Student Teaching Evaluation of Performance (STEP)

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Table of Contents

STEP Standard 1 - Contextual Factors: Knowing Your School and Community.....3

STEP Standard 2 - Writing Standards-Based Measurable Objectives and the
Learning Goal............................................................................................................4
STEP Standard 3 - Assessment and Data Literacy....................................................5
STEP Standard 4 - Unit and Lesson Planning...........................................................7
STEP Standard 5 - Implementation of Instructional Unit.......................................11
STEP Standard 6 - Analysis of Student Learning...................................................12
STEP Standard 7 - Reflecting on Instruction to Improve Student Progress............14

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STEP Standard 1 - Contextual Factors: Knowing Your School and
Community
Student Teaching Evaluation of Performance (STEP) is the process for preparing and
implementing a unit of instruction.
By understanding the community, school environment, and the makeup of the classroom, you
will be able to strategically meet the overall needs of your students.
By analyzing the student demographics, environmental factors, and student academic factors,
you will be able to strategically meet the overall needs of your students. In the first two weeks of
student teaching, you should focus on learning about the students you will be working with.

Part I: Community, District, School, and Classroom Factors

You will be completing this portion of the STEP document using the following link:
STEP Standard 1, Part I
After completing the e-doc portion, submit the PDF you receive into the Learning Management
System (LMS).

Part II: Demographic, Environment, and Academic Factors

You will be completing this portion of the STEP document using the following link:
STEP Standard 1, Part II
After completing the e-doc portion, submit the PDF you receive into the Learning Management
System (LMS).

Please note, that in order to submit this assignment, you must:

1. Complete each section of the STEP Standard 1
 Note: Closing your internet browser before the signing process is completed will
result in a loss of your work. If you will be completing this document in multiple
sittings, it is highly recommended to save and back up your work on another
document.  When you are ready to make your final submission, copy and paste your
responses into this document. The data from this electronic document will not be
saved until you complete the signing process.
2. Complete the signing process by entering your name, selecting “Click to Sign,” and
entering your email address. 
 An initial email will be sent to you to confirm your email address. 
 A completed copy of the document will be emailed to you within minutes of
confirming your email address.
3. After completing the e-doc portion, submit the PDF you receive into the Learning
Management System (LMS).

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STEP Standard 2 - Writing Standards-Based Measurable Objectives
and Learning Goals
Part of the planning process is to identify overall learning goals for a unit or lesson, as well as the
lesson’s specific learning objectives. Goals and objectives should be aligned not only to
standards, but also to student pre-assessment data.
The unit you are planning should be one you are preparing to teach during Weeks 5-7. The
standards and objectives need to align with your pre- and post-assessments and objectives.
Note: You will not teach this unit until you get feedback from both your instructor and your
mentor teaching on this STEP.

Unit Topic:
Physical Science
Unit Title:
Physics of Sound
National or State Academic Content Standards:
3.P4U1.3. Develop and use models to describe how light and sound waves transfer energy.
Learning Goal:
The goal for this unit is to teach the students how to recognize sound, where it comes from, how
it is formed, how it travels, and what causes it to travel the way that it does.
Measurable Objectives:
SWBAT recognize and describe different sounds.
SWBAT explain what sound is.
SWBAT describe what a sound wave is and how it applies to hearing.
SWBAT describe the different parts of the ear and apply them to hearing.
SWBAT analyze different pitches of sound and explain how they correlate with hearing.

If you would like feedback on your pre-assessment for alignment prior to administering, copy it
in here.

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© 2020. Grand Canyon University. All Rights Reserved. Page 5 of 30
STEP Standard 3 - Assessment and Data Literacy
Pre- and post-assessments are used to assess the learning that takes place from participating in a
learning activity. The pre-assessment is given to students before instruction, in order to
determine their prior knowledge of the topic, or inaccurate knowledge, which is sometimes the
case. After students have participated in the unit, they are given the post-assessment, which can
be the same as the pre-assessment, a modified version, or something comparable that measures
the same concepts.
Formative assessment is acceptable, work with your mentor teacher to determine the best way to
collect data in your classroom.

Pre-Assessment - Copy and paste the pre-assessment you plan to use to assess the students’
knowledge of the topic prior to implementing the unit lessons. Include the scoring criteria used
to determine whether the student is Highly Proficient, Proficient, Partially Proficient, Minimally
Proficient when it comes to meeting the learning goal and measurable objectives.
Science of Sound Test

Name:____________________

Use these words to complete the sentence.

waves pitch volume sound discrimination
vibrates frequency sound amplification

1. Sound is heard because an object _______________________.

2. Sound energy travels to the ear in _________________________.

3. The highness/lowness of a sound is _______________________.

4. How close the sound waves are together is known as

________________________.

5. _____________________ is how loud or soft a sound is.

6. Being able to tell different sounds apart is called

______________________________.
7. When you make a funnel in order to hear something louder it is called
______________________.

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 Write T for true and F for false.

Sound happens when tiny vibrations move through the air. ___________________

You can see sound waves. ___________________

You can feel vibrations. _________________

A pin falling is louder than a jet plane. _________________

A whistle has a higher pitch than a dog’s bark. _______________

The Science of Sound and the Ear

Fill in the blank.

Eardrum ossicles cochlea wax

1. The ear has 3 main parts.

Name the parts of the ear :
_____________________ ______________________ ______________________

2. The ear has 3 bones called ______________________.

Bonus; name the ear bones: _______________, _______________, _______________

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 3. The ________________________ picks up vibrations and sends it to the bones.

