1 KatherineBrou TWS:Energy 2ndGrade BainsElementary

TABLEOFCONTENTS
TITLEPAGE..1 CONTEXTUALFACTORS3 LEARNINGGOALS7 ASSESSMENTPLANT.9 DESIGNFORINSTRUCTION.17 LESSONPLANS INSTRUCTIONALDECISIONMAKING ANALYSISOFSTUDENTLEARNING REFLECTIONANDSELFEVALUATION CONTEXTUALFACTORS

3 CONTEXTUALFACTORS Community,District,andSchoolFactors Iamplacedina2ndgradeclassroomintheSt.Francisville,Louisiana.St.Francisvilleisa ruraltowninWestFelicianaParishslightlynorthwestofthestatecapitalofBatonRouge.The estimatedpopulationofWestFelicianaParishis15,625.Inthisparish,thereare10,251males and5,394femalesmeaning65.5%ofthecountyismales,whileonly34.5%arefemales.The primaryethnicitiesofthiscommunityincludeAfricanAmerican,46.5%,Caucasian,51%,2% Hispanicandthefinal0.5%aremadeupofotherethnicitiesincludingAsian,Indian,andmixed ethnicities.Itisimportanttonotethattheaveragehouseholdincomeisdecentlyhighat $49,936,however,about22%oftheparishfallsbelowthepovertyline.St.Francisville,the townmyschoolislocatedin,isasmall,country,farmingtownwithapopulationof1,765 people(asofthe2010census).Thetownspopulationconsistsof3maincategoriesof ethnicities,70%Caucasian,27%AfricanAmericanand1.5%Hispanic.Thepoliticalclimateof WestFelicianaisalmostevenlysplit,with56%republicanvoters,43%democraticvoters.The majorityofthemembersofSt.Francisvillearecollegegraduatesandappreciatequality education.St.Francisvilleisaverystabletownwithahighsupportforeducation.Ihaveheard multipletimes,onmultipleplatforms,thattheparentsandmembersoftheparishingeneral alwaysstriveforthebestinterestoftheeducationsystem. Itisimportanttonotethatwithinthisparishisthestatepenitentiary,AngolaPrison. Thisdefinitelyhassomeimpactonthedataandthereforeslightlyskewsthesestatistics.The prisoncontainsabout5000inmates,whichisapproximatelyonethirdoftheparishs population.Theprisonalsocontainsanother1800workerswhomostlyresideinthe neighboringtownsofAngola,Tunica,andSt.Francisville.Until2011,therewasaseparate elementaryschool(TunicaElementaryPk6th)thatservedtheareaneartheprison.Itwasvery smallandasaresultwasclosedduetobudgetissuesintheparishsystem.Asaresult,thisyear theparishconsistsofonly4schools(lowerelementary,elementary,middleandhighschools) thatserve2400studentsinall.These4schoolsservetheentirecommunityofWestFeliciana Parish.Soifyouliveinthisparish,youwillattendall4schoolsinthisareastartinginPreKand continuingthroughgraduationin12thgrade. Forthe2011schoolyear,BainsElementaryhasatotalof140secondgraders,147third graders,152fourthgradersand161fifthgradersthatmakeupagrandtotalof600studentsfor grades25.Thereisateachertostudentrationof1:13with48teachersandaverageclassroom sizesatabout22to23.Theschooloverallisprettyevenlysplitwith304malesand296females. 39%oftheschoolisAfricanAmerican,57%areCaucasian,and1%isHispanic.Ofthe600 students,50.25%qualifyforfree/reducedlunch.

