PSU

TEACHER WORK SAMPLE

Your First and Last Name:

Taylor Burger

Date Submitted:

December 4, 2014

District where you completed

the TWS:

Shawnee Mission School District

Name of School Building

where you completed the
TWS:

Mill Creek Elementary

Content Area of your TWS:

Science

TWS Unit Topic:

Life Science- Homes For Living Things

Grade Level of the

Classroom / Students in
Which the TWS Unit Was
Completed:

Second Grade

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I. Contextual Information and Learning Environment Factors

A. Narrative General Contextual Information for Community, District, and School
Lenexa is known to be an excellent place to raise a family. The community is supportive of the schools and education of the children. The Shawnee Mission
School District is made up of a primarily white group while about 34% are Non-Caucasian. The community and schools interact well with one another. The school
takes part in many fundraisers and community service events throughout the school year. Mill Creek is very in touch with the community. The children learn of the
many ways they can get involved through school example.

Table 1.1 Class Contextual Information (limited to 1 page)

Grade level __2__ Content area (e.g., mathematics)___Science__
Topic (e.g., geometry)___Homes for Living Things____
Age range of students _______7-8________
Number of male students ___11___
Total number of students _____24_______
Number of female students ____13____
Percentage of students receiving free lunch ___unknown___
Percentage of students receiving reduced lunch___unknown_____
[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)
Identified special needs categories
represented (give numbers)

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______ African American or Black

______ Native American/Alaskan Native
___2___ Asian or Pacific Islander
___24___ Fluent English Proficient
_______ Specific Learning Disability
_______ Hard of Hearing
_______ Deaf
_______ Deaf-Blind
___1___ Other Health Impaired
_______ Multiple Disabilities
_______ Brain Injury
_______ Established Medical Disability (0-5 yrs)
_______ At risk for developmental disabilities

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______ Hispanic or Latino

___17___ White
___5___ Other (specify) _Mixed___
______ English Language Learners
_______ Speech/Language Impaired
_______ Visually Impaired
_______ Orthopedically Impaired
_______ Emotionally Disturbed
_______ Autism
_______ Mental Retardation
_______Gifted
_______ Developmentally Delayed
___1___ Other (Specify)_ADHD/Behavioral

Subgroup Selected: Below Benchmark Readers (Subgroup 1) and Non-Caucasian (Subgroup 2)

Rationale for Selection: Focusing on these subgroups will demonstrate how variables such as struggling in reading or culture may or may
not affect learning and schoolwork.

Provide appropriate charts/graphs to display demographic data for district, school, and classroom in Appendix A.
Table 1.2 Student Characteristics for Whole Class
Student Characteristics
Intellectual Characteristics
- Including readiness,
cognitive abilities, learning
needs, developmental levels,
etc.

Specific Descriptions
The second grade class I am working with seems to be pretty typical for this school. Most of the students are ready
learners and willing to participate. For the most part, the students are engaged in the schoolwork at hand. Motivation
to learn is not a major issue in the classroom.
Just as in every classroom, there are several students that are ahead of the rest of the class and there are some that
struggle in some areas. This class does not have any individualized children in terms of intellectual disabilities. Some
may need extra help in some areas, but there are not any children with IEPs for intellectual needs.
DORF- DIBELS Oral Reading Fluency results from August 2014 have been provided to me as an example of early
academic performance. The percentages I have used here and in determining my subgroup have been based off the
amount of words read correctly in one minute; the goal/benchmark is 52 words per minute for second grade. The
information available to me is categorized into two groups; meets or above benchmark and below benchmark.

Previously demonstrated
academic performance/
ability:
% Above standard _0% to
75%_
% Meets standard _0% to
75%_
% Below standard __25%___
Social Characteristics
The second grade class is stable emotionally. They typically have positive attitudes towards learning, each other, and
- Including emotional,
teachers. Many are motivated to do their best work and get things finished while there are few that may work slightly
attitudinal, motivational, etc. slower. Motivation to learn and to participate in classroom discussion is not a major issue. As a whole, this group of
students gets along with one another quite well.

