TWS ENERGY 2nd grade

Page 1

1 
 
 
 
 
 
 
 
 
 
 
 Katherine
Brou
 
 
 TWS:
Energy
 2nd
Grade
 Bains
Elementary

2

TABLE
OF
CONTENTS
 
 
 TITLE
PAGE…………….…………….…………………………………………….….1
 CONTEXTUAL
FACTORS………….………………………………………………3
 LEARNING
GOALS…………….………………………….…………………………7
 ASSESSMENT
PLANT…………………………………………………………….10
 DESIGN
FOR
INSTRUCTION………..………………………………………….19
 LESSON
PLANS………………………….………………………………………….24
 INSTRUCTIONAL
DECISION‐MAKING…….……..……….………………44
 ANALYSIS
OF
STUDENT
LEARNING……………………………………….47
 REFLECTION
AND
SELF‐EVALUATION…………….….………………….55

3 CONTEXTUAL
FACTORS
 
 Community,
District,
and
School
Factors
 
 I
am
placed
in
a
2nd
grade
classroom
in
the
St.
Francisville,
Louisiana.
St.
Francisville
is
a
 rural
town
in
West
Feliciana
Parish
slightly
northwest
of
the
state
capital
of
Baton
Rouge.
The
 estimated
population
of
West
Feliciana
Parish
is
15,625.
In
this
parish,
there
are
10,251
males
 and
5,394
females
meaning
65.5%
of
the
county
is
males,
while
only
34.5%
are
females.
The
 primary
ethnicities
of
this
community
include
African
American,
46.5%,
Caucasian,
51%,
2%
 Hispanic
and
the
final
0.5%
are
made
up
of
other
ethnicities
including
Asian,
Indian,
and
mixed
 ethnicities.
It
is
important
to
note
that
the
average
household
income
is
decently
high
at
 $49,936,
however,
about
22%
of
the
parish
falls
below
the
poverty
line.
St.
Francisville,
the
 town
my
school
is
located
in,
is
a
small,
country,
farming
town
with
a
population
of
1,765
 people
(as
of
the
2010
census).

The
town’s
population
consists
of
3
main
categories
of
 ethnicities,
70%
Caucasian,
27%
African
American
and
1.5%
Hispanic.
The
political
climate
of
 West
Feliciana
is
almost
evenly
split,
with
56%
republican
voters,
43%
democratic
voters.
The
 majority
of
the
members
of
St.
Francisville
are
college
graduates
and
appreciate
quality
 education.
St.
Francisville
is
a
very
stable
town
with
a
high
support
for
education.
I
have
heard
 multiple
times,
on
multiple
platforms,
that
the
parents
and
members
of
the
parish
in
general
 always
strive
for
the
best
interest
of
the
education
system.

 It
is
important
to
note
that
within
this
parish
is
the
state
penitentiary,
Angola
Prison.
 This
definitely
has
some
impact
on
the
data
and
therefore
slightly
skews
these
statistics.
The
 prison
contains
about
5000
inmates,
which
is
approximately
one
third
of
the
parish’s
 population.
The
prison
also
contains
another
1800
workers
who
mostly
reside
in
the
 neighboring
towns
of
Angola,
Tunica,
and
St.
Francisville.
Until
2011,
there
was
a
separate
 elementary
school
(Tunica
Elementary
Pk‐6th)
that
served
the
area
near
the
prison.
It
was
very
 small
and
as
a
result
was
closed
due
to
budget
issues
in
the
parish
system.
As
a
result,
this
year
 the
parish
consists
of
only
4
schools
(lower
elementary,
elementary,
middle
and
high
schools)
 that
serve
2400
students
in
all.
These
4
schools
serve
the
entire
community
of
West
Feliciana
 Parish.
So
if
you
live
in
this
parish,
you
will
attend
all
4
schools
in
this
area
starting
in
Pre‐K
and
 continuing
through
graduation
in
12th
grade.

 For
the
2011
school
year,
Bains
Elementary
has
a
total
of
140
second
graders,
147
third
 graders,
152
fourth
graders
and
161
fifth
graders
that
make
up
a
grand
total
of
600
students
for
 grades
2‐5.
There
is
a
teacher
to
student
ration
of
1:13
with
48
teachers
and
average
classroom
 sizes
at
about
22
to
23.
The
school
overall
is
pretty
evenly
split
with
304
males
and
296
females.
 39%
of
the
school
is
African
American,
57%
are
Caucasian,
and
1%
is
Hispanic.
Of
the
600
 students,
50.25%
qualify
for
free/reduced
lunch.

4 Classroom
Factors
 
 Mrs.
Daniel’s
class
is
located
in
the
2nd
grade
hall.
When
you
walk
in
you
notice
the
 desks
are
grouped
into
3
groups
consisting
of
6‐8
children
each.
The
children
were
initially
able
 to
choose
where
they
wanted
to
sit
but
children
have
been
moved
around
to
help
with
 classroom
management
or
to
suit
individual
educational
needs.
Each
group
has
a
colored
 football
with
points
around
the
edge.
The
groups
can
earn
points
throughout
the
day
for
being
 on
task
or
working
well
together.
This
helps
promote
teamwork
among
the
groups.
Each
child
 also
has
a
personal
incentive
with
signature
cards
on
their
desks.
When
on
task,
or
displaying
 exceptional
behavior
children
can
get
a
signature.
When
their
square
is
filled
up,
the
children
 are
rewarded
with
a
homework
pass.
Other
than
the
desk
layout,
other
things
you
can
see
are
 the
semi‐circular
table
in
the
back
used
for
reading
instruction,
the
buckets
of
books
all
around
 the
room,
copious
technological
equipment,
and
plenty
of
wall
and
bulletin
board
space
for
 display
of
children’s
work.
The
technological
equipment
includes
3
computers
for
the
children
 to
use,
1
computer
for
Mrs.
Daniel’s
personal
use,
a
SMART
board,
projector,
ELMO
projector,
 internet
access
and
all
the
software
access
needed
to
make
all
of
this
technology
run
smoothly
 to
benefit
education.

 
 The
schedule
of
Mrs.
Daniel’s
class
begins
with
Language
arts
and
P.E.

in
the
morning
 before
lunch
at
11:00.
Math,
Computer
Lab,
Fundations,
and
ancillary
subjects
come
next
and
 the
day
finishes
out
with
a
Social
Living
lesson.
There
are
a
few
routines
worth
mentioning:
 bathroom
breaks
are
taken
as
a
class
throughout
the
day,
usually
around
3
times;
recess
is
the
 very
last
part
of
our
day;
in
the
mornings
the
children
have
daily
language
and
math
work
as
 well
as
a
journal
entry
to
complete;
throughout
the
day
there
are
many
opportunities
for
the
 children
to
go
to
the
library
and
exchange
books/borrow
new
ones;
at
the
very
end
of
the
day
is
 a
time
period
devoted
to
Sustained
and
Silent
Reading
(SSR).
Mrs.
Daniel
allowed
quit
some
 transition
time
at
the
beginning
of
the
year
for
the
children
to
adjust
to
a
new
schedule,
but
the
 times
of
these
routines
and
her
schedule
have
never
changed.
It
is
because
of
this
consistency
 that
the
children
are
able
to
expect
what
comes
next,
which
alleviates
some
of
the
classroom
 management
problems
that
might
occur
from
the
children
not
knowing
what
to
expect.

For
 lessons
the
children
are
grouped
differently
depending
on
the
subject
being
taught
and
the
 lesson
of
the
day.
However,
some
common
grouping
strategies
are
by
their
seating
 arrangements
or
skill
level
in
a
certain
area
(this
is
especially
how
it
is
for
reading
instruction).

 
 Mrs.
Daniel
is
very
good
at
giving
the
children
clear
expectations.
Overall
the
children
 have
a
very
good
understanding
of
what
is
expected
of
them
at
different
times
throughout
the
 day
because
Mrs.
Daniel
discussed
the
rules
and
routines
extensively
the
first
few
weeks
of
 school.

Mrs.
Daniel
is
also
very
good
at
communicating
with
parents.
There
is
open
 communication
daily
through
the
children’s
planners
and
she
is
very
receptive
to
individual

5 needs
for
the
child’s
caregivers
and
is
willing
to
meet
with
them
or
call
them
during
her
free
 time.
There
is
constant
contact
between
the
parents
and
Mrs.
Daniel.
She
will
even
call
or
text
a
 parent
just
to
let
them
know
that
his/her
child
was
not
feeling
well
that
day.
Mrs.
Daniel
uses
 these
techniques
to
build
strong
relationships
with
parents.

 
 Student
Characteristics
 
 As
of
now
Mrs.
Daniel’s
class
consists
of
10
girls
and
12
boys
making
22
students
in
all.
 All
of
the
students
are
native
English
speakers.
10
students
are
African
American
and
12
are
 Caucasian.
Eleven
students,
which
is
half
of
the
class,
qualify
for
free/reduced
lunch.
Parent
 involvement
in
the
class
is
pretty
decent.
Almost
all
children
were
dropped
off
to
the
classroom
 by
a
parent
the
first
day
of
school,
all
necessary
and
voluntary
forms
were
returned
at
the
 beginning
of
the
school
year
and
all
but
3
parents
came
to
meet
the
teacher
for
open
house.
 Four
parents
have
already
inquired
about
or
volunteered
for
different
positions/jobs
in
the
 classroom
or
at
the
school.
We
have
also
had
a
few
parents
send
money
to
sponsor
the
class,
 which
allows
spending
money
for
things
needed
throughout
the
year.
We
have
2
children
who
 have
parents
that
work
at
Bains
Elementary
and
2
more
who
has
a
parent
that
works
at
a
 different
West
Feliciana
School
 We
have
1
student
new
to
the
St.
Francisville
area
(he
moved
from
Zachary)
and
3
 students
who
were
transferred
to
Bains
when
Tunica
Elementary
was
closed.
.
Mrs.
Daniel
also
 has
5
boys
on
medication
for
ADD/ADHD.
While
none
of
these
children
have
IEP’s
all
5
are
 diagnosed
with
either
ADD
or
ADHD.
Two
children
in
the
class
receive
speech
therapy,
and
1
is
 in
the
process
of
being
evaluated
for
speech
services.
Eight
children
in
the
class
receive
 specialized
reading
instruction
throughout
the
day.
There
is
1
child
that
is
in
the
process
of
 being
tested
for
gifted
(as
suggested
by
Mrs.
Daniel),
and
there
is
1
child
that
is
in
the
talented
 art
program.
We
have
quite
a
few
children
being
raised
by
single
parents
and
a
few
who
are
 even
being
raised
by
grandparents/other
relatives.