4 ClassroomFactors Mrs.Danielsclassislocatedinthe2ndgradehall.Whenyouwalkinyounoticethe desksaregroupedinto3groupsconsistingof68childreneach.Thechildrenwereinitiallyable tochoosewheretheywantedtositbutchildrenhavebeenmovedaroundtohelpwith classroommanagementortosuitindividualeducationalneeds.Eachgrouphasacolored footballwithpointsaroundtheedge.Thegroupscanearnpointsthroughoutthedayforbeing ontaskorworkingwelltogether.Thishelpspromoteteamworkamongthegroups.Eachchild alsohasapersonalincentivewithsignaturecardsontheirdesks.Whenontask,ordisplaying exceptionalbehaviorchildrencangetasignature.Whentheirsquareisfilledup,thechildren arerewardedwithahomeworkpass.Otherthanthedesklayout,otherthingsyoucanseeare thesemicirculartableinthebackusedforreadinginstruction,thebucketsofbooksallaround theroom,copioustechnologicalequipment,andplentyofwallandbulletinboardspacefor displayofchildrenswork.Thetechnologicalequipmentincludes3computersforthechildren touse,1computerforMrs.Danielspersonaluse,aSMARTboard,projector,ELMOprojector, internetaccessandallthesoftwareaccessneededtomakeallofthistechnologyrunsmoothly tobenefiteducation. ThescheduleofMrs.DanielsclassbeginswithLanguageartsandP.E.inthemorning beforelunchat11:00.Math,ComputerLab,Fundations,andancillarysubjectscomenextand thedayfinishesoutwithaSocialLivinglesson.Thereareafewroutinesworthmentioning: bathroombreaksaretakenasaclassthroughouttheday,usuallyaround3times;recessisthe verylastpartofourday;inthemorningsthechildrenhavedailylanguageandmathworkas wellasajournalentrytocomplete;throughoutthedaytherearemanyopportunitiesforthe childrentogotothelibraryandexchangebooks/borrownewones;attheveryendofthedayis atimeperioddevotedtoSustainedandSilentReading(SSR).Mrs.Danielallowedquitsome transitiontimeatthebeginningoftheyearforthechildrentoadjusttoanewschedule,butthe timesoftheseroutinesandherschedulehaveneverchanged.Itisbecauseofthisconsistency thatthechildrenareabletoexpectwhatcomesnext,whichalleviatessomeoftheclassroom managementproblemsthatmightoccurfromthechildrennotknowingwhattoexpect.For lessonsthechildrenaregroupeddifferentlydependingonthesubjectbeingtaughtandthe lessonoftheday.However,somecommongroupingstrategiesarebytheirseating arrangementsorskilllevelinacertainarea(thisisespeciallyhowitisforreadinginstruction). Mrs.Danielisverygoodatgivingthechildrenclearexpectations.Overallthechildren haveaverygoodunderstandingofwhatisexpectedofthematdifferenttimesthroughoutthe daybecauseMrs.Danieldiscussedtherulesandroutinesextensivelythefirstfewweeksof school.Mrs.Danielisalsoverygoodatcommunicatingwithparents.Thereisopen communicationdailythroughthechildrensplannersandsheisveryreceptivetoindividual

5 needsforthechildscaregiversandiswillingtomeetwiththemorcallthemduringherfree time.ThereisconstantcontactbetweentheparentsandMrs.Daniel.Shewillevencallortexta parentjusttoletthemknowthathis/herchildwasnotfeelingwellthatday.Mrs.Danieluses thesetechniquestobuildstrongrelationshipswithparents. StudentCharacteristics AsofnowMrs.Danielsclassconsistsof10girlsand12boysmaking22studentsinall. AllofthestudentsarenativeEnglishspeakers.10studentsareAfricanAmericanand12are Caucasian.Elevenstudents,whichishalfoftheclass,qualifyforfree/reducedlunch.Parent involvementintheclassisprettydecent.Almostallchildrenweredroppedofftotheclassroom byaparentthefirstdayofschool,allnecessaryandvoluntaryformswerereturnedatthe beginningoftheschoolyearandallbut3parentscametomeettheteacherforopenhouse. Fourparentshavealreadyinquiredaboutorvolunteeredfordifferentpositions/jobsinthe classroomorattheschool.Wehavealsohadafewparentssendmoneytosponsortheclass, whichallowsspendingmoneyforthingsneededthroughouttheyear.Wehave2childrenwho haveparentsthatworkatBainsElementaryand2morewhohasaparentthatworksata differentWestFelicianaSchool Wehave1studentnewtotheSt.Francisvillearea(hemovedfromZachary)and3 studentswhoweretransferredtoBainswhenTunicaElementarywasclosed..Mrs.Danielalso has5boysonmedicationforADD/ADHD.WhilenoneofthesechildrenhaveIEPsall5are diagnosedwitheitherADDorADHD.Twochildrenintheclassreceivespeechtherapy,and1is intheprocessofbeingevaluatedforspeechservices.Eightchildrenintheclassreceive specializedreadinginstructionthroughouttheday.Thereis1childthatisintheprocessof beingtestedforgifted(assuggestedbyMrs.Daniel),andthereis1childthatisinthetalented artprogram.Wehavequiteafewchildrenbeingraisedbysingleparentsandafewwhoare evenbeingraisedbygrandparents/otherrelatives. Thechildrenintheclassareafairlyaveragespreadwithhigh,low,andaveragestudents. AccordingtoPiagetsstagesofcognitivedevelopment,thechildrenareattransitiontimewhere theyaremovingfromthepreoperationalstagetotheconcreteoperationalstage.Mostofthe studentsinMrs.Danielsclassareauditoryandvisuallearnersandshedoesherbesttoappeal toalllearningmodalities.Thechildrenespeciallyliketodiscussorsharetheirthoughtsand ideasandMrs.Danieldoesagreatjobmakingtimeforthatinherlessonsandschedule. ThroughoutclassdiscussionandeverydayconversationIhavediscoveredthatthestudentsare veryinterestedinanimalsofanykind.Thechildrenespeciallyenjoytalkingaboutthedifferent animalstheyhaveathome.Thechildrenarealsoveryinterestedinsharingwhatthey hear/knowsoalmostanycurrenttopicplaysintotheirinterestsinsomeway.

