easier to understand rather than also
incorporate new vocabulary into an also new method. There is no discretion needed when grading for this assessment. Something is clearly right or wrong in
accordance to a key. I will go over the answers with the students once I have collected the test, and will let them know it is not for a grade.
My informal formative assessment is incredibly subjective. Most of the time, there is no written work for it. They can get up to three points each day that there is a
participation grade. They get one point for each the following: the student participated, the student stayed on task, and the student worked well with others. A large
skill towards maturity for this grade is learning to work well with others in groups larger than two. This is the first time they will have done it in our classroom.
They have to learn how to take turns, share supplies, develop roles, etc. This is where my speaking and listening standards come into play and are tested. So long
as they are doing what they are supposed to and I do not have to redirect attention or solve social problems, they will get all three points.
I have two pieces of formal formative assessment. The first is the presentation of their aluminum foil boat experiment. The presentation has ten total points
offered, and are earned according to the qualifications of a rubric. There are three points available for speaking clearly, three points for the content of their
response, three points for how well their boat worked, and one point for if they did their project job effectively. The first three sections are scored according to my
discretion. If a student knows he/she will be absent, I will make accommodations for these points. The point for their job is given by their teammates. They will
tell me by thumbs up or down while a teammates back is turned whether or not the student did their job well. If one partner says yes and the other says no, I will
go ahead and give the student their point. The second piece is a review of ordering the steps of the scientific method. My goal is to have students apply the steps of
the scientific method so that they are easier to memorize. They will have actually performed them, and can then reflect on their actions to help them. Students will
glue strips of paper with one step on each strip onto a piece of construction paper. This will let me know who needs to practice before the test.
This summative assessment is the same assessment they took at the beginning for their pre-test. It has 6 points to order the six steps of the scientific method. They
have all previous experiments to reflect on to help them. It also has 9 points available for choosing what things scientists try to do. There is a point for each item
listed even if it is not supposed to be circled. They get those points for leaving them alone. There are also points at the end for choosing true or false. The grading
is easily right or wrong according to the key.
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Describe the assessment to be

used
Explain rationale for choosing

this assessment
Which
objectives Identify how the assessment will be
does this
scored and/or the criteria to be used
assessment for evaluation.
address?
Pre-Assessment
(Diagnostic)
I purposefully chose an assessment

that covers easy material, but
introduces new testing concepts.
Science for second grade is
introductory with no grades, so I did
not make the assessment difficult.
This assessment has 6 points for ordering

the six steps of the scientific method. It also
has 9 points available for choosing what
things scientists try to do. There is a point
for each item listed even if it is not
supposed to be circled. There are points at
the end for choosing true or false.
Formative Assessment
- Informal
Observation of students to see how

well they are working together, and
if they are putting forth effort to
problem solve within the
corresponding concepts
II. D, H, and K
Formative Assessment
- Formal
Summative
Assessment
Student presentation of STEM

project, and glued ordered scientific
method steps on construction paper
I chose this form of assessment

because second grade science class has
a lot of social aspects, introductory
information, and no grade. As long as
they are putting forth effort, working
well together, and staying on task, they
are doing all they are supposed to do.
I chose to use this assessment for the
STEM project as it shows me without
paper exactly what they have learned
and applied. Seeing students present as
a group also gives me a final idea of
how well they worked together. The
ordered steps are to give me an idea of
who understands how to apply a life
scenario to a scientific idea. It also lets
me know who is able to comprehend
the testing method, and who is simply
learning the steps.
I chose to use the same assessment as
my pre-test to see how well they
improved. They do not have to master
the material, but I do want to see if
they mastered the testing concepts.
While material does not have to be
mastered, I do wish to see if they can
apply the real-life situations to answer
questions.
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1-7
8-10
This assessment if incredibly subjective.

They get 3 points for each day that there is a
participation grade. They get one point for
each the following things: the student
participated, the student stayed on task, and
the student worked well with others.
1-10
The presentation has 10 total points offered

and are earned according to the
qualifications of a rubric. There are 3 points
available for speaking clearly, 3 points for
the content of their response, 3 points for
how well their boat worked, and 1 point for
if they did their project job effectively. The
first three sections are up to my discretion.
The point for their job is given by their
teammates. They will tell me by thumbs up
or down while a teammates back is turned
whether or not they did their job well.
1-7
This assessment has 6 points for ordering

the six steps of the scientific method. It also
has 9 points available for choosing what
things scientists try to do. There is a point
for each item listed even if it is not
supposed to be circled. There are points at
the end for choosing true or false.
14
Narrative for Instructional Design

II. E.
Why are the lessons sequenced in this
manner?
Students are still trying to understand what science is in second grade. We start off with the basics, then
move into activities that will hopefully inspire them to enjoy and further explore science. I wanted to
introduce what the steps of the scientific method are before doing any experimentation just so they are
exposed to the concepts of why they are doing what they are doing. Once experimentation is over, they can
reflect back on their experiences in order to understand how the process works.
II. F.
What learning strategies were incorporated

into this unit?
How do the instructional strategies/activities

address the learning objectives for this unit?
Students first read by themselves what they are going to do through short informational text. They are then
allowed to get together with one or two people to talk about what they read. I will then model what I want
them to do and give verbal instructions. Afterwards, they will usually be allowed to manipulate something
to problem solve in order to live out and experiment with the concept they read about and discussed.
Sometimes they will write something short about what they were doing. This unit incorporates almost all of
the learning styles. It includes visual, auditory, physical/kinesthetic, logical/mathematical, interpersonal,
and intrapersonal styles.
Much of my instruction is modeling. I will always give some auditory instruction, but I will then follow up
will a physical showing of what I want them to do. This helps them understand what I am looking for when
I assess. Because they are acting upon almost everything the read or are told, the information I want them to
know should stick much better. With all of the social aspects offered within this unit, my speaking and
listening standards are also thoroughly covered.
II. G.
How will critical thinking and problem