 The
children
in
the
class
are
a
fairly
average
spread
with
high,
low,
and
average
students.
 According
to
Piaget’s
stages
of
cognitive
development,
the
children
are
at
transition
time
where
 they
are
moving
from
the
pre‐operational
stage
to
the
concrete
operational
stage.
Most
of
the
 students
in
Mrs.
Daniel’s
class
are
auditory
and
visual
learners
and
she
does
her
best
to
appeal
 to
all
learning
modalities.
The
children
especially
like
to
discuss
or
share
their
thoughts
and
 ideas
and
Mrs.
Daniel
does
a
great
job
making
time
for
that
in
her
lessons
and
schedule.
 Throughout
class
discussion
and
every
day
conversation
I
have
discovered
that
the
students
are
 very
interested
in
animals
of
any
kind.
The
children
especially
enjoy
talking
about
the
different
 animals
they
have
at
home.
The
children
are
also
very
interested
in
sharing
what
they
 hear/know
so
almost
any
current
topic
plays
into
their
interests
in
some
way.

6 Instructional
Implications
 The
city
of
St.
Francisville
and
community
of
West
Feliciana
is
in
a
unique
situation
 where
they
are
small
enough
to
have
a
small
school
system
that
attends
to
all
children
in
one
 area.
This
allows
the
parish
and
community
the
ability
to
really
control
what
goes
on
in
their
 school
system
because
the
system
only
serves
four
schools
in
all
and
not
multiple
schools
of
 each
level
across
the
parish.
Parents
have
a
greater
say
in
what
can
happen
and
changes
are
 able
to
happen
fast
because
the
system
is
a
smaller
entity
than
most
school
systems.


 Home
life,
cultural
background,
and
open
parental
communication
are
very
important
in
 the
first
few
weeks
of
school.
Mrs.
Daniel
wanted
to
learn
as
much
as
she
could
about
the
 children
so
that
she
could
understand
each
child
and
know
how
to
help
them
grow
individually.
 While
all
the
students
were
attending
a
school
they
never
had
before
because
Bains
starts
in
 2nd
grade,
the
fact
that
there
were
4
students
completely
new
to
the
area
was
something
that
 needed
to
be
considered.
Sensitivity
and
information
was
provided
to
the
parents
as
they
 needed
it,
and
the
children
needed
to
be
encouraged
to
socialize
with
their
classmates
who
all
 already
have
known
each
other
for
2‐3
years.
There
are
many
times
throughout
the
day
that
 children
are
pulled
out
for
one
of
the
many
different
individual
issues.
These
“pull‐out”
times
 affect
instructional
time
and
are
not
always
convenient.
Teachers
are
responsible
for
planning
 around
these
times
to
help
the
individual
child
and
class
stay
on
track.
The
variety
of
student
 backgrounds,
differences,
and
talents
in
the
class
is
also
a
basis
for
teaching
acceptance
and
 empowerment
to
children
as
needed.

 
 Because
the
class
contains
such
diverse
levels,
individual
instruction
is
a
must.
Children’s
 strengths
vary
subject
to
subject,
topic
to
topic,
and
across
the
class.
This
means
it
is
absolutely
 necessary
to
individualize
instruction
as
much
as
possible.
Children
need
to
be
provided
with
 the
appropriate
materials,
questions,
and
activities
to
help
them
grow
individually
and
should
 not
be
held
back,
or
pushed
ahead,
because
they
are
different
than
the
majority.
Experiences
 provided
throughout
the
learning
process
needs
to
match
the
various
learning
styles
of
the
 class,
including
auditory
and
visual.
Because
the
children
are
at
an
age
where
some
may
be
 moving
on
to
the
next
stage
of
cognitive
development
according
to
Piaget’s
theory,
the
teacher
 needs
to
recognize
what
stage
the
child
is
in
and
provide
guidance
accordingly.

If
a
child
is
still
 in
the
pre‐operational
stage,
activities
and
questions
need
to
be
appropriate
to
help
this
child
 transition
to
the
next
stage.
At
the
same
time,
if
a
student
has
already
moved
into
the
concrete
 operational
stage,
questions
and
activities
need
to
be
appropriate
for
this
child
as
well
because
 if
not
he/she
will
get
bored
with
remedial
knowledge
and
thought
processes.
If
this
happens,
it
 is
possible
that
the
child
will
act
and
cause
disorder
therefore
making
a
classroom
management
 issue.
To
keep
children
learning
and
engaged
differentiated
instruction
is
so
important
in
a
class
 with
such
diverse
children.



(Which
of
course
we
know
is
really
ANY
class
anywhere)

7 Learning
Goals

 LEARNING
GOAL
#1:

 TCW
expand
his/her
understanding
of
energy
and
its
functions
in
daily
life.
 
 Will
be
referred
to
as
LG1.
 
 
 
 
 GLE:
25,
26

 LEARNING
GOAL
#2:

 TCW
increase
his/her
knowledge
of
the
causes
of
sound
and
it’s
movement.
 Will
be
referred
to
as
LG2.
 
 
 
 
 GLE:
21,
22,

 LEARNING
GOAL
#3:
T
 TCW
identify
and
understand
the
characteristics
of
light
and
it’s
sources.

 
 Will
be
referred
to
as
LG3.
 
 
 
 
 GLE:
23,
24,

 
 Learning
Goal
Objectives
 I
made
specific
objectives
for
each
learning
goal
to
go
along
with
my
unit.
Objectives
are
the
 more
specific
things
the
children
need
to
learn
within
each
learning
goal.
They
are
basically
the
 specifics
of
my
learning
goals.
I
made
these
so
that
I
can
make
a
checklist
to
use
as
an
 assessment
technique
throughout
the
unit.
The
objectives
for
each
learning
goal
are
as
follows:
 •

LG1:
 1. TCW
be
able
to
name
different
kinds
of
energy
(Sound,
light,
heat,
electricity,
etc)
 2. TCW
be
able
to
explain
heat
and
what
produces
heat.
 3. TCW
understand
static
electricity.
 4. TCW
understand
current
electricity.

 5. TCW
be
able
to
give
examples
of
what
uses/produces
energy
in
his/her
life.

•

LG2:

 6. TCW
understand
how
sound
travels.
 7. TCW
understand
how
sounds
are
made.
 8. TCW
know
some
practical
uses
of
sound
(music,
sonar)
 9. TCW
know
how
to
categorize
different
musical
instruments
into
the
following
 groups:
wind,
percussion,
and
string.

 10. TCW
understand
the
different
characteristics
of
sound
such
as
loudness
and
pitch.

•

LG3:
 11. TCW
understand
how
light
travels.
 12. TCW
understand
an
object’s
properties
that
describe
how
much
light
shines
through
 objects
(opaque,
translucent,
transparent).

 13. TCW
be
able
to
identify
and
give
examples
of
each
of
these
properties.

 14. TCW
understand
how
to
change
the
direction
of
light
(reflect).
 15. TCW
know
what
the
biggest
source
of
light
is
for
us
on
earth.

8 GLE’s:
 
 Forms
of
Energy
 21.

Use
students’
own
voices
to
demonstrate
pitch
(e.g.,
low,
high)
(PS‐E‐C1)
 22.

Give
examples
of
objects
that
vibrate
to
produce
sound
(e.g.,
drum,
stringed
instrument,
 end
of
a
ruler,
cymbal)
(PS‐E‐C1)

 23.
Change
the
direction
of
light
by
using
a
mirror
and/or
lens
(PS‐E‐C2)

 24.
Describe
how
light
behaves
when
it
strikes
objects
and
materials
(e.g.,
transparent,
 translucent,
opaque)
(PS‐E‐C2)

 25.
Investigate
ways
of
producing
static
electricity
and
describe
its
effects
(PS‐E‐C4)

 26.
Identify
and
describe
sources
of
energy
used
at
school,
home,
and
play
(PS‐E‐C7)
 
 Science
as
Inquiry
 2.
Pose
questions
that
can
be
answered
by
using
students’
own
observations,
scientific
 knowledge,
and
testable
scientific
investigations
(SI‐E‐A1)

 3.
Use
observations
to
design
and
conduct
simple
investigations
or
experiments
to
answer
 testable
questions
(SI‐E‐A2)

 4.
Predict
and
anticipate
possible
outcomes
(SI‐E‐A2)
 9.
Express
data
in
a
variety
of
ways
by
constructing
illustrations,
graphs,
charts,
tables,
concept
 maps,
and
oral
and
written
explanations
as
appropriate
(SI‐E‐A5)
(SI‐E‐B4)

 10.
Use
a
variety
of
appropriate
formats
to
describe
procedures
and
to
express
ideas
about
 demonstrations
or
experiments
(e.g.,
drawings,
journals,
reports,
presentations,
exhibitions,
 portfolios)
(SI‐E‐A6)
 
 
 
 
 *These
GLE’s
represent
the
main
GLE’s
that
this
unit
will
cover.
Individual
lesson
plans
will
have
 more
cross‐curriculum
involved
and
therefore
GLE’s
from
other
areas/subjects.
 
 ‐Source
from
where
GLE’s
come
from:
http://www.doe.state.la.us/lde/uploads/3929.pdf

9

The
learning
goals
I
created
are
appropriate
because
they
are
aligned
with
the
GLE’s
 having
to
do
with
energy
as
well
as
what
the
curriculum
for
Energy
in
2nd
grade
at
Bains
 Elementary
needs
to
cover.
The
first
part
of
the
unit
is
an
intro
to
energy
and
learning
about
the
 different
forms
and
some
examples.
It
introduces
different
forms
such
as
electricity,
light,
and
 sound
so
that
they
can
be
explored
further
and
with
more
depth.
This
will
also
allow
the
 children
to
have
a
basic
understanding
of
energy
so
as
the
unit
moves
along,
the
children
will
 be
able
to
relate
it
to
their
own
lives
and
explore
something
they
experience
every
day.
I
also
 looked
at
the
GLE’s
for
first
and
third
grade
having
to
do
with
energy
to
help
me
better
 understand
where
my
children’s
knowledge
might
be
and
what
direction
it
should
be
going
in.
 This
helps
me
to
see
the
different
levels
that
might
exist
in
my
class;
those
who
are
behind
 might
need
to
review
the
1st
grade
GLE
expectations,
and
some
may
be
beyond
2nd
grade
level
 and
need
to
be
challenged
with
the
3rd
grade
GLE
expectations.
Once
I
had
looked
at
the
first
 and
third
grade
GLE’s,
I
looked
at
the
2nd
grade
ones,
and
made
my
learning
goals
focus
on
 these
GLE’s
while
trying
to
bridge
the
gap
between
1st
and
3rd
grade
and
allowing
for
my
 children
to
learn
at
their
level
(somewhere
in
between
1st,
2nd,
and
3rd
grade
GLE
expectations).

