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Grades:
Goal 1: Students will be able to summarize the weather patterns and observe the weather over
an extended period of time.
Student Preassessment Formative Summative Overall grade for
assessments assessments goal
#1 3 3 3.5 3
#2 1 2 2.5 2
#3 1 2 3.5 3
#4 1 2 3 2.5
#5 2 3 3 3
#6 3 3 3 3
#7 2 2 2.5 2
#8 2 4 4 4
#9 1 2 3 3
#10 3 3 2.5 3
#11 3 2 3 3
#12 1 1 2.5 2
#13 2 3 4 4
#14 1 2 3 2
#15 0 3 3.5 4
#16 2 2 3 2
Goal 2: Students draw conclusions about differences between warm and cold air. And read the
temperature from using a thermometer
Student Preassessment Formative Summative Overall grade for
assessments assessments goal
#1 3 3 4 4
#2 1 3 4 3
https://docs.google.com/document/d/1EvQ08juDQLvKyYs_D2-eCWXyzAxZW4D9H7732mXbKVI/edit 1/7
4/8/2019 Anaylsis - Google Docs
#3 1 2 2 2
#4 1 2 4 3
#5 2 4 4 3
#6 2 2 2 2
#7 2 4 4 3
#8 2 3 4 4
#9 1 2 3 2
#10 2 4 4 3
#11 2 4 4 3
#12 1 2 4 2
#13 2 4 2 3
#14 1 2 3 2
#15 0 2 4 4
#16 2 2 4 2
Goal 3: Students will be able to classify the four different types of clouds and the phases of a
water cycle.
Student Preassessment Formative Summative Overall grade for
assessments assessments goal
#1 2 4 4 3
#2 1 2 2 2
#3 1 3 3 3
#4 1 4 3 3
#5 2 3 3 3
#6 2 4 2 2
#7 2 1 4 2
#8 2 4 3 3
https://docs.google.com/document/d/1EvQ08juDQLvKyYs_D2-eCWXyzAxZW4D9H7732mXbKVI/edit 2/7
4/8/2019 Anaylsis - Google Docs
#9 1 2 4 2
#10 2 4 4 3
#11 2 4 2 2
#12 1 2 2 2
#13 2 3 2 3
#14 1 2 2 2
#15 3 3 4 4
#16 2 3 2 2
Goal 4: Students will learn about the different phases of the moon and how the moon changes
every day.
Student Preassessment Formative Summative Overall grade
assessments assessments for goal
#1 3 3 3 3
#2 1 4 3 3
#3 1 4 4 3
#4 1 2 4 3
#5 2 2 2 2
#6 2 2 2 2
#7 2 3 4 2
#8 2 1 3 3
#9 1 3 2 2
#10 3 4 4 3
#11 3 4 4 3
#12 1 2 2 2
#13 2 4 4 4
#14 1 3 3 2
https://docs.google.com/document/d/1EvQ08juDQLvKyYs_D2-eCWXyzAxZW4D9H7732mXbKVI/edit 3/7
4/8/2019 Anaylsis - Google Docs
#15 0 3 3.5 3
#16 2 1 2 2
Goal 5: Students will learn about wind and the tools used to describe wind.
Student Preassessment Formative Summative Overall grade on
assessments assessments goal
#1 4 4 4 4
#2 2 4 3 3
#3 2 4 3 3
#4 3 4 3 3
#5 3 4 4 4
#6 3 4 4 4
#7 2 3 4 4
#8 4 4 4 4
#9 2 2 4 4
#10 3 4 4 4
#11 2 2 2 2
#12 1 2 2 2
#13 4 4 4 4
#14 3 3 3 3
#15 3 4 4 4
#16 3 3 3 3
https://docs.google.com/document/d/1EvQ08juDQLvKyYs_D2-eCWXyzAxZW4D9H7732mXbKVI/edit 4/7
4/8/2019 Anaylsis - Google Docs
Goal 6: Students will learn about global warming and the effects it has on us.
Student Preassessment Formative Summative Overall grade on
assessments assessments goal
#1 3 3 3 3
#2 3 3 3 3
#3 3 0 3 3
#4 3 3 3 3
#5 3 3 3 3
#6 3 3 3 3
#7 3 3 3 3
#8 3 4 4 4
#9 3 3 3 3
#10 3 3 3 3
#11 3 3 3 3
#12 3 3 3 3
#13 3 3 3 3
#14 2 2 2 2
#15 3 3 3 3
#16 2 2 2 2
The graphic above shows each goal that the students and I worked on throughout this unit. I
show their score on preassessments, formative assessments, summative assessments, and their
overall score on the goal. I scored my students on a 14 scaled and I added in 0 for the students
who were absent or did not complete the assignment. I was fortunate enough to not have a lot of
absences during this unit, and if I did I tried my best to get them back on track.
