PSU

TEACHER WORK SAMPLE

TEMPLATE
Your First and Last Name:
Megan Kells
Date Submitted: 04/17/2016
District where you completed
the TWS: USD 234
Name of School Building
where you completed the
TWS: Fort Scott Middle
School
Content Area of your TWS:
7th Grade Science
TWS Unit Topic: Genetics
Grade Level of the Classroom
/ Students in Which the TWS
Unit Was Completed: 7th
Grade

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I. Contextual Information and Learning Environment Factors

A. Narrative General Contextual Information for Community, District, and School (limited to 1 page)
Community:
There are strong community ties. Fort Scott has a population of a little less than 8,000 people. Many community members know each other in some way or
another. This is benefits the schools and the student population by allowing for support. Because this is a farming community, many of the students live in rural
areas and commute to school. There is much history within this town. This town is known for the Fort Scott National Historical Site and the Fort Scott National
Cemetery.
District:
In the entire USD 234 district there are 1938 students. 64.17% of these students are economically disadvantaged students. The split between male and female
students is pretty even. 51.39% are male and 48.61% are female. 86.95% of the student population is white. 3.82% are African American. Only 3.61% are
Hispanic. As for science 87.6% of the students either meet, exceeds or performed exemplary during state standards. Only 12.4% of the students performed below
the standards.
School:
The school that I am currently teaching at is Fort Scott Middle School USD 234. There are 462 students currently attending this school. Of these students 47.05%
are female and 52.95% are male. 65.40% of these students are economically disadvantaged. As for ethnicity 86.08% of the population is white, 3.59% is
Hispanic, and 2.74% are African American.

Table 1.1 Class Contextual Information (limited to 1 page)

Grade level _7th___ Content area (e.g., mathematics) _Science_____
Topic (e.g., geometry)__Genetics___
Age range of students _____12-13_____
Number of male students ____11_____
Total number of students ______16____
Number of female students _____5____
Percentage of students receiving free lunch ___69%____
Percentage of students receiving reduced lunch_____60%______
[if free/reduced lunch information not available for class, provide school percentages]
Area in which students live (check all that apply) Urban __X__ Suburban ______ Rural ___X__
Ethnicity of students (give numbers)

Language proficiency of students (give

numbers)

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___1__ African American or Black

______ Native American/Alaskan Native
______ Asian or Pacific Islander
__16__ Fluent English Proficient

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______ Hispanic or Latino

__15__ White
______ Other (specify) __________
______ English Language Learners

Identified special needs categories

represented (give numbers)

___5___ Specific Learning Disability

_______ Hard of Hearing
_______ Deaf
_______ Deaf-Blind
_______ Other Health Impaired
___1___ Multiple Disabilities
___1___ Brain Injury
_______ Established Medical Disability (0-5 yrs)
_______ At risk for developmental disabilities

_______ Speech/Language Impaired

_______ Visually Impaired
_______ Orthopedically Impaired
_______ Emotionally Disturbed
____1__ Autism
_______ Mental Retardation
_______Gifted
_______ Developmentally Delayed
_______ Other (Specify)_______________

Subgroup Selected (describe the group): Male student #11

Rationale for Selection:
This student has an IEP and he struggles. He always tries his hardest. He generally needs extra time to finish his work, but he does get it
completed and turned in.
Subgroup Selected (describe the group): Male student #2
Rationale for Selection: I chose this student, because he has difficulty staying on task. He tested above average on his math and reading
state assessments. You could not tell from his grades in the classroom that he is intelligent. This student has attention
deficit/hyperactivity disorder. Recently his family decided to stop giving his medication to help with his disorder. He wanders off task, is
constantly fidgeting, and is very impulsive. I want to see how this affects his ability to learn and perform in the classroom.

Provide appropriate charts/graphs to display demographic data for district, school, and classroom in Appendix A.
Table 1.2 Student Characteristics for Whole Class (limited to 1 page)
Student Characteristics
Intellectual Characteristics
- Including readiness,
cognitive abilities, learning
needs, developmental levels,
etc.

Specific Descriptions
These students are open to learning new ideas and knowledge. These students have successfully completed their unit
on cell processes. Here they learned about the cell and its structure and function. They also have learned about
mitosis and meiosis.
In these lessons I try to include all learning styles and abilities. I do this by letting the students know my
expectations of them. I also include independent and group activities. Each lesson I utilize different techniques to

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include all learning styles.

There are five students who have IEPs. (Student #5, 7, 11, 12, 15) There are specific accommodations made for
these individuals.
One of these students is severely autistic. There is a paraprofessional in the room to help to assist him. He is unable
to take written assessments. He does participate in the classroom. For example, he will color and label diagrams,
participate in groups and labs, and he will copy notes and homework. He sits in the same spot every day next to the
paraprofessional and leaves five minutes early to get to his next class without the crowds in the hallway. He
understands the rules and procedures. He is also very touchy and will often play with others hands. The students do
not mind and seem to have become accustom to him. Other student help him and include him in activities.
There are four other students in the classroom with IEPs. For these students I make the following accommodations:
When taking notes from the overhead, they are given a master copy from which to use. This allows them to have
more time and allows them to see it up close. They are given extra prompts when doing worksheets. I may write out
more directions and specifications. Material is read to them. This includes tests and worksheets. Test are also
modified in order to allow them to be successful. For example, they are given word banks for fill in the blank and
fewer choices with multiple choice questions. They are given more guidance and time when completing assignments
and in class work.
The other student (#2), who I am doing a case study on, has ADHD. This student currently does not have an IEP.
Any adjustments that are made, are purely up to the individual teacher.
Previously demonstrated
academic performance/
ability:
% Above standard _____
% Meets standard _____
% Below standard _____
Social Characteristics
- Including emotional,
attitudinal, motivational, etc.

