EDUC 450: FIELD EXPERIENCE – LEVEL III

SCHOOL OF EDUCATION – CLAFLIN UNIVERSITY

Student: Marquetta Strait Mentor Teacher: Mrs. Jackson/Mrs. Jeffords’ Academic Year: 2013-2014

District: Orangeburg Consolidated School District 5 School: Bethune-Bowman Elementary School

Grade Level: 4th Subjects: Math and Science Dates of unit: March 19-March 24, 2014

Section I: Unit Title and/or Description: The Phases of the Moon| Lines, Angles, Rays, and Points

Section II: Description of Students: Describe (1) the number of students, (2) demographics of the students, and (3) any other special features or important information that you included in your Long Range Plan as you described your students.

Describe the number of students, demographics of the students, and any other special features or important information.

In Mrs. Jeffords’ first class, she has a total of eighteen students. The class is composed of 9 boys and 9 girls. There is 1 Hispanic student, 2 Caucasian students, and 15 African American students in this class. There are two students on IEPs, and one student must receive special accommodations during assessments. There is also one student with a hearing/speech difficulty. The students’ GE range for Star Math range from 2.0-6.9. 36.8% of the students, in this class, lie in the 3.0-3.9 range. Only 5.3% of the class is above the 75th and above percentile. In addition to this, the students’ Star Reading is 0.9-5.9.

In the second class, there are twenty-one students. The class is composed of 13 boys and 8 girls. The students’ demographics are 2 Caucasian students and 19 African American students in this class. The students’ GE range for Star Math range from 1.0-5.9. 35% of the students, in this class, lie in the 3.0-3.9 range. Only 20% of the class is above the 75th and above percentile. In addition to this, the students’ Star Reading is 0.9-6.9.

Both of these classes receive a math interventionist, Mrs. Kenzie. She usually pulls students out during their science time to work on their number concepts and any other challenges students are having in mathematics.

Section III: Contextual Factors: Describe the contextual factors, including the (1) relevant student characteristics from Section II, as well (2) as other factors related to the community, district, school, classroom, or students, that are likely to impact instruction and/or student learning with regard to the selected instructional unit. Include a (3) description of the ways in which each of these factors will be taken into consideration during unit planning and instruction.

The students’ reading levels range from 0.8-5.9. This information was obtained from the school’s librarian. Although this is mathematics and science, reading plays a pivotal role in how students comprehend the question at hand. To get students to read more, I have students take turns reading the passages that are being discussed in the lessons. I also encourage the students to read if they are an early finisher. Knowing the students’ need to read, I incorporate ELA into science and math by presenting

M. Strait 2

articles that focus on space or scientific exploration. These passages also include graphic features, such as bar graphs.

The students with IEPs attend a one hour session with their resource teacher, Mrs. Camp. I converse with the IEP teacher and speech teacher, Mrs. Darby, to stay updated on the students’ progression. In addition to this, I have students to read for at least 20 minutes at home with their parents. This allows parents to observe their children’s strengths and weaknesses in reading. To make accommodations for IEP students, I read the assessment to the students in the rear of the classroom and provide scaffolding techniques to guide them in their independent practice.

The students are interested in dance, singing, sports, Beyblades (a spinning top that is used to battle other tops), video games, and music. I incorporate the students’ interests into the lesson. For example, while learning about angles, students are able to draw a picture using lines, line segments, and angles.

In addition to keeping myself abreast of students’ progression with resource teachers, I also converse with the students’ parents and send home progress reports. Through the parents and students, I am informed about other surrounding factors that may affect the students’ performance, such as death of a family member or illness.

Section IV A: Major Unit Objectives (Key Element 2.A) – (1) List the unit objectives and (2) indicate the corresponding state standards. (Remember objectives must contain 4 parts: performance, product, conditions, and criterion.)

Unit Objectives – Key Element 2.A Correlated Standards/Expectations

Mathematics1. 95 % of my students will be able to understand

that an angle is where two rays meet with a common endpoint, understand that a line goes on forever in both directions, understand that a line segment is part of a line and has two endpoints, and that intersecting lines cross or meet each other at a point.

They will then be able to distinguish points, lines, line segments, rays, angles, and polygons using appropriate notation.

4-4.6 Represent points, lines, line segments, rays, angles, and polygons.

2. 95 % of my students will be able to use the mathematical terms increasing, decreasing, or varying to show change over time to interpret data. The students will be able to imply more than simply reading data in a graph. They will be able to clarify, paraphrase, represent, and translate data from graphical to verbal form.

4-6.2 Interpret data in tables, line graphs, bar graphs, and double bar graphs whose scale increments are greater than or equal to 1.

