Earth’s Surfaces

Teacher Work Sample

Hannah Hargrove & Kristen Olinde
 Table of Contents

Contextual Factors Design for Instruction

01 What makes Port Allen 04 How will the lessons be
Elementary Unique? taught?

Learning Goals Instructional Decision Making

02 What will the students learn 05 What decisions were made to

about Earth’s Surfaces? improve instruction?

Assessment Plan Analysis of Student Learning

03 How will the students be 06 How effective was the
assessed on their instruction?
understanding?
 01

01 02

Contextual
03

04

Factors 05

06
 Community and District 01
West Baton Rouge
02
Population: 26,101
White: 57.6% 03
Black: 38.5%
Asian: 0.7%
Two or more: 1.1% 04
Hispanic: 2.1% Tiger Elephant

05
Average Earnings: $65,385 per household
Poverty Rate: 12.5% 06
Pig Chicken
Administration
PAE has a new principal this year.
 School 01
Port Allen Elementary
02
PAE:
Located in West Baton Rouge school district
Grades: Headstart-2 03

Enrollment: 348 students 04

Black: 81% Tiger Elephant
White: 12% 05
Multiple races: 2%
Asian: 1%
Hispanic: 4% 06
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Students with Disabilities: 6.2%

There are plans to create a PTA soon.

 Classroom Factors 01
Ms. Eddy’s Second Grade Class
There are 21 students in this 2nd grade class. 02

Students sit in table groups of 4. 03

There are several areas available in the room for small group 04
instruction including a kidney table and the library.
Tiger Elephant

Parent Involvement: 05
On average, about three parents are able to physically visit the
school, while others are involved in other ways (learning at home, etc.). 06
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Technology:
The classroom has a laptop cart with enough computers for
every student.
 Student Characteristics 01

02
Ages: 7-9
03
Gender:
14 Girls 04
7 Boys
Tiger Elephant

Race: 05
Black: 13
Hispanic: 5 06
White: 3
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 Student Characteristics Cont. 01
Intervention and Support:
7 students are pulled for ELA. 02
3 students are pulled for Reading.
12 students receive Reading Intervention.
8 girls, 4 boys
03
Grouping Preferences:
One student prefers to work alone while everyone else enjoys small 04
group instruction. Tiger Elephant

05
Learning Preferences:
All students are very active and benefit from hands-on learning
experiences. 06
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Prior Knowledge:
Students have prior knowledge in map making skills from social
studies in second grade. Students will have prior knowledge on matter
from the unit before this one.
 Instructional Implications 01

The students in this class struggle with reading comprehension and

02
fluency as a result of virtual school, caused by the COVID-19 pandemic.
Additionally, 12 of the 20 students receive reading intervention. 03
● Students may need large bodies of text read to them.
● Students may need additional explanation of questions when taking
04
assessments.
Tiger Elephant
● Students should be reminded to follow along when text is read aloud.
05
This is an active group of students that enjoy hands-on activities. The
majority of them prefer to work in small groups, with one student that
06
likes to work alone.
● Lessons should incorporate active movement and engagingPig materials.
Chicken
● Lessons should align with student preferences to work alone or with a
partner.
 01

02 02

Learning
03

04

Goals 05

06
 Learning Goals 01

02
Learning Goal #1: Students will be able to gather information to
identify that water is found in ponds, lakes, rivers, and oceans on earth.
03
● 2-ESS2-3 Obtain information to identify where water is found
on Earth and that it can be solid or liquid.
04
Tiger Elephant
Learning Goal #2: Students will be able to develop a map to identify
05
where land and water are located.
06
● 2-ESS2-2 Develop a model to represent the shapes and kinds of
land and bodies of water in an area. Pig Chicken
 Learning Goals 01

02
The learning goals are supported by the Louisiana State Standards in
the 2nd grade curriculum that asks students to make connections 03
between where water is found on earth and its state of matter.
04
This will be a new concept for many students asTiger
they haveElephant
not
previously learned this in the first grade. 05

06
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Learning Goal 1 Formative Assessment 1
Learning Goal 1 Formative Assessment 2
Learning Goal 1 Formative Assessment 3
Learning Goal 2 Formative Assessment
 01