4. The ________________________ has fine hairs that send messages to the brain.

5. The ear canal has a sticky yellow substance called ______________ that helps protect our
ears.

GRADING: For grading, we plan to score this test out of 19 points PLUS 1 bonus point if they
know all three of the ear bones by the end of the unit.

Pre-Assessment Data: Whole Class - Once you have assessed your students’ knowledge on the topic,
collect and analyze the pre-assessment data to determine if you will need to modify the standards,
learning goal, or measurable objectives that will be addressed during instruction.

Number of Students

Highly Proficient (90%-100%) 0 students

Proficient
(80%-89%) 2 students

Partially Proficient
(70%-79%) 3 students

Minimally Proficient
(69% and below) 20 students

Pre-Assessment Analysis: Whole Class

Majority of the class does not understand sound nor has any prior knowledge of it.

Post-Assessment – Copy and paste the post-assessment you plan to use to assess the students’ knowledge
of the topic after implementing the unit lessons. The post-assessment can be the same as the pre-
assessment, a modified version, or something comparable that measures the same concepts. Include the
scoring criteria used to determine whether students are Highly Proficient, Proficient, Partially Proficient,
Minimally Proficient when it comes to meeting the learning goal and measurable objectives.

Science of Sound Test

Name:____________________

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 Use these words to complete the sentence.
waves pitch volume sound discrimination
vibrates frequency sound amplification

1. Sound is heard because an object _______________________.

2. Sound energy travels to the ear in _________________________.

3. The highness/lowness of a sound is _______________________.

4. How close the sound waves are together is known as

________________________.

5. _____________________ is how loud or soft a sound is.

6. Being able to tell different sounds apart is called

______________________________.
7. When you make a funnel in order to hear something louder it is called
______________________.

Write T for true and F for false.

Sound happens when tiny vibrations move through the air. ___________________

You can see sound waves. ___________________

You can feel vibrations. _________________

A pin falling is louder than a jet plane. _________________

A whistle has a higher pitch than a dog’s bark. _______________

The Science of Sound and the Ear

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 Fill in the blank.
Eardrum ossicles cochlea wax

1. The ear has 3 main parts.

Name the parts of the ear :
_____________________ ______________________ ______________________

2. The ear has 3 bones called ______________________.

Bonus; name the ear bones: _______________, _______________, _______________

3. The ________________________ picks up vibrations and sends it to the bones.

4. The ________________________ has fine hairs that send messages to the brain.

5. The ear canal has a sticky yellow substance called ______________ that helps protect our
ears.

GRADING: For grading, we plan to score this test out of 19 points PLUS 1 bonus point if they
know all three of the ear bones by the end of the unit.

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 STEP Standard 4 - Unit and Lesson Planning
During the design phase, you will carefully construct activities that are geared toward improving learning outcomes in your specific
disciplines. Each activity should align to instructional goals and demonstrate your understanding of the pre-assessment data results,
contextual factors, student learning needs, and management strategies.

Collaborate with your Cooperating Teacher/Mentor to design a unit of instruction that aligns to state content standards. Be sure to
include technology integration and demonstrate how you will differentiate your lessons to meet the needs of individual students.

Note: When implementing the unit of study, you will be choosing one of these activities to video record, review, and reflect on your teaching in
the STEP process.

Grade Level: 3rd Grade

Unit/Subject: Science/ Sound Unit

National/State Learning
Standards
List specific grade-level
standards that are the focus
of the lesson being presented.
Specific Learning
Target(s)/Objectives
Based on state standards,
identify what is intended to
be measured in learning.
Day 1 – Recognizing Day 2 – What is Day 3 – Sound Day 4 – Parts of the Day 5 – Pitch
Sounds Sound? Waves Ear
3.P4U1.3. Develop 3.P4U1.3. Develop 3.P4U1.3. Develop 3.P4U1.3. Develop 3.P4U1.3. Develop
and use models to and use models to and use models to and use models to and use models to
describe how light describe how light describe how light describe how light describe how light
and sound waves and sound waves and sound waves and sound waves and sound waves
transfer energy. transfer energy. transfer energy. transfer energy. transfer energy.
SWBAT recognize SWBAT explain what SWBAT describe SWBAT describe the SWBAT analyze
and describe different sound is. what a sound wave is different parts of the different pitches of
sounds. and how it applies to ear and apply them to sound and explain
hearing. hearing. how they correlate
with hearing.

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Academic Language
General academic
vocabulary and content-
specific vocabulary included
in the unit.
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Sound Differentiation: Sound: Tiny vibration Sound Wave: movement Outer Ear: Where sounds Pitch: The highness and
The ability to recognize particles moving through of vibrations in the air are collected and moved lowness of a sound.
the difference between the air, into our ears, and that cause sound to along the ear canal Definite Pitch: Sound
sounds. into our brain. travel. toward the middle ear. that have fairly
Echo: A reflection of a Vibrations: When Vibrations: a quick Middle Ear: Vibrations consistent frequencies
sound. something moves back moving back and forth. from the ear drum travel (Music notes)
Amplification: The and forth really fast. through the ossicles Indefinite Pitch: Sounds
ability to make a regular Wave: When sound toward the inner ear. that do not have a
sound louder. vibrations move through Inner Ear: Vibrations precise music note to
Intensity: The strength the air. from the middle ear them (Clapping,
of a sound. create nerve signals that stomping, dropping
Noise: Any undesired send messages to the something, etc).
sound. brain. These become the
sounds you hear.
Pinna: The external part
of the ear.
Ear Canal: Pathway
running from the outer
ear to the inner ear.
Ear Drum: Collects the
sound waves and sends
them to the inner ear.
Eustachian Tube: Keeps
the air pressure in the ear
balanced so that the ear
drum can work well.
Ossicles: 3 bones in the
inner ear.
Nerve Signals: Messages
received from the middle
ear and go to the brain.
Cochlea: Make never
signals about sound
Vestibule: An entrance
hall for the signals.
Semicircular Canals:
Create nerve signals that
help with balance.
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 Auditory Nerve: Collects
signals from the cochlea.
Vestibular Nerve:
Collects signals from the
semicircular canals.

