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Unit Work Sample Math Science

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District: Orangeburg Consolidated District 5 School: Bethune-Bowman Elementary Grade Level: 2nd Subject: Math & Science Dates of unit: February 10 to March 10

Section I: Unit Title and/or Description: Adding & Subtracting, Geometry, Counting Money Distinct Environments 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.

This a second grade English Language Arts, Math, Science, and Social Studies class at Bethune-Bowman Elementary School in Rowesville, SC, where there is a total of 23 students. There are 12 females and 11 males in the class. All of the students are African American with the exception of three students who are Caucasian. There are 21 students in the class who receive free lunch, one student receives reduced lunch, and one student receives full lunch. Two students receive resource daily for one hour from Mrs. Camp. Six students receive services from the Speech Pathologist, Mrs. Darby. There are six students whose reading levels are at the pre-primer stage. There are two students whose reading levels are at the primer stage. Six students reading levels range from 1.0-1.9. Six students reading levels range from 2.0-2.9. Three students reading levels range from 3.0-3.9.

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.

There are 12 females and 11 males in the class. All of the students are African American with the exception of three students who are Caucasian. There are 21 students in the class who receive free lunch, one student receives reduced lunch, and one student receives full lunch. Two students receive resource daily for one hour. Six students receive services from the Speech Pathologist. There are six students whose reading levels are at the pre-primer stage. There are two students whose reading levels are at the primer stage. Six students reading levels range from 1.0-1.9. Six students reading levels range from 2.02.9. Three students reading levels range from 3.0-3.9. The factors will be taken into consideration during unit planning and instruction by: 1. I will use the information regarding my students socioeconomic status to plan activities. I understand when planning my lessons that some of them may require materials to be bought or materials to be used at home. If my students live in a low income household, then I cannot hold them responsible because of their home situation. 2. Two students receive resource daily and six students receive services from the Speech Pathologist. I have to adjust my units to fit these students needs and allow them more time to be t aught the material they miss while in resource or speech. I have to understand these students may not grasp easily as others and strategize to help them. Revised material Fall 2013 as ACEI/NAEYC 2010 Standards

3. I will particularly focus on the students reading levels that are in the pre-primer, primer, and range from 1.0-1.9. These students are very low in reading so I will have to find books that are appropriate for them to read at his or her level. When searching for reading documents, I will have to take these students into consideration.

Section IV: The Unit Plan Section IV A: Major Unit Objectives (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

Mathematics 1. The numbers 100, 200, 300, 400, 500, 600, 700, 800, 900, refer to one, two, three, four, five, six, seven, eight, or nine hundreds (and 0 tens and 0 ones). 2. Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones; e.g., 706 equals 7 hundreds, 0 tens, and 6 ones. 3. Add and subtract within 1000, using concrete models or drawings and strategies and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones. 4. Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces. Identify triangles, quadrilaterals, pentagons, hexagons, and cubes. 5. Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and symbols. Science 1. Carry out simple scientific investigations to answer questions about familiar objects and events. 2. Classify animals (including mammals, birds, amphibians, reptiles, fish, and insects) according to their physical characteristics.

3.

Correlated Standards/Expectations

2.NBT.1.b

2.NBT.1

2.NBT.7

2.G.1

2.MD.8

2-1.1

2-2.2

Explain how distinct environments throughout the world support the life of different types of animals. Summarize the interdependence between animals and plants as sources of food and shelter. Compare the effect of magnets on various materials.

2-2.3

4.

2-2.4

5.

2-5.3

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. SUBJECT: English Language Arts

Activities/Strategies/Materials/Resources Unit Objective Number(s)

SUBJECT: Mathematics

Activities/Strategies/Materials/Resources Unit Objective Number(s)

The anticipatory set of the unit is the first sequence of steps to achieve the unit objectives. The anticipatory set is the hook of the lesson which is to aim to catch the students attention. The anticipatory set usually consists of the introduction to the lesson for the day using www.pearsonsuccess.net. The video on www.pearsonsuccess.net explains to the students step by step the concepts for the lesson. There are questions periodically for the students to answer as well. The Direct Instruction is the most important sequence step because this is where the students are taught the material for the lesson. The information the students saw on the www.pearsonsuccess.net video is reiterated. The information is explained once again in a more detailed manner. The Guided Practice will be where I will go over the guided practice questions on the worksheet with the students to see if they understand before they have to work independently. This is the time where the students are encouraged to ask questions if they do not understand. The Independent Practice is the sequence step where students will work individually on an assignment to prove they have understood the material that has been taught. These will usually be worksheets that coincide with the material. The Closure of each lesson will be a review of the material that was taught for the day.