 The
learning
goals
I
created
address
the
skills
children
of
this
level
can
learn
because
they
are
 very
broad,
they
can
be
easily
attuned
for
different
levels
or
needs
within
the
different
topics
 covered.

10 ASSESSMENT
PLAN
 Overview

This
unit
on
energy
will
contain
many
different
types
of
assessments
throughout.
There

will
be
a
pre
and
post
assessment
used,
as
well
as
formative
assessments
throughout
the
unit.
 Each
type
of
assessment
will
be
provided
and
further
explained,
however
the
following
chart
is
 a
graphic
organizer
of
the
assessments
included
in
the
unit.
The
chart
contains
each
learning
 goal
along
with
the
types
assessments
that
correspond
to
that
learning
goal
and
a
short
 description
of
their
format
and
adaptations.

 
 Learning
Goals
 Assessments
 LG1
 Pre
assessment
 Formative
Assessment

LG2

LG3

Format
of
Assessment
 Questions
1‐3;
12
(5
points)
 Observation,
Objective
 Checklist,
child’s
self‐ assessment,
anecdotal
 records,
weekly
quizzes,
 individual
lesson
assessments
 Questions
1‐3;
12
(5
points)

Adaptations

Individual
interview
for
pre
 and
post
assessment
allows
 for
individualizing
time
and
 repetition
necessary.

 
 Allowing
children
more
 time
or
option
of
group
 Post
Assessment
 work
when
necessary.
 Individual
interview
for
pre
 Pre
Assessment
 Questions
4‐7;
13
(5
points)
 and
post
assessment
allows
 Formative
Assessment
 Observation,
Objective
 for
individualizing
time
and
 
 Checklist,
child’s
self‐ repetition
necessary.

 assessment,
anecdotal
 
 records,
weekly
quizzes,
 Allowing
children
more
 individual
lesson
assessments
 time
or
option
of
group
 Post
Assessment
 Questions
4‐7;
13
(5
points)
 work
when
necessary.
 Pre
Assessment
 Questions
8‐11;
14
(5
points)
 Individual
interview
for
pre
 and
post
assessment
allows
 Formative
Assessment
 Observation,
Objective
 for
individualizing
time
and
 
 Checklist,
child’s
self‐ repetition
necessary.

 assessment,
anecdotal
 
 records,
weekly
quizzes,
 Allowing
children
more
 individual
lesson
assessments
 time
or
option
of
group
 Post
Assessment
 Questions
8‐11;
14
(5
points)
 work
when
necessary.

11

Pre
and
Post
Assessment

For
my
pre
and
post
assessment
I
compiled
a
questionnaire
that
I
would
orally
ask

individual
students
throughout
the
day.
This
interview
generally
took
anywhere
from
2‐6
 minutes
and
was
conducted
in
a
very
relaxed
atmosphere
so
that
it
seemed
like
more
of
a
 conversation
than
a
test.
The
questionnaire
consisted
of
14
questions
that
were
carefully
 planned
to
measure
each
learning
goal.
The
students
could
gain
up
to
17
points
if
every
 question
was
answered
correctly
(each
learning
goal
consisted
of
6
points).
Questions
1‐11
 were
each
worth
1
point,
while
questions
12,
13
and
14
had
a
rubric
to
assess
their
answer
 because
they
were
more
of
a
higher‐level
question
than
the
basic
recall
questions
that
1‐11
are.
 The
points
will
be
added
up
and
a
total
will
be
reached
fro
both
pre
and
post
assessment
so
 that
overall
growth
can
be
seen.
It
is
also
easy
to
see
individual
learning
goal
or
question
 growth
because
of
how
the
assessment
was
made
to
correspond
to
the
goals.
The
assessment
 and
rubrics
follow
this
section
of
the
TWS.


 Because
this
assessment
was
given
verbally
to
one
student
at
a
time,
it
was
easy
for
me
 to
adapt
the
assessment
as
necessary
for
each
child.
A
few
children
needed
more
repetition
of
 the
questions,
clarification/different
word
choice,
or
more
time
and
that
was
perfectly
fine
 because
the
assessment
was
conducted
individually.
I
have
quite
a
few
students
diagnosed
with
 ADHD
in
my
class,
and
it
was
very
easy
to
capture
their
attention
because
I
was
fully
focused
on

12

them
and
their
answering
the
questions
at
hand.
Also,
the
assessment
consisted
of
3
different
 modules
of
learning.
Some
of
the
questions
had
pictures
the
children
had
to
point
to
(and
were
 visual),
some
of
the
questions
were
completely
oral,
and
some
had
actual
physical
things
to
 touch
and
handle
before
answering.
These
different
types
of
questions
allowed
for
different
 learners
to
have
questions
in
their
learning
area
of
strength
making
for
a
more
equal/fair
 assessment.

 Formative
Assessment

Throughout
the
unit
my
biggest
form
of
assessment
will
be
observation.
I
will
be
talking

to
the
children
individually,
having
class
discussions,
and
asking
them
questions
throughout
the
 unit.
I
should
be
able
to
see
their
strengths
and
weaknesses
as
time
goes
on
but
the
checklist
 that
I
will
talk
about
soon
will
also
help
me
to
keep
track
of
each
child’s
growth
throughout
the
 unit.
My
personal
observations
of
the
class’s/individual’s
growth
will
also
include
physical
things
 I
use
to
record
my
observations,
such
as
anecdotal
records,
pictures,
and
data
sheets
from
 experiments/activities.
Bain’s
Elementary
also
requires
for
each
sub‐theme
of
this
unit
(energy,
 sound,
and
light)
to
have
a
quiz.
This
means
the
children
will
be
assessed
with
a
quiz
roughly
 once
a
week
(assuming
everything
goes
according
to
schedule).
Aside
from
the
required
weekly
 quizzes,
I
also
plan
on
using
self‐assessment
sheets
for
the
children
to
fill
out
throughout
the
 unit
to
help
me
better
understand
their
personal
feelings
about
their
learning.

13

Along
with
personal
observations,
I
have
a
checklist
of
all
the
objectives
I
have
for
the
 unit
that
I
can
mark
off
as
I
see
children
working
towards
learning
those
things.
A
lot
of
this
 observation
will
be
done
when
children
answer
questions
or
I
overhear
conversation
or
even
 have
conversations
with
them
about
ideas
connected
to
the
objectives.
There
are
4
different
 ways
a
box
can
be
marked
and
it
is
something
I
will
fill
in
throughout
the
entirety
of
the
unit.
A
 check
mark
means
the
objective
has
been
accomplished,
a
plus
sign
means
it
is
in
progress
of
 being
accomplished
(meaning
I
have
seen
some
growth
but
it
is
not
quite
there
yet),
an
x
means
 that
the
objective
has
not
been
met/is
not
understood,
and
a
blank
box
means
nothing
has
 been
observed
yet.
I
will
use
a
pencil
to
fill
these
in
so
that
they
can
easily
be
adjusted
as
 necessary.
This
will
help
me
see
the
different
levels
the
children
on
and
their
understanding
of
 the
information
being
presented.
I
will
be
able
to
see
what
the
whole
class
needs
work
on
and
 what
individuals
need
to
work
on.
Hopefully
in
the
end
this
checklist
will
match
up
with
the
 post
assessment
results.

14 Oral
Assessment
and
Rubric

 1. Which
of
these
pictures
represents
static
electricity?
(use
picture
page*)
 2. Which
of
these
pictures
represents
current
electricity
(use
picture
page*)
 3. Which
of
these
pictures
represents
heat?
(use
picture
page*)

 4. Can
you
please
clap
for
me.
…..
what
type
of
energy
is
this
producing?
 5. Can
you
make
a
high
pitch
noise
for
me
with
your
voice?

 6. Can
you
make
a
low
pitch
noise
for
me
with
your
voice?
 7. What
is
it
called
when
your
phone
buzzes
from
moving
back
and
forth
really
fast?
 8. Which
of
these
object’s
is
opaque?
(use
array
of
objects**)
 9. Which
of
these
objects
is
transparent?
(use
array
of
objects**)
 10. Which
of
these
objects
Is
translucent?

(use
array
of
objects**)
 11. Which
of
these
objects
reflects
light?
(use
array
of
objects**)
 12. Name
3
things
that
use/produce
energy
in
your
everyday
life?
 13. Can
you
show
or
tell
me
how
sound
travels?
(provide
paper
and
pencil
but
reinforce
 that
it
does
not
have
to
be
used)
 14. What
is
the
biggest
source
of
light
on
earth
with
us
today?
 Where
does
our
light
come
from?
 *see
next
page
 **The
array
of
objects
included
a
baggie,
a
frosted
plastic
box,
a
piece
of
paper,
clear
plastic
 water
bottle,
frosted
plastic
cup,
a
block,
a
mirror,
and
a
piece
of
tin
foil.

 Answer
key:
 1. Hair
standing
on
edge/lightning

8. paper/block

2. Plug/batteries
(and
stove
I
guess)

9. bottle/baggie

3. Fire
and
stove/oven

10. frosted
plastic
box/frosted
plastic

4. Sound
(noise=1/2
a
point)
 5.
&
6.


If

cup
 11. mirror/tin
foil

7. vibrate/vibrating/vibration
 12.

(gets
a
point
for
each
object
named
correctly)

13.

(2
points
–
detailed
answer
includes
vibrations,
air,
and
ear;
1
point
–
shows

some
understanding
of
sound
travel
(some
correct
terms
used/incomplete
cycle)

14. the
sun

15

1.
 
 
 2.
 
 
 3.
 
 
 4.

5.

9.

Pre
Assessment
Recording
Table
 12.

6.

10.

13.

7.

11.

14.

8.