Unit Resources,  Paper tube  Balloons  Sound hand out  “The Ear  Glass
Materials, Equipment,  Divider  Rulers  Cups Accordion” containers
and Technology  Cardboard  “What is Sound”  Tape worksheet  Water
List all resources, materials,  Plastic Spoon video  String  “How Your Ears  Metal Spoons
equipment, and technology to  Crumbled  Rubber bands Work” video  Youtube
be used in the unit. tinfoil  “What is Videos
 Popsicle stick Sound” video  Science
 Clothes pin Notebooks
 Thumbtack  Pencils
 Marble  White board
 Paper Cup  White board
 Eraser markers
 Poker Chip
 Wooden Square
 Paper Ring
 Vocabulary
Worksheet
 Drop Activity
Handout
 2 stars and a
wish exit ticket
Depth of Knowledge  What is sound?  What are we  What is a sound  How are we able to  What is pitch?
Lesson Questions  Why is the sound actually hearing? wave? hear the things  How does pitch
What questions can be posed amplified?  What happens  How do sound around us? relate to
throughout the lesson to  Who can describe when you hit the waves help us hear?  What is it like to try hearing?
assess all levels of student ruler on the end that  What do you to identify where and  What do you
what we did with
understanding? observe? from whom a sound notice about the
the paper tubes? is hanging off?
 Level 1: Recall  Do you feel a is coming from? ukulele strings
 Level 2: Skill/Concepts  What sounds are  Does it make a
vibration?  Why do you think when I move
 Level 3: Strategic similar? sound? hearing is important down frets?
 Do you hear
Thinking  What sounds are  What do you notice anything? for survival?  What do you
 Level 4: Extended different? about the ruler?  Why do you think  Does it work when notice about the

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Thinking  Which object has  What do you you can hear the this happens? sound of the
the loudest sound observe? little vibrations  Try to imagine glass when you
when dropped?  What is happening coming off of the tearing a hole in start to fill it up
 Why do you think when you do this? rubber band? YOUR ear drum! with water?
that is?  What happens when What do you think  What do you
you don’t stretch would happen to think is
 What do you think the string all the happening with
is the purpose of your hearing?
way?  Why do you think the frequency
the paper tube?  What happens when waves when
that word pertains to
 What do you think you hold the string doing that?
the human ear?
happens when and talk into the  Is this sound
items are being cup? high?
dropped into the  Can you hear your  Is this sound
tube? partner whisper? low?
 How do you think
these objects
make sounds?
 Would you say it
is pretty easy or is
it difficult to guess
the sounds of the
things being
dropped?
 Do you think it is
harder to figure
out what is being
dropped because
you can’t see what
it is?
 What are some
things you wonder
about this
experiment?
 What is an
observation that
you had when
doing this

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Anticipatory Set
How will students’ prior
knowledge be activated as
well as gain student interest
in the upcoming content?
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experiment?
 What did the book
say listening for
different sounds,
Julie can figure
out where she is,
is called?
 How did Julie
know that she was
in the city?
 How did Julie
know that she was
in a farm?
 How did Julie
know that Saddle
was a big dog?
 How are you able
to pick up the
patterns?
 Do you remember
the sounds from
when you did this
a couple of
minutes ago?
 Did this make it a
bit easier for you?
 Was it easy or
difficult to guess
the pattern?
Students will be To open up engage, the Students will be Students will be In order to engage the
instructed to take out teacher will instruct the instructed to take out instructed to take out students, the teacher will
their science notebooks students to write a KWL their science notebooks their science notebooks bring in a musical
and open to the next chart on the next blank and open to the next and open to the next instrument with strings.
blank page. page of their science blank page. blank page. (In my case, a ukulele).
notebooks.
The teacher will instruct The teacher will instruct The teacher will write the The teacher will ask the
the students to write the For the K section, the the students to create a word “Ear” on the board students, “What do you
Page 15 of 30
 word sound on the students will write KWL chart on their and ask the student to do notice about the sound
middle of their paper. everything that they know notebooks. the same in their when I play each of the
about sound. The teacher notebooks. Then, the strings?”
After this, the teacher will give the students 2 The students will write students will have one
will give the students 2 minutes to do this. what they already know minute to make a The students will
minutes to write about sound waves, and brainstorm web attempt to point out that
everything they know The teacher will give the what they want to know containing words they each string has a
about sound around it. students 1 minute to come about sound waves. The already know about the different sound. Some
up with one thing they “L” section will be for ear. sounds are higher and
Once the two minutes want to know during this what they learn about some sounds are lower.
are up, the teacher will lesson regarding sound. sound waves throughout After the two minutes is
call on students to share the lesson. (This will be up, the teacher will call
what they wrote and After this, the class will the space they take on different students and
write it on the board. have a short discussion notes). write what they have on
regarding what they wrote their paper onto the board
While the students are down. Sound is something and as the students to do
writing this, the teacher that we hear but what the same.
will pass out the “Sound does it mean? What are
Tubes” worksheet and we actually hearing? In order to start a class
the vocabulary discussion, the teacher
worksheet. will ask some questions
based off of what words
The teacher will also the students give her. For
have the students write instance, the teacher
things that they don’t could ask “why do you
already have on their think that word pertains
paper onto their to the human ear?” That
notebooks as well. way the other students
could begin to understand
After writing everything, the concept of the human
the teacher will have the ear based off of another
students glue their sound student’s knowledge.
tubes worksheets and
their vocabulary After the discussion, the
worksheet into their teacher will begin the
science notebooks. Explore portion of the
lesson.
Presentation of Content
Multiple Means of The content in this The content in this The content in this The content in this The content in this