solving strategies be implemented? Give
specific examples of use.
This unit has many opportunities to use critical thinking and problem solving strategies. I will often give
students an end result I want them to reach, but will not tell them how to get there. I want them to think for
themselves how to solve the problem. For example, I will tell them to make a boat that could hold 75
pennies for at least two minutes using specific materials. I will not tell them how to make their design, how
to construct their boat, or how to put the pennies into the boat. Another lesson allows students to try to
balance as many pennies on a notecard as they can without it falling between two boxes. I will not tell them
how to place the pennies. Some may stack them, some may layer them flat, it depends on their own
problem solving. I am also not helping them much with the social problems that come with group work,
such as not deciding whose plan to follow. If things look like they will escalate, I will intercede.
II. I.
Explain the reading strategies that will be
used throughout the unit. Give specific
examples. (Remember that using text is not a
reading strategy)
Students do have some reading within their unit, but not a lot. They have already learned during ELA time
that bolded words are vocabulary words. I will tell then before they do their book search that they can use
the bolded words in order to see what is included in science. They will also be practicing comprehension,
because they are starting to read to learn rather than learn to read. I will have them reading alone, then in
partners, then sharing whole group to help all students comprehend any reading. Once a passage is
comprehended, we will put it into practice in our classroom.
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How will technology be integrated within the

unit? Explain both teacher use and student
use.
How does the unit demonstrate integration of

content across and within content fields?
There really is not much technology integrated into this unit. I purposefully wanted most of it to be handson experimentation of real-life surroundings. I will include a video one day when discussing different ways
to gain information. I will also show a website and PowerPoint during the same lesson. Students really do
not use technology during their lessons. Whenever students finish, their next job is to get on their
Chromebooks and work on the district learning programs, but it is not specific to our science unit.
Our unit crosses over a few different fields. We use a little bit of math concepts in counting, addition, and
subtraction within our problem solving. Measuring with rulers was also introduced for one experiment. We
use engineering practices when constructing our boats and when manipulating objects to obtain an end
result. This is a common field during all of our experimentation. We use some reading strategies in learning
to put text in order after comprehending the information. Sequence writing is done during our peanut butter
and jelly instructions. Verbal ELA standards are covered during social aspects of the unit. Within science,
we have a little bit of life science in learning about flowers. We also do a lot of physical science during our
experiments. Physical science is where most of our attention will be as it is the easiest with which students
can manipulate.
II. J.
What specific adaptations or differentiated

activities were used to accommodate
individual learning needs for the whole class?
What specific adaptations or differentiated

activities were used to accommodate
individual learning needs for the identified
sub-groups / students?
No student needs to completely forgo an activity that we do. I purposefully incorporated differentiation so
that all students could participate at all times. During one lesson I will be conscious of a student with a
peanut allergy, but all she has to do is stand back and not touch anything. I will wipe down everything I
touched afterwards. All students have different lengths of speaking parts during their presentations.
Students also all had jobs to do during group work with the boats that fit into their own developmental
level. For students who have lower reading levels, even if they cannot read the text given to them, I will
always have students share with each other what they read about. The ones who may not be to read
everything will still get the understanding they need from their partner. All other activities really do not
need differentiation.
Much of the time in school, boys are the ones who have a hard time sitting still and listening to instruction.
Because of this, I made sure to include a lot of interpersonal learning within my unit. For my focus student,
she really only needs differentiation during the presentation of aluminum boats. I will make sure she gets
the shorter speaking prompt even though she is not a student with lower achievement like the rest of the
ones who will get shorter speaking prompts. If she is unable to stand and present, I will allow her to write
down what she would say and have another student say it for her in order to get her presentation points. She
will be exempt from the points that are impossible to get without speaking.
Provide a copy of two complete detailed lesson plans in Appendix B.
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III. Teaching and Learning