Personal Characteristics
- Including physical, social,
individual experiences,

The quarterly grades before this unit began showed that only one student was below the standard. This means that 6
% of the class was below standard. Three students were at standard. This is 18% of the class. The remaining 76%
of the class is above standard.

This class as a whole is very inquisitive. They are energetic and enthusiastic. This class works well in group work.
They are able to have productive, collaborative dialog. They can easily get off task if not steered in the right
direction. This group is positive, but they are not self-motivated. It is my goal to make an exciting and engaging
lesson that will make want them to seek out addition information.
The majority of these students are physically fit. There is one student who does have a flaccid hand that does affect
his ability to accomplish fine motor tasks. This was a result of a birth defect. When it comes to cutting out paper or

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talents, language, culture,

family and community
values, etc.

doing thing in which he requires both hands, he does need some assistance.
These students are all very social, in fact their discussion can often veer off task. It will be my job to keep them on
the right track. They all are very different individuals. There are some that have parents that are still married, there
are some that their parents are divorced or separated, and there are some that no longer live at home. These others
may live in a foster home or with other relatives. Some of these students are athletic, while others play video games
all night. There are also the popular and the unpopular students. There are some students who live in town
while others live outside of town and their family farms.
There are a few students who are not motivated to complete their work. I will work to find something to motivate
them. There are also others who are so hard on themselves that you have to remind them that this is just a small
event in the big scheme of things.

B. Narrative: Implications for Whole Class Instruction Based on Information from Table 1.2 (limited to 1 page)
From the above information, I know that I need to use differentiated instruction to reach all of these different individuals. This is a difficult
lesson, with all new information. There is a broad range of abilities within this class. I will need to thoroughly explain the new information and
present it to them in different ways. For those students with IEPs, I will give them extra prompts. Throughout this lesson I will encourage peer
assistance.
Because this material is so new, I will them daily review questions. When they came into the room, there will always be a question or task for
them to begin to work on. Also, I will built positive relationships with these students. This will allow me to better understand their struggles and
find ways I can guide them to become successful. This lesson is exciting and stimulating. Because genetics is so relevant to them, they will be
motivated to participate and learn.

C. Sub- Groups/Students Information

Describe this
subgroup/student
using information
from Table 1.1
SUBGROUP
or
Student #12
FOCUS
STUDENT

Why was this

subgroup/student
selected?

What was learned about this subgroup/student?

Intellectual

This student has an

IEP and he struggles.
He always tries his

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This student has difficulty understanding information, but he is very motivated.

He is very quizzical. He asks many questions and even will ask for clarification
when he has some misunderstandings.

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hardest. He generally
needs extra time to
finish his work, but he
does get it completed
and turned in.

Student #2

SUBGROUP
or
FOCUS
STUDENT

I chose this student,

because he has
difficulty staying on
task. He tested above
average on his math
and reading state
assessments. You
could not tell from his
grades in the
classroom that he is
intelligent. This
student has attention
deficit/hyperactivity
disorder. Recently his
family decided to stop
giving his medication
to help with his
disorder. He wanders
off task, is constantly
fidgeting, and is very
impulsive. I want to
see how this affects
his ability to learn and
perform in the
classroom.

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Social
Student #12 appears to get along with others. Within the classroom he has many
friends and is well liked. He works well in groups, but can get easily distracted
with conversation. He does not multitask well. The work he does is very well
thought through, but he does require extra time to work through it. His pace is
very slow.
Personal
From what I have heard, he is the oldest child. I believe he has three younger
siblings. His mother is the only one at home, he said his father is elsewhere
working. This individual appears to take responsibility for himself and his
siblings. He is well manner and thoughtful of others.
Intellectual
This individual exceeds on his state assessments. Within class he performs
exceedingly well on the work that he does complete. He does well on his
assessments, even without studying.
Social
His behavior is socially inappropriate. He is fidgets, tosses items around, and is
easily distracted. He is often irritating to other students. He blurts out whatever
comes to his mind.
Personal
His home life is quite chaotic. His parents are divorced and it appears that they
allow him to float from home to home. (Wherever he chooses.) Their parenting
is more lei-se-fair. There is not much ownership of his choices or consequences
for his actions at home. During parent teacher conferences his mother and father
came at separate times. The mother blamed the father for his grades. The father
didnt seem to care about the grades.
His hair is overgrown. He does come to school clean, but his clothing is older.
He is smaller so it still fits well, but appears he has had it for a while.

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D. Narrative Implications for Sub-Groups/Focus Students Instruction (limited to 1 page)

For the student #11, my focus will be on checking for understanding. I will also ensure that he is allowed to have enough time to successfully complete
assignments. This student is very self-motivated. When he has difficulty with a topic or needs more clarity, he generally asks for assistance. I will ensure that he
will have materials read to him first before he works on his own. This will give him more opportunity to think through the material. In assignments, I will give
him extra guidance and more one-on-one instruction. Many of the assignments and assessments that I have created have been modified to give additional prompts.
Student #2, will need redirection. I will focus my attention on guiding him to get back on task. I will design many classroom opportunities for movement within
the classroom. It can be very difficult for any individual to sit still all day and listen to someone lecture. The classroom lessons within this section are designed to
be exciting and interactive. This may encourage more participation from student #2. Also, there will be given plenty of time to complete assignments within the
class. As long as this student is present, he should have ample time to complete the material.