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Representation
Describe how content will be
presented in various ways to
meet the needs of different
learners.
Multiple Means of
Representation
Differentiation
Explain how materials will
be differentiated for each of
the following groups:
 English Language
Learners (ELL)
 Students with
special needs
 Students with gifted
abilities
Early finishers (those who
finish early and may need
additional sources/support)
Multiple Means of
Engagement
How will students explore,
practice, and apply the
© 2020. Grand Canyon University. All Rights Reserved.
lesson is presented in lesson is presented in lesson is presented in lesson is presented in lesson is presented in
many different ways. many different ways. many different ways. many different ways. many different ways.
For example, there are For example, there are For example, there are For example, there are For example, there are
many different many different many different many different many different
activities such as activities such as hands activities such as activities such as hands activities such as
hands on, visuals, on, visuals, direct hands on, visuals, on, visuals, direct hands on, visuals,
direct instruction, and instruction, and data direct instruction, and instruction, and data direct instruction, and
data recording to hit recording to hit every data recording to hit recording to hit every data recording to hit
every different different learning type every different different learning type every different
learning type of the of the students. learning type of the of the students. learning type of the
students. students. students.
Easy way to recall Easy way to recall Easy way to recall Easy way to recall Easy way to recall
information, use of information, use of information, use of information, use of information, use of
charts and short words charts and short words charts and short words charts and short words charts and short words
in order to ensure the in order to ensure the in order to ensure the in order to ensure the in order to ensure the
students are students are students are students are students are
comprehending. The comprehending. The comprehending. The comprehending. The comprehending. The
whole class reads the whole class reads the whole class reads the whole class reads the whole class reads the
focus question in focus question in order focus question in focus question in order focus question in
order to ensure the to ensure the students order to ensure the to ensure the students order to ensure the
students understand understand exactly students understand understand exactly students understand
exactly what they will what they will be exactly what they will what they will be exactly what they will
be learning today. learning today. Science be learning today. learning today. Science be learning today.
Science notebooks for notebooks for students Science notebooks for notebooks for students Science notebooks for
students to write down to write down things students to write to write down things students to write down
things throughout the throughout the lesson. down things throughout the lesson. things throughout the
lesson. Many hands- Many hands-on throughout the lesson. Many hands-on lesson. Many hands-
on activities to really activities to really get Many hands-on activities to really get on activities to really
get the concept across. the concept across. activities to really get the concept across. get the concept across.
the concept across.
Application of Content
EXPLORE: EXPLORE: EXPLORE: EXPLORE: EXPLORE:
To begin the explore To begin the explore To begin the explore Students will begin To begin the explore
portion of the lesson, the portion of the lesson, the portion of the lesson, the exploring with the ear portion of the lesson, the
teacher will give the teacher will give each students will each get a accordion worksheet. teacher will give each
students instructions on shoulder partner group rubber band. student a cup and 2
Page 17 of 30
content? how to set up the sound one wooden ruler. The teacher will pass this rubber bands (one thick
tubes. In order to set up The teacher will out and instruct the and one thin).
the sound tubes, the The students will lay the demonstrate putting the students to cut it out. For
students place it on their rulers on their desks so rubber band on two time’s sake there will be The teacher will instruct
desk and tie together the that half of the ruler is fingers and plucking it no coloring! the students to but both
holes in the paper with hanging off of the desk. then he/she will have the rubber bands around the
some string. students do the same. The students will then cup so the opening looks
The teacher will instruct glue the bottom of the ear like a guitar.
After this, the teacher the students to hold the The teacher will ask the accordion to the science
will drop a marker into end of the ruler on the students probing notebooks so that they do The teacher will have
the sound tube (since desk very tightly. questions such as: not lose it. the students pluck/make
this is not a part of the “What do you observe?” music with the thin one
materials in the bag) to Then, the students will “Do you feel a The teacher will have and write down
show them that it have to hit the vibration?” the students guess what observations and then do
amplifies the sound so unsupported end of the “Do you hear the different parts of the same thing with the
that they can guess what ruler quickly. anything?” thicker one.
the ear do before they
it is. “Why do you think we
The teacher will ask can hear the little
watch a video on it. After the students play
The teacher will explain probing questions such as: vibrations coming off of with this for a while, the
that the students will be “What happens when you a rubber band?” EXPLAIN teacher will pull the
in their pods and their hit the ruler on the end For the explain portion of class back together for a
partners will be whoever that is hanging off” After this explore, the the lesson, the teacher discussion.
is sitting next to them. “Does it make a sound?” students will sit down to will play the video, “How
He/she will also explain “What do you notice watch the video. Your Ears Work.” EXPLAIN:
that each partner group about the ruler?” In order to begin the
will have to guess 6 EXPLAIN: Before the video starts, explain portion of the
things and write them The teacher can add the teacher will hand out
For the explain portion lesson, the teacher will
out on their paper so things in like changing the of the lesson, the teacher the worksheet that will ask:
he/she will have already length of the ruler that is have the students fill in
will play the video, “What were some things
split up the objects hanging off, having the “Sound for Kids” the blanks for the that were observed?”
evenly. students touch the different parts of the ear. “Did the rubber bands
vibrating ruler slightly to The teacher will have sound different than the
While the students are feel what is happening, During this video, the
the students take notes ukulele?”
doing the drop explore, etc. teacher will periodically “Why do you think that
during the video. He/she
the teacher will go stop and start the video in
will pause and play it in is?”
around and ask probing EXPLAIN: order to teach the
order to teach the
questions such as: students how to take
For the explain portion of students to take notes. After the discussion, the
“What do you think is the lesson, the teacher will notes and to allow them teacher will play the
the purpose of the paper to fill in the blanks.
show the video “What is ELABORATE: video.
tube?” Sound?” To open up elaboration,