Total/Comments:

QUESTION
 11
 12

13

Question
rubric
for
last
3
questions
 GRADING
SCALE
 Up
to
3
points
 
 1
point
for
each
correct
example
of
an
object
that
uses/produces
energy
 Up
to
4
points
 
 1
point
for
each
stage
of
how
a
sound
travels
the
child
gets
correct:
 • The
sound
is
made
by
vibrations
 • The
vibrations
travel
through
the
air
 • The
ear
drum
picks
the
vibrations
of
the
sound
by
vibrating
itself
 • The
ear
drum
sends
messages
to
the
brain
about
the
sound
 Up
to
1
point
 
 1
point
for
the
correct
answer

16

Anthon y
 Antoni o
 Ashleig h
 Catheri ne
 Caylen

Connor

Devin

Donovi n
 Hayes

Jarius

Jayla

Joseph

Josie

Kaitlin

Ker’Lis a
 Maggie

Mari

Mason

Maveri ck
 Parker

Sidney

Skyler

17

LG1:
can
name
 diff
kinds
of
 energy
 LG1:
can
explain
 heat
and
what
 produces
it
 LG1:
 understands
 static
electricity
 LG1:
 understands
 current
 electricity
 LG1:
can
give
 examples
of
 energy

 LG2:
knows
how
 sound
travels
 LG2:
knows
how
 sound
is
made
 LG2:
knows
 some
practical
 uses
of
sound
 LG2:
can
 categorize
 musical
 instruments
 LG2:
 understandchara cteristics
of
 sound:
Loudness
 Pitch
 LG3:
 understands
how
 light
travels

LG3:
 understands
how
 objects
are:
 opaque
 transparent



 translucent
 LG3:
can
give
 examples
of
 objects
that
are:
 opaque



 Transparent



 translucent

 LG3:
 understands
 reflecting
light
 and
how
to
 LG3:
knows
 biggest
source
of
 light
for
earth

Objectives

18 Self
Assessment

We recently talked about _________________________________. Circle one: I feel like I

I feel like I

I understood

I did not

really understood

understood most

some things, but

understand this

everything this

of this topic.

still have a few

topic, and don’t

questions.

remember a lot.

topic.

Some questions I have are:

We recently talked about _________________________________. Circle one: I feel like I

I feel like I

I understood

I did not

really understood

understood most

some things, but

understand this

everything this

of this topic.

still have a few

topic, and don’t

questions.

remember a lot.

topic.

Some questions I have are:

19 DESIGN
FOR
INSTRUCTION
 Preassessment
Results:
 Name
of
Student
 Preass.
Total
 LG
1‐
pre
 LG2‐pre
 Lg3‐pre
 
 (out
of
18)
 (out
of
6)
 (out
of
7)
 (out
of
5)
 Mason
McKey
 4
 2
 0
 2
 Connor
Ford
 5
 2
 1
 1
 Skyler
Evans
 5
 3
 1
 0
 Ashleigh
Godke
 6
 5
 1
 3
 Devin
McLendon
 6
 4
 0
 2
 Sidney
Johnson
 6
 3
 0
 2
 Kaitlyn
McClure
 6.5
 3
 3
 2
 Maverick
Hawkins
 6.5
 3
 2
 2
 Jayla
Burrell
 7
 3
 1
 3
 Maggie
Hawkins
 7
 2
 3
 2
 Joseph
Rogers
 7.5
 4
 2
 2
 Ker'Lisa
Newton
 7.5
 4
 1
 3
 Antonio
Haile
 8
 4
 1
 1
 Catherine
Hodges
 8
 4
 2
 1
 Jarius
Harrison
 9
 4
 4
 2
 Anthony
Butler
 9.5
 5
 2
 3
 Mari
Jackson
 9.5
 5
 4
 3
 Caylen
DeLaney
 10
 4
 3
 2
 Hayes
Green
 10
 4
 2
 5
 Josie
D'Aquilla
 10
 5
 2
 3
 Parker
Bristow
 11.5
 6
 4
 3
 Donovin
Rogers
 12
 5
 1
 3
 
 After
administering
the
preassessment,
I
was
able
to
see
which
areas
I
really
needed
to
 focus
on.
Students
scored
the
best
on
LG1
and
about
equally
on
LG2
and
LG3.
This
helped
me
to
 make
sure
that
I
focus
on
LG2
(sound)
and
LG3
(light)
slightly
more
than
LG1.
The
most
helpful
 information
to
me
was
the
preassessment
totals
because
I
think
it
really
showed
the
levels
of
 my
class
quite
accurately.
It
will
help
me
group
my
children
for
my
experiments
throughout
the

20

lesson.
That
along
with
each
learning
goal
level
will
help
me
to
make
sure
that
children
are
 being
challenged
within
their
group
but
still
on
a
similar
level
to
those
around
them
so
that
they
 are
scaffolding
each
other.
I
also
was
able
to
take
notes
while
my
children
were
answering
 questions
and
have
a
pretty
good
idea
of
who
was
guessing
on
answers
and
who
was
actually
 confident
in
knowing
them.
I
think
a
lot
of
LG1
was
guessing,
but
educated
guessing.
This
allows
 me
to
be
able
to
plan
accordingly
for
those
children.

 Unit
Overview

Date:
 Learning
Goal:

Activity:

Day
1

1

• •

Day
2

1

•

• Day
3

1

•

•

READ:
Full
of
Energy
(It’s
science!)
By:
Sally
Hewitt
 Discuss
the
different
types
of
energy
and
introduce
some
 vocabulary
they
might
not
know
(heat,
fuel,
light,
sound,
 current
electricity,
static
electricity)
 DISCUSS:
Use
book
and
PowerPoint
to
go
through
the
 vocabulary
again
focusing
on
heat,
fuel,
current
 electricity,
and
static
electricity
 o Slightly
focus
on
heat
although
children
should
 have
a
fairly
good
grasp
on
concept;
have
children
 rub
hands
together
and
give
different
examples
of
 heat.
 ACTIVITY:
Have
children
make
a
flipbook
or
index
cards
 for
flashcards
with
definitions
and
real
life
examples
and
 drawings
as
a
way
of
studying
allow
them
a
choice
 DISCUSSION:
focus
on
current
electricity
and
the
path
it
 takes
to
get
here…
talk
about
coming
from
power
plant,
 through
power
lines,
into
wires
in
the
wall,
then
to
the
 plug

 o Introduce
the
idea
of
a
battery
as
stored
energy…
 show
them
a
few
different
kinds
of
batteries
–
 pass
them
around
 EXPERIMENT:
Have
the
children
make
a
light
bulb
light
up
 using
batteries,
light
bulbs,
and
wires.

21 Day
4

1

•

•

Day
5

1

Day
6

2

• • • •

Day
7

2

• •

• Day
8

2

•

Day
9

2

• •

• Day
10

2

Day
11

3

• • • •

DISCUSSION:
focus
on
static
electricity…
attracts
and
 repels
particles‐similar
to
magnets
(they
explored
 magnets
a
lot
last
year);
talk
about
real
life
examples
of
 static
electricity,
what
it
feels
like
and
lightning
 EXPERIMENT:
balloon
with
Styrofoam
peanuts
activity;
 
 
 (SEE
LESSON
PLANS!)
 o Explore
what
happens
when
you
rub
a
balloon
on
 different
materials
&
hold
over
Styrofoam

 Review
heat,
static
electricity,
and
current
electricity
 Take
weekly
quiz
required
by
Bains
 Introduce
sound!

use
PowerPoint

for
vocabulary:
 pitch,
vibration,

sound
‐‐
have
record
some
way.
 Talk
about
how
sound
travels
in
waves—slinky—and
 introduce
idea
of
vibrations
Do
sand
on
foil
with
drum
 to
show
that
sound
does
travel
 READ:
Sound
(Ways
into
Science)
By:
Peter
Riley
 EXPERIMENT:
ruler
experiment
(SEE
LESSON
PLANS)
 o Flick
ruler
over
edge
of
desk
–
explore
vibrations
 and
how
the
length
affects
them
and
the
pitch
of
 the
sound
produced
 DISCUSSION:
centered
on
vibrations
and
how
sound
 travels…

through
air
in
waves
(slinky)
to
ear
drum
 o Introducing
pitch
 Focus
on
pitch!
 o Whole
class
–
different
water
level
glasses

 o Talk
like
mama
bear,
papa
bear,
baby
bear
 o Explore
different
pitches
of
sounds
–
make
a
list
 together
–
use
musical
instruments
and
regular
 sounds
of
life
 EXPERIMENT:
What
do
sound
waves
travel
through

 Baggies
of
sand/dirt,
water,
and
air…
put
on
desk
and
lay
 ear
on
top
and
hit
under
desk
with
pencil/spoon
 o Which
ones
did
the
sound
travel
through?
 DISCUSSION:
review
how
sound
travels
–
look
at
the
 diagram—and
focus
on
what
kinds
of
matter
it
travels
 through!
make
sure
to
review
vocabulary
throughout
 DISCUSSION:
Review
the
concepts
we
have
learned

 Take
weekly
quiz
 READ:
Night
Lights
By
Susan
Gal
 DISCUSSION:
what
would
life
be
like
without
ANY
light
 o What
do
we
use
light
for,
why
is
it
important,
 what
does
light
make,
different
types
of
light‐real
 life
examples,

22

Day
12

3

• •

• Day
13

3

•

Day
14

3

• •

Day
15

3

Day
16

1,
2,
3

• • •

•

Day
17

1,
2,
3

•

Day
18

1,
2,
3

•

o Introduce
vocabulary
with
PowerPoint:
opaque,
 transparent,
translucent,
reflect,
light
 o Introduce
the
idea
that
light
travels
in
a
straight
 line
 READ:
Light:
Shadows,
Mirrors,
and
Rainbows
(Amazing
 Science)
By:
Natalie
M.
Rosinsky
 DISCUSS:
opaque,
tansparent,
translucent
–
use
 PowerPoint;
give
definitions
and
real‐life
examples
of
 each
–
have
children
make
flashcards/flipbook

 Whole
class
examples
of
each
–
talk
about
how
opaque
 objects
form
shadows

 EXPERIMENT:
exploring
light
(SEE
LESSON
PLANS)
 o Use
flashlight
and
various
materials
to
explore
 what
happens
when
light
hits
different
objects
–
 make
sure
to
use
vocabulary
to
describe
what
 happens
 DISCUSSION:
use
vocab
throughout
experiment
 Explore
light
reflecting
more—do
mirror
and
flashlight
 experiment
–
what
happens
when
light
strikes
a
wall;
 what
happens
when
light
strikes
a
mirror;

 Review
light
vocabulary
and
concepts
 Take
weekly
quiz
 Review
entire
unit

‐‐
have
class
discussion
of
the
unit
and
 fill
in
chart
about
what
we
know
about
energy
(heat,
 electricity
–
both
kinds,
sound,
light)

 Play
quiz‐quiz‐trade
with
all
kinds
of
questions
(provide
 questions
for
children/come
up
with
them
together)

 o Have
children
walk
around
the
room
with
 different
question
cards
in
hand…
they
ask
each
 other
questions,
answer
and
fully
explain
them,
 and
then
trade
and
have
a
new
questions
to
walk
 around
with
and
trade
again
 Play
Ka‐BOOM!
and
give
post‐assessment
as
a
review
for
 the
science
test
 o Have
children
in
3
teams
(table
groupings)
go
to
 each
team
sequentially
and
have
the
next
child
 pick
a
question
out
of
bucket
to
answer…
if
 answered
correctly
keep
it…
if
not
put
back
in…
if
 pick
KaBOOM
all
strips
must
go
back
in
 Science
test
–
begin
post
assessing
children
with
 interviews
over
next
few
days

