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UNIVERSITY OF ALASKA SOUTHEAST TEACHER WORK SAMPLE SUBMITTED TO ALBERTA JONES IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR ED 460, SPRING 2011 UAS SCHOOL OF EDUCATION BY AVERY GROSSARDT Date 3/8/11 Grossardt 2 Contextual Information and Learning Environment Adaptations Wrangell is a small island community located in the “inside passage” known as Southeast Alaska. Wrangell has moderate climate and is home to animals such as deer, elk, moose, gray wolf, marten, five species of salmon, halibut, and a variety of birds. Fishing is currently the major industry, since the timber industry has declined. Wrangell is considered a healthy, high quality community in the state of Alaska. According to the census data, in 2009 there were 2,147 residents. Demographics suggest 73.5 percent white people of the total population, the estimated Black/African American population is 3. In 2000, the number of American Indians or Alaska Natives in Wrangell, AK was 358. At the last survey, the total Asian population in the community was 15. The number of Native Hawaiian/Pacific Islander is estimated 3. Wrangell is only accessible by the Alaska Marine Highway (ferry), or Alaska Airlines (plane). Wrangell Public Schools has three schools. Evergreen Elementary serves grades K through fifth, Stikine Middle School serves students sixth through eighth grade and Wrangell High School serves Ninth through twelfth grade. We have a variety learning opportunities and extensions with partnering school such as Petersburg, Haines, and Craig schools. Evergreen Elementary is a K-5 school with a total of 135 students. We have a Kindergarten, 1st, 2nd, 3rd, K/1, 2/3, 4th, and 5th grade classroom. This school hosts a gym, music room, library, computer lab, resource room, classrooms, and several other facilities to maximize student learning. Evergreen Elementary is a high achieving school with high test scores, academics, activities for success and has received the “Blue Ribbon” Award Contextual Factors My fourth grade classroom has 25 students (16 female students and 9 male students). Each student has his and her own unique talents and learning abilities that they bring to the classroom. Three students are below grade level expectations, two are above and 20 are at grade level. We donʼt have any ESL students. I have two special needs students (auditory) who both require paraprofessionals, during whole group instructions. Their IEPʼs determine what goals must be met during this unit. I have one behavior challenge student who requires special attention during group activities. Our students come from a variety of ethnicities including: Caucasian, Native Alaskan, Native American, Latino, and Asian. Percentages of student assessment from the student report 2 Grossardt 3 card was pulled from the 2009 - 2010 district report card, but no data indicates ethnicity of our students this year. Adaptations Two of the three students require paraprofessional assistance and the other requires extra time to complete assignments. The student that is above grade level is challenged by providing him higher level thinking questions tacked on. For comprehension questions, the above grade level students RB and DR have to write additional questions and also assist other students with their work. For the projects, the higher students must find more research than the on grade level student does, so that they focus. This student (DW) works with a specific partner during group activities. RB works well with DW and works together, asking DW the questions and answers. Any breakouts and the student must be sent to the hallway for a three minute cool down. Photo of Wrangell, AK 3 Grossardt 4 City of Wrangell Unit Learning Goals For this section, I used a variety of high objectives such as knowledge, interpretations, exploration, discovery, how, and why questions. Students had to recall, interpret and critically think to achieve goals in this unit. The information was presented during the instructional part of each lesson. During discovery and demonstrations, these activities allowed students to use the knowledge that they learned, which is a higher part of Bloomʼs Taxonomy. My assessment plan consists of a pre test, three formative assessments and a post test. On lessons 1, 2 and 3 students will be given a question sheet to complete. I will analyze and interpret growth of students. I have one student who is a visual learner and requires visually enhancing materials. I use the chalkboard, technology and students participate during demonstrations to help understand how seasons occur. When I involve student A in the demonstrations, it helps him understand by doing, similar qualities to a kinesthetic learner. I am going to use a variety of learning strategies to help accommodate studentʼs learning styles. I will use both active learning and direct instruction models as well as collaborative groups. Here is a sample of one of the objectives in my unit: I took the Alaska Standard for Science: (GLE 4th grade level) “Develop an understanding of the cyclical changes controlled by energy from the sun and by Earthʼs position and motion in our solar system” Knowledge: 1. Understand the distances and size comparisons between earth and the Sun 2. Identify the phases of the moon 3. List in order all of the planets in our solar system. Skills: 1. Draw a lunar (Moon) calendar of the primary phases of the moon 2. Draw and explain the distances between various planets and stars Reasoning: 1. If an ordered map of the planets are present, they can identify and label them in order. 