A. Narrative: Daily Teaching Reflections (limited to 4 pages)
Day 1: This part went very well. I was impressed with their excitement and the things they had to say. Looking through the pictures was a blast for
them. They would turn a page, their face would light up, and they would then turn to their shoulder partner and have them look at what they were
seeing. Even when we first told the class we were going to be doing science, gasps of excitement came from all around the room. I dont know what
they did for science in 1st grade, but it must have been something they enjoyed. Their reactions made me want to do my best to keep that excitement
for the subject and to make my lessons interactive and interesting. The part when we did random wonderings went very well, too. They laughed
when I let the objects fall out of the bucket upside-down, and gasped the next time when they stayed in after a student suggest I swing it in a circle
quickly. Even without being told, the answers the students were giving me showed me they have been paying attention to their environment, and also
that they want to problem solve within that environment. They also enjoyed playing with inertia by the pencil and paper. We didnt go over the
scientific terms, but the whole point was to get them to question their surroundings and become fascinated with different phenomena. I did exceed
my time limit by a few minutes, so I need to be more conscientious about time management. I would have loved for them to have had more time
playing with the different items.
Day 2: Day 2 had many surprises for me. I made sure to prepare the students what I expected of them during the lesson for behavior before we even
entered the classroom. They at first had no idea why I as letting them use goggles as they worked, but as time went on they enjoyed having them. The
goggles did prove to be a distraction at some points though. Students wanted to trade for a different pair because theirs was too loose or too tight.
Rather than teach them all how to adjust them, I just let the few who asked trade. Once they had their instructions written, I realized at first I had
overestimated time. Most got done within two minutes. They were shocked at what I did with the first few sets of instructions and were laughing at
what was happening. I gave them five minutes to rewrite their instructions, but several still got done within two or three minutes. What surprised me
the most was how quickly they tired at watching the PBJ mishaps. Once their set of instructions had been done, they often quit paying attention. At
one point four of the students walked back over to their desks and sat down. If I was going to do this again, I would put them in groups of three
instead of two. It might take a little more to work on working together in a group rather than in partners, but it would take less time to do all the
sandwiches. I did make sure that my student who is allergic to peanut butter stood further back. I made a strict rule that no one was to touch my desk,
where the ingredients were spread out everywhere. I had forgotten that I would need to wipe down everything I touched for the sake of allergies until
half way through the lesson, so I tried to keep my contact to a minimum. Her allergy is ingestion only, but I made sure it was okay with the teacher
first. We also emailed her parents after the lesson just to be safe. After the PBJ part, the instruction on the scientific method went very smoothly.
They were sitting down on the rug, so they were no longer complaining about being tired. They really hadnt been standing very long, but it was the
end of the day on a Friday, and they had started out tired. I wanted to introduce the method at the end of the lesson so they could tie an action they
just did to each of the steps. I thought it would help them understand and remember better. Within a minute or two, a few could already name all the
steps in order. We will continue to review them each day until the test.
Day 3: This day had a couple highs and a couple lows. For a high, they all were eager to participate in the discussion, and impressed me with their
questions. I was not sure if they would come up with questions to add to the KWL chart, but they had more than I could write down. Their previous
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knowledge also impressed me. I had students saying things like oxygen and life cycle. They seemed very interested in the video we watched
about plants growth process, which was something about which a couple of them had asked questions. I told them before the video they were going
to have to write down one thing on their boards that they had learned. It appeared that they looked for impressive facts and words to remember. A
couple wrote down photosynthesis. One student drew a chart of the growth process. I did have a couple who did not really write down anything,
but they are lower in reading and writing. I just made sure they had something to say when they shared their one thing with a partner. They loved
watching the setup of the weekend experiment as well. They had fun making hypotheses, and enjoyed the fact that it was their handwriting on our
project board instead of my own. For a low, I was embarrassed by how poorly I handled time. I had even made sure to ask about the time frame,
because on Fridays they have an extra recess in the middle of science. I wrote it down on the piece of paper I held in my hands. I still was thinking I
had until a later time, and went over by 10 minutes. My teacher gracefully slipped in a hint to the time that the students would not have understood,
and she still let them stay out the normal time limit. She made no further comment on it until I talked with her later. I have been very grateful for the
merciful attentions she gives me as I learn to shoulder new responsibilities. If I make the type of mistake she knows will be worked out with practice,
she doesnt even mention it. She lets me keep my dignity in front of the students at all times, and they have no idea if I should have done something
different. Because of this, I was not as frustrated with myself as I normally would have been. Student teaching is still a learning process, and it took
this situation to remind me.
Day 4: Before we started the STEM project, I showed the students the end result of the flower experiment. I hid them in the morning as a last minute
thought knowing that the students would be distracted during morning work. As I predicted, they all asked about the flowers as soon as they walked
in the door. We had a great discussion afterwards. The first day of the stem project went really well. It was a time that I knew would either work fine
or would be way beyond their level. They handled it well. I prepared them that there were going to be a lot of instructions, and I was proud of them
for how well they handled it. I also introduced the bell to them as a nonverbal way to get their attention. I was glad I did, because there was a lot of
start and stop throughout the day. Most groups did pretty well working together. Most did end up choosing a persons whole design rather than
choosing pieces of each others and meshing them together, but I knew that would be harder for them. Only one group was at a standstill and had to
flip a coin. They were not angry or loud about it, and I was a little surprised at this maturity. One of those students is in the gifted program. By the
end of the science period, only one group did not have a master plan. They were almost finished, and will be able to finish in just a few minutes at the
start of next science class before doing lab work. I was pleased at how excited they were. My teacher was pleased with the day, and I have high
hopes for the experiment.
Day 5: This day was a little crazy, but I knew it would be. I gave about 5 minutes for students to finish their master plans and collect their items to
leave. Once I had them lined up, I told them the expectations for behavior in the science lab. There is an accordion wall dividing the lab from a fifth
grade classroom, so being overly loud is not an option. I praised them for having done so well thus far working together, and to keep up the good
work. Once we got down there, I realized that I had not thought through how to efficiently pass out the remaining objects, so it started off with a lot
of wait time. Once they got everything, they jumped right into the activity. Using the flags to signal they need help worked for a short time period,
but then they started walking up to me whenever they needed something whether they had the flag or not. Waiting turns for answers is a strategy I
need to address before the next science class. Clean-up was also chaotic, and I had to quiet them several times only to result in a dull roar instead of a
complete roar. Students were yelling and running around the room splashing water. Every team did finish the project, so that was a positive thing.
One group could not get their boat to float, but they kept trying the same thing over and over again. I finally stepped in and helped them problem
solve a little. The day was chaotic, but it was also productive and they enjoyed themselves.
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Day 6: This day was spontaneous for science. I was supposed to be in seminar, but the cancellation of it allowed me to be at the school. Originally,
my teacher was supposed to re-read the directions for their presentations that were on their project information sheet. They were then supposed to
practice saying what they wanted to say and write it down on a notecard. Rather than have her lead, I just led the class. When they were finished,
Mrs. Gross and I checked their spelling and handwriting to make sure they could still read the card later during presentation. Afterwards, they read
their cards to themselves a few times to help with fluency and memorization of their piece. Finally, they read together with their group in the order
they would present. I felt much better about their preparedness for presentation after witnessing this class period. Even my focus student seemed at
ease with what they were doing and did not express any concerns about it.
Day 7: Today was presentation day. Students lined up with their groups holding their notecards. I revisited expectations in the lab, addressing some
issues we had the previous time we were down there. I had arranged the lab to be audience friendly with chairs and presentation space during my
plan period, so when the students came in they sat down in rows with their groups. I praised them for having done such a great job solving their task,
and told them that everyone had succeeded. I gave the group managers their boats and called the first group to go. After the first student started
talking, I stopped her after realizing I had forgotten to address some speaking tips. I talked about speaking clearly and loudly, annunciating words at
a good pace. I had the student begin again and the presentation continued. When each group was done, I called them to the back of the room with me
as the next group got up to present. I told one partner to turn their back and asked the other two to give me a thumbs up or thumbs down on whether
or not they did their job well. Afterwards, the first student turned back around and the next student turned their back. This process went much
smoother than I had anticipated, and I was pleased with how quickly it worked. The group at the front did not have to wait but a short time to let me
finish scoring before beginning. After a couple presentations, they started getting a bit chatty, but I addressed this before starting the next
presentation and they got quiet. They knew we were also practicing being an audience as well as presenting. I felt successful at the end of the day.
Day 8:
This day was a fun day in celebration of their finished projects. My teacher hinted that the students would enjoy doing a couple more experiments
and told me of some that had worked well for her. I modified them to make my own version. Before experimenting, we went over the steps to the
scientific method. I showed them the poster for 15 seconds and had a few share if they thought they could name them all in order. They seemed eager
to accept this challenge, and I let more share than I had originally intended. Afterwards, I partnered them and let them do an experiment balancing
pennies on a notecard between their book boxes. I was impressed with the number of different ways I saw. Some stacked them on the part of the card
that touched the box, but the towers got tall enough they eventually fell. Others put pennies across the whole surface and layered them. I gave a piece
of candy to the team who stacked the most, which was about 175 pennies.
Day 9:
This was a review day before the test. I started with a game of yes/no (true/false) from wall to wall. I had a couple students who would not stop
running even though threatened they would have to sit out if the behavior continued. I never did have them sit down, which I knew was a mistake.
Following through with discipline is something I know I need to work on more. Afterwards, I asked them if an action was something scientists
always try to do. I explained the ones that had tricked them before on their pretest. Finally, I had them glue down strips of paper with the scientific
method steps on them to a half sheet of construction paper. This was my way of knowing beforehand who needed further explanation. I walked
around and helped a few, but for the most part, they had the steps memorized at this point. I pretty much went over the entire test verbally with them,
but since it is still introductory, I was not too worried about giving them this preparation. I feel they will do well on the test.
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Day 10:
All they did on this day was take their test. I did not review how to take the test since part of what I wanted them to do was learn new testing
strategies. I did read the test to my few who need this accommodation. My student with an IEP did get reminders when she asked for them in
understanding the testing strategies. Students were allowed to read silently around the room when they finished.
B. Classroom Management Plan (rules, procedures, preventative strategies, supportive strategies) (limited to 1 page)
Our students have very specific rules and procedures for almost everything they do at this age. We will be going back and forth to the science lab a few times
during this unit, and hallway behavior is very strict in this school. They get a warning if they are being noisy. If they are noisy again, they have to walk with me.
They also then have to show they can walk around the school silently as many times as it takes before they can go to recess. During class time, they have a lot of
freedom in science. If they are being too loud or are off task, they will get up to two warnings. If I have to address them a third time, they have to sit in the safe
seat for the rest of the activities. If students are not being a good teammate, they only get one warning. If I do not see a change of behavior, they will also have to
sit at the safe seat for the remainder of the time.
Students always need positive reinforcement, especially at this age. Because of this, I will always try to praise any good behavior or intelligent thinking. I am a
firm believer that if students start succeeding, they will try harder. Building them up is key for them to put themselves out there to try new things. This entire unit
is them putting their own thinking to the test, so encouragement is incredibly important. Catching good behavior is also preventative for some types of negative
behaviors.
Modeling is going to be a key factor in procedures and in preventative strategies. By making clear what I expect of students, it will come as no surprise if they get
in trouble. If they have several things they know they are supposed to do, they also have less time to think about what they should not do. I will tell students
scenarios that are unacceptable that will still probably happen, but at least most will be more conscientious of what they are doing.
C. Student Interaction and Engagement (Strategies for promoting student to student interaction and student motivation) (limited to 1 page)
This unit is partly centered on student interaction. A few of my standards and objectives include being able to converse well with others and understand
conversation rules. This age is learning to work in groups, so it seemed like a perfect opportunity to practice. They have something interactive every day.
Sometimes they have a partner to discuss a text or problem. We then will always share whole-class to share multiple perspectives with each other. Sometimes they
will work with a partner to share materials and work together to use problem solving strategies. Their large project is to work in a group of three (except for my
couple teams of two due to an uneven division). This teaches many social skills such as sharing items, taking turns talking, and working together towards a
common goal. Since this is early in the semester, I am also hoping it will create team bonding between my students. I like to mix up partners, so hopefully students
will have a range of people to work with and get to know.
Motivating students to learn was entertaining for me to plan during this unit. I know that this group of students loves it when I say I have something cool I want to
show them that they would not normally see in a classroom. They start moving to the edge of their seats hoping to get a glimpse at what I am hiding. Being
allowed to talk is always a positive thing for these children too, simply because they are still too young to be expected to sit and be silent all day. It immediately
makes what we are doing more entertaining. I have also found that working with their hands is much easier for them to stay engaged with during a lesson.
Manipulating items to get an end result is like a game to them, so they stay on task the entire time.
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D. Student Communication (detailed description of appropriate strategies to encourage student to student communication) (limited to 1 page)
Teaching behavior is still a large part of the job in second grade. Especially with todays technological world where there is more independent play, they have to
be given more opportunities to practice playing and working appropriately with other children. Before releasing students to work together, I will discuss with them
what it looks like to be a good partner. Sometimes I will question them about how it would make them feel if different scenarios happened, both good and bad. It
makes students start to think about their actions in social settings, and encourages good behavior. Teaching simple social problem-solving strategies is also
something I will have to teach. For example, when both partners want to go first, rock-paper-scissors may be played to decide. If someone does not have a
material, but another student does, they can ask to share the material. This group so far has asked many times what to do in situations like these, and I forget that
they still need to be taught these social skills.
Narrative: Analysis of Assessment