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II. Instructional Design

A. Narrative Description of Range of Objectives and Rationale for Selection (limited to 1 page)
The follow objectives were created with Kansas State Standards in mind. By teaching to the objectives, I know that my students will attain the knowledge that
will allow them to continue to be successful in their future studies. This will allow them the proper scaffolding from which to continue to build their education.
When creating these objectives I incorporated various levels of Blooms Taxonomy. This is completely new knowledge for the majority of the students in this
classroom. Using Blooms Taxonomy will allow students to have varying degrees of difficulty in this genetics unit. This will allow each student to build on their
knowledge as we progress through the lesson.

B. State Objectives Here: Focus should be on student performance not activities. What will students know or be able to do? (limited to 1 page)
Level(s)
(e.g. Blooms
Taxonomy)

Obj.
No.

Unit Objectives

Student is able to match the following terms with their corresponding definitions: heredity, genetics, dominant,
recessive, homozygous, heterozygous, genotype, phenotype, Punnett square, Gregor Mendel, pedigree, haploid,
mutation, gene, trait, allele, DNA, chromosome, egg, sperm

2
3
4
5
6

Remember

Student is able to generate a Punnett Square and accurately complete it.

Student is able to use information from the Punnett square to predict the genotype and phenotype of an
organism.
Student is able to predict the ratio and percentage chance of genotype and phenotype when given a Punnett
Square.

Create

Student is able to explain what Punnett squares and pedigrees are used for.
Student understands and can give an example of homozygous dominant, homozygous recessive, and
heterozygous.

Understanding

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Apply
Apply

Understanding

7
8

Student has a knowledge of and comprehension of a human karyotype.

Understanding

Student is able to formulate an opinion on the use of therapeutic and reproductive cloning and defend it.

Evaluating

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C. Identify State Standards Benchmarks Addressed by Unit Objectives How do objectives address these standards? (limited to 1 page)
MS-LS3-1. Develop and use a model to describe why structural changes to genes (mutations) located on chromosomes may affect proteins and may
result in harmful, beneficial, or neutral effects to the structure and function of the organism.
Disciplinary Core Ideas
LS3.A: Inheritance of Traits
LS3.B: Variation of Traits
Science and Engineering Practices
Developing and Using Models
Crosscutting Concepts
Structure and Function
MS-LS3-2. Develop and use a model to describe why asexual reproduction results in offspring with identical genetic information and sexual
reproduction results in offspring with genetic variation.
Disciplinary Core Ideas
LS3.A: Inheritance of Traits
LS3.B: Variation of Traits
Science and Engineering Practices
Developing and Using Models
Cause and Effect
MS-LS4-5. Gather and synthesize information about the technologies that have changed the way humans influence the inheritance of desired traits in
organisms.
Disciplinary Core Ideas
LS4.B: Natural Selection
Science and Engineering Practices
Obtaining, Evaluating, and Communicating Information
Crosscutting Concepts
Interdependence of Science, Engineering, and Technology

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Table 2.1 Instructional Design Unit Plan

T- Lesson integrates technology; R- Lesson uses reading strategies; I- Lesson demonstrates integration of content across and within content fields

Pre-Assessment:

Multiple Choice, True and False, Matching Question Test 2/01/16

Lesson

Date

T
R
I

Lesson
Objecti
ve(s)

2/01/2016

1-8

Instructional Activities/
Strategies

Formative
Assessment
(formal/informal)

Describe Specific Adaptations/

Differentiation

Genetics Unit Pretest

Formal

Modified assessment (fewer options) made and read

to students with IEPs.

Informal

Visual PowerPoint, Auditory Stimulations, Group

Work, Classroom discussion

Informal/Formal

Visual PowerPoint, Auditory Stimulations,

Independent Work, Peer tutoring

Traits with entire 7th grade class

Informal

Smart board, visuals, class discussion

Karyotype Lab

Informal/Formal

Partner work, PowerPoint

Introduction to Genetics Notes Mendel and

his Pea Plants
Board Work Share with your group
What is one physical characteristic/trait that
you share with a family member?
Genetics notes
Punnett Squares Worksheet (Bikini Bottom
Genetics)

2/02/2016

T,R

2/02/2016

T,R,I

1-6

2/03/2016

T,R

1,6

2/08/2016

2/09/2016

T,R,I

1-7

Makeup day

Informal/Formal

2/10/2016

R,I

1-6

Monster Genetics Lab

Informal/Formal

2/11/2016

T,R

Clone video and questions

Informal/Formal

Summative Assessment:

Visual PowerPoint, Auditory Stimulations,

Independent Work, Peer tutoring, partner work
Kinesthetic learning, modified worksheet (more
ques), group work, individual work
Video, group discussion, individual higher thinking
questions

Multiple Choice, True and False, Matching Question Test 2/19/2016

Table 2.2: Narrative Description of Pre-assessment, Formative Assessments, and Summative Assessment (limited to 2 pages)
Which
objectives Identify how the assessment will be
Describe the assessment to be Explain rationale for choosing
II. D, H, and K
does this
scored and/or the criteria to be
used
this assessment
assessment used for evaluation.
address?
Pre-Assessment
(Diagnostic)

Multiple choice, true and false,

matching questions

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This assessment will give me

feedback on the students current
knowledge of genetics.