Personal Characteristics
All of the students are active and get along well with one another. There is one student with Barths Syndrome,
- Including physical, social,
which often causes fatigue and a weak immune system. Accommodations and modifications are made for the student
individual experiences,
within the daily routines and whatever may come up throughout the day. The student is at risk of going into cardiac
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talents, language, culture,

family and community
values, etc.

arrest; an AED is carried with the student at all times. During recess, all students are active and moving.
We also have a student with behavioral and sensory needs. This often interrupts her learning as well as the learning of
others. She has difficulty staying on task, staying in her seat, and speaking at appropriate times and in an appropriate
tone. Accommodations are made for this student in efforts to meet her needs.

B. Narrative: Implications for Whole Class Instruction Based on Information from Table 1.2
During whole class instruction, students are willing to participate and try their best. Plenty of instruction is given and examples are often modeled.
This helps to set the expectations and reduce questions during the time the students should be working. Reading aloud as a group and answering
questions help to keep the children attentive. The group as a whole is excited and ready to learn. Modifications and accommodations are made for
several circumstances.
C. Sub- Groups/Students Information
Describe this
Why was this
subgroup/student
subgroup/student
using information
selected?
from Table 1.1

SUBGROUP
or
FOCUS
STUDENT

Below Benchmark in Oral

Reading- The students that
tested below the
benchmark in the DIBELS
oral reading assessment are
in this subgroup. I am using
the assessment results from
this years testing in August
of 2014. There are 6
students in this subgroup.
When tested the students
read 52 words per minute
or fewer.

What was learned about this subgroup/student?

This group was selected to

demonstrate how reading
level may or may not affect
other aspects of learning.

Intellectual
This group struggles more than other students in the class in terms of reading aloud. They
also may have difficulty retelling the story, comprehending, and reading fluently. Many of
the students are not far behind the core of the class and may not demonstrate any
difficulties in other school subjects. In general, they are willing to participate in whole
group instruction and do not let difficulty reading slow them down.

Social
The students that have tested below benchmark in DIBELS oral reading consist of typical 7
year olds. They enjoy their recess time and intermingle with the other second graders.
Several of the students in this group are somewhat quiet during school time but interact
well with the other students socially. Differences in reading abilities do not seem to come up
in any conversation that I have heard among the students. Varying reading levels does not
seem to be a huge issue socially in this classroom.

Personal
Although these 6 students fit into a common group, they are individuals and unique in
many ways. Some of the students really take pride in being active participants in class
while others prefer to keep to themselves as they learn. These students often take a little bit
longer to respond to a question when called on during whole group instruction. Some
students in this subgroup seem to feel more comfortable asking for help in terms of reading
and writing. They are encouraged to try and then assisted as needed.

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SUBGROUP
or
FOCUS
STUDENT

Non-Caucasian- This group

consists of 7 students. The
ethnicities of these students
vary; many are mixed
ethnicities. (African
American/White/Hispanic,
African American/White,
Pacific Islander/White,
African American/White,
Hispanic/White, and 2
Asian.)

This group was selected to

demonstrate how culture
and ethnicities may or may
not affect the learning of
students.

Intellectual
All of these students close to or above the oral reading benchmark after DIBELS testing.
The majority of this group excels in at least one subject and does well in most other
subjects. Of course, each one of these children has an area in which they could improve.
They are motivated to learn and get work completed.

Social
The students within this subgroup the students play well with other students in general.
They are willing to help out in the classroom and help peers. Ethnicity does not seem to
hold a pattern when these students are interacting with others. They play and interact well
with their peers of all ethnicities in many settings.

Personal
The students in this group are generally happy students. They seem to enjoy the challenge
of doing their best. The children seem to have good self-esteem. Some are more reserved
and quite than others and behave nicely in the classroom. One of the students comes from a
family that has very different traditions than most of the other families within this
classroom. Her family/culture does not celebrate birthdays or holidays. Every culture,
family, and person is different but these cultural differences are the most noticeable to the
other students. The cooperating teacher also made some adjustments to her usual projects
for this student. These differences have not caused any major issues in the classroom but it
is important to be aware of the many differences students offer.

D. Narrative Implications for Sub-Groups/Focus Students Instruction

Subgroup 1 (Below Benchmark in DORF) receives special attention daily. Part of the group is sent to a reading class with a reading specialist for a total
of one hour Monday through Friday. While they are out of the room, the teacher allows the other students to work on something quietly and
independently. As the reading students return, the whole class moves forward. The rest of the group gets extra help within a second grade classroom. The
children in the group are tested more frequently than the general class; they are showing improvement in their reading skills.
The children in Subgroup 2 are not receiving any particular academic attention according to their ethnicity. They are treated just as the other students
are being treated. There is one student with religious beliefs, which needs special sensitivity. She is excused from birthday celebrations, holiday activities
and projects, saying the pledge of allegiance, etc. This does not interrupt her learning or the learning of others.

