Steven A.

Granados
2832 South Elm Street Tempe, Arizona 85282 steven.granandos.1986@gmail.com mobile: 480.324.6348
OBJECTIVE
A motivated educator with a passion for helping students become confident, respectful, responsible, lifelong learners
through authentic learning; seeking a science student teaching opportunity.

EDUCATION
Arizona State University August 2014 - Current
Tempe, Arizona
Secondary Education (Earth and Space Sciences) (BAE)
Scottsdale Community College May 2013
Scottsdale, Arizona
Associates in Applied Science, Graphic Design: Visual Communication Cum Laude
TEACHING EXPERIENCE
January 2016 - April 2016
Eduprize - IMT: Lee Dotson - Science/ Math 7th grade
Taught every other section of Mr. Dotsons planned lessons in science and math
Worked with students one on one and in small group activities during my visitations
Planned and successfully implemented one whole class taught lesson on constellations
Helped plan activities and assignments for the Mr. Dotsons photography/yearbook elective
August 2016 - November 2016
Mesquite High School - IMT: Dorothy Cloud Earth & Space Science
Worked with students one on one and in small groups during my visitation
Three sections were an inclusion setting, allowing me to experience best practices in a co-taught classroom
I implemented the lessons created by the instructor and held a small workshop for taking notes/studying
January 2017 - Current
Gilbert High School - IMT: Erica Pickler Earth & Space Science
Three sections were inclusion setting, further refinement of best practices in a co-taught classroom
My interactions with students focused on the acquisition of literacy skills and academic language
Planned and implemented a whole class taught lesson that utilized close reading of informational texts

PROFESSIONAL EXPERIENCE
Shift Supervisor: Monterey Cleaners -Chandler, Arizona May 2010-Febuary 2017
Acting manager when owner is unavailable; includes managing other staff and handling all customer relations
Providing upstanding customer service and a positive atmosphere for customers
Assistant Wrestling Coach South Valley Junior High Gilbert, Arizona November 2007-January 2015
Responsible for teaching all technique to the wrestlers
Responsible for planning and running all practices
Work directly with children and their parents
Assess childrens developmental, emotional, behavioral, and special needs as student athletes

SKILLSET
Highly proficient in Adobe Creative Suite in both the Windows and Macintosh platforms
Highly proficient in Microsoft Office Suite in both Windows and Macintosh platforms

PROFESSIONAL REFERENCES
Rick Burress Owner, Artistec Scottsdale, Arizona 602.332.1300
Drew Strickland Manager, Monterey Cleaners Chandler, Arizona 480.814.7767
Tom Biltemier Science Educator, South Valley Junior High Gilbert, Arizona 480.855.0015
Vision Statement
 Steven A. Granados
2832 South Elm Street Tempe, Arizona 85282 steven.granandos.1986@gmail.com mobile: 480.324.6348

MM.DD, YYYY

NAME HOLDER, Principal

SCHOOL NAME

#### STREET NAME

CITY,ST #####

Dear NAME HOLDER,

My name is Steven Granados and I am applying for the 7th-grade science position at SCHOOL
NAME. I learned of the opening through the career fair I attended on MM/DD/YYYY. I am confident
that my experience and skill set acquired through my education at Arizona State University
makes me a qualified candidate for the position.

I started working with students through the Gilbert Parks and Recreation Wrestling Camp under
the supervision of my high school coach Bob Callison in 2003. Right away I knew that I wanted
to work in a field that would somehow have an impact on the lives of children, but it was not
until I began volunteering at South Valley Junior High in 2007 that I came to realize how strong
that impact could be. My time as a coach and my desire to make a lasting positive effect on the
lives of students is what drove me to my decision to pursue a degree in Education.

After entering the Mary Lou Fulton College of Education, I began my first internship with Lee
Dotson at Eduprize in Gilbert, Arizona. Mr. Dotson helped me transition some of the skills I
acquired as a wrestling coach into effective teaching and classroom management strategies. I
am proud of the growth that I made during that Spring Semester and I was grateful for the
experience as it encouraged me to continue refining my pedagogy.

During my second internship at Mesquite High School, under the mentorship of Dorothy Cloud, I
was introduced to the high school classroom setting. I had the opportunity to see what is
required for a teacher to be effective in an inclusion setting. I collaborated with my mentor
teacher and the special educator to plan and provide lessons that enhanced the diverse learning
needs within the classroom.

Throughout my schooling, I always enjoyed science. Choosing science as my focus as an

educator has reignited that passion, and it is my deepest desire to continue sharing that passion
for science with my students.

I believe that teachers are not only facilitators of learning, but also mentors to their students. I
chose a career that will allow me to work with adolescents so that I can help shape confident,
respectful, and responsible young adults; I want to help students better prepare for the
challenges ahead of them so that they will be able to learn and grow as individuals.

I would like to schedule an appointment with you to learn more about your school, your vision
for its students, and share more about myself. I am reachable by phone at 480.324.6348, or
email at steven.granados.1986@gmail.com.

Thank you for your time and consideration. I look forward to your reply.
Steven Granados
 Steven A. Granados
2832 South Elm Street Tempe, Arizona 85282 steven.granandos.1986@gmail.com mobile: 480.324.6348

Dear Parents/Guardians,

I wanted to take the opportunity introduce myself to you. My name is Steven Granados (Mr. G
is perfectly acceptable) and this coming year I will have the privilege of being your son or
daughters Science Educator. I am also a coach on the wrestling team here at XXSCHOOL
NAMEXX.

I am a graduate of the Mary Lou Fulton College of Education at Arizona State University with a
degree in Secondary Education (Earth and Space Sciences) (BAE).

I knew that I wanted to work in a field that would have an impact on the lives of children, but it
was not until I began volunteering at South Valley Junior High in 2007 that I became aware of
how strong that impact could be. My time as a coach and my desire to make a lasting positive
effect on the lives of students is what drove me to my decision to pursue a degree in Education.
During my time in ASUs education program, I acquired the skillset and confidence needed to be
an effective and caring teacher.

Throughout my own childhood education, I had always enjoyed the subject of Science. Choosing
Science to be my focus as a college student at ASU reignited that passion, and it is my wish to
continue sharing that passion for science and learning with my students as an educator.