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1-8

This assessment is not taken for a grade,

rather it is used as information for future
planning and instruction throughout this
unit.

Formative Assessment
- Informal

Daily board work, Questioning

while instructing, short answer
questions on paper

Formative Assessment
- Formal

Bikini Bottom Genetics Worksheet

Monster Genetics Lab
Matching Chromosome Lab
Clone Video Worksheet

Summative
Assessment

Multiple choice, fill in the blank,

matching questions

These assessments will provide

immediate feedback as to students
current knowledge base. This will
allow me to make modifications or
better clarify areas of misconception.

1-8

These will be taken for a grade. This

will allow me to see if the
understand the material.

1-8

This assessment will provide direct

feedback as to whether each student
met each of the outlined objectives
in this unit.

1-8

There will be no score taken for these

assessments. This feedback will be
received and any misunderstandings will
be addressed at that specific time.
This assessment is taken for a grade. It
will demonstrate each students current
understanding of the material. This
assessment allowed me to make
adjustments in further planning of the
unit.
This assessment was taken for a grade. It
was worth one hundred points (fifty
questions). This was used to see which
of the objectives each individual met.

Narrative for Instructional Design

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

These lessons were sequenced in the same manner that my cooperating teacher used. It allowed students to
be introduced to genetics and build on this information daily.

II. F.
What learning strategies were incorporated
into this unit?
How do the instructional strategies/activities
address the learning objectives for this unit?

Individual Work, Class Discussion, Group Work, Partner Work, Review Games, Peer Tutoring was all
incorporated in this unit. I presented this new information to the students in various ways in order to allow
them to have multiple opportunities to learn it.
The instructional strategies and activities allow the students with multiple opportunities to learn the
intended objectives. These allowed students to learn this new material in a variety of ways. Many of the
objectives were presented to them in different ways.

II. G.
How will critical thinking and problem
solving strategies be implemented? Give
specific examples of use.
II. I.
Explain the reading strategies that will be
used throughout the unit. Give specific
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Critical thinking and problem solving strategies will be implemented through board work questions, in
class worksheet questions, and class discussions. For example students are asked to analyze Punnett
squares in their Bikini Bottom Genetics and Monster Genetics worksheet. Students are also asked their
opinion after the Clone video. Students are asked their opinion on therapeutic and reproductive cloning.
This also will lead into a class discussion.
Throughout this unit we used active reading. Before we did activities in the classroom, students learned the
new vocabulary terms. This allowed them to have an understanding of what specifically was expected of

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examples. (Remember that using text is not a

reading strategy)
How will technology be integrated within the
unit? Explain both teacher use and student
use.
How does the unit demonstrate integration of
content across and within content fields?

them. When we read, we read for an understanding of instruction or knowledge. They were asked to
underline certain terms that needed to be learned. At the end of reading anything, I would ask the students
questions or have them summarize what we just read. An example of this is the Monster Genetics
worksheet/lab. We read through the procedure as a class and summarized and clarified the process before
moving forward.
Technology was used on a daily basis in this class. Notes were set up in PowerPoint presentations. There
were also multiple short videos shown in the classroom. We also used a smart board to present the data
from each class on the day we looked at dominant and recessive traits for the 7 th grade class. Students were
presented with these technologies by the teacher, but did not directly utilize them.
Math, English and History are all incorporated into this unit. When working with Punnett squares, students
are expected to figure ratios and percentages. When students respond to questions, they are expected to be
written in complete sentences. There is also history behind the science that was incorporated in the
classroom. We talked about Gregor Mendel and Royal hemophilia (sex linked disorder).

II. J.

What specific adaptations or differentiated

activities were used to accommodate
individual learning needs for the whole class?

What specific adaptations or differentiated

activities were used to accommodate
individual learning needs for the identified
sub-groups / students?

The material was presented in various ways to incorporate each individuals learning style. The instruction
addressed verbal, visual, auditory, kinesthetic, individual, and logical/mathematical learners. The
PowerPoints and videos addressed the verbal, visual, and auditory learners. There were also multiple labs
that allowed the kinesthetic learner to have hands-on practice with the material. The logical/mathematic
learner had opportunities with the Punnett square ratio and probability. Students were also allowed to work
individually, with partners, in groups, and as a whole class.
Some worksheets and assessments were modified in order to make students with IEPs more successful.
This gave the students more direction. Material was read to students as a whole to allow students with
reading disabilities to be more successful in class. There was also paraprofessional support in this class to
provide more one-on-one assistance.
Student #11: This student is provided modified tests and worksheets. These will give the student more
guidance and direction. Exams and assignments will be read to this student. This student will also be
encouraged to use peer support when completing questions and assignments.
This student will be allowed more time to complete his work. He does work at a slower pace.
Student #2: This student will need constant redirection. When he is off task, I will remind him to get back
to work. This student does like to be rewarded with treats or candy and will often work harder to get this
recognition or reward. He is smart enough to finish his work, but often gets side tracked.
This student will be seated with a quieter, student who is a good role model. Clear, shortened instructions
will be given. Student will receive positive comments when demonstrating positive behavirors.

Provide a copy of two complete detailed lesson plans in Appendix B.