When I first started this unit I gave the students a preassessment to see where they were at and
how I wanted to create my goals and lesson plans. I was surprised by the prior knowledge that
my students already had, but I was also satisfied because that meant we could dive into some
more challenging concepts about the weather. I knew I had to make sure to meet the individual
learner's needs during the unit since this was going to be my first time teaching all of the students
https://docs.google.com/document/d/1EvQ08juDQLvKyYs_D2-eCWXyzAxZW4D9H7732mXbKVI/edit 5/7
4/8/2019 Anaylsis - Google Docs
at once. I knew I had to make sure I was creating meaningful extensions, accommodations, and
modifications. I believe each learner was challenged just enough during this unit, and they were
engaged and interested every day that we were experimenting or learning together.
The first pattern that I notice in the graphic above is that a lot of my students received twos
throughout the unit. This does not discourage me because the students will continue to learn
about these weather concepts in third and fourth grade. If the student is still developing in a
certain goal that is fine and they will keep learning about the goal until they are proficient. There
are a couple of students that are marked as fours. These students showed an immense amount of
growth throughout the unit, asked higher order thinking questions, and challenged themselves on
almost every activity we did as a class.
I also notice that even if a student received a two or a four in the formative or summative
assessment, that does not mean they received that score for the overall goal. When I was giving
the students a score for the overall goal I was thinking about many different factors. I took into
consideration all of the work the students did for that goal, how hard they worked on this goal,
and their engagement during learning. I believe work ethic is a big part of their learning. If the
student worked really hard but had a hard time on one assignment I did not want to score them
based on one bad day.
I students did fairly well on the preassessment and therefore I went deeper into the content when
I taught the lessons. It makes sense to see that some of the students had a more challenging time
on the formative than the preassessment because of the content I went into. My goal was to
move them from the formative assessment to getting a higher score on the summative
assessments. If I noticed the student was struggling during a formative assessment I would try to
meet with them one on one and clear up any confusions. This was a challenge though
considering I was teaching science and I barely had time to fit it into the schedule never mind
extra time to work on it. I tried to move students towards achieving goals as at a pace they could
handle and not rush them too much. Of course, because each student is at a different learning
level it can be hard for everyone to stay on the same page. As mentioned before, if students are
still at two for the overall goal that is good. This means they are still developing these concepts
that they will elaborate on in third and fourth grade.
I gave a lot of verbal and written feedback throughout this unit. As the students were working I
would walk around and ask questions to get them thinking about what they were doing and why
they were doing it. I think it is important to give immediate feedback and that the students
typically take it and make changes to their work. I also made sure to give specific feedback that
way the students knew what I was noticing. I also think it is important to give written feedback
that way the students know I am looking at the work and really thinking about it before
commenting. It also gives them a resource to reflect on if they do not always remember my
verbal comments. I spent a lot of time giving feedback during the lesson and you can see the
feedback I left in the lesson section of this teacher work sample, but I also let the students give
me feedback on how they felt. At the end of every lesson I had the students give me a thumbs up,
https://docs.google.com/document/d/1EvQ08juDQLvKyYs_D2-eCWXyzAxZW4D9H7732mXbKVI/edit 6/7
4/8/2019 Anaylsis - Google Docs
down, or in the middle depending on how they thought the day and activity went. I would take
this feedback to reflect on my teaching and what I could do next time. This feedback really
helped me know if it was time for us to move on or time for us to slow down a certain topic. The
feedback I got at the end of lessons from students changed a lot of what I did throughout this
weather unit.
I knew it was important to keep track of the student's records so that I could track their progress
and intervene for extra help or an extra challenge if necessary. At the beginning of this unit, I had
each student create their own weather folder to keep their papers and activities in. When they
completed an assignment it went into the weather folder and I collected them. When I wanted to
look through them or make comments I would take the folders home and work through them.
The weather folders were a good way for the students to be responsible for their work and
another creative activity the students had an opportunity to create. I also had my own class list
that I kept track of certain scores and things I saw throughout each lesson or goal. After the
weather unit was completed I went through and scored each student in a table as well as entered
the scores on PowerSchool with my mentor.
Overall, I think the unit went really well and all the students grew throughout this lesson. I was
satisfied to see how the students were interested and engaged each day, and how much they
enjoyed doing these activities and experiments. There are changes I made throughout the unit
and there are changes I would make if I were to reteach it, but I am happy with my students to
progress and the learning we did together as a class.
https://docs.google.com/document/d/1EvQ08juDQLvKyYs_D2-eCWXyzAxZW4D9H7732mXbKVI/edit 7/7