I believe that teachers are not only facilitators of learning, but also mentors to their students. I
chose this career to work with adolescents so that I can help shape confident, respectful, and
responsible young adults; I want to help students better prepare for the challenges ahead of
them so that they will be able to learn and grow as individuals.

I am eager to establish a classroom environment for our students that will lead to this growth,
priming them for success in this academic school year. I want our students to embrace their role
as active participants in their learning centered around our science curriculum. Working
together to improve on their personal origination, critical thinking, and academic communication
skills. I have high expectations for my students and I will always take the time needed to
communicate these expectations to them clearly. I will hold myself to the same level of
accountability as an educator as I do your children as students.

I respectfully ask for you to take up the challenge of playing an active role in the inquiry of what
their students are learning and experiencing in the classroom. This means that we will also need
to have an appropriate and professional open line of communication. You can contact me by
school email or with the resource named Remind. This is a contact number that will allow for
direct communication through text in more urgent situations without either party needed to
exchange numbers. I am ready to listen to your needs and the needs of our students. I want you
to understand that you should always be able to approach me with any questions or concerns
relating to your son or daughter's education because of we both deeply care about the well-
being and success of your child.

Thank you again for your time and I look forward meeting you at open house or parent-teacher
conferences,
Steven Granados
 Steven A. Granados
2832 South Elm Street Tempe, Arizona 85282 steven.granandos.1986@gmail.com mobile: 480.324.6348

Dear XXPARENT/GAURDIANS NAMESXX,

I wanted to follow up and reach out to you on a matter concerning our student, XXSTUDENTS
NAMEXX.

I enjoy having XXSTUDENTS NAMEXX in my class. XXSTUDENTS NAMEXX regularly participates

in the class adding valuable information and incite in discussions and collaborative work,
however over the past few weeks I have observed and notified you of some behaviors in class
which is concerning to me, and outside of the normal behavior, I had observed in the earlier part
of this year.

Specifically, these are the issues and dates of the incidents as they were relayed to you in
previous communications.

- Tardiness (more than 5 mins late to my period)

MM/DD/YY MM/DD/YY MM/DD/YY MM/DD/YY

MM/DD/YY MM/DD/YY MM/DD/YY MM/DD/YY

- Use of inappropriate/or offensive language in class

MM/DD/YY MM/DD/YY (was directed at me)

In regard to the tardiness, I have already asked the teacher XXSTUDENTS NAMEXX is with prior
to my class if they have been let out late during any of these occasions. The teacher stated that
on none of the mentioned dates were the student's release late, and further there are several
students that are in the same class as XXSTUDENTS NAMEXX that were not late to my classroom
on these dates.

Up to this point, I have handled these behaviors by giving verbal warnings and reminders that
XXSTUDENTS NAMEXX needs to be on time to complete the warm up questions. On the listed
occasions which XXSTUDENTS NAMEXX was late and not able to complete the questions before I
came around to stamp for completion, XXSTUDENTS NAMEXX did not receive a stamp/credit for
these warm-ups. Per the syllabus you and XXSTUDENTS NAMEXX both signed, this is the policy
in place to reinforce the attendance expectations of my classroom.

This most recent incident highlighted in red is an occasion which XXSTUDENTS NAMEXX walked
in 10 mins late to my classroom, without a note. When I asked XXSTUDENTS NAMEXX why they
were late this time, they immediately became defensive and told me that I should ****ing chill
out, its not that big a deal.

I wanted to formally request a meeting with you to discuss how we approach the behavioral
issues moving forward. Together I want to figure out what has changed, and what can be done
to stop the behavior. My concern is if the tardies continue, I will have to request for
administration to become involved with further disciplinary action.

Again, when XXSTUDENTS NAMEXX is in class, they meet my expectations for students in my
classroom, completes the work assigned for that day, and respects all of the other classroom
rules and policies. XXSTUDENTS NAMEXXs grade is in no way in jeopardy at this point for the
missed warm up questions. My concern as I expressed to you in our email communications is
finding out the cause for the sudden pattern of the tardiness and mood change with
XXSTUDENTS NAMEXX. Also because this is the first incident that XXSTUDENTS NAMEXX has
directly used offensive language toward me, I again am more concerned with finding out what
has led to this change.

I look forward to meeting with you to discuss where we can work together from here,

Steven Granados

South Valley 8th Grade Science

Nature of Science | Physical Sciences | Life Sciences
2017-2018
Instructor Information

Instructor
Steven Granados

Email
Steven.Granados@gilbertschools.net

Office Hours
Monday-Friday Room #418
Lunches / Afternoons by Appointment Only

General Information
Course Description

This course is focused on teaching students the basic fundamentals of chemistry, physics, and biology and giving them a
foundation to build on as they continue studying these subjects into high school. Through inquiry-based lessons, hands-
on laboratory activities, and practical application students will acquire the skills and methods to learning the specific
content curriculum. This course will take time to reflect on the nature and history of science as well as looking into the
Impact science has on modern society.

Units of Study

There are three areas of study that are focused on throughout the entire year:

Inquiry Process o Newtons laws of motion

o Moving Objects and their Interactions
Science in Personal and Social Perspectives
Q2 Properties & Changes in Matter
o Physical and Chemical Properties
Each quarter will focus on the following content:
o Reactions, Compounds, and Mixtures
Q1 Motion and Forces
 o The Periodic Table Q3 Genetics
History & Nature of Science
o Heredity
o Cell Division
Q4 Diversity & Adaptations
o Relationships in Organisms within an Ecosystem
o Behavioral Cycles of Organisms

This course is designed to meet the requirements of the Gilbert Public School District Curriculum, Arizona State
Science Standards, and Arizonas College and Career Readiness Standards. Please do not hesitate to address any
questions or concerns with myself or the school administration related to the above content.
Course Behavior Expectations
Student Expectations
All District Rules and Policies apply to my classroom. Please refer to the SVJHS Student Rights and Responsibilities
Handbook. Additionally, students will;
Be on time
Be prepared for class
Check in cell phones at the beginning of class*
Stay on topic when discussions take place
Use the full time allotted for this class period
I will leave an appropriate amount of time
to pack and lessons are designed to take the
full 50 mins
Maintain appropriate academic langue
Respect everyone in my classstudents and
adults
Actively participate in all activities and
discussions
Respect the classroom and provided materials
I reserve the right to move your assigned seat
at any timeseats are changed every quarter
Understand that all of my classroom rules &
policies are consistent with the SVJHS Code of
Conduct.