III. Teaching and Learning
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A. Narrative: Daily Teaching Reflections (limited to 4 pages)

Day 1:
This first day was set aside for the Genetics Pretest. Students were instructed to take the test and do their best. They were also informed that this
test was not for a grade. Once they were completed students were instructed to read an AR book.
Day 2:
We began our genetics notes today. The board question is, What physical characteristics do you share with your family members? Students are
allowed to discuss among table groups. This goes well students are excited to share their own personal stories.
I started off telling them the history behind Gregor Mendel and his pea plants. We also began learning many new genetic terms. The students are
having difficulty understanding the difference between genotype and phenotype. I tell them to think pheno photo.
Day 3:
The lesson today included discussing polygenic inheritance. I had the students stand up and look around. They were to look at the variation in
height, skin color, and eye color. They noticed the variation.
Students were provided with a family picture. Students discussed how the family looked alike. They were asked questions regarding heredity and
genetics. Students appeared to be understanding and actively participating in the discussion. On the white board, I drew a picture of DNA,
chromosomes, genes and alleles. This allowed me to better explain what each of these are. These pictures also gave students better visuals. We also
discussed how DNA is inherited from parents (23 from mom and 23 from dad).
Students also began to work on Punnett Squares (monohybrid cross). When doing this they first tried it as individuals. They were then allowed to
work with others at their table. This lesson went well.
There was a minor disruption when my student with autism had to be removed from class. The paraprofessional had to call the office to have him
escorted out of the room because his behavior was getting out of control. I wish I had been more aware of what was going on at the time. I will be
more aware when continuing with this lesson.
For the next unit I will be sure to use consistent vocabulary. I have to remember that these are all new terms for these students. My vocab should be
limited to the new terms that they understand.
Day 4:
The objective today is for the students to understand what dominant and recessive traits they share with their classmates. For board work, Answer
on a piece of notebook paper. Using a Punnett Square, predict the outcome of a cross between a Dad who is homozygous dominant for tonguerolling and a Mom who is homozygous recessive for tongue rolling. What is the possible genotype and phenotype of the offspring? (Using
percentage). Students are also reminded the tongue rolling is dominant trait in humans.
We went into other science teachers class and had students explore their dominant or recessive traits that they display. Some example of the
questions included: widows peak/ no widows peak, liking black licorice/not liking black licorice, hitchhikers thumb/straight thumb. We tallied
this throughout the whole seventh grade class. We discussed how the dominant traits appear more often than the recessive traits.
This class went well. Students were excited to talk about their appearance of physical traits.
Day 5:
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Today we continued on with notes using the PowerPoint. Today I made sure to clear up any misunderstandings. I did include many questions
directed a students in this class time.
Day 6:
Today my objective is to teach students what sex-linked disorders are. For board work: Answer on a piece of paper. Do you agree with this
statement? Why or why not? Is it impossible for an offspring to have a trait (like eye color, hair color, tongue rolling, etc.) that is not seen
(phenotype) in either parent?
Students then discussed their reasoning. They were led to know that both parents could be heterozygous for the trait. Students were told the story of
royal hemophilia. This led into sex-linked genetic disorders and how they are inherited. Students have to demonstrate that they can work a Punnett
square with a sex-linked disorder. We also discuss the Y chromosome and why sex-linked disorders show up more in males.
We began the Bikini Bottom Worksheet as a class. We worked the first part of the worksheet together. The students did well with this. Some did
need more direction. Students were allowed to work in their table group to finish their assignments. We didnt finish it completely. We will
complete it at a later time. I did have a hard time keeping students on track today. Next class I will give them a set amount of time to complete
tasks.
Day 7:
Today we continued exploring Punnett Squares. We worked through the Bikini Bottom Genetics worksheet. We started by working a few of the
problems together. Then I had students split up into groups and work the problems on their own. The paraprofessional did give the answers to one
student with an IEP. This student did become disruptive to other students after he finished copying. Next time, I plan not to give an answer key. I
want every student to learn the information and be successful.
When I asked student #2 if he was having difficulty with his assignment. He told me he thought student #11 needed some help. He does seem like a
very thoughtful student.
Day 8:
We explored how traits are passed from parent to offspring. The beginning of class begins with student reading through the procedure.
Students were split into groups to have some change. We then went through the procedure as a class. I even had students get up and demonstrate
what was expected of them. It did start out slow. Students has to be told to get back on task and reminded how to do the procedure. Once they were
finished collecting their data we worked through the questions as a class. Students were instructed to complete their drawing on their own.
Day 9:
This was used as a make-up day. Students were allowed to wrap up any assignments. This was good because it allowed students time to ask
questions and help with assignments.
Day 10:
Students were introduced karyotyping. They did a lab in which they had to cut out chromosome and match them up. Students really enjoyed this
lab. They were allowed to work in pairs, but they had to answer their own questions.
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Day 11:
Today we watched the National Geographic Clone video and questions. They had questions that they needed to answer as they watched the video.
They were also given time at the end of the video to answer them. They were also posed with ethical questions about their thoughts about
therapeutic and reproductive cloning.
Students really enjoyed the video. They payed attention and did not talk. We did have a class discussion about their viewpoints on these new
genetic technologies and their implications on society.