© 2020. Grand Canyon University. All Rights Reserved. Page 18 of 30

 “What do you think
happens when the items
are being dropped into
the tube?”
“How do you think these
objects make sounds?”
“Would you say it is
pretty easy or difficult to
guess the sounds of the
things being dropped?”
“Do you think it is
harder to figure out what
is being dropped because
you can’t see it?”
“What items sounded
pretty similar to other
items that were
dropped?”
“Were there any items
that sounded completely
different?”
“Which item do you
think was the loudest
when it was dropped in
the tube?”
“Why do you think that
item is the loudest?”
“What are some things
that you wonder about
this?”
After the explore
activity, the teacher will
open up a class
discussion for the
explain.
EXPLAIN:
For the explain portion
of the lesson, the teacher
© 2020. Grand Canyon University. All Rights Reserved.
While the video is
happening, the teacher
will stop and play the
video periodically in order
to teach the third graders
how to take notes.
After this, the teacher will
go over the vocabulary
worksheet with the
students as well.
ELABORATE:
To open up elaboration,
the teacher will have the
students touch their
throats and talk.
“What do you observe?”
“What is happening when
you do this?”
Then, the teacher will
pass out balloons for each
student and have them
blow their own balloon
up.
The teacher will then
instruct the students to
speak into the balloon so
that they are able to feel
the vibrations happening
when they speak.
the teacher will have
some “cup phones”
already prepared for the
students.
The teacher will give
each group the cup
phones and have them
each practice speaking
into and listening to
each other talk into
them.
After each student has
taken a turn the teacher
will have the students
try to talk and also hold
the string and write
down what happens.
The teacher will walk
around and ask probing
questions such as:
“What is happening to
the string when you talk
into the cups?”
“How do you think you
can hear each other even
though you are so far
away?”
Page 19 of 30
After the video, the
teacher will go over the
vocabulary words Pitch,
Definite Pitch, and
Indefinite Pitch on the
board and have the
students write them in
their notebooks.
ELABORATE:
Students will begin
elaborate with the “give
your pitch” activity.
This activity is where
the teacher will play a
video with different
sounds on it.
The students will be
instructed to go low to
the floor when they hear
a low pitch and high to
the sky when they hear a
high pitch.
 will read a story out of
the book “Physics of
Sound” called, “Seeing’
the World Through
Sound.” (This book is
about a blind little girl
who used her ears to see
what was going on
around her. It correlates
with the lesson because
the students did the same
thing due to not being
able to see the objects
but trying to guess what
was falling).

After reading the book

the teacher will ask
some questions such as:
“What did the book say
listening for different
sounds, Julie can figure
out where she is?”
“How did Julie know
that she was in the city?”
“How did Julie know
that she was on a farm?”
“How did Julie know
that Saddle was a big
dog?”

The teacher will then

explain that for the next
unit we are going to
explore and pay more
attention to the sounds
around us.

She will then instruct the

students to get out their

© 2020. Grand Canyon University. All Rights Reserved. Page 20 of 30

 notebooks and turn to
the page with the
vocabulary words on it.
Instead of telling the
students the word and
definition, the teacher
will try to have the
students figure out what
they mean.
While going through the
vocabulary, the teacher
will have the students
fill in the blanks and also
draw a quick picture as
well.

ELABOARTE:
To open up elaboration,
the teacher will direct
the students back to their
sound tubes.

The next step is to make

up a pattern of sounds
that the other students
can guess. The teacher
will explain that the
pattern has to repeat
three times so that the
other group of students
can guess it. (For
example: ABABAB, or
ABCABCABC, or even
ABCDABCDABCD)
Either way, the students
need to make sure that
they are the same.