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II. Instructional Design

A. Narrative Description of Range of Objectives and Rationale for Selection
The lessons chosen will allow the students to learn and use various skills useful in the subject of science as well as other areas of learning. The objectives were
provided by the curriculum used at Mill Creek. The objectives give 1-2 specific goals for each lesson. The lessons and objectives build upon each other and work
together to get the main ideas across.

B. State Objectives Here: Focus should be on student performance not activities. What will students know or be able to do?
Obj.
No.
1
2
3
4
5
6
7

Unit Objectives

Level(s)
(e.g. Blooms
Taxonomy)

Identify a habitat as a place where a plant or an animal lives and grows.

Recognize that different habitats meet the needs of different plants and animals.
Identify and describe different kinds of land environments and habitats.
Provide examples of animals meeting their needs in different land habitats.
Identify and describe different kinds of water environments and habitats.
Provide examples of animals meeting their needs in different water habitats.
Describe different types of animal adaptations.
Recognize that adaptations enable an animal to survive.
Identify and describe ways in which plants and animals help each other.
Describe and give examples of food chains.
Demonstrate understanding of food chains and habitats.
Collaborate with classmates to model a food chain in specific habitats.
Explain how too little or too much rain can change habitats.
Identify how a fire can change a habitat.

Comprehension
Comprehension and
Application
Comprehension
Comprehension
Comprehension and
Application
Synthesis
Comprehension

Identify the three main types of pollution.

Describe ways pollution can harm plants and animals.

Comprehension and
Analysis

Identify ways to keep the environment clean.

Give examples of ways people can make less pollution.
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Comprehension
6

10

Students will conduct research to provide 4 facts about a habitat.

Students will illustrate a picture of a habitat.

Synthesis

C. Identify State Standards Benchmarks Addressed by Unit Objectives How do objectives address these standards?
The unit objectives are all linked together. They are each leading to an understanding of interdependent relationships in ecosystems on a second grade level. Each
of the unit objectives, as well as the objectives added to the unit by me, are smaller bits of the big picture. The chapters in the unit also correspond quite closely to
the common core standards/state standards.
The end of unit test will be given prior to any work with the unit. The pre-assessment is made up of 20 questions using a variety of
Pre-Assessment:
The unit
objectives all fall into oneskills
of the
state
standards
from
whole
unit. of life sciences: interdependent relationships in ecosystems.

Lesson

Date

10/8

T
R
I

10/8

10/8

IR

Lesson
Objecti
ve(s)

Instructional Activities/
Strategies

Chart/web, Turn and Talk with a Partner

Chart/web, Partner Collaboration

Chart/Web, Partner Discussion, Predicting

Formative
Assessment
(formal/informal)
-General classroom
discussion
-Chapter 1, lesson 1
section in packet
-Concept
Review/Assessment
-General classroom
discussion
-Chapter 1, lesson 2
section in packet
-Concept
Review/Assessment
-General classroom
discussion
-Chapter 1, lesson 3
section in packet
-Process Skills
Practice

Describe Specific Adaptations/

Differentiation

-Chart/Web

-Chart/Web

- If technology is not available, a paper copy will be

brought around for the students to see rather than the
picture being portrayed on the board.

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

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10/15

Chart, Predict, Form a Hypothesis,

Investigate

10/20

Venn Diagram, Observe, T Chart, Partner

Talk, Application, Suffix/Prefix Recognition

10/27

11/3

11/4

11/6

Collaboration, Student Involvement in

Modeling

Make Predictions, Observations, Group

Discussion

TI

Children used the iPad, Brainstorm,

Observation

TR

10

iPads, Conduct Research, Fact or Non-fact,

Illustrate

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-General classroom
discussion
-Chapter 1, lesson 4
section in packet
-Process Skills
Practice
-Concept
Review/Assessment
-General classroom
discussion
-Chapter 1, lesson 5
section in packet
-Process Skills
Practice
-Concept
Review/Assessment
Worksheet
-General classroom
discussion
-Verbal/Observational
Assessment
-General classroom
discussion
-Chapter 2, lesson 1
section in packet
-Concept
Review/Assessment
-General classroom
discussion
-Chapter 2, lesson 2
section in packet
-Process Skills
Practice
-Checklist
-Rubric

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-Chart/Web

-Charts

-The class and I discussed what we knew about

habitats and food chains before the core of the lesson
began. I wrote descriptions of the habitats on the
board as reminders. There were many things to think
about all at once for this lesson. Writing what the
students already knew on the board was an
adaptation I made to assist the students.