E. Pre-Assessment
Overall analysis of results.
Discuss the results in reference to

the learning objectives.
Describe how pre-assessment data

was used to proceed with instruction
for all students.
What is the plan to differentiate for

all learners?
Scores for pre-assessment were very low, but I expected this. The testing strategies I used were newer concepts for
them, so they were being tested on both that and the information they had not yet learned. I was surprised, though, at
how many students answered the questions incorrectly that were supposed to be hand-outs with no prior knowledge
necessary. My highest score was a 79%, although my average was a 63%. My lowest score was a 21%. I know their
scores will improve significantly simply because we will have learned the information during the unit.
Because of the nature of the second grade science curriculum, it is hard to assess all objectives through a written test.
Much of it is tested through the presentation of a skill. My social objectives will also not be assessed through this test.
Their ability to use the scientific method is really all that can be assessed in this manner. All other objectives are
either subjective to the teachers discretion, or are measured based on the results of experimentation or group work. I
will have to assess as the unit commences.
The scores showed me a few different things I knew I would need to address during instruction. First, some students
missed questions simply because learning to order steps was hard for them. Some did not listen to instructions on the
yes/no portion, and did not read it for themselves either. This showed in their score. As I predicted, I will need to help
them memorize the steps of the scientific method. I need to incorporate different learning styles within this
instruction, because it is the most important piece of information they learn in this unit.
I will make sure to include as many learning styles as possible within my instruction. I will have students read and
speak the steps mixed with quick memorization strategies for auditory learners. I will use cut and paste strips for
students who are visual learners. Bodily kinesthetic learners will be addressed during our acting out of the steps
during experimentation. Interpersonal learners are addressed through discussing the steps with a partner. Individual
assignments will also have differentiation to accommodate students who struggle in different aspects of learning, such
as reading assignments to them or receiving extra help.
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F. Formative Assessment
Overall analysis of results.