If the students do not

understand, the teacher

© 2020. Grand Canyon University. All Rights Reserved. Page 21 of 30


Multiple Means of
Engagement
Differentiation
Explain how materials will
be differentiated for each of
the following groups:
 English Language
Learners (ELL)
 Students with
special needs
 Students with gifted
abilities
Early finishers (those who
finish early and may need
© 2020. Grand Canyon University. All Rights Reserved.
can show them an
example using a sound
tube of someone else’s.
There is a section at the
bottom of their “Sound
Tubes” worksheet where
the students will write
down the guessed
pattern.
While the students are
doing this, the teacher
will ask probing
questions such as:
“How are you able to
pick up the patterns?”
“Do you remember the
sounds from when you
did this a couple of
minutes ago?”
“Did this make it a bit
easier for you?”
“Was it easy or difficult
to guess a pattern?”
Use of sentence Hands-on activities Hands on activities, Hands-on activities Different activities to
frames, hands-on during the lesson, fill- fill-in-the-blank during the lesson, fill- really get the concept
experiences, fill-in- in-the-blank vocabulary vocabulary, video for in-the-blank across, hands-on,
the-blank vocabulary worksheets, short video visual learners. vocabulary worksheets, video lesson, fill-in-
worksheets. for visual learners. short video for visual the-blank vocabulary.
learners.
Page 22 of 30
additional sources/support)
Multiple Means of
Expression
Formative and summative
assessments used to monitor
student progress and modify
instruction.
© 2020. Grand Canyon University. All Rights Reserved.
The teacher will direct
the students to a class
activity/formative
assessment.
The teacher will instruct
the students to write out
a “two stars and a wish”
exit ticket and will give
them two minutes to do
this. This is where the
students put two things
they’ve learned and one
thing they wish they
knew more about
pertaining to the topic of
sound.
Additionally, there will
be the focus question on
the exit ticket along with
a sentence frame for the
students to put in their
own words.
Example: Focus
Question: How do you
differentiate between
sounds? Sentence
Frame: You can
differentiate sounds by
_________________.
After filling this out, the
teacher will collect it
and the students will line
up for their special.
If there is extra time, the
teacher can call on a
Assessment of Content
The teacher will direct the
students to a class
activity/formative
assessment.
The teacher will instruct
the students to write out a
“two stars and a wish”
exit ticket and will give
them two minutes to do
this. This is where the
students put two things
they’ve learned and one
thing they wish they knew
more about pertaining to
the topic of sound.
Additionally, there will be
the focus question on the
exit ticket along with a
sentence frame for the
students to put in their
own words.
Example: Focus Question:
What is sound? Sentence
frame: Sound is
____________________.
” waves are vibrations that
After filling this out, the
teacher will collect it and
the students will line up
for their special.
If there is extra time, the
teacher can call on a
couple of students to share
what they have learned
and what they want to
The teacher will direct
the students to a class
activity/formative
assessment.
The teacher will instruct
the students to write out
a “two stars and a wish”
exit ticket. This is where
the students put two
things they’ve learned
and one thing they wish
they knew more about
pertaining to the topic of
sound.
Additionally, the teacher
we redirect the students
to the focus question
and provide them with a
sentence frame to
answer as well.
Focus Question: What is
a sound wave and how
does it help us hear?
Sentence Frame: “Sound
move _______________
through the air that
allows ____________ to
travel.”
After filling this out, the
teacher will collect it
and the students will
line up for their special.
Page 23 of 30
The teacher will direct
the students to a class
activity/formative
assessment.
The teacher will instruct
the students to write out a
“two stars and a wish”
exit ticket. This is where
the students put two
things they’ve learned
and one thing they wish
they knew more about
pertaining to the topic of
human ears.
Additionally, the teacher
will share the focus
question again and then
have the students answer
a sentence frame such as:
The different parts of the
ear are
____________________
_ and they help us hear
by ______________.
After filling this out, the
teacher will collect it and
the students will line up
for their special.
The teacher will direct
the students to a class
activity/formative
assessment.
The teacher will instruct
the students to write out
a “two stars and a wish”
exit ticket. This is where
the students put two
things they’ve learned
and one thing they wish
they knew more about
pertaining to the topic of
sound.
After filling this out, the
teacher will collect it
and the students will line
up for their special.
 couple of students to know more about.
share what they have
learned and what they
want to know more
about.
Multiple Means of Sentence frame and Sentence frame and re- Sentence frame and Sentence frame and re- Sentence frame and
Expression re-reading of the focus reading of the focus re-reading of the reading of the focus re-reading of the focus
Differentiation question. question. focus question. question. question.
Explain how materials will
be differentiated for each of
the following groups:
 English Language
Learners (ELL)
 Students with
special needs
 Students with gifted
abilities
Early finishers (those who
finish early and may need
additional
resources/support)
Extension Activity and/or Homework
Identify and describe any Homework not Homework not Homework not Homework not Homework not
extension activities or applicable. applicable applicable applicable applicable
homework tasks as
appropriate. Explain how the
extension activity or
homework assignment
supports the learning
targets/objectives. As
required by your instructor,
attach any copies of
homework at the end of this
template.

© 2020. Grand Canyon University. All Rights Reserved. Page 24 of 30

STEP Standard 5 - Implementation of Instructional Unit
You will implement all lesson activities, correlating formative assessments and the summative
post-assessment. Choose one of the lesson activities to video record a 5-10 minute segment,
review, and reflect on your teaching. Have your cooperating teacher/mentor review the recording
and provide feedback, if possible.

Use an online video platform such as Loom, YouTube, or Vimeo to upload your completed video.
Be sure that others can access and view your linked video prior to submitting.

Video Recording Link:

https://www.youtube.com/watch?v=BqdzprFGCXA

Summary of Unit Implementation:

This video is from lesson 1 of my 5-unit plan. During this section, the students were coming up with and
writing down everything that they know about sound on their own science notebooks in a bubble map.
After this, we discussed it as a class and used it to introduce the topic of recognizing sound.