-Students will be given extra time if needed.

10

11/10

Summative Assessment:

Supporting facts and details, Observe,

Sorting

-General classroom
discussion
-Chapter 2, lesson 3
section in packet
-Concept
Review/Assessment
-Vocabulary Review

Summative assessment will consist of concepts used and learned throughout the entire unit.

Table 2.2: Narrative Description of Pre-assessment, Formative Assessments, and Summative Assessment
Which
objectives Identify how the assessment will be
Describe the assessment to be Explain rationale for choosing
II. D, H, and K
does this
scored and/or the criteria to be
used
this assessment
assessment used for evaluation.
address?
Pre-Assessment
(Diagnostic)

The same test that will be given as

the summative assessment will be
used as a pre- assessment method.

Formative Assessment
- Informal

-Class discussion will be

monitored as well as a packet for
each chapter.
-Food Chain Activity

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The test has all of the information

that I would like for the children to
learn. Using the summative
assessment will demonstrate where
my focus should be during my
instruction.
-Discussion is very important in
learning. Group discussion allows
for children to think for themselves
as well as hear others thoughts.
Allowing time to think through the
topic at hand and then providing an
opportunity to hear another persons
thought process challenges the
groups thinking in many cases.
-The food chain activity puts the
children in an environment where
they have to actively participate.
They will apply what they have
learned from our time together.

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All

The information gained from this

assessment will be used to improve and
direct my instruction. Discovering what
areas and concepts are more difficult for
the class will drive my focus in this unit.

All

This form of assessment will be observed

and monitored throughout the unit.
Because a lot of discussion will be used,
I will informally assess the students and
adjust where I need to so that the class
gets a good grasp on the concepts.

Formative Assessment
- Formal

-Chapter 1 Vocabulary Test

-PebbleGo Research Activity

Summative
Assessment

Unit test

The projects will provide an example

of what the child has learned
throughout the chapter. It will show
that the students know how to apply
what they know.

1, 2, 3, 4, 5,
6, 10

This test was also given before any

teaching on the matter had begun.

All

The assessments will showcase that the

students have met the objectives up to
that point in the unit. These formal
assessments require the students to apply
what they know on their own. The
assessments also provide a checkpoint
for my instruction at various times.
This was the final form of assessment for
the unit. I used the information gained
from the

Narrative for Instructional Design

II. E.
Why are the lessons sequenced in this
manner?

The lessons are sequenced in an order that starts with a general concept and then builds on itself. Some of
the information is review, while the rest is new. This helps to give students a base to relate to new concepts,
allowing schemas to be formed.

II. F.
What learning strategies were incorporated
into this unit?
How do the instructional strategies/activities
address the learning objectives for this unit?
II. G.
How will critical thinking and problem
solving strategies be implemented? Give
specific examples of use.
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)
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?
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In this unit, I was sure to incorporate collaborative discussion, time to predict and use what theyve learned,
critical thinking, problem solving, and time to ask and answer questions.
The strategies and activities Ive chosen to use give the students a variety of ways to connect to the new
concepts. They may find one way more conducive to their learning compared to others.

Students will use critical thinking and problem solving in thinking of ways to help the environment or in
sharing ways to reuse and recycle items.

Students will read each chapter and lesson. They will refer back to the text to ask and answer questions.
Ive also allowed time for picture walking so that they may make predictions. Creating charts and diagrams
paired with what weve read also strengthens the childrens comprehension. The students will also have
time to collaborate with each other in groups and pairs.
As the teacher I will use technology to provide examples of habitats, food chains, cause and effect, etc. The
students will use technology to demonstrate understanding and identify attributes of habitats.
This unit demonstrates integration of content across and within content fields through a variety of activities.
The students have experienced many reading connections within this science unit. Often times we will

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across vocabulary words from our reading units. This will be an opportune time to review and apply what
theyve learned. The experiments within the units will allow time for math. Measuring and counting
accurately is a necessity when conducting experiments.