6 InstructionalImplications ThecityofSt.FrancisvilleandcommunityofWestFelicianaisinauniquesituation wheretheyaresmallenoughtohaveasmallschoolsystemthatattendstoallchildreninone area.Thisallowstheparishandcommunitytheabilitytoreallycontrolwhatgoesonintheir schoolsystembecausethesystemonlyservesfourschoolsinallandnotmultipleschoolsof eachlevelacrosstheparish.Parentshaveagreatersayinwhatcanhappenandchangesare abletohappenfastbecausethesystemisasmallerentitythanmostschoolsystems. Homelife,culturalbackground,andopenparentalcommunicationareveryimportantin thefirstfewweeksofschool.Mrs.Danielwantedtolearnasmuchasshecouldaboutthe childrensothatshecouldunderstandeachchildandknowhowtohelpthemgrowindividually. WhileallthestudentswereattendingaschooltheyneverhadbeforebecauseBainsstartsin 2ndgrade,thefactthattherewere4studentscompletelynewtotheareawassomethingthat neededtobeconsidered.Sensitivityandinformationwasprovidedtotheparentsasthey neededit,andthechildrenneededtobeencouragedtosocializewiththeirclassmateswhoall alreadyhaveknowneachotherfor23years.Therearemanytimesthroughoutthedaythat childrenarepulledoutforoneofthemanydifferentindividualissues.Thesepullouttimes affectinstructionaltimeandarenotalwaysconvenient.Teachersareresponsibleforplanning aroundthesetimestohelptheindividualchildandclassstayontrack.Thevarietyofstudent backgrounds,differences,andtalentsintheclassisalsoabasisforteachingacceptanceand empowermenttochildrenasneeded. Becausetheclasscontainssuchdiverselevels,individualinstructionisamust.Childrens strengthsvarysubjecttosubject,topictotopic,andacrosstheclass.Thismeansitisabsolutely necessarytoindividualizeinstructionasmuchaspossible.Childrenneedtobeprovidedwith theappropriatematerials,questions,andactivitiestohelpthemgrowindividuallyandshould notbeheldback,orpushedahead,becausetheyaredifferentthanthemajority.Experiences providedthroughoutthelearningprocessneedstomatchthevariouslearningstylesofthe class,includingauditoryandvisual.Becausethechildrenareatanagewheresomemaybe movingontothenextstageofcognitivedevelopmentaccordingtoPiagetstheory,theteacher needstorecognizewhatstagethechildisinandprovideguidanceaccordingly.Ifachildisstill inthepreoperationalstage,activitiesandquestionsneedtobeappropriatetohelpthischild transitiontothenextstage.Atthesametime,ifastudenthasalreadymovedintotheconcrete operationalstage,questionsandactivitiesneedtobeappropriateforthischildaswellbecause ifnothe/shewillgetboredwithremedialknowledgeandthoughtprocesses.Ifthishappens,it ispossiblethatthechildwillactandcausedisorderthereforemakingaclassroommanagement issue.Tokeepchildrenlearningandengageddifferentiatedinstructionissoimportantinaclass withsuchdiversechildren.(WhichofcourseweknowisreallyANYclassanywhere)