Summary of Student Learning:

This lesson was a little bit harder to teach than I thought it would be due to the students having little to no
prior knowledge of sound at all. However, I was impressed with how well the students actually grasped
the concept. They loved dropping things into the sound tubes and seeing the different sounds that
different objects can make. They thought that it was fascinating that our brains can hear a sound and
detect what it is based on what something sounds like. Overall, the students enjoyed the activities, and all
answered the focus question on the formative assessment really well. This shows me that they fully
grasped the concept and also can’t wait to learn more and make more connections regarding sound.

Reflection of Video Recording:

During the section of the video recording, I think that I did very well despite how nervous I was to teach
this unit. I put a lot of time and effort into this project and then it was finally happenings and all that I
could think about was, “Is this even going well?” or even, “Am I making sense when I am explaining
things?” After watching the video, I realized that I was doubting myself the whole time because I actually
made complete sense when explaining, and I explained in detail what was going to happen so that the
students knew exactly what to do while I was walking around and asking probing questions to each
group.

Mrs. Fuller also said, “I think you did an excellent job on this lesson. With this little clip in particular I
love how you got them to grab onto their prior knowledge and supported student thinking even when the
kids laughed at someone who said ‘atomic bomb.’ I love how you quickly turned it around and said that
could be one because atomic bombs make very loud noises that would probably hurt our ears. Great work
Ms. Falzone!”

© 2020. Grand Canyon University. All Rights Reserved. Page 25 of 30

STEP Standard 6 - Analysis of Student Learning
After you have implemented each lesson in the unit, as well as completed the post-assessment,
collaborate with your cooperating teacher/mentor to analyze the results of the post-assessment
and determine student learning. Review your data and whether there is a student or group of
students who have not mastered the objectives and discuss what you will do to further develop
students’ knowledge and skills.

Post-Test Data: Whole Class - Once you have assessed your students’ learning on the topic, collect and
analyze the post-test data to determine the effectiveness of your instruction and assessment.
Number of Students Number of Students
Pre-Test Post-Test

Highly Proficient 0 students 8 students

(90%-100%)
Proficient
2 students 3 students
(80%-89%)
Partially Proficient
3 students 7 students
(70%-79%)
Minimally
Proficient 20 students 5 students
(69% and below)
Post-Test Analysis: Whole Class
Based on your analysis of the whole class post-test data, what is your interpretation of the
students learning? Cite examples and provide evidence of student learning that helped you come
to this conclusion.
Based on the analysis of the whole class post-data, the interpretation of student learning is that
they still need some additional instruction on this unit. We feel that if we were to re-teach this
lesson unit (which we will be) we are would break it up bit by bit rather than throwing all of this
information at them in one week. For example, we would spend extra time on the things that are
harder to understand. One thing we will for sure be re-touching on is the difference between
pitch, volume, and frequency. After reviewing the post-test, we came to the conclusion that these
three things confuse them. Additionally, we would break up how to teach the ear. Instead of just
teaching the ear in one day, we would break it up into all of the parts, the outer ear, and the inner
ear. We feel that this would be better because we are able to touch on concepts multiple times in
order to ensure that the students have fully comprehended the information.

Based on the whole class post-test data, write one paragraph analyzing the effectiveness of your
instruction and assessment and effect on student learning. Cite examples and provide evidence of
student learning to support this analysis.

© 2020. Grand Canyon University. All Rights Reserved. Page 26 of 30

 If I was to rate myself based on the post-test data on my effectiveness, I would give myself a 8
out of 10. The reasoning for this is because I don’t feel like I didn’t teach it well, I just feel like
there wasn’t enough time to teach all of the different concepts. I realized after this assignment that
to teach a whole sound unit and all of the different parts of it, I can’t do it all in 5 days. Following
my lessons taught, Mrs. Fuller stated that usually when she teacher sound she teaches the whole
sound unit in 3-4 weeks and usually makes enough time for that. This was something that I was
not aware of, however, I think that it was a good learning experience for me to realize how
students at this age need step-by-step learning to understand a whole concept. This is proven
based on the test scores of the students and the different questions that they got wrong.
Post-Assessment Analysis: Subgroup Selection
Using the information obtained in Standard 1(Student Academic Factors section), select one
subgroup population to focus on for this analysis. Provide a brief rationale for your selection (1-
3 sentences).
I chose to analyze the subgroup of students with individual education plans because I wanted to
analyze how they improved by the end of the unit. I thought it would be beneficial to look at this
group more closely due to them having specific learning needs and to see what I could improve
on when it comes to teaching this specific three students.
Post-Assessment Data: Subgroup (Gender, ELL population, Gifted, students on IEPs or 504s, etc.)