* In consensus with the schools zero-tolerance policy regarding phone use during classes; cellphones are collected at
the start of class. This eliminates any possible distractions to the class, as well as any inappropriate use of the
technology.

Violations of any classroom rules or policies will result in the appropriate consequence outlined by the
SVJHS Students Rights and Responsibilities / Code of Conduct

Teacher Expectations
I hold myself to the same expectations as my students in regards to my daily behavior in the classroom. In addition the
teacher will;
Maintain an open line of communication (students and parents)
Grade and return assignments in a timely manner with constructive feedback
Answer student questions and concerns clearly

Course Materials
Required Materials
Students will be required to have the following items with them on a daily basis:
A dedicated notebook for this class to be used as a Science Journalfor notes and activity logs
Pencil and Eraser Colored pencils and markers are optional and I will provide them when possible
Loose leaf paper no preference on formatting

Provided Materials
Students will be required to have the following items with them on a daily basis:
Chromebooks are assigned individually to each student, we will utilize this technology often
Text book ** Hard copies are kept in class and a digital version will be accessible on Chromebooks

Required Text
[Item Name] [Media Type], [Author Name]
Attendance Policy
Student attendance and participation is essential for this course. I understand that absences are going to occur,
therefore I have prepared these policies to help get students back on track with assignments and content. In the event
of an absence please be aware of the following:

Student Responsibilities When Absent

There is a designated area the students can go to and find all missed assignments, activities, handouts, and resources.
Students can of course direct any questions about the material to myself at an appropriate time. This would be after
school, lunch, or during office hours. (By appointment)
All District Rules and Policies regarding what qualifies as an excused vs unexcused absences, consequences for
excessive unexcused absences, and procedures to notify of an excused absence apply to my course and classroom.

Arriving Late
Students that arrive late will most likely miss the warm up question at the beginning of every class lesson. The points
awarded for these warmups would be lost, and again all school/district disciplinary policies regarding students arriving
late without a note would apply.

Grading/Assignment Policy
Final grades are based on performance in formative and summative assessments: quizzes, tests, varying class work and
homework assignments, organizational skills, projects, and participation.

Late Work
Students need to start thinking about the significance of deadlines as they move forward into their education. I do
accept late work, however no assignment turned in late will receive full points. The partial points awarded for late
work is left to the discretion of the instructor.
The cutoff points for late assignments is the test at the end of every unit. After the day all work assigned in that
unit is no longer eligible for late submissions.

Corrections
Students are always welcome to review the feedback from all course work except for tests and make any corrections
for half the credit missed. For example; if a student fails a quiz with a 50%, then that student can correct all of the
missed problemsshowing work or explaining why the original answer was incorrectreceiving half credit for every
corrected problem:

50% original score + the corrected 50% (25%) = the new score of 75%
This policys purpose is to hold students accountable for the course work and preoperational quizzes, allowing students
to reflect on any mistakes before the Unit Test, and eliminate the extra credit conversations.

Grading Scale Communication

All grades are accessible through
the school provided Grade Portal Contacting the Instructor
link for your student. Parental communication is very important to ensure the success of our students.
The following is a list of communication methods that we utilize:
A 90%-100%
B 80%-89% 1) Updated class section website (Google Classroom) -- i.e. homework assignments,
class notes, hand-outs, upcoming assessments and projects, upcoming field trips,
C 70%-79% grade-wide activities etc.
D 60%-69% 2) Email Teachers will initiate and/or respond to parent emails on an individual
E 59% and below basis or as a team.
3.) Phone callsTeachers can initiate or return parent phone calls, but not during
hours of instruction.
4.) ConferencesTeachers or regarding students as needed. Conferences may include administration and/or
parents may request conferences guidance counselors
Professional Growth Plan
In my first year as a science teacher, I will be challenged to apply the strategies and skills I have acquired in
my own education to my classroom. I feel it is imperative that I keep focusing on my growth as a professional
in mind as I tackle these challenges. I intend to accomplish this by setting goals for myself starting my career
and proactively think about how I want to meet these goals.
In my first year of teaching I want to focus on;

Establishing a learning environment that will positively reinforce the learning skills of my students.
Create a classroom culture that supports authentic investment in one anothers improvement as
members of a larger community and academic students
Participating (at an appropriate level to start) with my colleges in the department and school,
collaborating on lesson planning, curriculum development, and professional responsibilities to form
strong relationships and professional assets
To help establish a role in the school and the local community, I want to coach wrestling again. This is
an area I have experienced as a volunteer, but an excited to experience with the added perspective of
being some of my athletes teacher
I understand that lesson planning, classroom management, and content-specific concepts are all rational
concerns of a first-year teacher. However, I feel that the best areas of focus moving forward into my career
will be relationship based. My ability to work with my peers to the benefit of my school, the relationships I
build with my students to aid me in their education, and an established role in the community I serve as an
educator is more important to the longevity and effectiveness of my career as an educator.
Within the first five years of teaching,

I want to have found an additional avenue for building relationships with students at my school
including students I may not teach. Maybe through National Junior Honors Society, Year Book, or
sponsoring a non-athletic club or afterschool program or elective.
To have expanded my role in the Science department. Either through further participation or
potentially starting the process becoming a department chair
I want to take on the role of head coach of the wrestling program and continue to expand the program,
this could mean starting a summer program open to athletes grades k-8, requiring major cooperation
from the school administration and community
I will also be making continued progress in my academic knowledge in science content and education as
mandated by the state. I wish to further this growth on my own time by participating and utilizing resources of
the following professional organizations;

Arizona Science Teachers Association ASTA

Arizona Technology in Education Association AzTEA
National Education Association NEA | Arizona Education Association AEA
National Science Teachers Association NSTA
American Modeling Teachers Association AMTA
 American Association for the Advancement of Science AAAS
Positive Coaching Alliance PCA
Curriculum Unit: Science 7th Grade:
Understand the processes acting on the Earth and their interaction with the
Earth systems and its impact on Humans.
Unit Purpose:
This unit focuses on literacy skills and strategies students will need to acquire to
explore the content related to the Earths processes responsible for earthquakes
and their effects on Earths systems, including an anthropologic presence.