03 02

Assessment
03

04

Plan 05

06

Learning Goals
Learning Goal #1: Students
will be able to gather
information to identify that
water is found in ponds,
lakes, rivers, and oceans on
earth.
Criteria: 88%
Learning Goal #2:
Students will be able to
develop a map to identify
where land and water are
located.
Criteria: 88%
Assessment Plan
Assessment
Pre/Post:Lesson 1 & 2 Quiz;
5 multiple choice questions
about where water is found on
earth, some accompanied by
pictures, and 1 fill in the blank
question with visuals about
matter.
Formative:Bodies of Water
Exit Ticket, Lakes & Ponds
Exit Ticket, and Letter
Pre/Post: Lesson 1 & 2 Quiz;
4 multiple choice about the
characteristics of a map and
involving map-reading skills,
and 1 question that challenges
students to identify a region on
a map, using a map key.
Formative: Personal Map
01
Rationale Modifications
The format of this Some text may be read 02
assessment is similar to aloud to students.
ones they have taken Students should be
before. Students are asked reminded to reread the 03
to recall information text when answering
learned in the unit and questions.
apply it the world we live 04
in.
Tiger Elephant
05
The rationale for this Some text may be read
learning goal is the same aloud to students.
as above. Students should be 06
reminded to reread the
text Chicken
when answering
Pig
questions.
Pre-Assessment - LG #1 01

02

03

04
Tiger Elephant

05

06
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Pre-Assessment - LG #2
 01

04 02

Design for
03

04

Instruction 05

06
 Our Pre-Assessment
Student Score Percent

G1 15 79
01
G2 11 58
Data
G3 16 84 02
G4 7 37
Student Score Percent
G5* 12 63 03
B1 16 84
G6* 10 52

B2* 6 32 04
G7 15 79
Tiger Elephant
G8 12 58 B3* 10 53
05
G9 18 95
B4* 14 74
G10 12 63
B5* 13 68 06
G11 11 58

B6*
Pig 7 Chicken
37
G12 absent

G13* absent B7* absent

G14 absent
* Receive Intervention
Student Score Percent

G1 8 89 Pre-Assessment Data: 01
G2 2 22
Learning Goal 1
G3 7 78 02
G4 3 33

G5* 7 78 Student Score Percent 03

G6* 6 67 B1 8 89

G7 5 56 B2* 4 44
04
Tiger Elephant
G8 5 56
B3* 5 56
G9 8 89
05
B4* 7 78
G10 5 56
B5* 7 78 06
G11 3 33
B6* 4 44
G12 absent Pig Chicken
B7* absent
G13* absent

G14 absent
* Receive Intervention
Student Score Percent

G1 7 70 Pre-Assessment Data: 01
G2 9 90
Learning Goal 2
G3 9 90 02
G4 4 40

G5* 5 50 Student Score Percent 03

G6* 4 40 B1 8 80
G7 9 90 04
B2* 2 20
Tiger Elephant
G8 7 70
B3* 5 50
G9 10 100
05
B4* 7 70
G10 7 70
B5* 6 60 06
G11 9 90
B6* 3 30
G12 absent Pig Chicken
B7* absent
G13* absent

G14 absent
* Receive Intervention
 Pre-Test Analysis 01

Pre-test data showed us that one student is currently at the level of mastery
02
in both learning goals. This one student scored above an 88% on the pre-
test, this was due to the performance on questions related to learning goal
2. 03

There were 3 students who met criteria for mastery for learning goal 1 and 04
5 students for learning goal 2. The average score for learning goal
Tiger 1 was a
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6 out of 9; the average score for learning goal 2 was a 7 out of 10. 05

This data supports the inclusion of both learning goals in our unit. 06
However, the data also suggests that we can spend less time on identifying
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parts of a map (LG #2) and more on identifying where water is found on
earth and its state of matter (LG#1).
Topic Earth's Surface

State Standards: 2-ESS2-3 Obtain and communicate information to identify where water is found on
earth and that it can be solid or liquid.
2-ESS2-2 Develop a model to represent the shapes and kinds of land and bodies of
water in an area.

Learning Goals: LG#1: Students will be able to gather information to identify that water
is found in ponds, lakes, rivers, and oceans on earth.
LG#2: Students will be able to develop a map to identify where land
and water are located.

Informational Texts: Follow the Water from Brook to Ocean by Arthur Dorros

Authentic Writing Experiences: Students will write a thank you letter to a Capital Area
Groundwater Conservation Commission.
Date Activity Learning Goal Integration

Thursday Pre-Test LG #1 and #2

10/14/21

Tuesday -Notice & Wonder Anchor Chart LG #1 Writing

11/2/21 -Introduction to Bodies of Water Real-World Connection
-Vinn Diagram comparing Lakes
and Ponds
-Google Earth

Thursday - Recall info about Lakes & Ponds LG #1 Reading

11/4/21 - Make a chart about Rivers and Writing
Oceans Real-World Connection
-Read Follow the Water from Brook Social Development
to Ocean
- Bodies of Water Jigsaw

Monday -”Bodies of Water” Presentation LG #1 Writing

11/8/21 -Create a poster as a group Art
-Group Presentation Social Development
-Exit Ticket
Date Activity Learning Goal Integration

Wednesday -John G. Ferris LG #1 Reading

11/10/21 -What is groundwater and why is it Writing
important? Real-World Connection
-The water cycle
-Write a letter to Capital Area
Groundwater Conservation
Commission

