TARGETED

COURSE PORTFOLIO

The Targeted Course Portfolio satisfies the states requirement for a Long-Range Plan (LRP) and Unit Work
Sample (UWS). Each component of this document is aligned with key elements found in ADEPT Performance
Standards (APSs) 1, 2, and 3. The document should be completed using the same course identified for the
Student Learning Objective (SLO) so that information creates a comprehensive picture of the previously

identified course.

Teachers Name: Marie Zill

Contract Level: Induction One District: Charleston County Schools

School: Laing Middle School Academic Year: 2016-17

SLO Course/Class Period: 8th Grade Science/2nd Period

Section I. TARGETED COURSE ACTION PLAN

Key Element 1.A: Student Population

In this 8th grade science class, held during 2nd period, there are 21 students: 8 males and 13 females. The
demographics of my class include four African-Americans, two mixed, one Asian, one Hispanic, the remainder of
my students are Caucasian. Three of my students are under an Individualized Education Plan with
accommodations that include small group work, extended time, preferential seating, use of iPad for written
assignment, clarification of directions, and length of assignments. Two of my students are ESOL. Recent PASS
scores indicate that 6 of my students did not meet expectations in science, 11 met, and 3 were exemplary. Note
one student does not has a PASS score on file as this student us new to the South Carolina school system this
year. Recent MAP ELA scores from September of 2016 show scores ranging from 201-232 and MAP math scores
ranged from 186 to 237. The mean score for MAP ELA in 8th grade at Laing Middle School this year was 237.9.
My class had a mean of 219. This could impact some students learning science as reading and critical thinking
often play a large role in the process. In general, my class excels in collaboration and group projects but needs
more practice in independent, critical thinking.

Key Element 1.B: Learning Goal (Objective)
I expect my students to increase their Student Learning Objective Score by 4 points by the end of the year. For
most students this will take them to the next tier. I expect that students will ask testable questions based on
curiosity and content. I expect that students will write a justified hypothesis. Students should be able to
develop and perform a plan written independently. There should be no missing labels in their data table and
the results should be recorded in a logical manner. Finally, students are expected to analyze their results and
support their analysis with evidence from their experiment.

Science and Engineering Practices - Standard 8.S.1: The student will use the science and engineering
practices, including the processes and skills of scientific inquiry, to develop understandings of science
content.
8.S.1A.1 Knowledge and Skills - Ask questions to (1) generate hypotheses for scientific


investigations, (2) refine models, explanations, or designs, or (3) extend the results of
investigations or challenge claims.
8.S.1A.2 Knowledge and Skills -Develop, use, and refine models to (1) understand or represent
phenomena, processes, and relationships, (2) test devices or solutions, or (3) communicate
ideas to others.
8.S.1A.3 Knowledge and Skills -Plan and conduct controlled scientific investigations to answer
questions, test hypotheses, and develop explanations: (1) formulate scientific questions and
testable hypotheses, (2) identify materials, procedures, and variables, (3) select and use
appropriate tools or instruments to collect qualitative and quantitative data, and (4) record
and represent data in an appropriate form. Use appropriate safety procedures.
8.S.1A.4 Knowledge and Skills -Analyze and interpret data from informational texts,
observations, measurements, or investigations using a range of methods (such as tabulation,
graphing, or statistical analysis) to (1) reveal patterns and construct meaning or (2) support
hypotheses, explanations, claims, or designs.
8.S.1A.5 Knowledge and Skills -Use mathematical and computational thinking to (1) use and
manipulate appropriate metric units, (2) collect and analyze data, (3) express relationships
between variables for models and investigations, or (4) use grade-level appropriate statistics to
analyze data.
8.S.1A.6 Knowledge and Skills -Construct explanations of phenomena using (1) primary or
secondary scientific evidence and models, (2) conclusions from scientific investigations, (3)
predictions based on observations and measurements, or (4) data communicated in graphs,
tables, or diagrams.
8.S.1A.7 Knowledge and Skills -Construct and analyze scientific arguments to support claims,
explanations, or designs using evidence from observations, data, or informational texts.
8.S.1A.8 Knowledge and Skills - Obtain and evaluate scientific information to (1) answer
questions, (2) explain or describe phenomena, (3) develop models, (4) evaluate hypotheses,
explanations, claims, or designs or (5) identify and/or fill gaps in knowledge. Communicate
using the conventions and expectations of scientific writing or oral presentations by (1)
evaluating grade-appropriate primary or secondary scientific literature, or (2) reporting the
results of student experimental investigations.
8.S.1B.1 Knowledge and Skills - Construct devices or design solutions using scientific
knowledge to solve specific problems or needs: (1) ask questions to identify problems or
needs, (2) ask questions about the criteria and constraints of the device or solutions, (3)
generate and communicate ideas for possible devices or solutions, (4) build and test devices or
solutions, (5) determine if the devices or solutions solved the problem and refine the design if
needed, and (6) communicate the results.