Are students learning what was
intended they learn?
Discuss any adaptations based on the

results of formative assessments.
Identify differentiation needed to

help all students meet the goals and
objectives of this unit.
Students seem to be doing well learning both the information and the social aspects of the unit. Informationally,
students seem to be progressing nicely memorizing the scientific method steps. I have also seen students use more
creative ways to problem solve than they had originally tried in the past. Socially, I am happy to see some conflict
resolution strategies sinking in and being applied. I have not had to fix as many problems for them, although there are
always going to be some with second graders. It is much better than it was at the beginning. I have also been pleased
to see some team celebration and bonding when the final results of an experiment have been reached. My class no
longer feels like a room full of strangers.
I used mostly informal assessment within this unit because a lot of it is very subjective. I have a few standards that
are speaking and listening, which is hard to assess on paper. My discretion was used a lot in determining how well
students were doing with them. My couple formal assessments went very well. The presentations allowed me to see
what they learned, how they problem-solved, and how well they made decisions together by hearing it from their own
mouths. Having students practice public speaking is also always a good idea starting at a young age. They seem to be
following and learning the objectives well. They are learning most everything I want them to, and they are enjoying
themselves. Knowing how science can be ruined for some students if it is marketed poorly, their enjoyment is one
of the main things I was hoping to achieve. Several students even told me they tried their experiments again at home.
Formative assessment did let me know who I needed to give further instruction to before testing. Social aspects did
not get a summative assessment, but I did have several opportunities to teach those skills to students who lacked
them. Informationally, I really did not have to adapt much. There is not a whole lot of information to learn for a test,
so repeated viewing of the scientific method steps was key in helping me see how they were doing in memorization.
Most were picking it up quickly enough that I did not change the route I was taking in teaching it.
Some students needed extra guidance in learning social skills, but pre-determined differentiation was very small in
this area. I would choose partners for people often based on how well I think they will work together. That was the
only speaking and listening differentiation I felt I needed. For information, there were a couple students I went over
the steps with individually as they were struggling getting a couple steps in order. They understand how to answer the
questions, but memorization was not yet there. A couple students got help reading assignments in order for them to be
able to be assessed in the area I wanted. I am not assessing reading, so by reading it to them, I am getting a more
accurate idea of what information they know.
G. Summative Assessment
What did the disaggregated data of

the assessment reveal?
The written assessment I gave revealed that students were able to do several things. First, they learned how to manage
different testing strategies. Second, they were able to memorize a concept through a combination of methods. They
could have simply read and memorized the words to place the steps in order. They could have also used reflecting to
help them picture in their minds the order that they did things, and then numbered the steps accordingly. A couple I
think still guessed on several questions and got lucky. Overall, I was pleased with the result. The average test score
was an 83%. Many students switched two steps when ordering, which was a harder part of the sequence to remember.
The end results showed that boys actually averaged lower than the girls did. Boys averaged 78% on the assessment
and girls averaged 89%. I am not suggesting that girls therefore perform better in science than boys do. I do find it
interesting though that this is the opposite of the stereotype by a full11%.
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Did all students learn what was

intended they learn? Explain.
Because of the nature of the second grade science curriculum, it is hard to assess all objectives through a written test.
Much of it is tested through the presentation of a skill. My social objectives will also not be assessed through this test.
Their ability to use the scientific method is really all that can be assessed in this manner. All other objectives are
either subjective to the teachers discretion, or are measured based on the results of experimentation or group work. I
assessed those skills continually throughout the unit.
I do believe students learned what they intended to learn. Second grade science is still introductory, and do not get an
official grade on their grade card in this district. In my mind, if they picked up some new social skills, they were able
to memorize steps based on reflection of past activities, and they had fun, that is what was most important. Their
improved test scores showed me that the information did sink in, and the attitude of my classroom speaks to what
they learned through their interaction. I know they enjoyed themselves as they collectively sighed when I told them
the unit was finished.
Provide a copy of pre-assessment document and the corresponding scoring key/rubric in Appendix C.
Provide a copy of one formal formative assessment document and the corresponding scoring key/rubric in Appendix C.
Provide a copy of one informal formative assessment document and the corresponding scoring key/rubric in Appendix C.
Provide a copy of the summative assessment document and the corresponding scoring key/rubric in Appendix C.
H. Visual Representation of Disaggregated Data
Chart/Table/Graphs of disaggregated data for the Pre-assessment should be included in Appendix C.
Due to the varied nature of data collected by the teacher candidates, each candidate is asked to create a chart/table/graph that includes data for the
Whole Class, Subgroup, and Focus Students. Title the table/chart/graph and use labels to accurately portray the data.
Chart/Table/Graph of disaggregated data for the Summative Assessment should be included in Appendix C.
Due to the varied nature of data collected by the teacher candidates, each candidate is asked to create a chart/table/graph that includes data for
the Whole Class, Subgroup, and Focus Students. Title the table/chart/graph and use labels to accurately portray the data.
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IV. Self-Evaluation and Reflection