4 Grossardt 5 Type of Assessments Learning Objectives Format of Assessment 1. Pre Assessment Determine what concepts need to Multiple Choice be touched 2. Formative Assessment 4. Post Assessment Checking for understanding of objectives Checking for Mastery of all Objectives Thumbs up, Question/Answer Worksheets Multiple Choice, True False, Short Answer, and Drawing a Diagram Analysis: LEARNING ACHIEVEMENT TABLE Percent of Students Achieving Mastery Objectives Identify the components of our solar system Identify the characteristics and relationship between the sun and the earth 96% 77% Understand why we have the seasons 100% Use critical thinking skills to research questions about a planet 73% Understand which planet has been able to sustain life and why 100% Understand the phases of the moon 92% B) I noticed that the visual and hands on activities such as the moon phases drawing, seasons demonstration and the learning the planets had a higher success rate. Due to the fact that these activities were engaging, hands on and interactive, this stimulated several diverse learners from hands on, tactile, visual and kinesthetic learners. C) These assessments do match the performance during the classroom activities. Students who were focused, engaged responded well. I noted drastic improvement from all learners and the interest of the topic motivated most of my 5 Grossardt 6 students. D) I feel that there was plenty of time to meet the goals necessary in my unit. By splitting up instructional and activity time, it allowed time for both types of learning. Students would listen, interpret, and then explore and discover. Ten days was enough to cover each goal in the unit. Learning Outcomes and Objectives My pretest and post test worked well together for determining who mastered which objectives and who didnʼt for the final product. I also accounted for students progress through daily worksheets ranging from four to six questions. The general objectives mentioned in “Learning Achievement Table” above displays six major subgroups of objectives required in the unit. I calculated students percentages by taking the total number of correct per subgroup and dividing by possible total to determine the percentages. Mastery level would be 85 percent or higher. An example would be take the objective: understand the solar system and components. If “Student A” forgot to label the asteroid belt and put it in the correct place, but got all other points for each of the nine planets, he would get a 90 percent out of 100, therefore that student would make mastery level for this objective. This student would be counted toward the students who made mastery level. The minimum score was a ten with the average being a 32 out of 100. After the unit was delivered, the minimum was 55 and the average was 88.4, which was a tremendous growth. By using relevant and meaningful examples and instruction, students explored and authentically worked to achieve the goals in this unit. The average improvement score was 55.4 with the minimum being 35. Overall, the males performance compared to the females was relatively balanced. Student pre-test post-test improvement Additional information AAr 20 75 50 Female AB 10 61 51 Female AG 40 95 55 Female AHe 40 96 56 Male AAl 30 87 57 Female AHa 40 93 53 Male 6 Grossardt 7 CG 30 88 58 Female AN 20 55 35 Female CJ 40 86 46 Female DW 60 95 35 Male DR 40 100 60 Male EJ 20 97 57 Female FI 40 96 56 Female HD 30 100 70 Female IM 40 82 42 Male JH 30 76 46 Male JC 20 95 75 Female JB 20 94 74 Female KEar 40 92 52 Female KEag 50 100 MT 40 91 RB 30 99 SG 30 50 Male 51 Female 69 Male 94 64 Male TC 20 81 61 Male TS 20 82 62 Female Aver. 32 88.4 55.4 Min. 10 55 35 Table 1 - Assessment Data Assessment: Assessment for this unit varied to maximize assessment opportunities. In this unit you will find that participation, worksheets, polling, tests, and study groups are all forms of group and individual exercises. Testing is valuable asset for determining what instruction will be like and what concepts and areas need to be covered. Participation: Students who actively participate, respond to questions and follow along get