Addressed Standards
AZ Standards: S1 Focus on research and investigation S6 Focus on
content related to earthquakes
New to Unit Previous/Refinement Content
S1 C1 PO 2. Select appropriate resources for background information related to a question,
for use in the design of a controlled investigation.

S1 C2 PO 3. Conduct a controlled investigation, utilizing multiple trials, to test a hypothesis

using scientific processes.

S1 C2 PO 4. Perform measurements using appropriate scientific tools.

S1 C2 PO 5. Keep a record of observations, notes, sketches, questions, and ideas using tools
such as written and/or computer logs.

S6 C1 PO 3. Explain the following processes involved in the formation of the Earths

structure:

Erosion
Deposition
Plate Tectonics
Volcanism

S6 C2 PO 3. Analyze the evidence that lithospheric plate movements occur

S6 C2 PO 6. Describe how earthquakes are measured.

S1 Concept 3: Analysis and Conclusions-Analyze and interpret data to explain

correlations and results; formulate new questions

S1 Concept 4: Communication- Communicate results of investigations.

AZCCRS Standards: Reading

Key Ideas and Details

68.RST.1 Cite specific textual evidence to support analysis of science and technical texts.

68.RST.2 Determine the central ideas or conclusions of a text; provide an accurate summary
of the text distinct from prior knowledge or opinions.

68.RST.3 Follow precisely a multistep procedure when carrying out experiments, taking
measurements, or performing technical tasks.

Integration of Knowledge and Ideas

68.RST.7 Integrate quantitative or technical information expressed in words in a text with a
version of that information expressed visually (e.g., in a flowchart, diagram, model,
graph, or table).

68.RST.9 Compare and contrast the information gained from experiments, simulations, video
or multimedia sources with that gained from reading a text on the same topic.

AZCCRS Standards: Writing

Text Types and Purpose
68.WHST.2 Write informative/explanatory texts, including the narration of historical events,
scientific procedures/ experiments, or technical processes.
a Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader
categories as appropriate to achieving purpose; include formatting (e.g., headings), graphics (e.g., charts,
tables), and multimedia when useful to aiding comprehension.

b Develop the topic with relevant, wellchosen facts, definitions, concrete details, quotations, or other
information and examples.

c Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and
concepts.

d Use precise language and domainspecific vocabulary to inform about or explain the topic.

e Establish and maintain a formal style and objective tone.

f Provide a concluding statement or section that follows from and supports the information or explanation
presented.

Research to Build and Present Knowledge

68.WHST.7 Conduct short research projects to answer a question (including a selfgenerated
question), drawing on several sources and generating additional related, focused
questions that allow for multiple avenues of exploration.
Final Summative Deliverable: AZ S1 Concept 4 | AZCCRS 6
8.WHST.2
Communicate results of investigations into earthquakes origins and earthquake
safe structures using appropriate representations (visuals such as graphs, plots,
video) to peers. Communicate the research, results, and conclusions drawn from
the Earthquake Unit and Safe Structures Project in a summary presentation
(PowerPoint, YouTube, Weebly Blog, Website)
Rubric:
CATEGORY 5 4 3 2 1
The
The
website/presentati The The
The website/presentati
on is well website/presentati website/presentati
website/presentati on is less
organized and on is less on is not
Organization on is moderately organized, or is
contains no organized, but organized, and is
and Content continuity issues
organized and
contains all the
missing some of
missing
contains no the vital
Contains all vital components components
continuity issues components
required elements required required
required
form the outline
All supportive All supportive All supportive
informational informational informational
pages have pages have pages have All supportive Little supportive
Supportive content that content are content are informational information
Research on accurately convey understandable, understandable, pages have presented in the
the content without may have minor may have minor content are project, or
Earthquakes/ error errors. errors. understandable, information is not
Proper The information The information The information Contains a major cited
Citations presented is presented is presented is error or is missing Incomplete or
summarized and summarized and summarized citation missing work
cited in a proper cited in a proper Missing some
manner. manner. citations
The proposal is
Proposal is hard to
Proposal is formal, Proposal is hard to missing
Proposal is formal, understand or
understandable understand or components, is
Earthquake understandable informal but
and includes the informal and poorly written and
and includes the includes the
Safe Structure design plan and includes the or hard to
design plan and design plan and
Proposal and explanations design plan but understand.
explanations for explanations
Construction (cited) for the does not explain Design is not
the safety design (cited) for the
safety design the safety design supported by any
choices safety design
choices choices information cited
choices
or otherwise.
Reflection/Su The reflection is a The reflection is a The reflection is The reflection is The paper is
mmary of the five-paragraph five-paragraph three or less- three or less- incomplete
response to the response to the paragraphs paragraphs missing many
units problem related to problem related to response to the response to the components
experiences the structure the structure problem related to problem related to outlined in the
project. The project. The the structure the structure assignment
student conveys student conveys project. The project. The description
all the steps taken all the steps taken student conveys student has The document is
to learn about to learn about all the steps taken trouble conveying hard to understand
earthquakes, with earthquakes, with to learn about all the steps taken and or missing
citations when citations when earthquakes, with to learn about citations on many
 citations when earthquakes, with
necessary, and
necessary, and citations when
building structure
building structure necessary, and
to help make them
to help make them building structure
safer with
necessary, and safer with to help make them
earthquakes. The
building structure earthquakes. The safer with
student conveys
to help make them student conveys earthquakes. The
how they
safer with how they student conveys
personally took
earthquakes. The personally took how they
productive actions
student conveys productive actions personally took
when researching,
how they when researching, productive actions
designing, and
personally took designing, and when researching,
building their
productive actions building their designing, and
building of the references
when researching, building building their
submission or
designing, and submission building
proposal. No references are
building their proposal. submission
Includes diagrams used
building Includes diagrams proposal.
and figures where
submission and figures where Includes diagrams
appropriate and
proposal. appropriate and and figures where
relays the results
Includes diagrams relays the results appropriate and
of their building
and figures where of their building relays the results
being tested.
appropriate and being tested. of their building
relays the results being tested.
The document is
of their building The document is
hard to understand
being tested. hard to understand The document is
in very few places
in very few places hard to understand
or is missing
or is missing and or missing
citations on few of
citations on few of citations on few of
the references.
the references. the references.
Major issues with Almost no proof
Some spelling
Very few the papers reading done as
No major mistakes,
Grammar grammatical errors readability due to evidenced by
grammatical or grammar issues.
Neatness spelling errors
and no spelling
Evidence of little
any grammatical, numerus errors in
mistakes spelling, tense spelling, grammar,
proof reading.
issues. and readability
A video and
Photos of the
photos of the
building test or
building test or
Extra Credit build process
NA NA NA build process
Opportunity included in the
included in the
presentation. Short
presentation. Short
in length.
in length.
 Day Teaching Method Tie to Theme Activi
(Sequential) Assesment
Standard Obj
Sub-Obj
S6 C1 PO 3 Direct instruction > Group This video and the BDA:
S6 C2 PO 6 Disscussion: discussion after
68.RST.1 The students start the day with a give a conceptual Students participate
68.RST.2 brief overview of what we just overview of the anticipatory quick w
covered (Earths Structure, Origin, and topics students will establishing prior kn
Rock types) and where we are be exploring in
SWBT: heading. more detail over The video is conten
Write what the course of this help with students m
they Before a video is show to the class unit. connect the content
already students are asked to get out their will frequently stop
know about journals complete a individual quik The quick write is facilitate the stop,
the topic of write about anything they know about a check for prior write activity.
earthquake earthquakes. This is in place of their understanding and
s. Bell-Work for the day. knowledge of the The instructor pause
units topic. at a completed idea
Share their A video is shown to class and the conceptand the st
thoughts teacher will facilitate the stop, think, told to take a mome
and share, write activity. or so) to think abou
questions This video discribes how the science of information. The
about the behind the study of earthwquakes tells them to turn to
content of was largly driven by a single tectonic neighbor and take t
the event. the concept present
Earthquak video. Independentl
e Science, Formative Assessments: Quick personal note of wh
and the writes / participation in their journals.
Disaster This is a classroom
That PowerPoint notes, v
Created It lectures.
video with
their peers. After the video com
Summarize students are asked
the content about the video exp
of the moment before bein
Earthquak begin a last quick w
e Science, paragraph in length
and the summarizing the co
Disaster the study of earthqu
That and or how it is stud
Created It
video in
their
journal in
 their own
words.