Integration of the Arts: The students will draw objects or place value models to help them understand the material if they are confused. Integration of Health: The teacher will discuss with the students how many calories, sugars, fats, proteins, etc. are in one food item. Integration of Physical Education: The students are allowed to stand and stretch in between the lesson with the teachers permission.

SUBJECT: Science

Activities/Strategies/Materials/Resources Unit Objective Number(s)

The anticipatory set of the unit is the first sequence of steps to achieve the unit objectives. The anticipatory set is the hook of the lesson which is to aim to catch the students attention. The anticipatory set may consist of Brain Pop Jr. videos which will be viewed on the promethean board. The video will show the students the main concept of the lesson. The Direct Instruction is the most important sequence step because this is where the students are taught the material for the lesson. Students are taught the information for science by giving key details that were discussed on the Brain Pop Jr. video. The Guided Practice will be choral reading of the textbook pages with the students and asking questions during the reading. The Independent Practice will be for students to complete the questions at the end of the lesson in order to grasp a better understanding of what was taught. The Closure of the lesson will be to review what has been taught. The students will share their answers from the questions at the end of the lesson.

Integration of the Arts: The students will draw and color animal habitats. The students will write about the habitat and the animals that live there. Integration of Health: The students will discuss what animals need in order to remain healthy. Integration of Physical Education: The students will learn movements to a habitat song.

Activities/Strategies/Materials/Resources Unit Objective Number(s)

Reflect on the instructional plans for the units: 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.

The instructional plan for each content area is aligned with the Orangeburg Consolidated School District Fives pacing guide. There is an establishment of the balance between grade-level academic standards and expectations and the needs, abilities and developmental levels of individual students because there are

instruction methods for each group of students. All students are involved in every lesson but the lesson is catered towards his or her needs. The instructional plan was designed using students characteristics, needs, and learning contexts by using contextual factors to help plan the lessons or units. During instruction, there has to be something for every child. The contextual factors such as socioeconomic status, reading levels, resource students, etc. help me plan for these students who need additional help.

Section V A: Unit Assessments - List the key unit assessments. Type of Assessment (Check one for each assessment) Teacher-Made Commercially (A copy of each teacher Available

Topic 10 Test

Topic 12 Test

Topic 13 Test

Scientific Investigations

Classifying Animals

Magnets

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?

I determined the unit assessments were valid and reliable for all students by viewing the information to see whether the assessment coincided with the material that was taught to the students. I reviewed each standard to see whether the assessment matched. I used my prior understanding of students skills to plan instruction by reflecting upon the skills of each of the students. Half of the class performs very low academically. I had to understand this in order to prepare for instruction. By knowing that most of the class performs low, I had to cater to those students needs as much as possible. I used other instructional strategies to help these students such as visuals, videos, Brain Pop Jr., and the www.pearsonsuccess.net website.

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.

Accommodations Resource students will be given additional time and/or have the assessment read to them.

: Post-Assessment(s) Resource students will be given additional time and/or have the assessment read to them.

Evaluation Criteria A=93-100 B=85-92 C=77-84 D=70-76 F=69 and below A=93-100 B=85-92 C=77-84 D=70-76 F=69 and below N/A

: Other Assessment(s)

N/A

Resource students will be given additional time and/or have the assessment read to them.

: Post-Assessment(s) Resource students will be given additional time and/or have the assessment read to them.

A=93-100 B=85-92 C=77-84 D=70-76 F=69 and below A=93-100 B=85-92 C=77-84 D=70-76 F=69 and below N/A

: Other Assessment(s)

N/A

Resource students will be given additional time and/or have the assessment read to them.

: Post-Assessment(s) Resource students will be given additional time and/or have the assessment read to them.

A=93-100 B=85-92 C=77-84 D=70-76 F=69 and below A=93-100 B=85-92 C=77-84 D=70-76 F=69 and below N/A

: Other Assessment(s)

N/A

: Post-Assessment(s)

Resource students will be given additional time and/or have the assessment read to them.

A=93-100 B=85-92 C=77-84 D=70-76 F=69 and below A=93-100 B=85-92 C=77-84 D=70-76 F=69 and below N/A

: Other Assessment(s)

Resource students will be given additional time and/or have the assessment read to them.

N/A

Resource students will be given additional time and/or have the assessment read to them.

A=93-100 B=85-92 C=77-84 D=70-76 F=69 and below A=93-100 B=85-92 C=77-84 D=70-76 F=69 and below N/A

: Other Assessment(s)

N/A

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 preassessment(s) and describe the implications of these results on instruction.