points. Polling: Thumbs up or down, quick scan for understanding. Quick representation to see if students understand a concept. Worksheets: Check individual graded worksheets for work Tests: Multiple choice, short answer, response items 7 Grossardt 8 My assessment data proved that students had little exposure to the solar system and earth sciences. I looked at the GLEs in the Alaska Standards to form questions for the pre and post tests to make sure that they were developmentally and academically appropriate. Time Learning Objectives Instructional Activities Assessment(s) Day 1 Seasons and the tilt of the Textbook, Worksheet Participation and grade Earths Axis activities worksheets Day 2 Phases of the Earth’s Moon Textbook, Art exercise Art exercise and participation Textbook, Earth Participation and Day 3 All about Earth Discussion polling Nine Planets Group Participation and Day 4 Other Nine Planets activity polling Day 5 Gravity Day 6 Other Space Objects Day 7 Research a planet Day 8 Review Day 9 Test Day 10 Presentations Gravity worksheet and Participation and gravity lab polling Textbook activities and Grade worksheet worksheet Research in computer Report 5 facts and lab, scientific process review for accuracy Review for test Study groups Test Day, Grade, Go Test over test Students present reports Completeness of report Type of Problem Matching Points Possible Expectation 2 Correctly matches vocabulary word with definition Multiple Choice 5 True/False 5 Short Answer 5 Correctly chooses the best answer Correctly chooses the best answer Chooses the correct answer 8 Grossardt 9 Diagram 20 1 point for each planet named, 1 point for each planet in the correct order, 5 points for the asteroid belt location. Assessment Test Table Type of Problem Accuracy Points Possible Expectation 20 Accurate material pulled from the website Spelling/Gram 30 mar 20 Followed Outline 30 Report read and delivered in front of class - 1 for each spelling/grammar mark for final report Answered all of the questions and guidelines Either student or the teacher will read the final report in front of class. Rubric for Report Sample Lesson Plan With Stimulating Activities: Lesson 1: The Earth and the Sun Objective: 1. Students will be able to understand the characteristics of the Earth 2. Students will be able to understand why Earth can sustain life 3. Students will be able to understand why Earth has the seasons 4. Students will understand the Earth position in relationship to the sun 5. Students will know that the Earth and other planets revolve around the sun Assessment: To start the unit, students will be given a pre test, which is multiple choice and 8 questions. This will show the knowledge that the students have and drive what areas will need to be taught effectively. Throughout the lesson, I will expect student participation, to read or answer a question when called on. Individually, students will complete a worksheet of questions composed about the earth and the sun. This worksheet has 5 questions. Questions will be graded and returned. Lesson: I will start the unit off with a pre test, which is multiple choice and 8 questions. Students have 10 minutes to complete it. Next, pull out the Science 9 Grossardt 10 textbook and direct students to the section of “Solar System.” Go through the Sun and Earth lessons with the students. Use the chalkboard and projector for examples of size and characteristics of the earth. Students will keep notes and definitions in their science notebooks. Students will take down the definitions of the bolded words such as Sun and Earth. Play the video “tilt on earthʼs axis” from youtube. This 4 minute clip explains why the earth has the seasons and how the earth is tilted. “When we receive more direct sunlight in the northern hemisphere it is summer, when we receive less direct sunlight in the northern hemisphere it is winter.” Ask for a student volunteer to be the sun. Pick a hands on learner to take the globe and circle around the sun, while spinning the globe. Point out when and how we receive sunlight. Cover the concepts: Earth: diameter, distance from sun, importance of water, atmosphere, Why does Earth have seasons? Tilt in the Earthʼs axis. Sun: size, surface temperature, star. What is surface temperature? Why is the sun so hot? Are other stars hotter or colder? Leave the last ten minutes for questions and encourage students to write down their questions in their science journals. At the end of instruction, read round robin the Sun and Earth handout and have students complete the questions individually. Diversity Strand: I have paraprofessionals offer reading assistance to a couple of special needs students. I have a couple of other students who require being close to the board to visually see better. I have squad leaders pass out materials to smooth transitions, between activities.The instructor circulates to make