7 LEARNINGGOALS LearningGoal1: TCWexpandhis/herknowledgeofplantsandtheirstructures.(GLE:28,29,30,33) WillbereferredtoasLG1 LearningGoal2: TCWincreasehis/herunderstandingplantsincomparisontotheworld(living/nonliving things,whattheyareusedforbyhumans,whattheyareusedforinthewild).(GLE:45) WillbereferredtoasLG2 GLEsCoordinatedwithLearningGoals 28.Describestructuresofplants(e.g.,roots,leaves,stems,flowers,seeds)(LSEA) 29.Comparedifferencesandsimilaritiesamongavarietyofseedplants(LSEA3) 30.Identifyphysicalcharacteristicsoforganisms(e.g.,worms,amphibians,plants)(LSEA4) 33.Comparethelifecyclesofselectedorganisms(e.g.,mealworm,caterpillar,tadpole)(LSE B1) 45.Locateandidentifyplantsandanimalswithinanecosystem(SEEA2) 1.Askquestionsaboutobjectsandeventsintheenvironment(e.g.,plants,rocks,storms)(SIE A1) 2.Posequestionsthatcanbeansweredbyusingstudentsownobservations,scientific knowledge,andtestablescientificinvestigations(SIEA1) 3.Useobservationstodesignandconductsimpleinvestigationsorexperimentstoanswer testablequestions(SIEA2) 4.Predictandanticipatepossibleoutcomes(SIEA2) *mainGLEsareinbold;minorscienceGLEsarenormalfont *TheseGLEsrepresentthemainGLEsthatthisunitwillcover.Individuallessonplanswillhave morecrosscurriculuminvolvedandthereforeGLEsfromotherareas/subjects. SourcefromwhereGLEscomefrom:http://www.doe.state.la.us/lde/uploads/3929.pdf

ThelearninggoalsIcreatedareappropriatebecausetheyarealignedwiththe

GLEshavingtodowithplantsaswellaswhatthecurriculumforEnergyin2ndgradeatBains Elementaryneedstocover.IcreatedtheselearninggoalsbylookingattheGLEsforfirst, second,andthirdgradesoIcouldseethespreadofwhatthechildrenshouldalreadyknowand needtoknowaboutplants.Isawthatinfirstgradethechildrenshouldhavereallyfocusedon livingvs.nonliving,thedifferencebetweenplantsandanimals,whatplantsneedtogrow,and thelifecycleofaplant.ThisishelpfulbecauseIknowwhatIcanreviewwithandwhatmost childrenwillalreadyknow.Forthechildrenwhoarebehind,Inowknowwhattoworkonwith them.IthenlookedatthirdgradeGLEsatwhatthechildrenwillneedtoknownextyear.They willbefocusingonplantstructures,comparingthemamongplantsandtalkingaboutthe functionsofthemandhowthesefunctionshelpplantsmeettheirbasicneeds.Thishelpsmeto seewhatdirectionmychildrenwillbegoinginbeyondthisclassroom.ThisisthedirectionIcan gearmyhigherlevelkidsin.OnceIhadlookedatthefirstandthirdgradeGLEshavingtodo withplants,Ilookedatthesecondgradeones,andmademylearninggoalscovertheseGLEs whiletryingtobridgethegapbetweenfirstandthirdgradeandallowingformychildrento learnattheirlevel(somewhereinbetweenfirst,second,andthirdgradeGLEexpectations). Thelearninggoalsaddressskillsthechildrenofthislevelcanlearnbecausetheyareverybroad andcanbeeasilyattunedfordifferentlevelsorneeds.