A. Narrative description of Successful Activities and future implications
Based on the analysis of all the assessment
results, identify TWO learning objectives
from the unit students were most successful.
Objective 1:
Students will use the scientific method and/or
engineering practices to investigate with peers.
Give more than one reason for each of the successes identified.
First, this is one of the objectives that we incorporated the most often. We spent a lot of time learning the
different steps and what they mean, and so were able to really understand how they work. Second, we did
many experiments that showed students a life-applicable concept. Any time a student can apply a concept
into their life, they are going to feel more motivated to learn about it. With more motivation, there is more
likelihood that information will stick. Based on the end results of the test, I feel students were really able to
understand this objective.
Objective 2:
Students will define a problem that can be
solved with a new or improved object or tool.
There were many scenarios in which students were told to problem solve and use critical thinking using
different tools and manipulatives. They got to try out different methods of experimentation to solve these
problems. I feel that they got a pretty good idea of how to solve these problems with the objects/tools.
Being able to work together with partners also allowed two brains to come together to problem solve, so
more perspectives were brought to light for collaboration.
Discuss at least TWO things to do differently in the future to extend these successes to continue students academic growth.
I should incorporate more varied types of tools. I could include software tools on top of physical tools to manipulate for those who really do well learning on
technology. I could also find experiments that cover more areas of science. We did a lot of physical science experiments and one life science, but including others
may strike further interest and therefore motivation.
B/. Narrative description of Least Successful Activities and future implications

Based on the analysis of all the assessment
Give more than one reason for each of the least successful objectives identified.
results, identify TWO learning objectives
from the unit students were least successful.
I did not do a very good job using multiple resources. We really only used physical objects to problem
Objective 1:
Students will use different sources to answer
scientific questions.
solve. In todays society, I need to be using more technology. I also could have read more books,
incorporated other text for information, or played videos. I have to be more conscientious of what I am
comfortable with in order for me to realize where I need to be stretched. I should be more flexible in
accepting technology as a learning tool.
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Objective 2:
Students will gather information using tools
appropriately.
I did not to a consistent job monitoring student behavior. Many tools were being abused or mistreated, and I
felt overwhelmed at first in knowing what to do about it. If I could redo a couple of our days after seeing
what could happen, I would make sure to make me expectations and consequences more clear. Some things
could have been avoided had I made the students more aware of what my expectations were.
Discuss at least TWO things to do differently in the future to improve students performance.
I first and foremost need to be stronger on following through with discipline. I cannot let things get out of hand or learning is not at its maximum capability. Some
students complained that it was hard to think because it was so loud or that they were not using their manipulatives correctly. I also need to do some research on
different programs that are good to use in the sciences. I am sure there are many games or Smartboard activities to use for scientific inquiry and problem solving. I
just need to take the time to actually look and see what they are.
TABLE 4.1 Communication Log
Date
Person Contacted
Method of
Contact
Reason for Contact
Result or Impact on
Instruction
Follow Up
(if necessary)
9/1
Mrs. Gross
face-to-face
Checking on safety to use peanut butter

in an experiment
Teacher contacted the students

parents, and found it was safe
Emailed parents on
day of experiment
just as a precaution
9/4
All building staff
email
Asking for supplies
Two teachers responded with the

bringing of the supplies to the room
the next day
Items were returned

to the teachers and
personally thanked
9/9
Students parents
email
Letting the parents of a student with a

peanut allergy know that we did an
experiment with peanut butter in class
(no response given)
N/A
9/13
2nd grade teachers
email
Asking for buckets
One teacher had a couple that she

brought the next school day
Items were returned

to the teachers and
personally thanked
9/14
6th grade teacher
email
Letting teacher know we will be in the

science lab adjoined to her classroom for
two days this week
(no response given)
N/A
Add rows as needed
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C. Narrative Reflection on Impact of Communications (limited to 1 page)

It is amazing how much communication with other people was helpful. It is always good to get more than one opinion on something when dealing with students. I
asked my teacher and also other teachers for tips on if a certain scenario would turn our right, or if certain experiments worked better than others. I would have had
a much different unit without them. The communication also made things much simpler. This school is a true community of teachers. Everyone is willing to help
each other out when they need it. When I was looking for supplies, rather than having to buy them, other teachers were willing to offer them. The staff here is
incredibly helpful. They make everything a school-wide materials bank rather than one teacher having these things, another having those things, etc. They make it
feel like everything belongs to everybody. I also felt better about checking in with parents about what we were doing and if there were any concerns. I would
rather be safe than sorry, especially with things like a peanut allergy.
D. Narrative Reflection on Future Professional Development (limited to 1page)

Identify at least TWO aspects of instruction that could be improved.
Explain reasoning.
What specific professional development opportunities/activities will

help to acquire that knowledge or skill?
Aspect 1:
This is one of those things that I think just comes with practice. I can tell a vast
improvement in this area in comparison to where I was at the beginning of the
semester. I have been able to focus more on the information part of instruction
rather than having to redirect behavior. Talking with other teachers has been
and will continue to be invaluable, because part of my insecurity is feeling like
the consequence does not fit the crime. Seeing what other teachers do as a
consequence for behaviors has increased my own confidence as a disciplinarian.
I have seen and heard the benefits of using song in the classroom. I did use one
in a different unit and it was amazing how fast the students learned. I should
include more of them into my lessons. I also need to use more technology into
my teaching. While I am old-fashioned in this sense, I know I need to be able to
connect to todays society. Being able to use technology is a huge motivator for
students, so I should try harder to incorporate it.
I could definitely improve on being consistent in disciplining behavior during