sure that students are correctly writing down definitions and following along. Utilize two hands on learners to demonstrate the seasons activity. Materials: Houghton Mifflin Science textbook, Earth and Sun worksheet, science notebooks, science journals, chalk, chalkboard, computer, projector, Solar System pre test. Supplemental Documents and Figures 1. The Pre-Test Solar System Pre-Test 1. The Seasons occur because: A: Position of the sun Name:_______________________ B: size of the earth 1 0 Grossardt 11 C: the tilt in the earths axis sun D: the earth rotates around the 2. In order, name the five planets that are closest to the sun. A: Earth, Neptune, Mars, Mercury, Jupiter Mars, Jupiter C: Venus, Mercury, Earth, Jupiter, Mars Jupiter, Mars B: Mercury, Venus, Earth, D: Mercury, Venus, Earth, 3. In order, name the three planets that are furthest from the sun. A: Saturn, Neptune, Uranus Uranus C: Saturn, Uranus, Neptune Neptune B: Neptune, Saturn, D: Uranus, Saturn, 4. What is the Earth's distance from the sun? A: 1 million miles C: 47 million miles B: 25 million miles D: 93 million miles 5. Which of these items is a tool used to see into space? A: scope C: telescope B: stethoscope D: asteroid 6. Gravity is the force that: A: Pushes C: Pushes and Pulls B: Pulls D: Dances 7. Which planet has been able to sustain life? a. Neptune b. Mars b. Venus d. Earth 8. 5. Which of these are phases of the moon? A: New Moon C: All of the above Science Review 1. Why do we have the earths seasons? B: Fourth Quarter D: Second Quarter Tilt in the earths axis (23.5 degrees) 1 1 Grossardt 12 2. When we are closer to the sun and are receiving more sunlight, which season is it? Summer 3. When we are farther away from the sun and are receiving less sunlight, which season is it? Winter 4. My Very Excellent Mother Just Served Us Nine Pizzas Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, Neptune, Pluto 5. A planet that is smaller such as Mercury, will revolve around an object that is big such as the Sun. True 6. Gravity pulls smaller objects to the larger objects (example: humans are pulled toward the Earth) 7. Mercury is the hottest planet. False, Venus is 8. Draw and label the nine planets and which are the inner planets and outer planets. Also draw and label the sun. Next draw which two planets the asteroid belt is in between. 9. Which planet can hold life? List two reasons why Earth can hold life. 10. Asteroids are made of rock Comets are made of dust and gas A group of stars is called a constellation 11. The moon takes 29 and a half days to complete a cycle around the earth. 2. The Post Test: Solar System Test Name:_____________________ Part I: Vocabulary: Draw a line and connect the word with the definition 1. Comet a. an object made of rock 1 2 Grossardt 13 2. Asteroid b. the eighth planet from the sun 3. Sun c. the force that pulls two objects together 4. Mars d. an object made of gas and dust 5. Neptune e. the fourth planet from the sun 6. Gravity f. the source of light and heat 7. Satellite G. an tool used to take pictures of space Part II: Multiple choice Circle the correct answer 1. The Seasons occur because: A: Position of the sun C: the tilt in the earths axis sun B: size of the earth D: the earth rotates around the 2. What is the Earth's distance from the sun? A: 1 million miles C: 47 million miles B: 25 million miles D: 93 million miles 3. In order, name the three planets that are furthest from the sun. A: Saturn, Neptune, Uranus Uranus C: Saturn, Uranus, Neptune Neptune B: Neptune, Saturn, D: Uranus, Saturn, 4. Which of these items is a tool used to see into space? A: Rover C: telescope B: satellite D: all of the above 5. Which of these are phases of the moon? 1 3 Grossardt 14 A: New Moon C: All of the above B: Fourth Quarter D: Second Quarter 6. A constellation is: A. A group of planets C. A single star B. A group of stars D. a group of solar systems 7. Our solar system is a part of which galaxy? A. Milky Way C. Canis Majoris B. Mars D. Cheese Part III: Short Answer and True or False 1. It takes the Moon ____________________ days to complete a cycle. 2. True or False: It takes the Sun 365 days to revolve around the Earth. ___________ 3. True or False: Venus is the hottest planet in our solar system. _______________ 4. True or False: It takes longer for Neptune to circle around the sun than Earth does. _____________________ 5. Which planet has been able to hold life? List two reasons why earth can hold life ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ __________________________________________ 6. When we are farther away from the sun and are receiving less sunlight, which season is it? 1 4 Grossardt 15 ____________________________________ 7. Which Planet is called Earthʼs twin? Why? ________________________________________________________________ _____ Part 4: Draw and label the nine planets in order from the sun. Be sure to include the Asteroid belt in the correct place and the sun Report Form Astronomy Research Paper Name:_____________________ Name of Planet:_______________________________ Is this planet a part of the inner or the outer planets?