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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
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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
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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.
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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
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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
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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
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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
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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
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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
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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
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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
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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?
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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
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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._______________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
_______________________________________________________
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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
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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.
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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>
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