Forces and Motion - Standard 8.P.2: The student will demonstrate an understanding of the effects of
forces on the motion and stability of an object.
8.P.2A.1 Knowledge and Skills Plan and conduct controlled scientific investigations to test how
varying the amount of force or mass of an object affects the motion (speed and direction),
shape, or orientation of an object.
8.P.2A.2 Knowledge and Skills Develop and use models to compare and predict the resulting


effect of balanced and unbalanced forces on an objects motion in terms of magnitude and
direction.
8.P.2A.3 Knowledge and Skills Construct explanations for the relationship between the mass
of an object and the concept of inertia (Newtons First Law of Motion).
8.P.2A.4 Knowledge and Skills Analyze and interpret data to support claims that for every
force exerted on an object there is an equal force exerted in the opposite direction (Newtons
Third Law of Motion).
8.P.2A.5 Knowledge and Skills Analyze and interpret data to describe and predict the effects of
forces (including gravitational and friction) on the speed and direction of an object.
8.P.2A.6 Knowledge and Skills Use mathematical and computational thinking to generate
graphs that represent the motion of an objects position and speed as a function of time.
8.P.2A.7 Knowledge and Skills Use mathematical and computational thinking to describe the
relationship between the speed and velocity (including positive and negative expression of
direction) of an object in determining average speed (v=d/t).

Waves - Standard 8.P.3: The student will demonstrate an understanding of the properties and
behaviors of waves.
8.P.3A.1 Knowledge and Skills Construct explanations of the relationship between matter and
energy based on the characteristics of mechanical and light waves.
8.P.3A.2 Knowledge and Skills Develop and use models to exemplify the basic properties of
waves (including frequency, amplitude, wavelength, and speed).
8.P.3A.3 Knowledge and Skills Analyze and interpret data to describe the behavior of waves
(including refraction, reflection, transmission, and absorption) as they interact with various
materials.
8.P.3A.4 Knowledge and Skills Analyze and interpret data to describe the behavior of
mechanical waves as they intersect.
8.P.3A.5 Knowledge and Skills Construct explanations for how humans see color as a result of
the transmission, absorption, and reflection of light waves by various materials.
8.P.3A.6 Knowledge and Skills Obtain and communicate information about how various
instruments are used to extend human senses by transmitting and detecting waves (such as
radio, television, cell phones, and wireless computer networks) to exemplify how technological
advancements and designs meet human needs.

Earths Place in the Universe - Standard 8.E.4: The student will demonstrate an understanding of the
universe and the predictable patterns caused by Earths movement in the solar system.
8.E.4A.1 Knowledge and Skills Obtain and communicate information to model the position of
the Sun in the universe, the shapes and composition of galaxies, and the measurement unit
needed to identify star and galaxy locations.
8.E.4A.2 Knowledge and Skills Construct and analyze scientific arguments to support claims
that the universe began with a period of extreme and rapid expansion using evidence from the
composition of stars and gases and the motion of galaxies in the universe.
8.E.4B.1 Knowledge and Skills Obtain and communicate information to model and compare
the characteristics and movements of objects in the solar system (including planets, moons,


asteroids, comets, and meteors).