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?

Some worksheets and experiments provided by the curriculum were not appropriate for my class. I predict
that the students will benefit from different methods of discussion, asking and answering questions, as well
as applying what they have just learned.
The Lower Reader group may need assistance in reading parts of lessons. With the Low Reader group in
mind, I will discuss vocabulary, use various reading strategies, and go more in depth with instructions and
assistance. The Non-Caucasian group does not need specific accommodations as a group.

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
Day 1: Part 1- The students seemed to know a lot of what we discussed already. Students were following along and actively
participating. They had no problem filling in our two questions in our science packet. This beginning lesson seemed to be
mostly review.

Day 2: Today I taught 3 days worth of science in one block of time. I originally had what we did today, broken up into smaller
pieces. Everything went smoothly despite having so much material to cover. I had everything planned but the vast amount of
time was an unplanned thing. At first I felt unprepared. As I got into the lesson, connected concepts, and looked at my daily
plans I felt more in control.

Day 3: As we read through, discussed, and reviewed I found myself naturally pulling in information from previous lessons and
other subjects. It was encouraging to work with the children as they made various connections in their learning. We used a T
chart as a group to project what weve learned. Some of the class needed a reminder as to how to use a T chart but quickly
caught on and did not need much refreshing. During our lesson, two students returned from other enrichment activities. I
asked the other students to get them up to speed; this gave students the opportunity to teach what they had just learned. I am
excited to see how the children apply what theyve learned in a future activity I have planned.

Day 4: I carried out what I had planned for two days. The Venn Diagram portion ended up to be more of an anticipatory set
for the next lesson. It was a good way to get their brains going in the right direction. After we discussed tundra and rain forest
habitats, we reviewed the vocabulary of the chapter. This part helped tremendously for our food chain activity. I feel as though
I explained the activity well because it went well in general. Having the students up out of their seats got them actively engaged
and accountable for their part in the review and learning.
Day 5: Before I began my instruction for my formative assessment, I decided it would be best to review our vocabulary. It
helps to clear up a bit of confusion on some terms. I did my best to explain the two sets of directions and most of the students
followed them well. There were a few that had difficulty and needed more instruction. I am looking forward to seeing how the
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students did on my formative assessments.

Day 6: Todays lesson went smoothly. The students followed along nicely and were active participants in the lesson. I am
looking forward to moving to the next lesson in order to expand on the topics we covered today.
Day 7: During this lesson the children did an excellent job being active participants. They were willing to learn and offer ideas
and thoughts. The informal assessments, such as various questions throughout and workbook packet, seemed to be no trouble
at all. I tried something new today. I decided to let the children do small bits on the teacher iPad. They drew and X over
litter in a picture and we got that picture cleaned up and looking nice. The students handled the situation very well despite not
everyone getting a chance, so we will have to do something like it again.
Day 8: We finished our learning portion of the unit. We learned, discussed, and shared thoughts on ways that people could
help the environment. The terms reuse and recycle confused some of the students a bit. The difference between the two
was a difficult concept to grasp. After several attempts to reteach and try explaining in new ways, I think I finally found a way
to phrase it that clicked with the students. Thats a great feeling.
Day 9: Today we took time to review before our summative assessment. It was a last minute decision before the test but I am
glad I did it. Reviewing all that weve learned brought it all together for the kids. It also felt great to see the expressions on
their faces as they think about, remember, and apply what Ive taught them.
B. Classroom Management Plan (rules, procedures, preventative strategies, supportive strategies)
Regular classroom rules apply. The students are expected to be active participants during our lessons. The expectations are set clearly and are expected during our
entire day as well as these science lessons.
Expectations during instruction include actively participating, following instructions, being good listeners, and following along. These expectations are no different
than those used throughout the rest of the day. Usually there are no problems regarding general classroom behavior but if there are simple redirections may work
most effectively.