3. 95% of my students will be able to understand the 4-6.3 Organize data in tables, line graphs,

M. Strait 3

structure of tables, line graphs, and bar graphs. The students will determine which type of graph would best represent the data. The students will engage in real-world experiences in which they organize data. The students will create scales where the increments are greater than or equal to 1.

and bar graphs whose scale increments are greater than or equal to 1.

Science4. 95 % of the students will demonstrate an

understanding of the phases of the moon.4-3.6 Illustrate the phases of the Moon and

the Moon’s effect on ocean tides.

5. 95 % of the students will demonstrate an understanding of shadows and how shadows are created.

4-3.7 Interpret the change in the length of shadows during the day in relation to the position of the Sun in the sky.

4-3.8 Recognize the purpose of telescopes.

Section IV B: Unit Plan (Key Element 2.B)

Describe your instructional plan—that is, the (1) sequence of steps that you need to follow if your students are to achieve the unit objectives. (2) Describe the key instructional activities, strategies, materials and resources—including instructional technology), and indicate the unit objectives (numbered according to the order in which they are listed in Section IV A) that are addressed.

Instructional Plan for the Unit – Key Element 2.B Unit Objective Number (s)

Activities/Strategies/Materials/Resources (Key Element 2.B)I will target my anticipatory set by showing videos on Discovery Education, incorporating students’ interests, posing questions before and throughout my lesson to check my students’ understanding, and incorporating related arts to keep students motivated in the lesson.

Unit Objects 1, 2, 3, 4, and 5

I will target or complete instruction by using a PowerPoint presentation, the Pacing Guide, and I-pads.

Unit Objects 1, 2, 3, 4, and 5

I will target or complete the guided practice by using informal assessments, providing examples, asking for examples of the content, and providing demonstrations. Resources, such as Study Island or other educational games will be used to check students’ comprehension. The students will also get an opportunity to use their I-pads for educational purposes.

Unit Objects 1, 2, 3, 4, and 5

I will distribute valid and reliable worksheets, assessments, group activities, and activities for

Unit Objects 1, 2, 3, 4, and 5

M. Strait 4

independent and group practice. The closure of lessons will be conducted using grand conversation, reviewing independent work, and ticket out the door activities.

Unit Objects 1, 2, 3, 4, and 5

Reflect on the instructional plan for the unit: How does this instructional plan (1) establish a balance between grade-level academic standards and expectations and the needs, abilities and developmental levels of individual students? (2) Discuss the strategies used to teach students on varying levels. (3) Discuss how you designed your instructional plan using students’ characteristics, needs and learning contexts.

This instructional plan will allow me to establish a balance between grade-level academic standards and expectations and the needs, abilities and developmental levels of individual students by allowing me to plan effective lessons, targeting my students’ strengths and weaknesses, and motivating my students with innovative ideas and their interests. I intend to have students engage in discourse to share their opinions, listen to other students’ opinions, and clear misconceptions. By having students work in small groups or with partners, the students will be able to collaborate on a given activity to demonstrate their comprehension of the content.

Section V A: Unit Assessments Key Element (3.A) List the key unit assessments.

Key Unit Assessments(Key Element 3.A)

Type of Assessment(Attach Copies)

Teacher-Made Commercially Available

Weekly Assessments X XWorksheets on angles, points, lines, and line segments X

Mathematics PASS Coach Workbook Activities X

Phases of the Moon Worksheets X

Worksheets on shadows and telescopes X

Science PASS Coach Workbook Activities X

Science PASS Coach Workbook Activities X

M. Strait 5

Reflect on the unit assessments: (1) How did you determine that your unit assessments are valid and reliable for all students? (2) How did you use your prior understanding of students’ skills to plan your instruction?

To determine if my assessments were valid and reliable for all of my students, I ensured that my assessments were aligned to my instruction. I compared and contrasted the students’ pre and post assessments. In addition to this, I compared and contrasted the students’ grades to other students. To plan instruction, I focused on students’ prior knowledge of the content to clear misconceptions that the students may have had. I knew that the students had a variety of reading levels, so I included a variety of texts, illustrations, and activities to keep students challenged.

Section V B: Assessments – (1) Describe and attach the assessments for each unit objective. (2) Include descriptions of any necessary accommodations. For each assessment, (3) include the evaluation criteria (i.e., describe and/or attach each appropriate scoring rubric, observation checklists, rating scales, item weights and the like). (4) Attachments must be clearly labeled to indicate their relationship to the elements in the table below.