S6 C1 PO 3 Partner Activity: This lesson is Handout Activity:

S6 C2 PO 3 Students start the day with Bell work needed to begin
question related to the video the supportive The students are wo
introduction of the unit focused on knowledge needed independently and i
continental drift and Pangaea to in how plates exist complete the puzzle
foreshadow the days activity. in their currents are presented inform
state and that they basic details of how
SWBT: The activity is a handout with move. This will be plate tectonics was
Read and background reading that goes into needed when we evidence provided b
annotate the content of continental drift in move on to that time. They are
the more detail discussing evidence of learning about the on activity to help c
background land masses being at one point interaction of concept. Then they
reading attached now separated by oceans. these plates. This questions related to
attached to is also an and the experience
the Tectonic Students annotate the background opportunity to These questions can
Puzzle information attached to the activity discuss the with the help of the
Activity and attach this in their journals. process of they made.
Complete the scientific theories
Tectonic Students work together to complete and rejected
Puzzle the activity puzzle and answer hypothesis in a
Activity, clarifying questions about the plate way that
and answer tectonics theory. encourages peer
the review and leads
attached Formative Assessments: Bell to discovery.
clarifying work / Clarifying Questions / Active
questions inquiry by the instructor

S6 C1 PO 3 Direct Instruction/ Interactive Building further to Presentation:

S6 C2 PO 3 Activity: the interactions of Again, the instructo
68.RST.3 Students start the day with Bell work these tectonic stop, think, share, a
S1 C2 PO 5 question related to the yesterdays plates the strategy to break up
activity with plate tectonics, and ask students will be presentation and ch
a question that will lead into the ready to start understanding.
SWBT: presentation for todays activity learning about
Completea looking at the interactions of these specific Students are active
new section plates. interactions that in their journals dur
 of notes for will create presentation and re
Plate The teacher will lead the students earthquakes. interactions with the
Boundaries through a PowerPoint presentation This understanding
in their focused on introducing the types of of the three main Interactive Portio
science plate boundaries and some of the types of Interactive online te
journals. common structures associated with earthquakes will Once in the simulat
Use the PhET these boundaries. also give insight to shown how to use th
plate the common class whole. Then a
tectonic The teacher will ask for students to locations of pairs to complete th
simulator to take out their Chromebook and look earthquakes on The day ends with a
answer on google classroom for a link to the the Earth. the main types of p
questions PhET interactive plate tectonic in a exit ticket.
about plate simulator on Google Classroom. The students are
boundary also reminded to
interactions They are to complete the handout begin looking at
. that will go with the simulator the class text to
Describe the skim through
main plate Formative Assessments: Bell work / some of the
boundary Notes / Handout/ Exit tickets information. The
types. classroom norm
is that the
NOTE***: students
Students are understand that
assigned to the material will
skim the be covered, but
sections that I would like
CH 8.1 8.3 them to be
Earthquakes exposed to some
and how they of the terms and
are measured diagrams before
and their we participate in
impact. the next class.