23

Activities:

I
chose
one
activity
from
each
major
topic
to
exhibit
in
this
section.
The
first
activity
was

an
experiment
on
static
electricity
using
a
balloon
and
Styrofoam
peanuts.
This
lesson
exhibits
 what
static
electricity
is
and
I
thought
it
was
very
important
to
exhibit
this
since
static
electricity
 is
a
foreign
concept
to
the
children
at
this
level.
Static
electricity
is
an
example
of
a
type
of
 energy
(electricity)
and
falls
under
LG1.
The
preassessments
indicated
that
static
electricity
was
 a
very
foreign
concept
as
only
¼
of
the
class
got
the
question
pertaining
to
static
electricity
 correct.
The
second
activity
I
choose
to
exhibit
is
exploring
sound,
which
falls
under
LG2.
In
this
 activity
children
will
use
rulers
to
explore
sound
through
vibrations
and
be
introduced
to
the
 idea
of
pitch.
I
felt
this
was
a
good
lesson
to
exhibit
because
it
helps
concretely
show
the
idea
of
 vibrations
along
with
sound
and
allows
those
who
are
ready
to
begin
exploring
the
idea
of
pitch.
 The
last
activity
I
choose
to
exhibit
is
all
about
light
and
what
happens
when
light
strikes
 different
objects.
This
is
the
focus
of
light
for
children
around
this
level,
and
is
central
to
their
 learning
at
this
point.
These
activities
are
all
central
to
the
unit
and
are
things
that
I
realized
 from
the
pre‐assessments
needed
to
be
focused
on.
I
included
a
lot
of
technology
throughout
 the
lessons
in
my
unit
by
incorporating
use
of
the
SmartBoard
along
with
PowerPoints
,
other
 visual
aids,
interactive
devices,
and
games.
At
least
once
or
twice
a
week
I
used
the
SmartBoard
 along
with
Powerpoints
as
a
visual
aid
and
reference
point
for
the
students.
I
also
used
the

24

SmartBoard
to
interactively
write
class
lists
or
sort
things
into
charts
on
and
as
a
way
of
 showing
an
example
through
pictures
or
the
use
of
the
ELMO
machine.

The
children
in
my
class
 are
very
familiar
with
using
the
SmartBoard
and
love
being
able
to
write
or
play
on
it.
 Grade:
2nd
grade
–
Group
size:
3‐4
children
per
group
 Lesson
Topic:
Exploring
Static
Electricity
 
 Objectives:

(TLW:)

TLW
increase
his/her
understanding
of
static
electricity.

 GLE’s/Benchmarks:
 • •

25.
Investigate
ways
of
producing
static
electricity
and
describe
its
effects
(PS‐E‐C4)
 3.
Use
observations
to
design
and
conduct
simple
investigations
or
experiments
to
 answer
testable
questions
(SI‐E‐A2)

•

4.
Predict
and
anticipate
possible
outcomes
(SI‐E‐A2)

Teacher
Materials/Resources:
 • • • • •

Balloons
 Fabric
sheets

flannel/felt/fleece/wool
sheets
 Packing
peanuts
 Data
sheet
 PowerPoint
on
this
lesson

Student
Materials/Resources:

 • • • •

Balloons
 Fabric
sheets

flannel/felt/fleece/wool
sheets
 Packing
peanuts
 Data
sheet

25 Technology
Integration:

Uses
PowerPoint
on
SmartBoard
as
a
review
to
begin
lesson.
 
 Pre‐Assessment:

 
 To
determine
whether
the
activity
meets
their
needs
and
abilities
I
will
use
their
 preassessments
to
group
children
accordingly
and
know
how
to
challenge
or
help
each
group.
I
 will
also
use
a
KWL
chart
to
see
what
the
students
understand
right
before
the
lesson
so
I
know
 what
I
need
to
touch
on
throughout
the
lesson.
To
ensure
that
this
meets
the
interests
of
the
 children,
I
will
allow
them
adequate
amount
of
time
to
explore
the
materials
that
they
may
or
 may
not
be
familiar
with
and
make
the
real
life
connection
by
talking
about
what
these
 materials
are
for.
Then
I
will
have
the
students
come
up
with
their
own
questions
to
examine
 during
the
experiment
using
a
KWL
chart.

 
 Lesson
Procedure
and
Activities:
 
 Introduction:
(About
5
minutes)
 •

TTW
review
the
PowerPoint
from
this
lesson
(on
energy
–
heat
and
static/current
 electricity).

•

TTW
complete
the
K
and
W
portions
of
a
K‐W‐L
chart
with
the
whole
class
to
use
to
 help
her
direct
her
lesson
and
also
to
review
for
the
children.

•

TTW
state
the
purpose
of
the
lesson:
“Today
we
will
examine
one
type
of
energy
we
 have
been
talking
about,
static
electricity”

Activities:


 •

TTW
introduce
the
materials
that
will
be
used
in
the
experiment
and
talk
about
what
 they
are
and
what
they
can
be
used
for

relate
them
to
real
life
(materials
include
 balloon,
Styrofoam
peanuts,
hair,
clothes).

•

TTW
introduce
the
question/problem
(What
will
happen
when
a
balloon
is
rubbed
 on
different
things
and
held
above
the
Styrofoam
peanuts?)

•

TTW
pass
out
the
data
sheet
and
have
the
students
write
down
their
hypotheses.

26 •

Once
everyone
has
written
their
own
individual
hypothesis,
TTW
have
the
students
 share
their
hypotheses
with
their
neighbors
and
make
sure
to
have
them
include
why
 they
think
what
they
think.
(TTW
scaffold
these
discussions.)

•

TTW
show
and
tell
the
students
exactly
what
is
expected
in
the
procedure
of
the
 experiment
–
point
out
that
the
procedure
is
written
out
for
them
on
their
data
 sheets
and
also
state
what
is
expected
of
them
once
they
finish
(can
experiment
with
 other
objects,
must
write
a
conclusion
and
draw
a
picture
of
what
happened).

• •

TTW
have
the
children
work
in
groups
to
complete
the
experiment.
 While
the
students
are
working,
TTW
walk
around
and
scaffold
the
children,
asking
 them
questions
and
building
on
their
knowledge.

 o What
happened
to
the
Styrofoam
peanuts
when
you
rubbed
the
balloon
on
 the
fabric
sheets?
 o Why
do
you
think
that
happened?
//
Why
did
this
change
occur?
 o What
do
you
think
will
happen
when
you
rub
it
on
this?
Why?
 o What
are
some
other
objects
you
could
test
this
on?
 o How
can
you
use
your
sheet
to
record
the
results
to
show
what
happened?
 o What
might
have
happened
if
the
balloon
had
not
been
rubbed
on
 anything?
 o What
do
the
materials
act
like?
What
are
they
doing?
(magnets
–
attracting)
 o Do
you
think
you
can
find
something
that
might
repel
the
balloon?

 o Why
might
something
repel
the
balloon
instead
of
attract
it?

•

TTW
allow
the
children
ample
time
to
experiment
with
the
materials
making
sure
 each
child
gets
a
chance
if
he/she
wants.

•

TTW
regain
the
class’
attention,
and
hold
a
discussion
about
their
findings
(use
same
 questions
from
earlier
that
were
used
to
scaffold
children
during
the
experiment

Closure:

Briefly
summarizes,
reviews,
or
wraps
up
the
experience.
(About
5
minutes.)
 • •

TTW
lead
a
class
discussion
about
what
this
activity
showed
(static
electricity).
 TTW
go
over
what
static
electricity
is
and
relate
it
to
a
few
real
life
examples
 (lightning,
fleeces
in
the
dryer,
sliding
down
a
slide
and
then
touching
someone,
 etc…)

27 Accommodations/Modifications:

 •

I
plan
to
group
the
children
on
their
level
and
based
on
their
personalities
so
that
each
 group
has
a
natural
leader,
a
good
listener,
and
people
of
similar
levels
that
will
 challenge
each
other.

 o This
will
also
help
with
my
behavior
needs
because
the
children
will
be
placed
in
 these
groups
also
considering
that
they
would
work
very
well
together.

•

I
will
accommodate
different
ability
levels
by
allowing
the
children
to
experiment
with
 their
own
materials
they
come
up
with.
The
lower
children
might
not
get
to
this
because
 they
might
need
the
time
on
the
central
experiment,
while
other
groups
will
have
time
 to
explore
and
discuss
their
own
hypotheses
about
different
materials.

•

My
questions
to
be
asked
throughout
the
lesson
will
be
directed
ad
individual
children’s
 ability
levels
and
I
will
use
them
to
challenge
my
students
across
all
levels.

Post‐Assessment/Evaluation:

 • • •

TTW
monitor
students
progress
with
the
unit
checklist.
 TTW
note
the
students
growth
through
observation
and
anecdotal
records.
 The
students
will
take
a
quiz
on
this
week’s
lesson
at
the
end
of
the
week.
A
section
of
 that
quiz
is
on
static
electricity
and
I
will
definitely
know
whether
or
not
the
objective
 was
met
and/or
if
I
need
to
review
anything
else
before
the
test.

Name: _______________________________

Problem: What will happen when a balloon is rubbed with different materials and held over the Styrofoam peanut Hypothesis:_____________________________________________ ______________________________________________________ ______________________________________________________ Materials: • • • • •

Balloons Packing peanuts Fleece or wool fabric sheet Flannel or felt fabric sheet Hair

Procedure/Data: Rub the balloon on different materials (fleece, wool, flannel, or felt) and hold over the Styrofoam peanuts. Materials Fleece or Wool Felt or Flannel Hair

What happens to the packing peanuts?

29

Conclusion: _____________________________________________________ _____________________________________________________ _____________________________________________________ _____________________________________________________ _____________________________________________________ _____________________________________________________

What did you learn about static electricity in this experiment? _____________________________________________________ _____________________________________________________ _____________________________________________________ Draw a picture of the experiment.

30

2nd
grade
–
individual
experiment

 Lesson
Topic:

Exploring Sound!

Objectives:

(TLW:)

 TCW explore and increase their understanding sound in regards to pitch.
 