Friday -Recall prior knowledge on maps LG #1 & LG #2 Art

11/12/21 -Create a map individually Real-World Connections
-Share map with the class Social Studies
Social Development

Tuesday Post-Test LG #1 & LG #2

11/16/21
 Lesson Plans

https://docs.google.com/document/d/1VJRMt
MfovoUWDuUrzr6aj5nXa5eSoPQgDBaeeKu
FEL0/edit?usp=sharing
 01

05 02

Instructional 03

Decision 04

Making 05

06
 Instance 1
● Lesson 2 involved majority group-based learning with a Jigsaw and a Gallery Walk. We
decided that for lesson 3, we needed to scale back the group work to better assess the
understanding of each individual child. Instead of the students working with their table groups
like we originally planned, we decided to have them collaborate in partnerships. The partners
worked together to create a poster about one body of water (a lake, river, pond, or ocean), then
had the opportunity to present their masterpiece to the class, identifying certain features that
classify their drawing as a lake, river, pond, or ocean.

● By giving the students the opportunity to work with just one other person, more meaningful
conversations were able to occur. We overheard some students talking to their partners about
how land surrounds lakes and ponds on all sides and rivers only have land on two sides. This
aligns with learning goal 1 that expects students to identify bodies of water that are found on
earth.
 Instance 2
● Upon reviewing lesson 4, we had to strongly consider if the technology component of the
lesson was going to enrich their learning or not. Ultimately, we decided to take out the “Water
Cycle Song” because, although it was a fun song, we believed that it did not explain the water
cycle in a way that enhanced the students’ learning. Instead, we drew a diorama of the water
cycle and walked through it as a class, step-by step. Three students were selected to take the
role as “teacher” to explain the water cycle to their classmates.

● Instead of listening to a fast pace song, we broke the water cycle down into smaller pieces for
better understanding. The students then had the opportunity to learn from their peers through
student interpretations and explanations. We believe that this change contributed to a better
understanding of not only where water is found on earth (LG1), but how that water gets there.
 01

06 02

Analysis of 03

Student 04

Learning
05

06
 Whole Class Data
Student Pre-Test Score Pre- Test Post- Test Post-Test
Percent Score Percent

B1 16 84 19 100

B2* 6 32 13 68

B3* 10 53 13 68

B4* 14 74 18 95

B5* 13 68 16 84

B6* 7 37 14 74

B7* Absent Absent 14 74

* Receive Intervention
 Whole Class Data
Student Pre-Test Score Pre-Test Percent Post Test Score Post Test percent

G1 15 79 17 89

G2 11 58 14 74

G3 16 84 17 89

G4 7 37 8 42

G5* 12 63 `16 84

G6* 10 52 15 79

G7 15 79 18 95

G8 12 58 19 100

G9 18 85 19 100

* Receive Intervention
G10 12 63 18 95

G11 11 58 15 79

G12 Absent Absent 16 84

G13* Absent Absent 10 53

G14 Absent Absent 16 84

 Data: Learning Goal 1
Student Pre-Test Score Pre-Test Percent Post-Test Score Post-Test Percent

B1 8 89 9 100

B2* 4 44 6 67

B3* 5 56 6 67

B4* 7 78 8 89

B5* 7 78 9 100

B6* 4 44 7 78

B7* Absent 7 78

* Receive Intervention
 Data: Learning Goal 1
Student Pre-Test Score Pre-Test Percent Post-Test Score Post-Test Percent

G1 8 89 7 78

G2 2 22 6 67

G3 7 78 7 78

G4 3 33 2 22

G5* 7 78 8 89

G6* 6 67 7 78

G7 5 56 8 89

G8 5 56 9 100

G9 8 89 9 100

* Receive Intervention
G10 5 56 8 89

G11 3 33 6 67

G12 Absent 6 67

G13* Absent 4 44

G14 Absent 7 78
 Data: Learning Goal 2
Student Pre-Test Score Pre-Test Percent Post-Test Score Post-Test Percent

B1 8 80 10 100

B2* 2 20 7 70

B3* 5 50 7 70

B4* 7 70 10 100

B5* 6 60 7 70

B6* 3 30 9 90

B7* Absent 7 70

* Receive Intervention
 Data: Learning Goal 2
Student Pre-Test Score Pre-Test Percent Post Test Score Post-Test Percent