Assessments Accommodations Evaluation Criteria

Unit Objective 1: Pre-Assessment(s)

: Post-Assessment(s)

: Other Assessment(s)

Time frame adjusted. A = 93 –100B = 92 –85C= 84 –77D= 76 –70F= 69 - 60

The students may be given a second attempt.

A = 93 –100B = 92 –85C= 84 –77D= 76 –70F= 69 - 60

Unit Objective 2: Pre-Assessment(s)

: Post-Assessment(s)

: Other Assessment(s)

Time frame adjusted. A = 93 –100B = 92 –85C= 84 –77D= 76 –70F= 69 - 60

The students may be given a second attempt.

A = 93 –100B = 92 –85C= 84 –77D= 76 –70F= 69 - 60

M. Strait 6

Unit Objective 3: Pre-Assessment(s)

: Post-Assessment(s)

: Other Assessment(s)

Time frame adjusted. A = 93 –100B = 92 –85C= 84 –77D= 76 –70F= 69 - 60

The students may be given a second attempt.

A = 93 –100B = 92 –85C= 84 –77D= 76 –70F= 69 - 60

Unit Objective 4: Pre-Assessment(s)

: Post-Assessment(s)

: Other Assessment(s)

Time frame adjusted. A = 93 –100B = 92 –85C= 84 –77D= 76 –70F= 69 – 60

The students may be given a second attempt.

A = 93 –100B = 92 –85C= 84 –77D= 76 –70F= 69 – 60

Unit Objective 5: Pre-Assessment(s)

: Post-Assessment(s)

: Other Assessment(s)

Time frame adjusted. A = 93 –100B = 92 –85C= 84 –77D= 76 –70F= 69 – 60

The students may be given a second attempt.

A = 93 –100B = 92 –85C= 84 –77D= 76 –70F= 69 – 60

M. Strait 7

M. Strait 8

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 190

10

20

30

40

50

60

70

80

90

100

Pre-TestPost-Test

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 210

20

40

60

80

100

120

Pre-TestPost-Test

1st Class’ Math Assessment Data

2nd Class’ Math Assessment Data

The above graph shows Ms. Jeffords’ first class’ pre and post assessments. By using the results from the pre-assessment, we were able to focus more on angles to improve the students’ knowledge of acute, right, and obtuse angles. After this extra practice, the students improved on their assessments. I intend to spiral this information to continue providing learning opportunities for the students.

The above graph shows Ms. Jeffords’ second class’ pre and post assessments. By using the results from the pre-assessment, we were able to focus more on angles to improve the students’ knowledge of acute, right, and obtuse angles. After this extra practice, the students improved on their assessments. I do believe that the students could have done better on their post-assessments. I intend to spiral this information to continue providing learning opportunities for the students.

M. Strait 9

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 190

20

40

60

80

100

120

Pre-TestPost-Test

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 210

20

40

60

80

100

120

Pre-TestPost-Test

1st Class’ Science Assessment Data

2nd Class’ Science Assessment Data

The above graph shows Ms. Jeffords’ first class’ pre and post assessments. After distributing the pre-assessments, I realized that the students did not comprehend the moon phases. I knew it was important for us to focus on the moon phases to clear any misconceptions. The students really improved on their post-tests.

The above graph shows Ms. Jeffords’ first class’ pre and post assessments. After distributing the pre-assessments, I realized that the students did not comprehend the moon phases. I knew it was important for us to focus on the moon phases to clear any misconceptions. The students really improved on their post-tests.

M. Strait 10

M. Strait 11

M. Strait 12

M. Strait 13

M. Strait 14

Shadows and Telescopes Quiz and Test

Name _______________________________________ Date ____________________________________

4-3.7 Interpret the change in the length of shadows during the day in relation to the position of the Sun in the sky.

4-3.8: Recognize the purpose of telescopes.

4-3.7

The picture shows Brandon and the shadow he creates while standing on the playground one day.

1. Which of the following best explains why he creates a shadow?

A. He changes the color of the sunlight hitting the ground. B. He reflects sunlight onto the ground. C. He bends light waves from the Sun. D. He blocks light from the Sun.

2. The length of your shadow is shortest at noon. At which of the following times of day would your shadow be the longest?

A. 6:00 AMB. 9:00 AMC. 1:00 PMD. 9:00 PM

Look at this picture of the Sun.