S6 C2 PO 3 Interactive Group Activity: The intent here is Group Research:

S6 C2 PO 6 The teacher will start by explaining to have the Students begin to re
68.RST.1 the resources for the students to use students build a specifically earthqu
68.RST.2 while evaluating the online resources large set of origins, and what im
68.RST.3 they find. The link provided has a pdf resources that have on humans. Th
S1 C3 handout questionnaire for things like they have all tasked with writing
S1 C4 websites, articles, and videos. approved for the research summation
SWBT: class to use that will answer the
Select http://www.schrockguide.net/critical- moving forward in overall questions.
appropriate evaluation.html this unit. Later
resources when they are Using collaborative
for asked to write the students will be
background Instructions for each individual about content that accountable for indi
 research on student is to find 3 resources for the they may not have summaries and con
earthquake assigned section of earthquakes directly researched the research, howev
s and research. There will be groups split they will have the class will work toge
earthquake into the following responsibilities; resources needed collaborated resourc
safe Earthquakes what is an earthquake to fill in the areas This will be in the fo
structures. and how do they form? they are not as document shared w
Complete a What causes and earthquake and familiar with. class.
summary of where do they happen?
an online How are earthquakes measured, what After filling out a bri
resource are scientists measuring? validity of a source
and verify What is the effect of earthquakes on them they are to su
the the Earths surface, what structures online resource foun
resource are associated with them? sources can be artic
reliability. What is the impact of earthquakes on educational videos,
humans? What are of the dangers of classroom text.
earthquakes? Each students subm
research resource w
Since individually the students are critique by the othe
responsible for 3 submissions each teacher can also su
the groups sizes need to be even but research to the poo
if the groups are larger it will not supplement the stu
impact the lesson.
The students are re
finding three source
information.

S1 C1 PO 2 Interactive Group Activity: These days are Now that the studen
S1 C2 PO 3. Students start the day watching a allowing for the cultivated some kno
S1 C2 PO 4. video that was planted into their needed time to earthquakes and th
S1 C2 PO 5. research by the instructor practically structures built to w
S1 Concept 3: https://www.youtube.com/watch? construct he it is time to apply th
S1 Concept 4: v=tPvkfzevJ-Q buildings, but The goal here is to
68.RST.7 The video contains some of the most more inportantly collaboration in sma
68.RST.9 common ways that a structure can be the students are ward building simp
SWBT: made more resistant to earthquakes. testing these sticks, glue, pins, an
Keep record The video will be discussed in the structres to refine structures that will b
of all same format from before. Stop, think, the feature with the simulated stress
observation share, write. each test. earthquake.
s, notes, Notes taken into their journals will be Students will submi
sketches, pivotal in their formation of the design to the instru
ideas, trial designs the students produce. construction can be
data, The students are split into pairs, allow for some crea
results, predetermined by the instructor. for the students to e
analyses in They are to share the responsibility of an inherent compet
a journal for designing and manufacturing a component to this p
 the structure that will implement a project as well. If th
earthquake specific strategy to improve the culture of your stud
safe resistance to earthquake motion. handle this, it can b
structure For the next 2 class sessions, they will motivator.
project. build and test their building design Checking to see if th
with the provided materials. using knowledge ac
the research portion
Work
is essential to the e
together to the learning at this
complete students need to m
the connection of know
earthquake knowledge applied.
safe will conduct the bui
structure. of lab experiment. T
key feature is test
the structure fails o
significant, nor is th
punitive to the stud
relation to the stand
presenting the stud
opportunity to learn
results and improve
structures.
Repeat of day Continue to document the process of
previous refining the buildings safety feature
with the partner groups.
S1 C2 PO 3 Direct Instruction/ Interactive This a day to
S1 C2 PO 4 Activity: reward the
S1 C2 PO 5 The teacher will congratulate the students for their
groups on completing their structures hard work, as well
and point out all the work they have as allow them to
SWBAT: done to accomplish this task. see the final
Conduct a results of
hypothesis Before getting to the final testing of structures ability
driven the teams structures the teacher will to resist
investigatio ask the students to once again take earthquake
n build and out their Chromebooks. damage.
test an
earthquake There is a link on the Google
safe Classroom to a template for a
structure. PowerPoint presentation, Weebly
Perform Page, and or instructions for a
necessary YouTube video submission.
measureme
nts while Students will pick one of the following
 constructin to complete as the Summative
g their Assessment for this unit.
earthquake
safe Students no have structures that will
structures. be subjected to a final shake test that
Keep record is at a higher scale then the testes
of all used to refine their current structures.
observation
s, notes, The teams will take turns briefly
sketches, explaining the specific safety feature
ideas, trial they added to the structure
data,
results,
analyses in
a journal for
the
earthquake
safe
structure
project.
The introductory video of this unit for the students to watch and take notes on.
https://www.youtube.com/watch?v=XOCxNVDiOnE
American Museum & Natural History activity
www.amnh.org/content/download/49383/751589/file/dinos_plate_tectonics.pdf

The PhET plate Tectonics Simulator

https://phet.colorado.edu/en/simulation/legacy/plate-tectonics
 Evaluation forms for
online resources

http://studentearthquaketemplate.weebly.com/
template for the students to duplicate with the information needed.

DIRECT INSTRUCTION TEMPLETE

Mary Lou Fulton Teachers College at Arizona State University
Teachers Title & Topic Grade Level
Erica Pickler Volcanoes: BDA Literacy Lesson 10-12th
Steven Granados Earth/Space Sciences
 Standards

NGSS (Next Generation Science Standards)

Students who demonstrate understanding can:
HS-ESS2-1. Develop a model to illustrate how Earths internal and surface
processes operate at different spatial and temporal scales to form
continental and ocean-floor features. [Clarification Statement: Emphasis
is on how the appearance of land features (such as mountains, valleys, and
plateaus) and sea-floor features (such as trenches, ridges, and seamounts) are
a result of both constructive forces (such as volcanism, tectonic uplift, and
orogeny) and destructive mechanisms (such as weathering, mass wasting, and
coastal erosion).] [Assessment Boundary: Assessment does not include
The performance expectation above was developed using the following elements from the NRC document A Framework for K-
12 Science Education:
Science and Engineering Disciplinary Core Ideas
Practices
Developing and Using Models ESS2.A: Earth Materials and Systems
Modeling in 912 builds on K8 Earths systems, being dynamic and interacting, cause feedback effects that can
experiences and progresses to increase or decrease the original changes.
using, synthesizing, and developing ESS2.B: Plate Tectonics and Large-Scale System Interactions
models to predict and show Plate tectonics is the unifying theory that explains the past and current movements of
relationships among variables the rocks at Earths surface and provides a framework for understanding its geologic
between systems and their history. Plate movements are responsible for most continental and ocean-floor
components in the natural and features and for the distribution of most rocks and minerals within Earths crust.
designed world(s). (ESS2.B Grade 8 GBE)
Develop a model based on
evidence to illustrate the
relationships between systems
or between components of a
system.
Crosscutting Concepts
Stability and Change
Change and rates of change can be quantified and modeled over very short or very long periods of time. Some system
changes are irreversible. (HS-ESS3-5)