B. Classroom Management Plan (rules, procedures, preventative strategies, supportive strategies) (limited to 1 page)
Classroom Rules/Expectations
1. Be in your seat, ready to work when the bell rings.
2. Keep your hands, feet, and objects to yourself.
3. Bring your work and material to class everyday.
4. Listen and follow directions.
5. Raise your hand and wait to be called on.
Reinforcement Plan
1. Teacher Warning
2. One check - 30 minute detention
3. Two checks - 60 minute detention and discipline referral sent home
4. Three checks - Student removed from the class, parent called. Student placed in ISS that period until such time as the student is able to function
satisfactorily in the classroom. (Teacher must call parent/guardian sometime during the day.)
5. A student may be sent to the office prior to receiving the allotted amount of check marks if the class is being seriously disrupted.
6. When a student receives the third check or so seriously disrupts the class that teaching is not possible, use the following procedure.
1. Call the office on the intercom and ask for an administrator now.
2. When the administrator arrives at your room, the disruptive student will be removed and placed in the office and/or ISS until such time as the
student can function in class.
3. Write a Discipline Referral explaining why the student was removed. Be very specific.
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C. Student Interaction and Engagement(Strategies for promoting student to student interaction and sudent motivation) (limited to 1 page)
Throughout this lesson it has been important for me to create lessons that are engaging and that are exciting enough to keep student attention. I
began this class by introducing myself and telling the students a little bit about me and my life. This allowed me to gain a personal connection with
these individuals. I also show my interest in their personal being by talking with them about what is going on in their lives. This is generally done
before class as they are walking in. This allows me to have discussions with even the more quiet students in my classroom.
I also show the students that I am here to help them in any way I can. I want every individual to be successful. Students are shown this by me giving
them extra opportunities to succeed. The material is presented to them in various ways. This gives students the ability to learn in the way that is
easiest for them to understand.
They also know the exact learning object for each lesson. I display this on the board. I want my students to know what they are supposed to learn
and why they must know it. Throughout the class I make many opportunities for student to show me what they know. This is done in multiple ways
such as: discussion, individual questioning, board questions, quizzes, homework, games, and etcetera.

D. Student Communication (detailed description of appropriate strategies to encourage student to student communication) (limited to 1 page)
Appropriate student communication is vital to the learning environment of my classroom. Students are encouraged to communicate in various ways.
There are many opportunities for students to collaborate. While taking notes, students are free to ask questions. This often leads to discussion that
will clarify and build on the knowledge learned. When doing the labs students are encouraged to work together in groups. This allows them to
brainstorm for answers to questions posed. When completing assignments they are allowed to work together to make their responses.
When working through homework or questions, I encourage peer tutoring. If one person is not completely understanding something, but the
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individual sitting next to them has mastered it, I will tell that student to help the other one out. It has been my experience that students are often
better at explaining something that they themselves have just learned.

Narrative: Analysis of Assessment

E. Pre-Assessment
Overall analysis of results.

Discuss the results in reference to

the learning objectives.
Describe how pre-assessment data
was used to proceed with instruction
for all students.
What is the plan to differentiate for
all learners?

Their grades ranged from a 16% to a 48%. The overall class average was for this pretest was a 26.6%. I
contribute their low test average to never being exposed to this material. This is a completely new subject
to the majority of these students.
The students did not meet the objectives set by this test. They had no previous exposure to the content. No
single student met the learning standard set for them.
This data was a tool to see if the students had any knowledge of the material we were to cover in this
section. From the information I gathered, I was able to see that we did need to thoroughly cover every
objective. This pretest also gave students the opportunity to see what material they were going to learn in
the near future.
This lesson has multiple ways for each individual to fully understand the content. These lessons present
material for the visual, auditory, kinesthetic, interpersonal, musical, intrapersonal, and logical learner.

F. Formative Assessment
Overall analysis of results.
Discuss the results in reference to
the learning objectives.
Are students learning what was
intended they learn?

The formative assessments were mostly made of the material that my cooperating teacher had previously
used. These assessments have been successful for her in previous years. These assessment match the
objectives that have been set.
The result of the formative assessments did show that the majority of the students are learning the required
knowledge. These assessments were important in helping me see where some students were weak. There
was some clarification that was needed, but students were able to get individual help as they were working
through the assessments.
Students are learning the intended objectives. These objectives align with the pretest and posttest.

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When an individual had misunderstandings I would often encourage peer tutoring. If there was still
Discuss any adaptations based on the disconnect with the information, I would help to clarify it on an individual basis.
results of formative assessments.
When the majority of the class is having difficulty, I would present the information in a different way or
give a different example. This seemed to work well.
The formative assessments allowed students of different learning styles to present their knowledge of the
Identify differentiation needed to
material in different ways. The lessons that I incorporated included multiple learning styles. These lessons
help all students meet the goals and
not only gave students an opportunity to see the information in different ways, it also allowed them to see it
objectives of this unit.
multiple times.
G. Summative Assessment
What did the disaggregated data of
the assessment reveal?
Discuss the results in reference to
the learning objectives.

Did all students learn what was

intended they learn? Explain.

There was a huge difference in the class average from the pretest to the posttest. The pretest class average
was a 26.6%. The posttest was an 80.7%. Every student improved his or her previous score.
This test did include every learning objective. There were two student that tested below. One student got a
64% and the other students got a 49%. I will attribute the first score from not doing the practice assigned.
The other students low test score may be attributed to absences. This student had multiple absences
throughout this lesson and therefore did not get as much class time to learn the intended material.
88% of the students met or exceeded in learning the objectives set. These students greatly improved their
scores from the pretest tot the posttest. This test evaluated each set objective discussed above.
The two students who performed poorly on the exam did not learn all that was intended.
Although these two students did not meet or exceed the set standard. They did improve their test scores.
41% and 28% was their demonstrated improvement. I do believe that the lower test scores were due to
classroom absences and not getting enough practice with the material.