instruction.
Aspect 2:
I could incorporate more varied types of resources into my lessons.
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REFERENCES
www.dese.mo.gov
www.lsr7.org
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APPENDIX A
Building
Building
Econimically Disadvantaved Students
Male/Female
17.4%
NonEconomically
Disadvantaged
49%
Male
51%
Economically
Disadvantaged
Female
92.0%
Building
Ethnicity
4.0%
11.9%
3.1%
5.5%
AfricanAmerican
Asian/ Pacific
Islander
Hispanic or
Latino
District
Econimically Disadvantaved Students
19.4%
NonEconomically
Disadvantaged
White
74.5%
Economically
Disadvantaged
Mixed
80.6%
District
Ethnicity
District
4.7%
Male/Female
11.7%
2.4%
5.4%
AfricanAmerican
Asian/ Pacific
Islander
Hispanic or
Latino
47%
53%
Male
Female
White
76.1%
Mixed
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APPENDIX B
Grade Level: 2nd
Subject: Science
Unit: Scientific Inquiry
Lesson: Scientific Method with PB&J (Day 2)
Standards
1. 2_SC_1.E Conduct an investigation in collaboration with peers using the scientific method.
2. 2_ELA.SL_1 Participate in collaborative conversations with diverse partners about grade 2 topics and
texts with peers and adults in small and larger groups.
3. 2_ELA.SL_1.A Follow agreed-upon rules for discussions.
4. 2_ELA.SL_1.B Build on others' talk in conversations by linking their comments to the remarks of
others.
Objectives
1. Students will use the scientific method and/or engineering practices to investigate with peers.
2. Students will use critical thinking in discussion with a partner and with a small group.
3. Students will work together to create common goals and expectations towards solving a problem.
Materials
Peanut butter
Jelly
Bread
Plastic knife & spoon
Plate
Table
Trash bag (for under display)
Notebook paper
Pencil
Scientific Method Poster
Anticipatory Set
I will have a display of the items needed to make a peanut butter and jelly sandwich sitting on my desk. I will sit
down as if I am going to start eating, but then realize that I have not yet made my sandwich. Pretending I do not
know how, I tell the students that they must help me figure out how to make it.
Independent Practice
This lesson is backwards than a normal lesson. I will first have them work, but then guide them later to get them
to understand the concepts.
1. Ask students if they know how to make a peanut butter and jelly sandwich.
2. Students will have five minutes for partner work to write instruction steps. Students will hand me their
instructions when they finish.
3. Before performing their steps, I will ask the students if they think their steps will work (hypothesize).
Guided Practice
1. After students give me their steps, I will perform exactly what they have written. I can only do an action
if they tell me to do it.
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2. I will purposefully make mistakes and be silly in order to get them to see the importance of being
specific. We will talk about this importance, and also discuss that it is normal not to get things right in
science the first time.
3. I will then give the papers back to the students and allow them to write them again, modeling a couple
steps for them.
Input/Teaching
1. I will show the students a poster of the six steps of the scientific method.
2. I will explain new vocabulary within the steps and discuss the meaning of the method.
3. We will discuss how what the students just showed me demonstrated these steps. (Ex: They were given
a statement to prove: We know how to make a peanut butter and jelly sandwich. I then had them give
me a hypothesis on if they think their steps will work. We performed their steps and looked at the
results. We re-tested when it did not work. We made a final conclusion based on the new results.)
Model
Modeling is done during guided practice as I help them realize what specific steps look like. I will write a
couple steps for them to get them started on what I want them to understand.
Check for Comprehension
Comprehension is done informally based on my discretion of their understanding through whole-class
discussion in both input and closure. This lesson is introductory, and does not need further assessment.
Closure
I will ask students to think of other real life-examples in which they use the scientific method.
Differentiation/Alterations:
I have a student in my class who is allergic to peanuts if she eats them. I will have her stand farther away from
me in the circle just to make sure she doesnt touch anything I do while handling peanut butter. I will wipe
down everything I touch after that so she does not get any hint of it on her hands.
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Grade Level: 2nd

Subject: Science
Unit: Scientific Inquiry
Lesson: KWL Chart with Flowers (Day 3)
Standards
1. 2_SC_1
Students will understand and use scientific and engineering practices to conduct
investigations and solve problems.
2. 2_SC_1.A Ask questions based on observations to find more information about the natural and/or
designed world
3. 2_SC_1.F Obtain information using grade appropriate texts, informational text features, and other
media that will be useful in answering a scientific question.
Objectives
1. Students will ask questions based on observations to find more information about the world.
2. Students will use different sources to answer scientific questions.
Materials
3 white carnations
3 clear, small vases filled with water
Red, blue, and greed food dye
Experiment poster board
Large paper (for class KWL chart)
Encyclopedia
Non-fiction book on flowers
Computer with internet
Anticipatory Set
I will sit my display out on the counter with my flowers in their vases. The rest of my experiment materials will
be sitting out around them. These items are rarely seen in a classroom, so students will be intrigued. I will show
them one item at a time, and have them guess what we might be doing with them.
Input/Teaching
1. Before we can do anything with the experiment, we will fill out a KWL chart for flowers. I will write
down two things I know about flowers. Students will then tell me a few things they know about flowers.
2. I will write down something I would like to know about flowers. Students will also share their questions.
3. I will show the students different resources in order to find answers. First I will hold up the non-fiction
book since they are the most familiar with that kind of resource. I will follow it with introducing what an
encyclopedia is and showing how it works. Finally, I will show a website that has a PowerPoint with
facts about flowers on it.
4. We will fill out the answers to our questions that we may have discovered.
5. I will introduce our weekend experiment. I will also show them our official class experiment board with
pieces labeled materials, hypothesis, end results, etc.
6. I will call on one student at a time to come and fill out different pieces of the experiment as we put it
together.
7. We will sit the experiment at the back of the counter to look at when we come back from the weekend.
Model
Modeling takes place during instruction as I write my own examples for the KWL chart. I am also the only one
actually performing the experiment, but they are seeing what can happen if they tried it on their own.
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Guided Practice
Guided practice takes place during instruction time as students help me fill out the KWL chart. They are also
learning different parts of an experiment through helping me decide what to write on the different areas of our
presentation board.
Check for Comprehension
I will be informally checking for comprehension based on how well students seem to understand during
discussion. I will be seeing if they understand how a KWL chart works based on if they are telling me the
correct column to place information. I will also judge comprehension of scientific words based on the answers
they tell me to write within the different pieces of our experiment board.
Closure
I will ask students what other opinions they have on what will happen to our flowers if it is different than what
we wrote down as a class on the experiment board.
Differentiation/Alterations:
No differentiation is necessary in this lesson. All work is done by word of mouth or a selected student in
writing.
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APPENDIX C
Pre-Test/Post Test Template
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33
Aluminum Foil Boats

Given specific materials, each group must design and build a boat to hold 100 pennies before it
sinks. Keep track of how many times it takes you.
Materials:
Aluminum foil (1 square foot)