9 ASSESSMENTPLAN Overview Thisunitonplantswillcontainmanydifferenttypesofassessmentthroughout.Iwill

haveapreandpostassessmentaswellasvariousformativeassessments.Eachassessmenttool isprovidedandfurtherexplainedandthefollowingchartservesasavisualorganizerofallthe assessmentsthroughoutthisunit.Thechartcontainseachlearninggoalalongwiththetypes assessmentsthatcorrespondtothatlearninggoalandashortdescriptionoftheirformatand adaptations. LearningGoals Assessments LG1 Preassessment FormatofAssessment Questions14anddrawing (upto21points) FormativeAssessment Observation,Objective Checklist,childsself assessment,anecdotal records,individuallesson assessments PostAssessment Questions14anddrawing (upto21points) PreAssessment Question5(upto4points) FormativeAssessment Observation,Objective Checklist,childsself assessment,anecdotal records,individuallesson assessments PostAssessment Questions5(upto4points) Adaptations
Allowchildrenasmuch timeasneededforpre andpostassessment Readquestionsto childrenandrepeatas necessary Allowingchildrenmore timeoroptionofgroup workwhennecessary throughoutunit. Allowchildrenasmuch timeasneededforpre andpostassessment Readquestionsto childrenandrepeatas necessary Allowingchildrenmore timeoroptionofgroup workwhennecessary throughoutunit.

LG2

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PreandPostAssessment FormypreandpostassessmentIcompiledaquestionnaireforthechildrentofillout.

Thequestionnaireconsistedof5openendedquestionsthatwerecarefullyformedtohelp measureeachlearninggoal.ThechildrentorespondedwiththeirwrittenanswersandImade suretostressthatspellingdidnotmatterbecauseIwasjusttryingtoseewhattheyknow.I readthequestionsaloudtotheclassseveraltimesandthechildrenwereallowedasmuchtime astheyneededtoanswerthem.Ialsowalkedaroundandansweredanyquestionsthatchildren had,andrereadthequestionstothemasnecessary.Thequestionswereallworthvarious pointsandthereisarubricattachedattheendtoshoweachquestionspointvalue.Overallthe childcouldearnupto30pointsfortheentirequestionnaire.Thepointswillbeaddedupanda totalwillbereachedfrobothpreandpostassessmentsothatoverallgrowthcanbeseen.Itis alsoeasytoseeindividuallearninggoalorquestiongrowthbecauseofhowtheassessmentwas madetocorrespondtothegoals.TheassessmentandrubricsfollowthissectionoftheTWS. Irepeatedthequestionsafewtimesandallowedampletimeforchildrentocomplete

thesurveyasawayofindividualizingtheassessment.Itoldtheclassiftheyhadanyquestions toraisetheirhandandIwouldcometothem.Afewchildrenneededmorerepetitionofthe questions,clarification/differentwordchoice,ormoretimeandthatwasperfectlyfineIgaveit tothemastheyaskedquestions.Ialsohadachildwhoreallyneededthetesttobereadtohim

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becausehehadahardtimeunderstandingthequestionsandthenfocusingenoughtowritehis answer.IaccommodatedforthisbyallowinghimtoretakethetestthenextmorningwhileI readittohimoneonone.Thequestionswereveryopenendedallowingchildrentoanswer withwhattheyknewandnotexpectingonlyoneanswer/wayofsayingsomething.Ialsohad thechildrendrawadiagramofaplantandlabelitspartsonthebackofthetestaspartofthe assessment.Thiswasalmostarepeatofquestion4,andthisnotonlyprovedthattheyknew whatthepartslookedlike,butitalsoallowedchildrenwhoweremorevisuallearnerstobe abletoprovetheirknowledgeandunderstandingofthepartsoftheplant.Ihadsomechildren gobackandaddinpartstheyrememberedtoquestion4orIcouldseeiftheydidnotgoaddit backIcouldseetheywereastrongervisuallearner.Ithinkthedrawingwasadifferentmodule oflearningthatsomechildrenreallyneededtofeelsuccessfulonthatassessment.Italso allowedforamorefair,clear,andaccuratemeasureofthechildreninmyclassbecauseit allowedthosevisuallearnerstobeabletodemonstratetheirknowledgeandunderstanding. FormativeAssessment Throughouttheunitmybiggestformofassessmentwillbeobservation.Iwillbetalking

tothechildrenindividually,havingclassdiscussions,andaskingthemquestionsthroughoutthe unit.Ishouldbeabletoseetheirstrengthsandweaknessesastimegoesonbutthechecklist thatIwilltalkaboutsoonwillalsohelpmetokeeptrackofeachchildsgrowththroughoutthe