Provide a copy of pre-assessment document and the corresponding scoring key/rubric in Appendix C.
Provide a copy of one formal formative assessment document and the corresponding scoring key/rubric in Appendix C.
Provide a copy of one informal formative assessment document and the corresponding scoring key/rubric in Appendix C.
Provide a copy of the summative assessment document and the corresponding scoring key/rubric in Appendix C.
H. Visual Representation of Disaggregated Data
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Chart/Table/Graphs of disaggregated data for the Pre-assessment should be included in Appendix C.

Due to the varied nature of data collected by the teacher candidates, each candidate is asked to create a chart/table/graph that includes data for the
Whole Class, Subgroup, and Focus Students. Title the table/chart/graph and use labels to accurately portray the data.

Chart/Table/Graph of disaggregated data for the Summative Assessment should be included in Appendix C.
Due to the varied nature of data collected by the teacher candidates, each candidate is asked to create a chart/table/graph that includes data for
the Whole Class, Subgroup, and Focus Students. Title the table/chart/graph and use labels to accurately portray the data.

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IV. Self-Evaluation and Reflection

A. Narrative description of Successful Activities and future implications
Based on the analysis of all the assessment
results, identify TWO learning objectives
from the unit students were most successful.
Objective 4:
Student is able to use information from the
Punnett square to predict the genotype and
phenotype of an organism.
Objective 5:
Student is able to explain what Punnett squares
and pedigrees are used for.

Give more than one reason for each of the successes identified.
We spent several days coving Punnett squares. They saw this several times throughout the entire
unit. The Bikini Bottom worksheet was entirely dedicated to it. It was also used almost daily
within the unit. It was used several times as a board work question. I believe that because it was
used so often, it helped them to really retain this information.

This again was something that was introduced to this class in several different ways and multiple
times. When introducing pedigrees, they had an opportunity to see the royal pedigree. This
involved an interesting history lesson. It allowed students to see the real life utilization of such a
tool.
Because Punnett squares and pedigrees were something that I could relate to their everyday life, it
made create examples so easy. I could use traits that students could see, understand and relate to.
This also made them understand why they may have some traits.

Discuss at least TWO things to do differently in the future to extend these successes to continue students academic growth.
In the future, I will constantly reinforce the new vocabulary in the classroom. I will not only use it, but expect my students to use it as well. When I
expect them to use it while responding and discussing, it will become second nature to them. The material that was repeated several times was the
material that these students seem to remember the most.
Also, because the board questions were so successful, I will begin to utilize them more. This not only gets students working on something when they
enter the classroom, but it also keeps them engaged. They have to begin to immediately begin thinking about the content they are learning. It is a
useful tool.
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B. Narrative description of Least Successful Activities and future implications

Based on the analysis of all the assessment
Give more than one reason for each of the least successful objectives identified.
results, identify TWO learning objectives
from the unit students were least successful.
Objective 7:
The time spent on this topic was limited. The lesson did take one day, but I believe that because it
Student has a knowledge of and comprehension was a partner activity, that many of the students got off task. They did not fully understand why
of a human karyotype.
they were doing the activity.

Objective 8:
Student is able to formulate an opinion on the
use of therapeutic and reproductive cloning and
defend it.

This is a difficult discussion for many seventh grade students to understand. Even when they
thought they understood it, they may not have fully understood the moral and religious reasons this
is controversial. It may also not be a topic that has ever been discussed with them. Therefore, it is
completely new.

Discuss at least TWO things to do differently in the future to improve students performance.
In the future, I will remember to fully explain the why when we are doing an activity. Students need to know the purpose for what they are doing
or you might as well scrap the activity. I will do this by asking many questions even before we start to ensure their understanding. While they are
doing the activity, I will walk around and ask them questions. I want to check often that they are understanding.
For a topic that may be beyond their current knowledge, I will give the two opposing viewpoints. This will give them something to back up their
own opinions. It is important that you understand a viewpoint other than your own. This will help you to either change or concrete your own
opinion.
TABLE 4.1 Communication Log

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Date

Person Contacted

01/04/2016

03/07/2016

Student Parents

Method of
Contact

Reason for Contact

Face-to-face

Staff Development Day

This was the first day I was at the

school. I was introduced.

Parent/Teacher Conferences

This helped me to better understand

the students in my classroom. It
allowed me to see the importance of
involving the parent in the students
academics.

Face-to-face

Result or Impact on
Instruction

03/08/2016

Student Parents

Face-to-face

Parent/Teacher Conferences

This helped me to better understand

the students in my classroom. It
allowed me to see the importance of
involving the parent in the students
academics.

03/20/2016

Science Department

Face-to-face

Department meeting

Discussion of content covered and

aligning to state standards.

Follow Up
(if
necessary)

Email

To come

C. Narrative Reflection on Impact of Communications (limited to 1 page)

There were limited opportunities to communicate with parents during my time as a student teacher. Many of the parents utilize PowerSchool and are
able see exactly what their child is struggling. I did find the department meetings very interesting and am excited to attend more. I like to see the
thought process behind the content taught in each individual class.
Communication between other staff members was very helpful. It is nice to hear what each individual has learned and what they have to offer to help
a new teacher. Most teacher are very helpful and are happy to lend their time to help a new teacher.