8.E.4B.2 Knowledge and Skills Construct explanations for how gravity affects the motion of
objects in the solar system and tides on Earth.
8.E.4B.3 Knowledge and Skills Develop and use models to explain how seasons, caused by the
tilt of Earths axis as it orbits the Sun, affects the length of the day and the amount of heating
on Earths surface.
8.E.4B.4 Knowledge and Skills Develop and use models to explain how motions within the Sun-
Earth-Moon system cause Earth phenomena (including day and year, moon phases, solar and
lunar eclipses, and tides).
8.E.4B.5 Knowledge and Skills Obtain and communicate information to describe how data
from technologies (including telescopes, spectroscopes, satellites, space probes) provide
information about objects in the solar system and the universe.
8.E.4B.6 Knowledge and Skills Analyze and interpret data from the surface features of the Sun
(including photosphere, corona, sunspots, prominences, and solar flares) to predict how these
features may affect Earth.

Earths Systems and Resources - Standard 8.E.5: The student will demonstrate an understanding of the
processes that alter the structure of Earth and provide resources for life on the planet.
8.E.5A.1 Knowledge and Skills Develop and use models to explain how the processes of
weathering, erosion, and deposition change surface features in the environment.
8.E.5A.2 Knowledge and Skills Use the rock cycle model to describe the relationship between
the processes and forces that create igneous, sedimentary, and metamorphic rocks.
8.E.5A.3 Knowledge and Skills Obtain and communicate information about the relative
position, density, and composition of Earths layers to describe the crust, mantle, and core.
8.E.5A.4 Knowledge and Skills Construct explanations for how the theory of plate tectonics
accounts for (1) the motion of lithospheric plates, (2) the geologic activities at plate
boundaries, and (3) the changes in landform areas over geologic time.
8.E.5A.5 Knowledge and Skills Construct and analyze scientific arguments to support claims
that plate tectonics accounts for (1) the distribution of fossils on different continents, (2) the
occurrence of earthquakes, and (3) continental and ocean floor features (including mountains,
volcanoes, faults and trenches).
8.E.5B.1 Knowledge and Skills Analyze and interpret data to describe patterns in the location
of volcanoes and earthquakes related to tectonic plate boundaries, interactions, and hot spots.
8.E.5B.2 Knowledge and Skills Construct explanations of how forces inside Earth result in
earthquakes and volcanoes.
8.E.5B.3 Knowledge and Skills Define problems that may be caused by a catastrophic event
resulting from plate movements and design possible devices or solutions to minimize the
effects of that event on Earths surface and/or human structures.
8.E.5C.1 Knowledge and Skills Obtain and communicate information regarding the physical
and chemical properties of minerals, ores, and fossil fuels to describe their importance as Earth
resources.




Earths History and Diversity of Life - Standard 8.E.6: The student will demonstrate an understanding of
Earths geologic history and its diversity of life over time.
8.E.6A.1 Knowledge and Skills Develop and use models to organize Earths history (including era, period,
and epoch) according to the geologic time scale using evidence from rock layers.
8.E.6A.2 Knowledge and Skills Analyze and interpret data from index fossil records and the ordering of
rock layers to infer the relative age of rocks and fossils.
8.E.6A.3 Knowledge and Skills Construct explanations from evidence for how catastrophic events
(including volcanic activities, earthquakes, climatic changes, and the impact of an asteroid/comet) may
have affected the conditions on Earth and the diversity of its life forms.
8.E.6A.4 Knowledge and Skills Construct and analyze scientific arguments to support claims that
different types of fossils provide evidence of (1) the diversity of life that has been present on Earth, (2)
relationships between past and existing life forms, and (3) environmental changes that have occurred
during Earths history.
8.E.6A.5 Knowledge and Skills Construct explanations for why most individual organisms, as well as
some entire taxonomic groups of organisms, that lived in the past were never fossilized.
8.E.6B.1 Knowledge and Skills Construct explanations for how biological adaptations and genetic
variations of traits in a population enhance the probability of survival in a particular environment.
8.E.6B.2 Knowledge and Skills Obtain and communicate information to support claims that natural and
human-made factors can contribute to the extinction of species.

Key Element 1.C: Course Content and Pacing Guide
I have attached the major course content, including the course standards and developmental goals. As an
eighth grade science team, we plan to follow this guide in the order that it was given in.