C. Student Interaction and Engagement (Strategies for promoting student to student interaction and student motivation)
Just as expected during any other time of the day, students will be active participants during lessons. Students will be instructed to follow along with their reader
fingers. As I read aloud, I will pause indicating for the students to fill in the word. Since they are following along with their reader fingers, there is no problem
and I will hear 24 second grade voices fill in the blank. I will also allow time to discuss with partners or as a group. During whole group instruction, if there is not
much participation, I will draw sticks to randomly select a student to share their thoughts. Hands-on activities with get the children up and moving. Gentle
reminders and redirection will be used regularly for any children that need assistance.

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D. Student Communication (detailed description of appropriate strategies to encourage student to student communication)
I will encourage the students to challenge others ideas as well as their own thinking. There will be time for partner and group discussion. As we read and discover
about habitats and homes for living things the students will have time to do their own thinking. They will predict apply what they know independently and then
discuss their thoughts with a partner. Many of the activities and worksheets will allow for student discussion and collaboration.

Narrative: Analysis of Assessment: The students performed very well on the pre-assessment. Some nearly got a perfect score. Although,
many of the students did particularly well on the pretest, each student displayed room for improvement. I am proud of the students for doing
their very best.
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?

Check for correct answers while also taking into account which questions many students struggled with on the test. I
plan to take into account the class norms on the test while also looking at groups and individual students.
Many of the learning objectives were not met during the pre-assessment. Some students did particularly well on the
pre-test and used what they already knew to make connections and solve problems.
As I review the results of the pre-assessment, I will pay particular attention to the parts of the assessment in which
many students struggled. This information grants me the opportunity to focus on certain aspects of the unit. I will
encourage the learning of vocabulary and application of what they know about the concepts.
I plan to keep a particular eye on those that struggle with reading. During the pre-assessment, any questions regarding
what a word is or what a question is asking will be answered. I will not give any hints or help children to figure out an
answer to a question on the pre-assessment but I will assist in reading.

F. Formative Assessment
Overall analysis of results.

As a whole, the class performed very well on the Formative Assessment. The majority of the class scored 90-100% on
the assessment.

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Discuss the results in reference to

the learning objectives.

The students have demonstrated understanding of what has been intended for them to learn. They not only know the
material, but also show in depth understanding. They students are learning what is intended for them to learn.

Are students learning what was

intended they learn?
In some cases I have had to accept answers that were not spelled correctly. I knew what the student was trying to say.

Discuss any adaptations based on the If I did not know what they wrote I called them up to answer the question verbally without any extra help.
results of formative assessments.
Identify differentiation needed to
help all students meet the goals and
objectives of this unit.

I will allow for a variety of small activities that will review the concepts in which we have just read. Doing
things differently to meet the needs of students is and important aspect of teaching.

G. Summative Assessment
What did the disaggregated data of
the assessment reveal?
Discuss the results in reference to
the learning objectives.
Did all students learn what was
intended they learn? Explain.

The disaggregated date of the assessment displayed that the students are mastering the concepts intended for the
students to learn. They have demonstrated understanding of many of the concepts and topics of the unit.
The objectives help to focus my instruction as well as the how the children were performing. The children met nearly
all of the objectives and goals. They have done a really great job with this unit.
The children did their best during this unit. They have done a wonderful job and I feel as though they enjoyed this
topic. They displayed understandings of concepts and ideas. The kids learned what was intended for them to learn.
They performed very well on the summative assessment.

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.
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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:
Provide examples of animals meeting their
needs in different land/water habitats.

Objective 2:
Collaborate with classmates to model a food
chain in specific habitats.

Give more than one reason for each of the successes identified.
The students mastered this goal for several reasons. It was somewhat review to them that animals need
food, water, and shelter. Despite that simple concept, I witnessed that the students were capable of applying
that information to attain more information. I experimented, asking the students a variety of questions and
the students were consistent with the correct answers. They also showed me that they understood the
concept on the summative assessment. The students answered nearly all of the habitat questions correctly.
All of the students did a nice job during the hands-on activity. They worked together to put the puzzle of
the food chain together. The students found the habitats that their animals belonged in and collaborated with
the rest of the students in the habitat to see who goes where. The class demonstrated a true understanding of
several concepts.

Discuss at least TWO things to do differently in the future to extend these successes to continue students academic growth.
In the future, I would like to spend more time on the hands-on activities and let the children really enjoy what we are learning. The students were having
a good time with the food chain activity, for example, I would have liked to mix up all the paper slips again and allow them to explore another food chain.
Learning is fun and I want the children to know that. I would also like to make time to connect what we were learning to literature. The unit provided
some examples and ideas as to how to connect concepts to literature. I would have really liked to have time to connect those topics to something we were
reading.