G1 7 70 10 100

G2 9 90 8 80

G3 9 90 10 10

G4 4 40 7 70

G5* 5 50 8 80

G6* 4 40 8 80

G7 9 90 10 100

G8 7 70 10 100

G9 10 10 10 100

* Receive Intervention
G10 7 70 10 100

G11 9 90 9 90

G12 Absent 10 100

G13* Absent 6 60

G14 Absent 10 100

 Analysis of Student Learning- Whole Class
● On the pre-test, the average score was 11 out of 19 (58%). For learning goal 1, the average pre-test score was 6
out of 9 (66%), while the average pre-test score for learning goal 2 was 7 out of 10 (70%).
● There weren’t any students on the pre-test who met the criteria for mastery (88% or above). On the pre-test, 3
students out of 17 (3 students were absent)met the criteria for mastery on learning goal 1. There was 4 students
out of 17 (3 students were absent) who met the criteria for mastery on learning goal 2.
● On the post test, the average score was 16 out of 19 (84%). For learning goal 1, the average post-test score was
7 out of 9 (78%), while the average post-test score for learning goal 2 was 9 out of 10 (90%).
● There were 8 students on the post-test who met the criteria for mastery. On the post-test, 8 students met the
criteria for mastery on learning goal 1. There were 11 students who met the criteria for master on learning goal
2.
● This data shows that all students improved between the pre-test and the post-test, with the average test score
increasing from 11 out of 19 questions to 16 out of 19 questions. Although all students showed improvement,
there were 13 students who were still below the criteria for mastery.
●
Analysis of Student Learning-Individual
The student who showed the most growth between the pre-test and post-test was the student identified as G8.
She is a student who struggles to pay attention during whole group instruction, but thrives when she can work
with her peers. Her inattention contributes to her problems in the classroom, including performing poorly on
tests because she cannot follow along when the test is read aloud. Her mother is a teacher at the school and sets
very high expectations for her in every subject area. Because G8 showed the most growth during this unit, we
wanted to focus on her so we could share what we learned with her mother to develop a plan for her inattention
in the future.
● On the pre test, she answered 12 out of 19 questions correctly, with 5 questions related to learning goal 1 and 7
questions related to learning goal 2. On the post-test, she answered 19 out of 19 questions correctly. She
answered 9 out 9 questions correctly for learning goal 1, and 10 out of 10 questions correctly for learning goal
2. This was an increase from 58% on the pre-test to 100% (above the criteria for mastery) on the post-test. She
met criteria for both learning goals on the post-test.
● She showed a newfound interest in all of the lessons, especially because there were many opportunities for
partner and group work. She was sharing her personal experiences about going to the beach and swimming in
the ocean with her family, and actively listening to the stories of her peers. During other units in science, she is
typically unengaged and partaking in side conversations that disrupt the class discussion, unless she is working
with peers. She shared that going to the beach is her favorite thing to do in the summer and we believe that this
prior experience sparked her interest in learning about other bodies of water that are found on earth.
 01

07 02

03

Reflection and 04

Self-Evaluation 05

06
 Most Successful Learning Goal
● The most successful learning goal was learning goal 2. There was an increase from 7 questions
answered correctly on the pre-test to 9 questions (out of 10) answered correctly on the post-
test. This is an increase from 70% to 90%.

● I believe the success of this learning goal was due to both their prior knowledge of map-
making skills from Social Studies and the connections they were able to make to bodies of
water near them, i.e., the Mississippi River, and other bodies of water they have visited.

● The activities gave the students hands-on experiences with map creation, something they have
done before, with the challenge of adding a body of water of their choice. This experience
allowed them to see where bodies of water fit into a map and on earth. Without the Google
Earth element of the unit, we do not believe that the students would have been able to visualize
bodies of water on earth, in a way that would aid them in representing them on their own map.
 Least Successful Learning Goal
● The least successful learning goal was learning goal 1. The average score for this learning goal
was 78% (as compared to 90% for learning goal 2). The students started the lesson off with
more knowledge of maps than bodies of water, with an average score of 70% (as compared to
66% for learning goal 1). This was an increase from 6 to 7 out of 9 questions. On the pre-test,
learning goal 1 had the lowest average and this remained true for the post-test average as well.
We believe this happened because many of the students had no prior knowledge of oceans,
lakes, rivers, and ponds to connect to the material in the unit.
 Professional Development
● I knew going into the unit that many of the students would not have prior knowledge or
experiences with bodies of water like the ocean, rivers, lakes, and ponds. This meant that we
needed to give them multiple opportunities to explore characteristics of each one. We did show
real life photos of us visiting lakes, rivers, oceans, and ponds, and even used Google Earth to
show them on a live map. I believe this was an incredible experience, from inside the
classroom, to connect the content to real life. I only wish that the students were able to do their
own exploration on their Chromebooks. For my first professional development goal, I am
interested in resources for kid-friendly exploration tools. With a quick internet search, I found a
Nearpod about bodies of water that allows the students to explore.

● My second professional development goal is to provide more cross-curricular content. I wanted

so badly to make cross-curricular connections within this unit but it seems that it fell on the
back burner. I know how important it is to make these connections because it ultimately
enriches the learning of the students. I looked on the NAEYC website for advice on how to do
this and found an article about “Meaningful Integration in the Primary Grades” that will help.