 GLE’s/Benchmarks:

• •

21. Use students’ own voices to demonstrate pitch (e.g., low, high) (PS-E-C1) 22. Give examples of objects that vibrate to produce sound (e.g., drum, stringed instrument, end of a ruler, cymbal) (PS-E-C1)

Teacher
Materials/Resources: •

Ruler for each student

•

Data sheet for each student

Student
Materials/Resources

• •

Ruler Data sheet

Technology
Integration:

no
technology
in
this
lesson
 
 Pre‐Assessment: To determine whether the activity meets their needs and abilities, use preassessments for unit to come up with questions to use throughout lesson. To ensure that this meets the interests of the children, I will allow them adequate amount of time to explore the materials that they may or may not be familiar with and make the real life connection by talking about what we will use the materials for.

31 Lesson
Procedure
and
Activities:
 Introduction:
(About
5
minutes) •

TTW read through the paragraph about sound on the front page of the data sheet.

•

TTW walk the children through the mini activity about the pitch of their voice.

•

TCW observe and record the changes in the high and low pitch of his/her voice.

•

TTW discuss this mini-activity in the perspective of the understanding of pitch in relations to vibrations and changes in sound.

•

TTW state the purpose of the experiment: “Today we will explore the difference between high and low pitch.”

Activities:

This is a detailed, step-by-step list of the activities. Include questions you may ask the students, if applicable. Be very specific so anyone can follow the directions to conduct the lesson.

• •

TTW have the children work individually completing this experiment. TTW walk around the room scaffolding the children with the following questions: o How does the first time you plucked the ruler differ from t his time? o What is the ruler doing? o How do the vibrations differ between each length being plucked? o How does the sound differ between each length being plucked? o Why is the length of the ruler significant to how it sounds? o Why is the length of the ruler significant to how it vibrates? o How is the length and vibration related to how something sounds?

Closure:

(About
5
minutes)

• •

TTW
have
the
children
fill
in
the
conclusion
section
of
their
data
sheet.
 TTW
lead
a
discussion
on
the
conclusion
of
the
lesson
using
the
conclusion
section
of
 the
sheet.

•

TTW
make
sure
to
include
real‐life
examples
in
this
discussion.

Accommodations/Modifications:

•

I
will
accommodate
for
the
different
levels
in
my
class
through
the
different
types
of
 questions
I
will
ask
the
class
as
a
whole
and
individual
children
as
I
walk
around
while
 they
are
conducting
the
experiment.

32 •

I
will
make
sure
that
the
children
have
ample
time
to
finish
this
lesson
and
also
ample
 time
to
explore
the
materials
and
do
the
“plucking”
of
the
ruler
as
many
times
as
they
 need
to.

•

I
will
allow
children
to
work
with
those
around
them
if
they
desire
so
as
to
scaffold
each
 other,
but
I
will
have
enough
materials
for
each
child
to
do
it
by
him/herself
so
that
 he/she
can
work
alone
if
he/she
desires
and/or
works
better
that
way.

Post‐Assessment/Evaluation:

• • •

TTW
monitor
students
progress
with
the
unit
checklist.
 TTW
note
the
students
growth
through
observation
and
anecdotal
records.
 The
students
will
take
a
quiz
on
this
week’s
lesson
at
the
end
of
the
week.
A
section
of
 that
quiz
is
on
static
electricity
and
I
will
definitely
know
whether
or
not
the
objective
 was
met
and/or
if
I
need
to
review
anything
else
before
the
test.

33

Name: _____________________________

The energy that you can hear is sound. Sound is made when things vibrate, or move back and forth, very fast. Sounds can move through solids, liquids, or gases. You hear sounds with your ears. Sound vibrations move through the air into each ear. The vibrations reach your eardrum and make it vibrate. You can use your vocal chords to make sound.

Explore: Put your hand on your throat when you talk and you can feel the vocal chords vibrate. What do you hear and feel? _____________________________________________________ _____________________________________________________ _____________________________________________________ _____________________________________________________

34

Talk in a high-pitched voice (like the Mama bear from The Three Little Bears). Then talk in a low-pitched voice (like the Papa Bear). Does it feel or sound any different? _____________________________________________________ _____________________________________________________ _____________________________________________________

Problem: Does the length of an object affect the sound it makes when it vibrates? Hypothesis:____________________________________________ _____________________________________________________ _____________________________________________________

Materials: • Ruler • Data sheet

35

Observation/Data: Object Ruler with 9 inches hanging off the table

Ruler with four inches hanging off the table

What I saw

What I heard

36

Conclusion: 1. Sounds are made when things ________________________.

2. The second time the ruler was struck it vibrated _____________ than the first time it struck.

3. The first time the ruler was plucked, it sounded ______________ than the second time. • Why do you think this is: _____________________________________________ _____________________________________________ _____________________________________________ _____________________________________________ _____________________________________________

37 2nd
grade
–
groups
of
3‐4
 Lesson
Topic:
Investigating
Light!

Objectives:

(TLW:)

TCW
increase
his/her
understanding
of
what
happens
when
light
hits
different
objects. 
 GLE’s/Benchmarks:

(italics
are
the
most
important
for
lesson) •

23.
Change
the
direction
of
light
by
using
a
mirror
and/or
lens
(PS‐E‐C2)

•

24.
Describe
how
light
behaves
when
it
strikes
objects
and
materials
(e.g.,
transparent,
 translucent,
opaque)
(PS‐E‐C2)

•

3.
Use
observations
to
design
and
conduct
simple
investigations
or
experiments
to
answer
 testable
questions
(SI‐E‐A2)

•

4.
Predict
and
anticipate
possible
outcomes
(SI‐E‐A2)

•

5.
Use
a
variety
of
methods
and
materials
and
multiple
trials
to
investigate
ideas
(observe,
 measure,
accurately
record
data)
(SI‐E‐A2)

Teacher
Materials/Resources: •

Investigating light data sheet

•

Question cards to pass out

•

Light discovery kits (includes: a flashlight with batteries, plastic shopping bag, clear plastic baggie, and pieces of the following: saran wrap, waxed paper, foil, bag, yellow fabric, purple fabric, corkboard, and cardboard.

•

Various and assorted objects at the front of the room for children to use to continue exploring.

•

PowerPoint

Student
Materials/Resources:





activity including materials, supplies and equipment. •

Data
sheet

•

Light
discovery
kits
(see
above)

•

Pencil

38 Technology
Integration:

TTW use a PowerPoint as an introduction to this lesson
 
 Pre‐Assessment: To determine whether the activity meets their needs and abilities, use preassessments for unit to come up with questions to use throughout lesson. To ensure that this meets the interests of the children, I will allow them adequate amount of time to explore the materials that they may or may not be familiar with and make the real life connection by talking about what we will use the materials for. I will also use the preassessment data I have gathered to determine how I should group the children so as to to challenge each child but also make sure they are on similar levels and work well together.

Lesson
Procedure
and
Activities:
 
 Introduction:
(About 5 minutes)

•

TTW
review
what
is
known
about
light
so
far
and
reintroduce
the
terms
opaque,
 transparent,
translucent.
(Can
use
PowerPoint)

have
a
good
discussion
with
details
 and
examples
(light
travels
in
a
straight
line;
what
does
translucent,
transparent,
and
 opaque
mean,
what
do
opaque
objects
create
when
light
is
shined
on
them?)

•

TTW state the purpose of this lesson (“Today we are going to experiment with what happens when light hits certain objects”)

Activities:

• •

TTW
pass
out
the
data
sheet
and
show
the
children
what
is
in
the
light
discovery
kits.
 TTW
explain
to
children
what
we
are
going
to
do
with
this
experiment
very
explicitly
 showing
them
an
example
and
stating
what
to
do
when
done
with
exploration.
 o Use
1
color
x
or
check
for
predictions,
and
another
color
for
actual
result.
 o When
you
finish
with
all
the
materials
on
the
sheet,
can
use
the
blanks
to
 explore
with
more
from
basket
up
front,
and
will
get
questions
to
answer
and
 discuss
with
group

• •

TTW
allow
children
ample
time
to
explore
materials
alone
and
with
the
flashlight.
t
 While
the
children
are
working
TTW
walk
around
and
scaffold
the
students.
 o Why
do
you
think
a
shadow
forms
when
light
hits
an
opaque
object?

39 o What
would
happen
if
you
shined
a
light
on
something
with
holes
(like
a
 basket)?
 o If
a
window
is
an
example
of
a
sheer
object,
do
sheer
objects
allow
light
to
pass
 through
them?
 o If
you
didn’t
have
a
flashlight,
how
could
you
show
what
occurs
when
you
 shine
light
on
an
object?
 o SEE
THE
HIGHER
ORDER
THINKING
CARDS
FOR
MORE
EXAMPLES
OF
QUESTIONS
 •

TTW
pass
out
the
higher
order
thinking
question
cards
appropriate
for
their
level
to
 discuss
when
a
group
finishes
their
exploration.

 o SEE
THE
HIGHER
ORDER
THINKING
CARDS
FOR
MORE
EXAMPLES
OF
QUESTIONS

•

TTW
have
the
class
come
back
together
to
discuss
findings.

•

TTW
have
children
talk
about
the
different
objects,
what
they
were,
and
why/how
they
 discovered
this.
 o If
there
is
time,
bring
in
new
examples
and
ask
children
to
predict
and
then
 explore
together
(1
for
each
category)
 o Review
the
definitions
for
each
 o Discuss
what
might
happen
if
you
shined
a
flashlight
on
a
mirror…?

•

TTW
go
over
some
of
the
question
cards
and
discuss
them…

Closure:
(About 5 minutes.)

• •

TTW
make
sure
to
review

 TTW
conclude
lesson
by
introduce
the
scavenger
hunt
and
explain
to
children
that
it
is
 not
homework
but
a
fun
activity
for
them
to
do
with
their
family/parents
if
they
choose.
 (Can
be
fun
to
teach
them
what
you
know!)

Accommodations/Modifications:


 •

I plan to group the children on their level and based on their personalities so that each group has a natural leader, a good listener, and people of similar levels that will challenge each other. o

This will also help with my behavior needs because the children will be placed in these groups also considering that they would work very well together.

•

I will accommodate different ability levels by allowing the children to experiment with their own materials they come up with. The lower children might not get to this because they might need

40 the time on the central experiment, while other groups will have time to explore and discuss their own hypotheses about different materials. •

My questions to be asked throughout the lesson and my question cards will be directed ad individual children’s ability levels and I will use them to challenge my students across all levels. When I hand out the question cards, they will be color coded so I can hand them to individuals or groups according to their level or how much I think I can challenge them.

Post‐Assessment/Evaluation:
 •

TTW
assess
a
child’s
understanding
of
what
happens
when
light
hits
different
objects
 (opaque,
transparent,
translucent)
through
observation
and
anecdotal
records.

•

TTW
use
her
unit
checklist
to
monitor
children’s
growth
and
understanding.