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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.
As we discussed ways that people can make less pollution, the students seemed to be able to differentiate
Objective 1:
between most things that were good and bad for the environment. However, it seemed to be more
Give examples of ways people can make less
challenging to independently give examples of ways people could make less pollution.
pollution.

Objective 2:
Describe different types of animal adaptations.

The students understood the general concept of adaptations. However, when it came time to describe details
and types of adaptations on their own it proved to be a bit more difficult. The children did an alright job
listing several adaptations but applying the idea was not mastered by all in whole group discussion.

Discuss at least TWO things to do differently in the future to improve students performance.
In the future, I would like to plan more hands-on activities to improve students performance. The interactive tasks would have made the learning more
fun and provide something new and exciting to remember and apply in their minds. I also would have liked to teach science more consistently. Often
times, science got pushed to the side when reading or math needed more time during the day. I wish that there were just a set time to start science so that
the children would have been consistently immersed in science. We may have gotten more out of the unit if I spent more time on science within those
several weeks.

TABLE 4.1 Communication Log

Date
9/1/14 to
11/1/14

Person Contacted
Angela Fritschie
(Cooperating Teacher)

Method of
Contact

In person

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Reason for Contact

Guidance

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Follow Up
(if
necessary)

Result or Impact on
Instruction
Mrs. Fritschie was very helpful in
many aspects. She provided
meaningful feedback before and
after lessons and about materials
and ideas.

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Feedback was
provided.

C. Narrative Reflection on Impact of Communications

As I planned and taught my lessons, Angela Fritschie was there to give thoughts and feedback. She also answered any questions I had throughout all of my
teaching experience. She was an excellent help and resource throughout the unit.

D. Narrative Reflection on Future Professional Development

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: As I reflect on my teaching of this science unit, I feel as though I

I continued to observe my cooperating teacher and took note of the types of

extra materials she was using to enhance the learning experiences in the
classroom. As she taught a unit about the Mayflower and pilgrims, for example,
the kids were seeing a vast variety of materials and activities. I loved it. Ideas
were building in my head as the unit went on. I look forward to utilizing more
of the resources around me and challenging myself in the future.
Next year, many schools and school districts will be one-to-one
schools/districts. This means that each student will have a tablet or macbook
checked out for his or her use throughout the duration of the school year. I feel
that I will HAVE to adapt to the new opportunity and discover many ways to
utilize technology in the classroom. I will not be shy or timid about asking for
and sharing ideas.

could have expanded on various concepts, ideas, and topics. I taught the unit
and feel that I did a good job. However, finding and creating more activities to
go along with and expand on the unit would have been very beneficial in my
learning as well as the students learning experience.

Aspect 2: Technology is a very valuable tool. There are excellent resources in

terms of technology; there are so many possibilities. I would have liked to
incorporate technology into the curriculum more consistently. Using more
technology in my lessons could have also helped Aspect 1 (above).

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REFERENCES
www.ksde.org
Harcourt Science Unit Books- Life Science Units A and B

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APPENDIX A

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ClassroomEthnicities(Out of 24
Students)
White