The pre-assessment and the same post-assessment are administered for each objective. It was shown that the students did not know much about the material because of the results of the pre-assessment. The graph data will show the growth in each assessment. After teaching the material to the students, it was shown that the students learned the material by their performance on the post-assessment.

Once you have completed the unit, analyze all of your assessments and determine your students pro gress relative to the unit objectives. (1) Did the information increase your understanding of individual students performance? (2) Attach clearly labeled tables, graphs or charts that depict student performance (strengths and weaknesses) for the 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 information did increase my understanding of individual students performance. This information did give me a better insight of how well my students performed. Grades are assigned based on the grading scale which is

established by the Orangeburg Consolidated School District Five. These students did gain from this unit all that I expected because I did not expect them to know any of the material before being taught. I am proud of them for retaining the information and performing well on the post-assessment. The results have been recorded manually into the grade book as well as on the Power Teacher software which parents can obtain this information for their child to see the progress they have made. The weekly test scores have to be reported to the assistant principal on a form for each content area to show which students met the objective and which students did not meet the objective.

(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?

My students achievement was a reflection of my teaching performance. The information was presented in way that the students understood. If I were to teach this unit again to the same group of students, I would do more interactive activities. I think the students understand material more when the activities are fun and relate to them. The students seem to understand more when they have hands on activities.

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.

Accommodations Resource students will be given additional time and/or have the assessment read to them.

Evaluation Criteria A=93-100 B=85-92 C=77-84 D=70-76 F=69 and below A=93-100 B=85-92 C=77-84 D=70-76 F=69 and below N/A

: Other Assessment(s)

N/A

Resource students will be given additional time and/or have the assessment read to them.

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

: Other Assessment(s)

N/A

N/A

Resource students will be given additional time and/or have the assessment read to them.

A=93-100 B=85-92 C=77-84 D=70-76 F=69 and below A=93-100 B=85-92 C=77-84 D=70-76 F=69 and below N/A

: Other Assessment(s)

N/A

: Post-Assessment(s)

Resource students will be given additional time and/or have the assessment read to them.

A=93-100 B=85-92 C=77-84 D=70-76 F=69 and below A=93-100 B=85-92 C=77-84 D=70-76 F=69 and below N/A

: Other Assessment(s)

Resource students will be given additional time and/or have the assessment read to them.

N/A

Resource students will be given additional time and/or have the assessment read to them.

A=93-100 B=85-92 C=77-84 D=70-76 F=69 and below A=93-100 B=85-92 C=77-84 D=70-76 F=69 and below N/A

: Other Assessment(s)

N/A

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. assessment(s) and describe the implications of these results on instruction.

The pre-assessment and the same post-assessment are administered for each objective. It was shown that the students did not know much about the material because of the results of the pre-assessment. The graph data will show the growth in each assessment. After teaching the material to the students, it was shown that the students learned the material by their performance on the post-assessment.

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 individual students performance? (2) Attach clearly labeled tables, graphs or charts that depict student performance (strengths and weaknesses) for the 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 information did increase my understanding of individual students performance. This information did give me a better insight of how well my students performed. Grades are assigned based on the grading scale which is established by the Orangeburg Consolidated School District Five. These students did gain from this unit all that I expected because I did not expect them to know any of the material before being taught. I am proud of them for retaining the information and performing well on the post-assessment. The results have been recorded manually into the grade book as well as on the Power Teacher software which parents can obtain this information for their child to see the progress they have made. The weekly test scores have to be reported to the assistant principal on a form for each content area to show which students met the objective and which students did not meet the objective.

(1) Reflect on and describe the relationship between your students progres s 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?

If I were to teach this unit again to the same group of students, I would do more interactive activities. I think the students understand material more when the activities are fun and relate to them. I think the guided practice needs to be modified in order to be more effective for the students.

MATH ASSESSMENTS

Objectives 1, 2, and 3

Objective 4

Objective 4 (continued)

Objective 5

Objective 5 (continued)

Objective 1 (continued)

Objective 1 (continued)

Objective 2

Objective 2 (continued)

Objective 3

Objective 3 (continued)

Objective 4

Objective 4 (continued)

Objective 5

Objective 5 (continued)

Math Assessments

7 6 5 4 3 2 1 0 2.NBT.1.b, 2.NBT.1, 2.NBT.7 2.G.1 2.MD.8 Pre-Assessment Post-Assessment

This shows the students growth from the pre-assessment to the post-assessment for the math assessments.

Science Assessments

6

This shows the students growth from the pre-assessment to the post-assessment for the science assessments.

Revised Fall 2013 ACEI/NAEYC 2010 Standards

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