D. Narrative Reflection on Future Professional Development (limited to 1page)

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Identify at least TWO aspects of instruction that could be improved.

Explain reasoning.

What specific professional development opportunities/activities will

help to acquire that knowledge or skill?

Aspect 1:

Practice has really helped me as I went along. I would like an activity or

professional development that gave more interesting ways to pose questions.
Right at first it can be difficult to think of different ways to ask the same
question.
Students are more likely to pay attention when they expect to be called on or
questioned. It also makes them feel successful when they are able to answer.
I have learned that it is imperative that a teacher be organized. It makes the day
go smooth. When the classroom is set in a predictable manner and students
expect certain procedures, it will make the day easier.
A professional development that gives tips on how to keep the classroom
organized would help. I think that the most important thing is to put in the time
and be fully prepared before the day begins.

One thing that I had difficulty at first was frequent questioning.

Aspect 2:
I want to work on my organization skills.

REFERENCES

http://online.ksde.org/rcard/
http://www.usd234.org/
http://community.ksde.org/Default.aspx?tabid=5975

APPENDIX A

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2015-2016
BUILDING STUDENTS APPROVED FOR FREE- OR REDUCED-PRICE LUNCHES

TOTAL STUDENTS

# OF STUDENTS
APPROVED
FOR FREEOR REDUCEDPRICE LUNCHES

462

276

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Science Achievement Performance Level Reports

Science Achievement Performance Level Reports (Showing only economically disadvantaged students)

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APPENDIX B

Lesson Plan
Mrs. Kells
7th Grade Science
Genetics Unit
Kansas Standards:

MS-LS3-2. Develop and use a model to describe why asexual reproduction results in offspring with identical genetic information and sexual
reproduction results in offspring with genetic variation.

Objective and Purpose:

Students will explore how traits are passed from parent to offspring.
Student will be able to define: homozygous, heterozygous, dominant, recessive, genotype, and phenotype.
Student will understand why there is a 50/50 chance of offspring being male or female.

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Student is able to determine the genotype and phenotype of a given organism.

Student will show a monohybrid cross, using a Punnett Square, given information on the genotype of phenotype of the organism.
Student will analyze their Punnett Square cross and determine the chance of producing a specific phenotype and genotype.

Material/Resources:

Colored pencils
Monster Genetics Worksheet package
Writing utensil
Five sets of quarters (one painted pink to represent female parent/one painted blue to represent male parent)

Anticipatory Set:

Begin by reviewing vocabulary terms at the beginning of class, using examples.

Students are to define homozygous, heterozygous, dominant, recessive, genotype and phenotype using their notes.

Instructional Input

I will divide students into groups of three.

Students will be told to read through their Monster Genetics Lab Procedure.
As a class, we will discuss the procedure.
We will discuss how to determine the genotype and phenotype for their monster.

Check for Understanding

Teacher will bring a student up to the front of the class for a demonstration. Student will flip a coin to determine the sex of their monster
offspring.
Students will also see a demonstration of two students flipping the blue and pink coins to determine the genotype and phenotype of their
monster offspring. (Example: pink coin heads, blue coins tails. So, if you were flipping the coin to determine the face shape, the genotype
would be Rr (heterozygous), and the phenotype would be round.)

Guided Practice

Closure

Students will begin to work in groups, flipping the coins provided to determine the genotype of their monster baby.
Students will work Monster Genetics Lab Questions as a class.

Now that students have determined the gene combinations, they can determine the phenotype for their Baby Monster.

Independent Practice

Students will draw their phenotype of their Monster Baby creation as homework if not finished in class.

Modifications

There is a modified Monster Genetics lab provided.

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Lesson Plan
Mrs. Kells
7th Grade Science
Genetics Unit
Kansas Standards:

MS-LS3-2. Develop and use a model to describe why asexual reproduction results in offspring with identical genetic information and sexual
reproduction results in offspring with genetic variation.

Objective and Purpose:

Students will explore how traits are passed from parent to offspring.
Student will be able to define: homozygous, heterozygous, dominant, recessive, genotype, and phenotype.
Student is able to determine the genotype and phenotype of a given organism.
Student will show a monohybrid cross, using a Punnett Square, given information on the genotype of phenotype of the organism.
Student will analyze their Punnett Square cross and determine the chance of producing a specific phenotype and genotype.

Material/Resources:

PowerPoint
Notes page
Pen/Pencil

Anticipatory Set:

Board question What physical characteristics do you share with your family members? Students are allowed to discuss among table groups.
As a class we will discuss physical traits, genetics, heredity, etcetera.

Instructional Input

I will begin notes today by telling the story of Gregor Mendel and his pea plants.

Check for Understanding

As I am going through notes, I ask students questions to ensure their understanding as we progress.

Guided Practice
Closure

Students are asked to give verbal responses to questions.

Students are told a summary of the information and informed about what they will be doing tomorrow.

Independent Practice

Independent practice will be followed up the next day.

Modifications
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Students with IEPs will be provided with a copy of the notes from which to make their own copy.

APPENDIX C
Student Scores
120
100
80
60

Percent

40
20
0

Student
Pretest

Posttest

Student #5 and Student #7 were excempt from the examination. They were unable to take the exam.
The pretest average was a 26.6%. The posttest average was 80.7%.

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Focus STudent Scores

Pretest

Posttest

88

84

Percent
28

27

S tude nt #2

S tu d e n t #1 3

Student

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