Asian

Various Combinations

21%
8%

71%

ClassroomNeeds(Out of 24 Students)
Typically Developing

Behavioral and Sensory Needs

Physical Needs

4% 4%

92%

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APPENDIX B

Taylor Burger
Food Chain Activity
Grade 2
Materials:
Food chain sheet, cut up into individual animals and whole for answer sheet
Six spaces, one for each habitat to meet (signs are helpful)
Bowl
Objectives:
The students will apply what they know about food chains to organize themselves
and their group into the correct food chain order in the correct habitat.
o Demonstrate understanding of food chains and habitats.
o Collaborate with classmates to model a food chain in specific habitats.
Anticipatory Set:
We have been reading and learning about food chains. Today we are going to be in
the food chain of the habitats weve been learning about. To help us in the activity
we have to review our vocabulary words. Be sure to discuss characteristics of each
habitat and what makes up a food chain.
Instruction:
Explain/Give Directions:
o First, the students will pick an animal from the bowl. All of the slips of paper
have a description of where the animal lives. They will also look at what the
animal eats. Explain to the students that once they find which habitat they
belong in, they will have to get in order. The order should be in the order of
the food chain. As they pick their animals, tell the students to stop and think
about what that description is telling them that they belong. Point out where
each habitat is throughout the room. They may not get out of their seats
until everyone has an animal slip.
The Activity:
o 1. Allow each student to pick a slip out of the bowl randomly. The students
must sit and wait until the teacher gives them permission to go to their
habitats.
o 2. As each of the students get to the habitats they should be focusing on
where they belong on the food chain. Who eats whom?
o 3. When the group is ready, they raise their hands to indicate that their
group is finished and in order. The teacher checks the students order and
placement.
Closing:
Each group presents their food chain.
Material:
Cactus
Where it lives: places that get very little rain

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Beetle
Where it lives: places that get very little rain
What it eats: cactus
Lizard
Where it lives: places that get very little rain
What it eats: beetles
Owl
Where it lives: places that get very little rain
What it eats: Lizards

Banana Tree Leaf

Where it lives: warm, rainy places with many plants
Caterpillar
Where it lives: warm, rainy places with many plants
What it eats: Banana Tree Leaves
Chameleon
Where it lives: warm, rainy places with many plants
What it eats: caterpillars
Snake
Where it lives: warm, rainy places with many plants
What it eats: chameleons
Mongoose
Where it lives: warm, rainy places with many plants
What it eats: snakes
Earthworm
Where it lives: places that get enough rain to grow many trees
Robin
Where it lives: places that get enough rain to grow many trees
What it eats: earthworms

Snake
Where it lives: places that get enough rain to grow many trees
What it eats: Robins
Hawk
Where it lives: places that get enough rain to grow many trees
What it eats: Snakes

Arctic Shrubs
Where it lives: cold and windy environments
Snow Hares
Where it lives: cold and windy environments
What it eats: arctic shrubs

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Arctic Fox
Where it lives: cold and windy environments
What it eats: snow hares

Algae
Where it lives: freshwater environments
Snail
Where it lives: freshwater environments
What it eats: algae
Small Fish
Where it lives: freshwater environments
What it eats: snails
Blue Heron
Where it lives: freshwater environments
What it eats: small fish
Fish
Where it lives: saltwater environments
Penguin
Where it lives: saltwater environments
What it eats: fish
Sea Lion
Where it lives: saltwater environments
What it eats: penguins
Orca
Where it lives: saltwater environments
What it eats: Sea Lions

Taylor Burger
Science- Homes for Living Things
Grade 2
Imaginary Animals
Materials:
Paper- (lined with space for illustration)
Student Journals
Pencil
Crayons
Objectives:

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The students will create an imaginary animal; this includes drawing the animal, the
animals needs, and habitat factors.
Anticipatory Set:
Weve been learning about different animals and what they need. We have also
seen how animals adapt and fit into their habitats and work together with other
living things. Now that we know all of that, I want you to create your own animal.
Instruction:
Discuss the needs of living things. Talk about examples.
o Food, water, shelter
o Owls: mice, rabbits, streams, trees
As we come up with our animals in our head, we need to be sure we think about
how the animal meets its needs and its environment.
Review the needs of animals and as the discussion progresses, write the
beginnings of desired sentences.
o My animal eats
o My animal is a (omnivore, carnivore, herbivore)
o My animal gets its water by
o My animal takes shelter by
o My lives in a (Describe habitat/environment)
Instruct the students to write and finish the sentences in their journals. They are to
bring them up to the teacher to be checked for spelling and grammar.
Once the required sentences are corrected, give the students the lined paper so
they can copy their correct sentences on to the paper.
Next, students may draw their animal in pencil and color with crayons. They should
color the background according to the type of environment that they imagine their
animal to be in. (desert, rain forest, ocean, tundra, etc.)
Keep at desk.
Closure:
Share with the class/group/shoulder partner.
Accommodations/Modifications:
Drawing does not have to be finished.

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APPENDIX C

Typesof Assessments

Student Performance
Summative Assessment
Scored 64% and Below

Formal Assessment

Scored 65-84%
Scored 85% and Above

Pre-Assessment
0

10

15

20

25

Number of Students
(24 studentstotal)

Material used as assessment tools and keys are attached separately.

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