Unit Topic Key Concepts/Skills and Correlated Standards Unit
or Length
Descrip ion (i.e., number
of days per
unit and
implementat
ion
timeframe)
Orientation Key concepts: Introduce and discuss classroom procedures and 1 week
expectations. Aug. 15-
19
Forces in The student will demonstrate an understanding of the effects of forces on 5 weeks
Motion the motion and stability of an object. (Standard 8.P.2) Aug. 22-
Sept. 28
Waves The student will demonstrate an understanding of the properties and 4 weeks
behaviors of waves. (Standard 8.P.3) Sept. 29-
Nov. 2
Earths The student will demonstrate an understanding of the universe and the 6 weeks
Place in the predictable patterns caused by Earths movement in the solar system. Nov. 3
universe (Standard 8.E.4) Jan. 11

Earths The student will demonstrate an understanding of the processes that alter 8 weeks
Systems the structure of Earth and provide resources for life on the planet. Jan. 17


and (Standard 8.E.5) March 15

Resources
Earths The student will demonstrate an understanding of Earths geologic history 6 weeks
History and and its diversity of life over time. (Standard 8.E.6) March
Diversity of 27-May
Life

12
Key Element 1.D: Progress Monitoring Key

In order to monitor the progress of my students' mastery I will provide them with various formative and
summative assessments. I will understand a students progress to mastery through various formative
assessments that will consist of questioning, conversation, observing and reviewing student work.

Summative assessments will be conducted at the end of each unit. All will be aligned with Charleston County
School District curriculum as well as the South Carolina standards. These assessments will be generated based
on student needs. They will be a mixture of both teacher-generated materials and student-led projects.

Key Element 1.E: Instructional and Behavior Management Strategies

Throughout the year, I will review the data from the formative and summative assessments along with
laboratory investigations to determine if students are reaching mastery level. To teach this content to students
I will convey the information in a variety of formats and approaches so that it is appropriate to the learners.
Students will be held accountable for daily tasks and be responsible for their learning. I will also need to assist
students in life strategies such as organization and studying so that they can become independent learners by
the end of the year.

Interventions will be based upon a students needs. They will consist of:
Goals that are expressed and frequently reviewed in student-appropriate language.
One on one assistance in organizational and study skills
Positive feedback and encouragement
Homework to reinforce a topic
Small group and partner work to allow for collaboration and discourse.
All students who score 70% or below on tests and request a retake in which they must correct their
answers and reflect on why or how they got a question incorrect.
Bell Ringers to ensure accountability and assessment of individual progress.

Students are expected to:
TRY everything both instructionally and non-instructionally.
Come to class prepared and with a positive attitude.
Respect each other
Listen to different opinions and/or ideas.
Follow Laing Middle School PRIDE Matrix

If students follow these expectations they will receive:
Extended recess
Pride slips (written positive feedback)
Email sent home



If students choose not to follow my expectations they will receive:

A warning
A seat change
Email home
Silent lunch

Section II. TARGETED COURSE UNIT PLAN

Title of Targeted Unit: Waves

Dates of unit: 9/29/16 to 10/20/16

Key Element 2.A: Unit Objectives

Provide the major objectives of the unit. As a general guide, include 3-5 objectives. Correlate the
objectives to the appropriate grade-level standards.

Major Unit Objectives Standards/Competencies

Correlation
1. Construct explanations of the relationship between matter and energy 8.P.3A.1
based on the characteristics of mechanical and light waves.

2. Develop and use models to exemplify the basic properties of waves 8.P.3A.2
(including frequency, amplitude, wavelength, and speed).

3. Analyze and interpret data to describe the behavior of waves (including 8.P.3A.3
refraction, reflection, transmission, and absorption) as they interact with 8.P.3A.6
various materials.

Reflect on the unit objectives: Student objectives are posted on the board every day. We also dissect
and discuss the objects so that students understand where we are headed. Throughout the unit,
students are constantly investigating answers to the essential question. To scaffold our learning,
students are required to complete a bell ringer every morning to reinforce the connection between
previous content to current. Daily lessons are built to develop what students have learned both in the
past units and previous days. Students are asked to demonstrate wave movement using their body and
props. This increases student engagement and understanding. Early in the unit, students are asked to
collaborate with others and share their observations and predictions. As the unit progresses students
transition into being able to independently express their thoughts through formative assessment and
writing. Students are also pushed to generate their own questions about the topic through curiosity
talks. These are group conversations, held once a month where students must find an article that
pertains to the current topic of study but anything they are curious about.