Connections to other DCIs in this grade-band:

HS.PS2.B
Articulation of DCIs across grade-bands:
MS.PS2.B ; MS.LS2.B ; MS.ESS1.C ; MS.ESS2.A ; MS.ESS2.B ; MS.ESS2.C ; MS.ESS2.D
Common Core State Standards Connections:
ELA/Literacy -
SL.11-12.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in
presentations to enhance understanding of findings, reasoning, and evidence and to add interest. (HS-ESS2-1)
Mathematics -
MP.2 Reason abstractly and quantitatively. (HS-ESS2-1)
MP.4 Model with mathematics. (HS-ESS2-1)
HSN.Q.A.1 Use units as a way to understand problems and to guide the solution of multi-step problems; choose and
interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays.
(HS-ESS2-1)
HSN.Q.A.2 Define appropriate quantities for the purpose of descriptive modeling. (HS-ESS2-1)
HSN.Q.A.3 Choose a level of accuracy appropriate to limitations on measurement when reporting quantities. (HS-ESS2-
1)
I

Arizona Science Standards

 S6.Concep Energy in the Earth System (Both Internal and External):
t2 Understand the relationships between the Earths land masses, oceans, and
PO.5 atmosphere
Demonstrate the relationships among earthquakes, volcanoes,
mountain ranges, mid-oceanic ridges, deep sea trenches, and
tectonic plates.
Arizonas College and Career Ready Standards
English Language Arts and Literacy in Science and Technical Subjects
11 Determine the central ideas or conclusions of a text; summarize
12.RST.2. complex concepts, processes, or information presented in a text
by paraphrasing them in simpler but still accurate terms.

Students identify the key ideas of their text and provide an accurate summary
for an expository text or sequencing summary for a functional text. Students
should be able to create a visual representation (timeline, model, and flow
chart) of a sequence or complex process (e.g., protein synthesis, chemical
reactions, and transfer of energy) from the text summary.

Common science texts could include magazine or newspaper articles, journal

articles, science textbooks, online resources, and personal narratives.

Objectives
Students will fill out the Anticipation portion of the Anticipation/Reaction Guide

Students will perform a close reading of the provided article Volcanoes with the
appropriate annotation symbols

Students will fill out the Reaction portion of the Anticipation/Reaction Guide indicating
the page/line where the supporting evidence is found.

Students will verbally share some of the changes in opinions from their individual
Anticipation/Reaction Guide with their neighbor.

Students will complete the questions on Volcanoes handout with complete sentences
and supporting evidence from the article.

Evidence of Mastery (Measurable Assessment: formative and

summative):

Formative:

o Students are to annotate the provided article with any symbol they wish, however
these chosen symbols will need to still represent the same set criteria of reasons
 to annotate:

Important information / main idea of the text

Question I may have
Things that I find interesting or exciting
Something that contradicts my anticipatory response or what I think
Something I knew or predicted

o The students will use the annotations and markings will be used in the reaction
portion of the anticipation/reaction guide provided. I will be checking individually
that students are using the markings to find where the statement from the guide
is talked about in the text.

Summative:

o The students will complete questions with the aid of their annotated article. The
answers need to be written in complete sentences and be supported by material
from the original text, summarized in their own words.

Sub-objectives - SWBAT

Determine the central idea of a text; summarize the concepts, processes, or

information presented in by paraphrasing it into simpler but still accurate terms.
Classify the different types of volcanoes and support with evidence what controls
these differences.

Lesson Summary and Justification

The lesson is focused on the skills of annotation and summarization of

concepts in an informational text. The content target is volcanoes; however,
the lesson will focus more on the literacy concepts. This is because lessons
that will take place after this one will also have an emphasis on extracting the
curriculum information from a text. Students will be facilitated through the
process of an anticipatory strategy, reading and annotation, and reactive
strategy of a provided informational text. This is supported by modeling from
the instructor and individual attention from the instructor as they complete
the reading. The students will then utilize the resource of the annotated text to
aid them in answering the questions about the informational text.

Operational Vocabulary Conceptual Vocabulary Materials

Vocabulary needed for the Vocabulary that will be
experience, introduced prior developed as a result of the
to when it is needed. experiences. Highlighters Colored

Magma Tectonic Plates Volcano Crater pencils/pens

All three Plate Boundaries Strato volcano Provided Text

Lava Crust Shield Volcano

Mantel Energy Caldera Vent

Absorption Long wave Cone Pyroclasts

Short Wave Ring of Fire Viscosity

Mafic Felsic
Opening
State objectives, connect to previous learning, and make RELEVENT to real life)
ENGAGE/ hook the students.

The lesson will start with a brief overview of what they students will be participating
in before moving forward into a PowerPoint that will review/cover the needed
information about annotating informational texts. The PowerPoint is also set up to
facilitate the lesson step by step in its entirety. The connection the teacher needs to
make with the students is that the skillset they are using to extract and summarize
the information in the text can be used in all subject areas and will be a useful skill in
their education should they pursue it to any level after high school.
Myself for an example, I am still an ASU student at the time this lesson was first
taught. I bring up the fact that I use this skill in my classes, and that I needed to
develop this skill overtime learning from my mistakes.