3. Janet is walking away from the Sun as it is rising in the morning as pictured here. How does her shadow look?

A. Long and to her rightB. Short and directly beneath herC. Long and in front of herD. Short but a little behind her

4. A student draws his shadow at 9:00 in the morning. How will the shadow look at noon?

A. Shorter than the morningB. He would not have oneC. Longer than in the afternoonD. Longer than in the summer

M. Strait 15

4-3.8

5. Astronomers view objects in space through scientific instruments known as _____.

A. prismsB. anemometersC. forcepsD. telescopes

6. What instrument would you use to view the planets?

A. AnemometerB. Hand lensC. TelescopeD. Thermometer

7. When looking at an object through a telescope, the object looks__.

A. closer than normalB. farther away than normalC. darker than normalD. whiter than normal

8. Which of the following instruments is a telescope?

9. William is planning an investigation of the planets. He wants to observe them in the night sky.

Which of these tools will he use the most?

A. An anemometerB. A compassC. A prismD. A telescope

10. Which statement about telescopes is true?

A. Telescopes can be used to observe the stars and planets. B. Telescopes can be used to observe the Sun. C. Telescopes make far away objects appear smaller. D. Telescopes are only used in science labs.

Section V C:

After administering the pre-assessment(s), (1) analyze student performance relative to the unit objectives. (2) Attach one or more clearly labeled tables, graphs, or charts that depict the results of the pre-assessment(s) in a format that allows you to find patterns of student performance relative to each objective. (3) Summarize the results of the pre-assessment(s) and describe the implications of these results on instructions.

After administering the pre-assessment on lines, line segments, angles, and polygons, I realized that majority of my students did not comprehend angles. Many students did well on determining polygons. In this regard, we focused more on angles before the test was distributed. I do believe that the students’ performance increased after more practice through homework and class discussions. Students completed arm exercises where they had to demonstrate the angles. Although this was a game, it gave students more time to practice and receive physical education.

After administering the pre-assessment on moon phases, I realized that majority of my students did not comprehend the moon phases. They got many of the moon phases confused and did not incorporate their learned information on their assessment. After reviewing the assessments, the students reviewed each phase to see where there was confusion. In addition to this, there were more homework assignments given and handouts that focused on the moon phases.

*I have attached the charts for both mathematics and science on pgs. 7-8*

Section VI: Analysis of Student Learning (Key Elements 3.B and 3.C)

Once you have completed the unit, analyze all of your assessments and determine your students’ progress relative to the unit objectives. (1) Did the information increase your understanding of your individual students’ performance? (2) Attach clearly labeled tables, graphs or charts that depict student performance (strengths and weaknesses) for entire class, for one selected subgroup and for at least two individual students. For each visual representation, (3) provide a descriptive narrative that summarizes your analysis of student progress and achievement. Finally, (4) explain the ways in which you have assigned student grades (or other indicators of student performance), and what were the overall results? Based on the overall results, (5) did the students gain from this unit all that you expected? Why or why not? (6) Include a description of the ways in which these results have been recorded as well as how and to whom they have been reported.

The analysis of the students’ learning did increase my understanding of students’ performance. Analyzing the pre-assessments allowed for me to see how many of the students comprehended the lesson that we were entering. In this particular unit, I assigned grades by using an E-Z Grader. After distributing the pre-assessment, I decided to focus more angles and each moon phase.

Based on the overall assessments, the students gained majority of what I expected. I still hold my students at a high expectation, and I intend to spiral this information into our next lesson on shadows and interpreting bar graphs. I do believe that the students did really well in their mathematics and science assessments. What helped, I believe, are our discussions on the characteristics of the moon phases and the characteristics of angles and lines. These grades were reported on Power Teacher, to the students,

M. Strait 17

and the students’ parents through their progress reports. Students that have received an 80 or higher on their assessments will have their work displayed.

*I have attached the charts for both mathematics and science on pgs. 7-8*

Section VII: Reflection and Self-Assessment (Key Elements 3.B and 2.C)

(1) Reflect on and describe the relationship between your students’ progress and achievement and your teaching performance. If you were to teach this unit again to the same groups of students, (2) what, if anything, would you do differently, and why? What (3) specific aspects of the instruction need to be modified?

I do believe that my students’ progress is related to my teaching performance. My students are doing exceptionally well in mathematics, but I want them to increase their performance in science. In order for this to happen, I need to increase my effectiveness in science. One of the reasons why the students do not do so well in this subject is because of the time allotted to science in comparison to mathematics. (1) In this regard, I plan to take more advantage of every learning opportunity to increase my students’ performance in science. I can do this by incorporating science into mathematics and vice versa. (2) Since the students have I-pads, I do plan to provide more information to the students, such as uploading notes online. This way, students will have the capability of studying continuously. I will have students use apps, such as Quizlet to study with flashcards. (3) I would definitely use less content to increase comprehension and more hands-on activities. As far as modifications, I would modify the wording on assessments, the amount of content given in daily instruction, and the incorporation of more related arts.