Key Element 2.B: Instructional Plan

Provide the sequence of lessons that you need to follow if your students are to achieve the unit
objectives. Every lesson must include the objective(s), content, and instruction.

Lesson Content Instruction

Number & (For each lesson include (For each lesson include sequence, differentiation, and student
Objective(s) materials & resources) application.)
Lesson #1 Materials and resources: Wave Notes
8.P.3A.1 South Carolina Science Textbook - Facilitate a student-led discussion on what they think of when
Slinky they hear the word wave.
Waves reading - Notes derived from the textbook
- Demonstrate the different shapes of waves using a slinky
- Think-pair-share to work on essential questions at the end of
the chapter
- Video on sound in a vacuum
- Homework: Waves reading
Lesson #2 Materials and resources: Waves Drawing
8.P.3A.2 Rulers, paper, and pencil - Students draw examples of transverse waves and label the parts
8.P.3A.3 that have been studied, prior to this activity. It is important that
students are precise with their measurements. Following the
drawing, students answer a series of questions based on their
drawings.
Materials and resources: Behavior of waves: Direct instruction
South Carolina Science Textbook - Students lead a discussion of what it means to see something
- The word reflection is introduced
- Using a flashlight and mirror, reflection is demonstrated
- Students make predictions to define the law of reflection
- Demonstrate refraction using a pencil in a cup of water.
- Take notes on these terms, giving examples and making
drawings
- Questions are posed and discussed as to how light waves pass
through different mediums and how this affects a waves
frequency and wavelength
Lesson #3 Materials and resources: Curiosity talk
8.P.3A.1 None - Students will choose anything that they are curious about, in
8.P.3A.6 regards to waves, and research it
- Students are expected to write a paper that includes a
summary of the article, why they chose it and how it relates to
waves
- Following the research, students will sit in a circle and present
their findings
Lesson #5 Materials and resources: Formative assessment
Waves quiz
Lesson #6 Materials and resources: Waves Stations
8.P.3A.1 iPads, wine glasses, two slinkys, Students will rotate through a series of four stations to


8.P.3A.2 water, tuning forks, cups with investigate the behavior of sound waves
8.P.3A.3 string, and forks on a string.
Lesson #7 Materials and resources: Waves Mystery Assessment
8.P.3A.3 Balloons, paper, and marker - Students watch a video on the front board
https://mysteryscience.com/wav - Discuss: How could you find out if there are vibrations in the air
es/mystery-2/sound- when we talk to each other?
vibrations/51?r=3247519&s=soci - Students get with a partner and take turns making noises into
al:pinterest the balloon that the other person is holding and make
End of mystery assessment observations
- Students now form groups of 4-5 and make signs. There are
three air blobs, one window and one speaker
- Speakers wobble back and forth and pass the movement
through the air blobs until it reaches the window
- Discuss what would happen if this were taken to the moon
where there is no air. Could you still use sound to break the
windshield?
- Independently complete the End of mystery assessment
Lesson #8 Materials and resources: Sound Notes
8.P.3A.3 South Carolina Science Textbook - Students will take notes, given by me on the terms that they
https://www.youtube.com/watc discovered in the previous lesson
h?v=zeg4qTnYOpw - Watch a video on cochlear implants and other real life sounds
https://www.youtube.com/watc - Ask essential questions that are likely to be on the test
h?v=EFu_ef9XypY

Lesson #9 Materials and resources: Instructional video
8.P.3A.1 Bill Nye Waves and Sound video Students will watch a Bill Nye video that demonstrates the wave
8.P.3A.2 types that we have been learning about. Students are asked to
8.P.3A.3 answer a series of questions based on the video.
Lesson #10 Materials and resources: Summative assessment
8.P.3A.1 Waves Test
8.P.3A.2
8.P.3A.3

Reflect on the instructional plan for the unit:

This unit balances the expectations of the grade level academic standards and the needs, abilities and
developmental levels of individual students because it focuses on re-teaching the three lesson
objectives in multiple ways. The instructional plan is based on objectives, as stated and aligned with the
eighth grade Science standards for South Carolina. Using my knowledge of individual students, I am able
to generate lessons that will motivate students to succeed. I feel as though my lesson flow sequentially
and constantly review prior knowledge. Following the reflection of prior knowledge we are able to dig
deeper and investigate new concepts and skills on a high level.