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unit.Mypersonalobservationsoftheclasss/individualsgrowthwillalsoincludephysicalthings Iusetorecordmyobservations,suchasanecdotalrecords,pictures,anddatasheetsfrom experiments/activities.Ialsoplanonusingselfassessmentsheetsforthechildrentofillout throughouttheunittohelpmebetterunderstandtheirpersonalfeelingsabouttheirlearning. Alongwithpersonalobservations,IhaveachecklistofalltheobjectivesIhaveforthe unitthatIcanmarkoffasIseechildrenworkingtowardslearningthosethings.Alotofthis observationwillbedonewhenchildrenanswerquestionsorIoverhearconversationoreven haveconversationswiththemaboutideasconnectedtotheobjectives.Thereare4different waysaboxcanbemarkedanditissomethingIwillfillinthroughouttheentiretyoftheunit.A checkmarkmeanstheobjectivehasbeenaccomplished,aplussignmeansitisinprogressof beingaccomplished(meaningIhaveseensomegrowthbutitisnotquitethereyet),anxmeans thattheobjectivehasnotbeenmet/isnotunderstood,andablankboxmeansnothinghas beenobservedyet.Iwilluseapenciltofilltheseinsothattheycaneasilybeadjustedas necessary.Thiswillhelpmeseethedifferentlevelsthechildrenonandtheirunderstandingof theinformationbeingpresented.Iwillbeabletoseewhatthewholeclassneedsworkonand whatindividualsneedtoworkon.Hopefullyintheendthischecklistwillmatchupwiththe postassessmentresults.

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Catherine Objectives

Maverick

Anthony

Ashleigh

Donovin

Antonio

KerLisa

Maggie

Connor

Joseph

Mason

Caylen

Sidney

Parker

Kaitlin

Hayes

LG1:understandsthe differencebetween livingandnonliving things LG1:understandswhat alllivingthingsneedsto grow LG1:understandswhat plantsinparticularneed toliveandgrow LG1:cannamethe differentpartsofthe plant Root Stem Leaves Fruit Flower Seed Pollen LG1:canlabelthe differentpartsofthe plant Root Stem Leaves Fruit Flower Seed Pollen LG1understandsthe differentfunctionsofthe plantparts LG2:cannamethings thatplantsareusedfor: Food Habitatforanimals Decoration/smell Tosell/growcrops Produceoxygen

Skyler

Devin

Jarius

Josie

Jayla

Mari

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PreandPostassessmentSheet

Name: _________________________________ 1. How can you tell if something is living?

2. What do living things need to live and grow?

3. What do plants need to live and grow?

4. What are the different parts of the plant

5. What are plants used for?

6. Draw a picture of a plant on the back and label its parts.

15 PreandPostassessmentKey 1. Howcanyoutellifsomethingisliving? Itgrowsorchanges1point 2. Whatdolivingthingsneedtoliveandgrow? 1pointforeachofthefollowing: space water nutrients/food air

3. Whatdoplantsneedtoliveandgrow? 1pointforeachofthefollowing: sunlight water space/air soil/minerals/food

4. Whatarethedifferentpartsoftheplant? 1pointforeachofthefollowing: root stem leaves flower 5. Whatareplantsusedfor? 1pointforeachcorrectanswer;examples: food provideoxygen homesforanimals seed pollen fruit

decorations/smell growcrops/sellthem useformaterials

6. Drawapictureofaplantonthebackofthissheetandlabeltheparts. 1pointforeach: attemptingtodrawaplant labelingflowercorrectly labelingrootcorrectly labelingstemcorrectly labelingleavescorrectly labelingseedcorrectly labelingpollencorrectly labelingfruitcorrectly

16 SelfAssessment

We recently talked about _______________________________. Circle one:

I feel like I really understood everything this topic. I feel like I understood most of this topic. I understood some things, but still have a few questions. I did not understand this topic, and dont remember a lot.

Some questions I have are:

We recently talked about _______________________________. Circle one:

I feel like I really understood everything this topic. I feel like I understood most of this topic. I understood some things, but still have a few questions. I did not understand this topic, and dont remember a lot.

Some questions I have are:

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DESIGNFORINSTRUCTION