•

The
students
will
take
a
quiz
at
the
end
of
the
week
pertaining
to
light.
Through
this
quiz
I
will
 definitely
know
whether
or
not
the
objective
was
met
and/or
if
I
need
to
review
anything
else
 before
the
test.

41

Name:

Date: Investigating Light

Object: Saran Wrap Waxed Paper Foil Plastic Bag Cardboard Baggie Corkboard Yellow Fabric Purple Fabric

Transparent

Translucent

Opaque

42

Name:

Date: Light Scavenger Hunt

Opaque

Translucent

Transparent

43

When you shine on something opaque what happens? When you shine on something transparent what happens?

What does an opaque object allow to form behind it when you hold it up to light?

Why do you think a shadow forms when light hits an opaque object?

What are some different sources of light?

What would happen if there were holes in any of the objects you explored?

What are some When you shine on objects other than a something translucent mirror that reflect what happens? light?

When you shine on something opaque what happens?

If you didn’t have a flashlight, how could you show what occurs when you shine light on an object? Does one of the What are some objects you explored different objects you reflect more light can think of that are than another? Explain. opaque?

When you shine on something transparent what happens?

What happens to a shadow when the light is turned off or blocked?

What are different objects you can think of that are transparent?

When you shine on What kind of objects something translucent can block light? what happens?

What are different objects you can think of that are translucent?

What would happen if you shined a light on something with holes (like a basket)?

What happens when light hits a mirror?

If a window is an example of a sheer object, do sheer objects allow light to pass through them?

44

INSTRUCTIONAL
DECISION‐MAKING
 After
looking
through
the
formative
assessments
I
was
collecting
the
unit
(such
as
the
 my
overall
checklist,
child
self‐assessment
forms,
and
personal
observation)
I
noticed
around
 day
10
that
the
students
did
not
fully
understand
the
concept
of
pitch
in
regards
to
sound.
Most
 of
the
students
I
talked
to
and
through
observations
during
class
discussions
showed
that
they
 did
not
fully
understand
what
pitch
was
and
what
caused
sounds
to
be
either
high
or
low
pitch.

 When
looking
at
my
checklist
I
realized
that
only
about
5
people
had
shown
me
that
they
fully
 understood
pitch.
I
took
a
quick
survey
at
the
end
of
one
lesson
asking
the
children
about
pitch
 and
asking
them
to
fill
out
a
self‐assessment
form
specifically
about
pitch.
Most
of
the
children
 responded
with
a
lot
of
confusion
and
wrote
down
a
lot
of
good
questions.

 I
decided
to
spend
one
of
my
review
days
reviewing
pitch
specifically.
I
decided
that
 spending
another
day
clarifying
pitch
would
be
more
beneficial
than
skimming
over
it
in
an
 overall
review
because
the
children
clearly
needed
another
day
being
retaught
this
topic.
I
also
 realized
that
I
needed
to
rethink
my
lessons
and
how
I
taught
pitch
because
what
I
did
 previously
needed
to
be
changed.
My
lesson
on
pitch
was
done
mainly
as
whole
class
so
this
is
 something
that
I
wanted
to
change
in
this
new
lesson.
 In
order
to
review
pitch
I
came
up
with
a
new
lesson
on
pitch
because
clearly
the
activity
 I
had
used
before
was
not
sufficient
with
for
learning.
I
needed
to
make
sure
that
each
child
got

45

a
first
hand
experience
with
different
levels
of
pitch
so
that
they
would
each
be
able
to
have
a
 personal,
hands‐on
experience
with
the
topic.

The
science
lab
at
Bains
Elementary
had
tuning
 forks
in
it
of
different
sizes
and
therefore
I
was
able
to
give
each
child
a
tuning
fork
each
with
 significantly
different
pitches.

I
had
the
children
each
use
their
forks
to
make
a
sound
and
then
 compare
it
to
the
other
tuning
fork.
The
children
were
able
to
see
the
different
lengths
of
the
 tuning
forks,
see
and
feel
the
different
types
of
vibrations
the
tuning
forks
made,
and
hear
the
 different
pitches
of
sounds
the
tuning
forks
made.
I
had
the
children
do
each
tuning
fork
at
 least
once
one
at
a
time
and
at
least
once
together
so
they
could
compare
them.
Most
children
 did
it
many
more
times
than
just
once.
I
was
able
to
complete
this
activity
with
the
children
 individually
having
hands
on
experiences
with
the
tuning
forks
therefore
giving
them
the
 opportunity
to
make
their
own
sounds
in
different
pitches.
This
significantly
improved
their
 understanding
of
pitch
and
the
children
were
then
able
to
converse
about
it
with
each
other
 and
answer
all
questions
I
gave
them.

 Another
instance
in
which
I
made
an
instructional
decision
throughout
the
unit
was
 when
I
realized
that
a
few
students
needed
some
extra
time
to
discuss
static
electricity
during
a
 lesson.
I
noticed
a
particular
group
was
having
a
lot
of
questions
and
when
I
questioned
them
 they
did
not
seem
to
fully
understand
what
the
experiment
we
had
just
done
actually
showed.
I
 allowed
the
children
in
the
class
who
were
finished
and
fully
understood
the
lesson
to
move
on

46

to
something
else.
I
had
my
mentor
teacher
instruct
them
in
Fundations
and
SSR
time
while
I
 pushed
the
next
thing
I
had
planned
(Fundations)
and
allowed
the
children
who
needed
the
 extra
time
to
stay
with
me
so
I
could
clarify
the
lesson
with
me
to
further
explore
and
was
able
 to
personally
walk
each
child
in
the
group
of
six
through
the
example
of
the
lesson
and
fully
 explain
how
the
balloon
was
attracting
and
repelling
particles
and
therefore
represented
static
 electricity.
I
believed
this
would
improve
their
performance
towards
the
learning
goal
because
 if
I
was
to
just
skip
over
their
questions
and
misunderstandings,
they
might
never
have
time
 again
to
explore
it
as
fully
as
they
could
now
with
the
materials
we
had
in
front
of
us.
I
believed
 that
taking
the
time
to
do
it
now
was
the
best
option
because
it
acted
on
the
children’s
 questions
and
concerns
now
so
that
any
confusion
could
be
cleared
up.

47 ANALYSIS
OF
STUDENT
LEARNING

20

15

Points
Earned

10

5

0

‐5

Mason
McKey
 Connor
Ford
 Skyler
Evans
 Ashleigh
Godke
 Devin
McLendon
 Sidney
Johnson
 Kaitlyn
McClure
 Maverick
Hawkins
 Jayla
Burrell
 Maggie
Hawkins
 Joseph
Rogers
 Ker'Lisa
Newton
 Antonio
Haile
 Catherine
Hodges
 Jarius
Harrison
 Anthony
Butler
 Mari
Jackson
 Caylen
DeLaney
 Hayes
Green
 Josie
D'Aquilla
 Parker
Bristow
 Donovin
Rogers

Name
 Mason
McKey
 Connor
Ford
 Skyler
Evans
 Ashleigh
Godke
 Devin
McLendon
 Sidney
Johnson
 Kaitlyn
McClure
 Maverick
Hawkins
 Jayla
Burrell
 Maggie
Hawkins
 Joseph
Rogers
 Ker'Lisa
Newton
 Antonio
Haile
 Catherine
Hodges
 Jarius
Harrison
 Anthony
Butler
 Mari
Jackson
 Caylen
DeLaney
 Hayes
Green
 Josie
D'Aquilla
 Parker
Bristow
 Donovin
Rogers

Preass.
 Postass.
 LG
1‐
 LG
1‐ LG2‐ LG2‐ Lg3‐ LG3‐ total
 total
 pre
 post
 pre
 post
 pre
 post
 4
 12
 2
 3
 0
 4
 2
 5
 5
 7
 2
 1
 1
 3
 1
 3
 5
 13
 3
 5
 1
 5
 0
 3
 6
 17
 5
 5
 1
 7
 3
 5
 6
 17
 4
 6
 0
 2
 2
 5
 6
 16
 3
 5
 0
 6
 2
 5
 6.5
 18
 3
 6
 3
 7
 2
 5
 6.5
 11
 3
 3
 2
 4
 2
 4
 7
 14
 3
 5
 1
 3
 3
 6
 7
 6
 2
 3
 3
 0
 2
 3
 7.5
 17
 4
 6
 2
 6
 2
 5
 7.5
 11
 4
 3
 1
 2
 3
 5
 8
 17
 4
 6
 1
 7
 1
 5
 8
 17
 4
 6
 2
 7
 1
 4
 9
 14
 4
 6
 4
 3
 2
 5
 9.5
 15
 5
 6
 2
 4
 3
 5
 9.5
 14
 5
 6
 4
 4
 3
 4
 10
 17
 4
 6
 3
 6
 2
 5
 10
 14
 4
 6
 2
 3
 5
 5
 10
 17
 5
 6
 2
 6
 3
 5
 11.5
 11
 6
 5
 4
 3
 3
 3
 12
 15
 5
 5
 1
 5
 3
 5
 
 
 Overall
 
 
 
 
 
 Preass.
 
 total
 Postas 
 s.
total
 LG
1‐

Children's
names

pre
 LG
1‐ post
 LG2‐ pre

48

Learning
Goal
1

7

5
 4
 LG
1‐
 pre

3
 2

LG
1‐ post

1
 0

Mason
McKey
 Connor
Ford
 Skyler
Evans
 Ashleigh
Godke
 Devin
McLendon
 Sidney
Johnson
 Kaitlyn
McClure
 Maverick
Hawkins
 Jayla
Burrell
 Maggie
Hawkins
 Joseph
Rogers
 Ker'Lisa
Newton
 Antonio
Haile
 Catherine
Hodges
 Jarius
Harrison
 Anthony
Butler
 Mari
Jackson
 Caylen
DeLaney
 Hayes
Green
 Josie
D'Aquilla
 Parker
Bristow
 Donovin
Rogers

Points
Earned

6

Children

The
maximum
amount
of
points
for
this
section
is
6
points.
The
children
got
1
point
for
 correctly
answering
questions
1‐3
and
then
up
to
3
points
on
question
number
12
for
naming
3
 things
energy
is
used
for.
On
the
pretest
the
lowest
score
was
2
points
and
the
highest
score
 was6
points.
However,
on
the
post‐test
the
lowest
score
was
1
point
and
the
highest
score
was
 again
6
points.
There
were
only
3
students
that
dropped
below
their
original
score
on
the
post
 test
and
then
3
more
students
who’s
post
test
results
stayed
exactly
the
same
as
the
pre‐test
 assessment
results
while
I
had
19
students
who
earned
more
points
on
the
post
assessment
 than
the
preassessment.
Overall,
the
students
improved
their
knowledge
related
to
this
 learning
goal.