Dowel rods/sticks (2 pieces 7 inches long)
Pennies (75)
Plastic bucket
Water source
Signal flag
Instructions:
1. Draw a picture of your boat design by yourself. You must use all the materials.
2. Compare designs with your group and circle pieces you like from each design.
3. Have one student draw your final design.
4. Put your boats together. Each person has a different job to do. While only one person can
actually build, ALL group members may point and make suggestions. The boat must
float for at least 20 seconds.
- Scientist #1 is the manager. They keep track of the materials and boat design
paper. They also make sure the builder is following the design. Since they are the
one who has the materials, they are the only one who puts pennies into the boat.
- Scientist #2 is the faucet. They always fill the bucket with water. Scientist #2 is
also the siren. The siren is the only student who can signal the teacher with the flag
to ask for help.
- Scientist #3 is the builder. They are the one working with the foil.
5. Presentation
- Scientist #1: We came up with our boat design by ______.
- Scientist #2: We decided to put our pennies into the boat by ______.
- Scientist #3: We tried __ times to get all the pennies in. The first time, _____
happened. The second time, ____ happened. The third time, _____ happened.
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Informal Formative Assessment Rubrics

KWL Participation
(informal)
Student participated
Response made sense
Worked well with others
Total:
STEM Project- Day 2
(informal)
Student stayed on task
Worked well with partner
Total:
Scientific Method Strips
(formal)
Number Correct
Total:
/1
/1
/1
/3
STEM Project- Day 1

(informal)
Worked well with partners
Total:
/1
/1
/1
/3
/1
/1
/1
/3
Penny Balance Experiment

(informal)
Total:
/1
/1
/1
/3
/6
/1
/1
/8
Penny Drop Experiment

(informal)
Total:
/1
/1
/1
/3
Rubric Sample for Student X

KWL Participation
(informal)
Response made sense
Worked well with others
Total:
STEM Project- Day 2
(informal)
Total:
Scientific Method Strips
(formal)
Number Correct
Total:
1/1
1/1
1/1
3/3
STEM Project- Day 1

(informal)
Worked well with partners
Total:
1/1
0/1
1/1
2/3
1/1
1/1
0/1
2/3
Penny Balance Experiment

(informal)
Total:
1/1
1/1
1/1
3/3
6/6
1/1
1/1
8/8
Penny Drop Experiment

(informal)
Total:
1/1
1/1
1/1
3/3
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Formal Formative Assessment

STEM Project Presentation
3
The student was
fully understood
2
The student was
mostly understood,
a few words were
not heard or
mumbled.
1
The student was not
heard clearly,
mumbled through
the presentation.
0
The student was not
heard clearly,
mumbled through
the presentation.
3
2
Presentation makes Presentation mostly
sense and has at
makes sense, but
least 1 complete
the student does
sentence
not speak in
complete
sentences.
1
The presentation
was hard to follow,
and the student did
not speak in
complete sentences
0
The student said
nothing during the
presentation.
3
The student
successfully did the
project and it is put
together well
1
The student did not
have a successful
project and was not
putting forth effort
0
The student had
nothing completed
towards getting the
project finished
1
The student's
partners say they
did their job well
0
The student's
partners say they
did not do their job
well
Spoke
clearly
Content
Project
Project
Job
2
The student tried
hard, but was not
successful in the
project
Total Points:
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/10..
36
Formal Formative Assessment Sample for Student Y

STEM Project Presentation
3
The student was
fully understood
2
The student was
mostly understood,
a few words were
not heard or
mumbled.
1
The student was not
heard clearly,
mumbled through
the presentation.
0
The student was not
heard clearly,
mumbled through
the presentation.
3
2
Presentation makes Presentation mostly
sense and has at
makes sense, but
least 1 complete
the student does
sentence
not speak in
complete
sentences.
1
The presentation
was hard to follow,
and the student did
not speak in
complete sentences
0
The student said
nothing during the
presentation.
3
The student
successfully did the
project and it is put
together well
1
The student did not
have a successful
project and was not
putting forth effort
0
The student had
nothing completed
towards getting the
project finished
1
The student's
partners say they
did their job well
0
The student's
partners say they
did not do their job
well
Spoke
clearly
Content
Project
Project
Job
2
The student tried
hard, but was not
successful in the
project
Total Points:
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9/10..
37
Pre-Test/Post-Test Answer Key
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38
Pre-Test
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
Boys
Girls
Boys (subgroup) compared to the rest of the class (Girls)
Pre-Test
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
Focus Student
Whole Class
Focus Student (subgroup) compared to the rest of

the class
Post-Test
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
Boys
Girls
Boys (subgroup) compared to the rest of the class (Girls)
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39
Post-Test
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
Focus Student
Whole Class
Focus Student (subgroup) compared to the rest of

the class
Teacher Work Sample
40

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Your First and Last Name:

District where you completed

Lees Summit R-VII

Name of School Building

Trailridge Elementary School

Content Area of your TWS:

TWS Unit Topic:

The Scientific Method

Grade Level of the Classroom

Pittsburg State University

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I. Contextual Information and Learning Environment Factors

Table 1.1 Class Contextual Information (limited to 1 page)

Language proficiency of students (give

Pittsburg State University

___0___ African American or Black

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___0___ Hispanic or Latino

Identified special needs categories

___1___ Specific Learning Disability

___2___ Speech/Language Impaired

Table 1.2 Student Characteristics for Whole Class (limited to 1 page)

Pittsburg State University

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Pittsburg State University

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C. Sub- Groups/Students Information

For my first group, I will be

Why was this

What was learned about this subgroup/student?

I chose this group because

Pittsburg State University

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science than girls. I do not

Within my unit, there are a

Pittsburg State University

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D. Narrative Implications for Sub-Groups/Focus Students Instruction (limited to 1 page)

Pittsburg State University

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II. Instructional Design

Students will develop a model to represent an object or tool.

Students will determine if an object or a tool works as intended.

Students will gather information using tools appropriately.

Students will use different sources to answer scientific questions.

Pittsburg State University

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Students will present information gathered during collaboration and experimentation.

Pittsburg State University

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Table 2.1 Instructional Design Unit Plan

Written test- 19 questions

Pittsburg State University

Describe Specific Adaptations/

This days activities require no special adaptations.

I do have a student who is allergic to peanuts if

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make the sandwiches only doing an action if

Pittsburg State University

No adaptations are necessary for this lesson. All parts

_0_ African American or Black

_0_ Hispanic or Latino

_1_ Specific Learning Disability

_2_ Speech/Language Impaired