Key Element 2.C: Response to Formative Analysis

Reflect on the findings of the formative analysis: If and when I teach this unit again, I will make use of
more lab investigations. This unit seemed to have a lot of talking and note taking. While I am very
please with the discussions that students led and questions of curiosity they asked, I am not sure they
hard mastered the unit of waves. I do believe that I was constantly checking for understanding with bell
work, conferencing, as well as class discussion and observation. Students did not perform on their
summative assessment as well as I had hoped. This unit in particular was placed at a time in the year
where there were many distractions and time off from school. I do not believe my students are at an
independent level yet and therefore had little motivation to study on their own time. In my current unit
I am being more diligent about constructing individual study and organization skills, based on the
students needs. I am also altering the way of giving a summative assessment and giving students more
choice.

Key Element 3.A: Unit Assessments

Provide the grading profile for the Targeted Course Unit Plan.

Assessment of Student Performance

Assessment Type Evaluation Criteria Graded Weights Maintaining
(e.g., homework, classwork, (e.g., completion, accuracy, (e.g., percentages, Records
writing samples, tests) rubrics) point values) (e.g., Power
School)
Classwork/Homework Completion/Accuracy 5% Power School
Lab investigation Completion/Accuracy 30% Power School
Quiz Accuracy 30% Power School
Test Accuracy 35% Power School
List and/or describe the key unit assessments. A copy of each key assessment must be embedded in
this template. Key assessments include quizzes, tests, projects, performance tasks, etc.

Key Unit Assessments Objective(s) Measured Type of Assessment

(Check one for each assessment)
Teacher- Commercially
Made Available


Waves Reading 1 x
Bell Ringer 1 and 2 x
Waves Drawing lab 1 and 2 x
Waves Quiz 1 and 2 x
Curiosity Talk 1 and 2 x
Waves Assessment Activity 3 x
Bell Ringer 3 x
Day Before the Test Review 1, 2 and 3 x


Waves Test 1, 2 and 3 x

Reflect on the unit assessments:

The assessments I used were selected to correspond with the unit objectives and with my student
population in mind. The waves reading gave the students an idea of where we were headed, the bell
work gave me an insight into prior knowledge, which allowed me to alter assessments, if necessary. I
chose to grade a variety of tasks rather than simply tests and quizzes so that students could have the
chance to use their strengths in different areas to succeed. The work graded was mix of kinesthetic
experiences (wave activity), visual experiences (wave drawing), opportunity to collaborate (curiosity
talk), and independent academic work (bell ringers). I felt as though these experiences gave every
student ample opportunities and confidence to succeed on the summative assessment. An academic
accommodation applied to all students is that if he or she receives a 70% or below, he or she may
request a test retake. I had to make one test accommodation for one of my students with an IEP and
three of them took the test in a small group setting.

Key Element 3.B: Analysis of Student Performance

Day Before
Waves Bell Waves Waves Curiosity Waves Bell
the Test Waves
Reading Ringer 3 Drawing Quiz Talk Activity Ringer 4
Review Test


Abualrub, Omar 100% 87% 0% 86% 100% 0% 0% 100% 67%
Brauchle,
100% 97% 50% 71% 100% 0% 95% 100% 55%
Caroline
Coulthard,
100% 100% 100% 81% 100% 100% 100% 100% 80%
Kirsten
Duong, David 100% 93% 100% 95% 100% 100% 98% 100% 83%
Fann, Austin 100% 90% 90% 90% 100% 100% 100% 100% 70%
Goad, Shannon 70% 92% 50% 95% 100% 70% 85% 100% 59%
Graze, Elena 100% 93% 100% 76% 100% 100% 100% 100% 81%
Houser, Grant 100% 97% 95% 90% 100% 100% 100% 100% 80%
Jamerson,
0% 60% 95% 86% 100% 100% 95% 100% 81%
Jordan
Johnson, Logan 100% 53% 50% 65% 100% 0% 80% 100% 37%
Miller, Kyla 100% 87% 80% 71% 100% 72% 100% 100% 78%
Paiz Parada,
100% 97% 0% 81% 100% 0% 100% 100% 65%
Anjela
Porcher,
100% 93% 100% 90% 100% 94% 50% 100% 91%
Cameron
Rivers, Breonna 100% 56% 0% 52% 100% 0% 0% 100% 44%
Robinson, Liyah 100% 85% 80% 86% 100% 72% 95% 100% 80%
Spindt, Erin 0% 90% 90% 67% 100% 0% 100% 100% 85%
Vanscoy,
70% 60% 100% 71% 100% 70% 95% 100% 74%
Kathryn
Wannamaker, 100% 87% 90% 86% 100% 100% 85% 100% 75%