49

Learning
Goal
2

8

Points
Earned

7
 6

5
 4
 LG2‐ pre

3
 2

LG2‐ post
 Parker
Bristow

Donovin
Rogers

Josie
D'Aquilla

Hayes
Green

Caylen
DeLaney

Mari
Jackson

Anthony
Butler

Jarius
Harrison

Antonio
Haile

Children

Catherine
Hodges

Ker'Lisa
Newton

Joseph
Rogers

Maggie
Hawkins

Jayla
Burrell

Maverick
Hawkins

Kaitlyn
McClure

Sidney
Johnson

Devin
McLendon

Ashleigh
Godke

Skyler
Evans

Connor
Ford

0

Mason
McKey

1

On
learning
goal
2,
the
maximum
amount
of
points
that
could
be
earned
was
8
points.
 The
children
could
get
one
point
for
each
question,
3‐6,
and
up
to
4
points
for
each
of
the
4
 stages
of
how
a
sound
travels.
The
lowest
score
on
the
pretest
was
0
and
the
highest
score
was
 4
points.
On
the
post
test
the
lowest
amount
scored
was
0
and
the
highest
amount
scored
was
 7.
There
were
only
3
students
who
dropped
below
their
original
pretest
score
for
this
learning
 goal
and
there
was
only
1
student
who
scored
the
same
amount.
That
means
that
18
children’s
 scores
increased
from
the
pre
assessment
to
the
post
assessment.
Overall
the
children’s
 knowledge
increased
pertaining
to
this
learning
goal.

50

Learning
Goal
3
 6

Points
Earned

5
 4
 3
 2
 Lg3‐pre

Donovin
Rogers

Parker
Bristow

Josie
D'Aquilla

Hayes
Green

Caylen
DeLaney

Mari
Jackson

Anthony
Butler

Jarius
Harrison

Catherine
Hodges

Antonio
Haile

Joseph
Rogers

Ker'Lisa
Newton

Maggie
Hawkins

Jayla
Burrell

Maverick
Hawkins

Kaitlyn
McClure

Sidney
Johnson

Devin
McLendon

Ashleigh
Godke

Skyler
Evans

Connor
Ford

0

Mason
McKey

1

LG3‐post

Children

For
learning
goal
three
the
maximum
amount
of
points
one
could
earn
was
5
points.
The

children
could
get
one
point
each
for
correctly
answering
questions
8,
9,
10,
11,
and
14.
The
 lowest
score
on
the
pretest
was
a
0
and
there
was
one
child
who
scored
a
5
(a
perfect
score),
 however,
I
believe
he
was
taking
an
educated
guess
and
did
not
fully
understand
the
meaning
 behind
the
concept.
Other
than
that
one
child,
the
highest
score
for
the
pretest
was
a
3.
The
 lowest
score
on
the
post
test
was
a
3
and
the
highest
score
on
the
post
test
was
a
5.
I
had
no
 children’s
scores
fall
below
what
they
scored
on
the
pretest
and
only
2
children
score
the
exact
 same
for
the
post
test.
Overall
I
had
21
children’s
scores
increase
therefore
showing
that
the
 children’s
knowledge
definitely
increased
on
this
learning
goal.

51

Low
 6
 5

4
 3

2
 1
 0

Pre
 Post

Medium
 6

5
 4

3
 2

1
 0

Pre
 Post

High
 6
 5
 4
 3

2
 1

0

Pre
 Post

52

Subgroups
 The
previous
graphs
present
the
data
for
groups
of
students
according
to
their
levels.
I
 sorted
them
from
their
pre‐assessment
results
into
3
groups,
high,
medium,
and
low.
This
made
 it
easier
to
kind
of
see
and
have
a
starting
point
for
each
level
of
understanding
for
this
unit.
 The
great
thing
about
this
is
that
some
children
core
higher
than
what
I
would
say
their
overall
 level
is
because
this
is
a
topic
that
they
knew/understood
more
about.
The
children
in
the
low
 group
scored
an
average
of
2.625
more
points
from
the
pre‐test
to
the
post
test.
The
children
in
 the
middle
group
scored
an
average
2.57
more
points
from
the
pre‐test
to
the
post‐test.
The
 children
in
the
high
group
scored
an
average
1.53
more
points
from
the
pre‐test
to
the
post
test.
 This
data
shows
that
I
could
have
done
a
better
job
of
challenging
the
higher
group
and
also
a
 better
job
of
making
sure
the
lower
group
reaches
its
full
potential
because
in
the
end
the
 learning
gap
still
exists
even
though
I
am
really
trying
to
change
the
learning
gap.

 
 Individual

Learning
goal
1
represented
the
children’s
knowledge
of
different
types
of
energy
and

how
it
functions
in
every
day
life.
When
examining
two
different
individuals
I
examined
two
 children
both
in
the
medium
level
of
this
topic
at
the
pre‐assessment
but
who’s
post‐ assessment
was
dramatically
different.
Child
A’s
learning
increased
a
lot.
For
LG1
he
earned
2

53

more
points
during
his
post
assessment,
for
LG2
he
earned
5
more
points
and
for
LG3
he
 earned
4
more
points.
In
comparison,
Child
B
scored
lower
on
her
post‐assessment
than
her
pre
 assessment.
For
LG1
she
earned
1
point
less,
for
LG2
she
earned
3
points
less,
and
for
LG3
she
 earned
1
point
less.
For
all
learning
goals
she
scored
less
than
the
first
time
we
had
gone
out.

 
 Student
A
Pretest

Student
A
Post‐test

54

Student
B
Pre‐test

Student
B
Post
test

55

REFLECTION
AND
SELF‐EVALUATION
 Most
successful
learning
goal

My
most
successful
learning
goal
was
definitely
learning
goal
three.
This
learning
goal

had
everything
to
do
with
light
and
several
factors
contributed
to
its
highest
success.
This
 learning
goal
was
very
concrete
and
quite
easy
to
assess.
The
children
either
understood
the
 concepts
of
opaque,
transparent,
translucent,
and
reflecting
objects
or
they
did
not.
When
 teaching
it
the
children
got
hands
on
experiences
with
lots
of
different
materials
and
a
 flashlight
to
be
able
to
personally
explore
these
definitions.
This
made
the
concepts
very
real
 because
it
was
something
they
experienced.
We
also
did
a
lot
of
talking
about
different
objects
 we
knew
personally
in
our
life
and
what
kinds
of
objects
were
opaque,
transparent,
translucent
 or
able
to
reflect.
I
think
my
instruction
throughout
this
area
of
the
unit
was
just
very
well
done.
 I
think
light
is
something
I
personally
understood
really
well
and
so
I
was
therefore
able
to
 convey
it
just
as
well
and
have
the
children
experience
the
correct
things
to
help
them
fully
 understand
the
concept.

 Least
successful
learning
goal

The
least
successful
learning
goal
was
learning
goal
1.
This
learning
goal
had
a
lot
of

different
little
parts
in
it
for
example
it
covered
every
type
of
energy
we
discussed
–
heat,
 current
electricity,
static
electricity,
sound
and
light.
Because
of
this,
it
was
very
easy
for
a
child

56

to
not
understand
one
or
more
concepts
and
therefore
get
some
questions
incorrect
on
this
 part
of
the
assessment.
Also
most
of
the
questions
pertaining
to
this
learning
goal
were
covered
 in
the
first
5
days
of
the
unit.
Although
we
did
review
everything
for
a
day
or
so,
the
children
 had
to
remember
the
information
for
over
10
days
to
do
well
on
it.
I
think
that
some
children
 just
forgot
because
the
experiences
were
not
fresh
in
their
minds,
and
the
concepts
were
 slightly
difficult
if
not
experienced
adequately.
I
also
feel
like
my
instruction
for
this
learning
 goal
was
very
scattered.
I
think
that
there
were
so
many
little
concepts,
that
I
did
not
go
in
 depth
as
much
as
I
needed
to
for
each
one.
The
result
of
this
was
the
children’s
understanding
 of
the
very
surface
of
some
different
topics
but
not
necessarily
a
full
understanding.
If
they
had
 a
full
understanding,
the
children
should
have
been
able
to
remember
the
information
 regardless
of
how
much
time
had
passed
between
instruction
and
assessment.

 Reflection:
Professional
Development

As
a
professional
I
really
do
need
to
work
on
formative
assessment
as
more
than
just
my

personal
observation.
I
had
a
checklist,
but
I
realized
towards
the
end
of
the
unit
that
I
really
 was
relying
on
my
personal
observations
that
I
kept
track
of
in
my
head
to
guide
my
 instructional
decisions.
I
had
no
concrete
evidence
or
even
my
own
ideas
written
down
to
 prove
why
I
was
doing
what
I
was
doing.
This
is
helpful
so
when
parents
or
administrators
 question
what
I’m
doing
in
my
classroom,
I
am
able
to
come
up
with
very
concrete
examples

57

and
not
just
say
“I
felt
it
was
necessary.”
With
better
formative
assessments
I
would
be
able
to
 give
them
a
reason
why.

I
also
would
like
to
work
on
assessing
children’s
work
more
instead
of
just
“testing”

them
by
asking
them
questions
and
looking
for
an
answer.
Whether
through
an
interview
or
 through
paper
and
pencil,
even
if
I
am
very
open
minded
about
their
responses,
all
question
 and
answer
assessments
are
very
similar
in
the
way
they
want
children
to
recall
information.
If
I
 had
done
some
sort
of
project
with
this
unit
instead
of
the
weekly
quizzes
or
graded
their
 experiments
instead
of
their
quizzes.
If
I
did
this
I
think
the
measurements
would
actually
be
 fairer
because
some
children
just
don’t
test
well
and
this
way
I
would
be
looking
at
different
 avenues
and
modes
of
learning.
Children
would
have
been
able
to
work
together
and
build
off
 of
each
others
knowledge
on
the
project
as
well
which
is
just
creating
another
environment
for
 learning
from
more
the
more
competent
others
around
them.

Overall
I
really
liked
how
this
unit
turned
out
for
the
children
in
my
class.
I
think
that

they
did
pretty
well
for
such
a
difficult
topic.
I
think
there
are
a
lot
of
things
I
could
have
done
 better,
especially
in
the
assessment
area
and
keeping
up
with
all
the
parts
of
this
project.
I
think
 that
I
will
try
to
do
another
TWS
or
at
least
parts
of
it
for
my
next
unit
in
science,
plants.
 Hopefully
it
will
be
a
good
learning
experience
and
fully
show
that
I
understand
how
to
plan
a
 unit!

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