Number of Students Number of Students

Pre-Test Post-Test

Highly Proficient 0 0
(90%-100%)
Proficient
0 0
(80%-89%)
Partially Proficient
0 1
(70%-79%)
Minimally
Proficient 3 2
(69% and below)
Post-Assessment Analysis: Subgroup

Based on your analysis of the subgroup post-test data, what is your interpretation of the student
learning? Cite examples and provide evidence of student learning that helped you come to this
conclusion.
Based on the post-test data of the students with IEP’s we feel that the students improved significantly. For
example, on the pre-test, on student scored a 31% (F) and on the post test that student scored a 79% (C). It
was amazing and I was so proud that this student improved almost 50% and I voiced it to the student as
well. This student was very proud of their work as well. Additionally, I had a student who scored a 42% on
the pre-test and a 68% on the post-test. Technically, this is barely passing but I was proud that the student
improved at all, especially because there is a problem with processing for this student and they did it on

© 2020. Grand Canyon University. All Rights Reserved. Page 27 of 30

 their own without any help from the teacher.
Based on the subgroup class post-test data, write one paragraph analyzing the effectiveness of
your instruction and assessment and effect on student learning. If there is a student or group of
students who have not mastered the objectives, discuss what you will do in future days to aid
students' understanding with respect to the unit’s objectives. Cite examples and provide evidence
of student misconceptions to support this analysis.
If I was to rate myself based on the post-test data on my effectiveness, I would give myself a 10
out of 10 when it comes to these students. I think that I did an amazing job at differentiating to
meet the different needs of these particular students. Mrs. Fuller stated that it is amazing how
much of an improvement each of these three students made from the pre-test to the post-test. She
also stated that usually these particular students do not improve much at all. I think improvement
is good but I am still sad to say that they did not master this particular lesson and that could be for
many reasons. It could be the learning disabilities that they have but it could also be the fact that
it was a whole bunch of stuff packed into 5 lessons and maybe it overwhelmed them as well. I
think I could also do more one-on-one time with these particular students during my probing
questions time in order to ensure that they are fully comprehending the concepts. I think that with
this aid, the students might do a little better on the next test.
Post-Assessment Data: Remainder of Class

Number of Students Number of Students

Pre-Test Post-Test
Highly Proficient 0 students 8 students
(90%-100%)
Proficient
2 students 3 students
(80%-89%)
Partially Proficient
3 students 6 students
(70%-79%)
Minimally
Proficient 17 students 3 students
(69% and below)
Post-Assessment Analysis: Subgroup and Remainder of Class

Analyze the data of the subgroup as compared to the remainder of the class. In one paragraph,
describe the effectiveness of your instruction for this unit using the finding from your analysis.

Based on your analysis of student learning, discuss the next steps for instruction, including an
objective that would build upon the content taught in this unit of instruction.
If I was to rate myself based on the pre and post-test data on my effectiveness of the teaching for the

© 2020. Grand Canyon University. All Rights Reserved. Page 28 of 30

 remainder of the class (not including the students with Individual Education Plans), I would rate myself an
8 out of 10. The reasoning for this is because I feel that I could spread this lesson out more and not throw
so much information at them at once. I think that I did a good job at doing fun and engaging activities
throughout all five of the lessons, and Mrs. Fuller agrees, but I think that it was just a lot for them to
process, think about, and retain despite building off of their prior knowledge at the beginning of every
lesson (re-touching on the topics that we learned the day before).

STEP Standard 7 – Reflecting on Instruction to Improve Student

Progress
Improved Practice Based on the Unit of Study
Based on the experience of developing and delivering your instructional unit, list three short-
term goals to improve specific areas of your teaching practice based on the unit of instruction
and describe your plan to reach each short-term goal.

Plan to Reach the Goal (i.e., professional

Short-Term Goal development, research on the Internet,
observation of a veteran teacher, etc.)
1. Confidence In order to reach this goal, I plan on
observing and taking in as much information
and skills as I can from my cooperating
teacher, Additionally, I will teacher more
and more throughout the day and ask for
feedback from my cooperating teacher in
order to continue to do this over the time of
my student teaching.
2. Classroom Management techniques In order to achieve this goal, I have been and
will continue to research by searching on the
internet, collaborating with other teachers
and staff, and then implementing the
techniques I find into my classroom to see
what works.
3. Content Area Development In order to be proficient in the content area
knowledge, I will continue to study the
standards in order to know exactly what I am
teaching. I think that part of this is knowing
the content but not knowing how to teach the
content, which I will learn throughout the
duration of my student teaching.

Long-Term Goals: Teachers who are dedicated to their profession and to improving the lives of
students will continually look for ways to grow and learn. The best way to ensure that learning is

© 2020. Grand Canyon University. All Rights Reserved. Page 29 of 30

prioritized is to create a long-term goal. Create one long term goal that is specific and
measurable. Make sure to discuss the following:
Long-Term Goal: Self-Development
Rationale: Why did you choose this goal? How
do you expect it to improve the outcomes of your
future students?
End Date: By when do you expect to accomplish
this goal?
Action Timeline: What steps will you take to
complete this goal, and by when will you take
them? Example:
1/31/18: Join AACTE
Resources: What resources are available to assist
you in accomplishing your goal?
© 2020. Grand Canyon University. All Rights Reserved.
I chose this goal because throughout my
student teaching experience I have learned
that there is always room for self-growth and
self-development. I expect this to improve my
outcomes of my future student because if I
put in more work in order to develop and
grow myself, this will show in how my
students learn and progress throughout the
year as well.
My hope is that I never start growing and
developing myself as a person and as a
teacher.
The actions that I will take in order to
complete this goal of mine is to always try to
keep up to date with the new and exciting
concepts that are coming out in order to make
lesson plans more fun and engaging.
Similarly, I will seek some mentor teachers in
whatever school that I am at in order to get
advice and feedback from them on things like
lesson plans, activities, and how my lessons
are portrayed. Additionally, I will pay close
attention in the school’s professional
development meetings because this is a place
where it is specific for growth and
development of myself and other teachers in
the school.
Some resources that are available in order to
help me accomplish my goal are older and
wiser teacher, the internet, the principal, and
the student development specialist at the
school (I am aware that not all schools have
this).
Page 30 of 30