______________________________ Which two planets are you in between?_________________________________ Write down Five questions or things you would like to learn about your planet: 1._______________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ _______________________________________________________ 2._______________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ _______________________________________________________ 1 5 Grossardt 16 3. ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ________________________________________________________ 4._______________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ _________________________________________________ 5. ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________ . Reflection Responses from Unit Plan: Each lesson had a various amount of students usually one or two absent, which I had to alter my instruction and get students caught up who were absent. The routine interaction involved a 40 minute science session. Twenty of it was usually, direct instruction, whole group exercises with the textbook. The other twenty minutes were discovery learning where students worked on a particular task to accomplish and discover results. This was a very big topic with a lot of questions. I encouraged my students to write down the questions that they had during this unit and we would research and find out the answers. I utilized different activities to accommodate various learners for instance, the planets activities stimulated visual and hands on 1 6 Grossardt 17 learners. The art project accommodated the artistic ones. The research was more for the students who were good with information and computers. The science activities worked great for tactile learners. The text, questions and pictures accommodated auditory and visual learners. For two of my special students, I had aides work on separate worksheets to learn the nine planets. Some of the reading material was above their skills. I had to use several class examples to explain the seasons, I used the globe, two students, photographs, videos and the chalkboard all to explain the concept of the tilt of the Earthʼs axis. Through the pre and post test assessment, I felt students grew, learned and achieved success. I know this because the growth in scores between the pre and post tests prove it. Most of these objectives were met in my lessons as I hit those areas when developing the unit. Students also demonstrated their knowledge in art, participation in group activities, questions, and reading materials. Tests and activities often required critical thinking and problem solving skills. I would try and use more technology in this unit and maybe give more time for the unit. 10 days seems like too short of a time to cover such an extensive topic. I could easily spend 3 to 4 weeks on this unit. Students really were motivated and interested in this topic, which made it a passionate topic to teach. Unit goals were achieved and students reached high mastery rate. Taken that the average was 90 percent mastery of all learning goals and unit objectives that would show that 24/26 students reached mastery of all goals. Of course my objective is to see all students reach mastery of objectives, so I need to find out what the other two students need to achieve mastery of goals. Perhaps a more detailed assessment and closer attention to specific groups (non focused ones during activities) of learners throughout the unit would have been more beneficial. I would certainly redesign pre assessment. I went into this unit expecting students to have more knowledge about the solar system. I should have had an easier pre test. I also would incorporate more technology into my unit such as the use of clickers. The 5th grade teacher down the hall suggested Clickers. Clickers are an instant way to determine if students fully understand the concept and tells the teacher who is missing what exactly. Clickers would be a great assessment tool in the future for any unit. 1 7 Grossardt 18 References U.S. Census Bureau. (2009) <http://factfinder.census.gov/servlet/ SAFFPopulation? _event=ChangeGeoContext&geo_id=16000US0286380&_geoContext=01000US| 04000US02|16000US0260310&_street=&_county=Wrangell&_cityTown=wrang ell&_state=04000US02&_zip=&_lang=en&_sse=on&ActiveGeoDiv=geoSelect&_useE V=&pctxt=fph&pgsl=010&_submenuId=population_0&ds_name=null&_ci_nbr=null&q r_name=null%C2%AE=null%3Anull&_keyword=&_industry> Tomlinson, Carol Ann and Mctighe, Jay (2006) Integrating Differentiated Instruction and Understanding by Design. ASCD Association for Supervision and Curriculum Development. Einstruction. (2010) <www.einstruction.com> 1 8