Jackson
Washington,
100% 93% 95% 71% 100% 100% 95% 100% 59%
Taniyah
Williams,
Ex Ex 0% 86% 100% 0% 100% 100% 54%
Shelby
Woods,
100% 60% Ex 81% 100% 0% 95% 100% 85%
Harrison

Reflect on the analysis of student performance: In what way(s) did this information

(1) increase your understanding of your students strengths and weaknesses:

Students received credit or no credit for completing the Waves reading. When we reviewed it in class I
learned that many students chose not to complete it because they didnt think I would hold them
accountable for this. When I realized it was the majority of the class that did not complete this reading,
I had them read it again and mark the paragraphs that they found the answers to the questions on.
Following the reread, I drew Popsicle sticks for the answers. I think that this taught students my
expectation because when I gave them a reading a few weeks later many more of them had it
completed.

The students who actually completed the Waves Drawing did very well on it. I believe they enjoyed
having the choice to draw their waves whatever size they would like, along with the opportunity to
collaborate with others. The students who did not complete the activity were spoken to on an
individual level, given a week and a half to complete the activity, and shown multiple examples of what
an A looks like.

The Waves Quiz showed an average of 86%. The lowest score was a 52%, which makes sense because
this student did not participate in the activities I provided. Those that scored below a 70% I ask them
how much time they spend studying productively. Many students underestimate how much time is
needed to study for science and choose not to.

Every student in this class received a 100% on the Curiosity Talk. Every single student was engaged
during this activity and they were respectful to others and listened to what each other had to say.
Students asked questions to go deeper and many new wonders were stemmed from this talk. I will
begin to do this monthly, as the discourse that occurred was outstanding! When I grade these in the
future, I will use a rubric.

The bell ringers provide me with immediate feedback so that I know what topics the students still
struggle with. I reward the students for simply trying and only mark them down 5% for every incorrect
question. The lowest score they can receive is an 80%. I talk those who do not complete the daily work
to and I show them their grade dropping on Power School, as many do not realize how easily a grade can
drop. Most students have personal goals to be on honor roll so I often use this method to motivate
them.


(2) determine specific aspects of instruction that need to be modified?

Students could have been given more opportunities to display their abilities. Every lesson should
engage the strengths of every learner. In this unit, while I tried to still make these day engaging, some
days were dedicated to many notes and videos rather than engaging activities. In the future, I will use a
rubric to grade the curiosity talks so that students can have explicit goals to strive for.

Key Element 3.C: Summative Results

Reflect on the summative results: Do the overall results accurately reflect your students progress and
achievement relative to the unit objectives? Why or why not?

I am disappointed in the wide range of summative test scores as they ranged from a low score of 37%
and a high score of 91%. The average was a 75%, which was 6% lower than the quiz average. I felt as
though I had prepared them with enough time to prepare, along with a practice test that was very
similar to the test. To modify this unit I would have individuals talk through why sound is heard or how
an electromagnetic wave works. I dont think that students got enough hands on instruction and time to
independently think through a concept. This ended up hurting students when they were alone on the
test. We could have also used this unit as an opportunity to teach study skills. I could have given them
time in class to study and taught them how to study rather than giving them tips and hoping they did
them. However, I am even more disappointed that no student in this class retook the test, despite me
strongly encouraging them too. I am struggling to know what to do with students who are not
motivated. A personal goal for me is to gravitate towards more student-centered learning and choice of
assessment. While I do believe this is important, I also know the reality of being able to do well on tests.
I am still trying to find the perfect balance where students are motivated to take a test and do well on it
along with create a project with effort.