Teacher Will: Students Will:

 Note** this lesson goes back and forth
from the Instructional input and Guided
Practice Portions of the lesson. To help
clarify the different sections of this lesson,
BDA, are color coronated.
The PowerPoint is started after the
introduction. Each slide is simple
instructions for what the students will be
doing during this lesson. The instructors
focus on these slides is to model the type of
thinking and process the students will be
doing on their own when they are instructed
to start.
Specifically, in the instructional input
portions this would be split into the Students should be listening to the
following; instructor at this point of the lesson.
Students will be free to ask any questions or
Anticipatory Set: Let the students know for clarification on the instructions of this
they need to think about each statement portion of the lesson.
Instructional Input

considering any prior knowledge regarding

the topic of volcanoes. They shouldnt
spend too long with each statement, and
answer based on their initial (gut instinct)
opinion. IF they do not have any
understanding or prior knowledge on the Students should be listening to the
statements topics, thats ok and normal instructor at this point of the lesson.
they havent read the informational text yet Students will be free to ask any questions or
they can make an educated guess or for clarification on the instructions of this
prediction. portion of the lesson.
Close Reading: Again, the teacher will
model this approach by talking the students
Students should be listening to the
through each of the specific annotative
instructor at this point of the lesson.
symbols on the slide by giving examples of
Students will be free to ask any questions or
their thought process they utilize, and
for clarification on the instructions of this
hypothetical scenarios the students may
portion of the lesson. They will participate in
have.
the modeling when asked questions by the
Reaction set: The students are asked to instructor.
utilize their annotations to help locate
where the information the statement refers
to is and they need to think about if they
need to change their original opinion of that
statement. The instructor will do the first
two as examples before instructing the
students to complete the reaction portion of
the Anticipation/Reaction guide with their
desk partner
Best Teaching Practice Strategy/Differentiation and Teacher Notes

Additional staff can be leveraged to help address questions or concerns

Be sure to take note of repeated questions or concerns and address the class as a whole
Students that need more time are told prior to the lesson they will not receive any penalties
for completing the assignment as homework and turning it in later than their peers

Teacher Will: Students Will:

 Students will be working either with their
partner at their desk or independently
different sections of this lesson.
Anticipatory Set: The instructor will model
Students will complete the anticipatory set
how students will respond to the first two
for this section of the lesson. They will need
statements based on any prior knowledge,
to work quickly however, Students will be
and mention that it is ok not to have any
free to ask any questions or for clarification
prior knowledge. They could make a
on the instructions of this portion of the
prediction or guess in those cases. The
lesson.
instructor will let the students know when
they can begin responding to the
They will share their opinions with their
anticipatory set of statements. After most
desk partner verbally during before moving
students have completed, the teacher will
on to the next direct instruction portion.
tell the students to take a moment and
share some of their responses with their
desk partner. During this time, the teacher
will listen for content knowledge accuracy
and use of content language already
covered this far in the course. This is for
their own knowledge of the students.
Guided Practice

The instructor will move on to the next slide

of instructional input. Students will participate in the modeling of
Close Reading: The teacher will model the annotations thought process with the
some of the uses of the annotation instructor by answering any questions the
markings and tell the students to begin teacher directs to them
annotating the informational text on
volcanoes. Let the students know that they Students will be free to ask any questions or
are free to ask questions during the time for clarification on the instructions of this
spent annotating and reading the text but portion of the lesson.
to keep in mind others are working as well.
During this independent work time
students are supported by the teachers in
the classroom making sure the focus is on
the skill set that works for the student. They
should be encouraged for thinking about
how they annotate. If a repetitive
clarification or question is asked about the Students will share the changes they made
text or instructions the teacher should with their desk partner.
briefly interrupt the class to address the
issue. Students will be free to ask any questions or
for clarification on the instructions of this
Reaction set: Instruct and model the portion of the lesson.
process of locating and changing the
responses from the anticipatory section of
the lesson and tell them they are free to
share changes they made and where the
evidence was in the text with their desk
Best Teaching Practice Strategy/Differentiation and Teacher Notes

Additional staff can be leveraged to help address questions or concerns

Be sure to take note of repeated questions or concerns and address the class as a whole
Students that need more time are told prior to the lesson they will not receive any penalties
for completing the assignment as homework and turning it in later than their peers

Teacher Will: Students Will:

 Anticipatory Set: The teacher is Students will complete the anticipatory
making sure that students are not set without any influence from their
taking too much time in this set, it peers.
needs to be a reactive response/opinion
to the statements.
Students are to independently read and
Close Reading: The instructor will
annotate the informational text, while
place more emphasis on the skill set
being respectful of the reading
acquisition without ignoring the content
environment for their peers.
specific questions. Supporting the
students for taking the time to annotate
the document and reflect on why they
are doing a specific strategy or using a
specific marking. For example, ask a
student why they highlighted a section,
or what the mark they just made was
and why they chose to do so.
Students will complete the reaction set
Reaction set: The teacher needs to of this lesson
Independent Practice

promote the why aspect of this

reflection portion of the lesson. Why did
they change or not change their
responses? Where was the supporting
information that lead to this decision to
change or not change the response in
the informational text. Students will be working independently
answering the questions using their
annotated informational text.
Final questions: The assessment for
this lesson is a work sheet of questions They are encouraged to ask questions
related to the content of this and for clarification of the questions.
informational text. The students need to
be informed of the instructions:
Answer all the following questions with
complete sentences and support your
answer with information from the text.
The support should be paraphrased into
your own words.
The teacher will reinforce that the
students have made a critical resource
for themselves by annotating this
informational text. They need to utilize
this asset to complete the questions.
They are working independently for this
last portion of the lesson.
Best Teaching Practice Strategy/Differentiation and Teacher Notes

Additional staff can be leveraged to help address questions or concerns

Be sure to take note of repeated questions or concerns and address the class as a whole
Students that need more time are told prior to the lesson they will not receive any penalties
for completing the assignment as homework and turning it in later than their peers

Closing | Student Reflection | Real-life connections

I would close this lesson with a conversation on the focus I put on the skillset
the students used, and ask if they see themselves approaching reading texts
like the ones they are asked to utilize, in history for example, in the same way.
Clarify why we take the time to think about the statements multiple times,
revising these concepts help student practice rationalizing what it was that
they read with repetition. The students will be asked to summarize information
throughout the course and in their education so making sure that a discussion
about the reality of having to summarize as a helpful and necessary skill.

References

PowerPoint available via Google Slides

https://docs.google.com/presentation/d/1mHWqDlK-Y3PN11xnxJUtfv8cBZ-
nIU9G3GPvmpwuXhM/edit?usp=sharing

Informational text from

Wiig, D., Fullagar, P. D., & West, N. W. (2011). Project Earth Science: Geology,
Revised 2nd Edition.

Questions Worksheet

https://drive.google.com/open?
id=0BwAHCTTAeS6xdlRlZmR1WkhCcWFXUE44X0Vsc0doZ05tbXMw