PSU

TEACHER WORK SAMPLE

TEMPLATE
Your First and Last Name:
Bailey Marcotte
Date Submitted:
November 19, 2015
District where you completed
the TWS:
Olathe School District
Name of School Building
where you completed the
TWS:
Cedar Creek Elementary
Content Area of your TWS:
Science
TWS Unit Topic:
Rocks and Minerals
Grade Level of the Classroom
/ Students in Which the TWS
Unit Was Completed:
4th Grade

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I. Contextual Information and Learning Environment Factors

A. Narrative General Contextual Information for Community, District, and School (limited to 1 page)
The school is located in a developing residential area. This school is comprised with students from families that are upper middle class. Many of the
parents are involved in careers where they travel often. Parents take an active role in the school and its very common to see many parents helping
out. From what I have seen, there is not much diversity within this community.
The district you can tell has a lot of money. I have been impressed with the professional development meetings, how organized they are and the
varied resources they offer. The district has a large building called a resource center where anybody within the district can check out materials to use
within their classroom.
There is a huge community support for education. Parents are very involved and eager to help. The school also has a program called, Watch Dogs
where parents sign-up for a day and volunteer within their child/s classroom. Cedar Creek Elementary has a student population of 578. The profile
for race and ethnicity is: 89.62% are white, 6.57% are other, 2.94% are Hispanic, and 0.87% are African American.

Table 1.1 Class Contextual Information (limited to 1 page)

Grade level ___4____ Content area (e.g., mathematics) __Science___________
Topic (e.g., geometry)_Rocks and Minerals______
Age range of students ___9-10______
Number of male students ____11_______
Total number of students ___22_________
Number of female students ___11_______
Percentage of students receiving free lunch __________
Percentage of students receiving reduced lunch___2.9% (school)_________
[if free/reduced lunch information not available for class, provide school percentages]
Area in which students live (check all that apply) Urban _____ Suburban __X____ Rural ______
Ethnicity of students (give numbers)

Language proficiency of students (give

numbers)

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______ African American or Black

______ Native American/Alaskan Native
__2____ Asian or Pacific Islander
__22____ Fluent English Proficient

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______ Hispanic or Latino

__20__ White
______ Other (specify) __________
__0____ English Language Learners

Identified special needs categories

represented (give numbers)

_______ Specific Learning Disability

_______ Speech/Language Impaired
_______ Hard of Hearing
_______ Visually Impaired
_______ Deaf
___1____ Orthopedically Impaired
_______ Deaf-Blind
_______ Emotionally Disturbed
_______ Other Health Impaired
___4____ Autism
_______ Multiple Disabilities
_______ Mental Retardation
_______ Brain Injury
___1____Gifted
_______ Established Medical Disability (0-5 yrs.) _______ Developmentally Delayed
_______ At risk for developmental disabilities
_______ Other (Specify)_______________

Provide appropriate charts/graphs to display demographic data for district, school, and classroom in Appendix A.
Table 1.2 Student Characteristics for Whole Class (limited to 1 page)
Student Characteristics
Intellectual Characteristics
- Including readiness,
cognitive abilities, learning
needs, developmental levels,
etc.

Previously demonstrated
academic performance/
ability:
% Above standard
___40.9%__
% Meets standard

Specific Descriptions
- Readiness: Many of the students in this class are at the expected level for reading and math. There are a few who
are below expectations. The students who are not at the expected level meet in a small group every day for reading
and math.
- Learning needs: Majority of the class are able to understand what Im explaining when teaching. There are a few
students who I check with to make sure they understand the expectations. It is best to show the students an example
of the proposed work out-come.
- Developmental levels: Within the class I notice some students who act a little immature for their age but nothing to
be concerned about. There is one student in particular who displays signs of being below developmental levels with
speaking, listening, math, and reading.
In this classroom the students perform very well in math. Some students struggle with reading and need prompting to
continually move on when reading text. These students struggle with reading fluency so its hard for them to
comprehend the text.

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_45.45%____
% Below standard
_13.6%____
Social Characteristics
- Including emotional,
attitudinal, motivational, etc.

Personal Characteristics
- Including physical, social,
individual experiences,
talents, language, culture,
family and community
values, etc.

- Emotional: I have noticed some students who will get upset if they do not receive a perfect score on an assignment.
- Attitudinal: For the most part, the students are very respectful towards the teachers and other classmates. Some
students will talk back to the teacher if they do not agree with something. Many of the students do no listen the first
time when they are told to stop talking so that directions can be given.
- Motivational: When students are able to incorporate the iPad or have hands on activity, they are very intrigued by
what you are going to teach. There are two students I can think of who are not very motivated to work. When
prompting or giving choices they do not seem fazed by receiving a poor grade.

Majority of the students in this schools community come from middle and upper class families. Most students are
very well dressed wearing the latest fashions and designer clothing. Most of the students are involved in multiple
after school activities. Within the classroom Im in, there is little diversity. All of the students are first language
English students. After sitting through parent teacher conferences I noticed many of the parents are questioning the
childs social development and who their kids were hanging out with.

B. Narrative: Implications for Whole Class Instruction Based on Information from Table 1.2 (limited to 1 page)
I have developed a unit that will incorporate multiple means of learning. Within this unit there are many hands on activities. During the activities
the students will be paired or working in groups. This will help with students who struggle academically being able to collaborate with other
students. When students are expected to read and use a strategy, I am going to open up the back table for students to work and ask me questions to
help guide them through the text.
I feel that for this unit students will have high motivation levels because numerous students have expressed their excitement for learning about
rocks and minerals. For multiple step directions, I will say them and then put them on the overhead for students to refer to so that during the activities
I can move around and work with students more freely. I plan to give very explicit instructions about what Im looking for and assessing.

C. Sub- Groups/Students Information

Describe this
Why was this
subgroup/student
subgroup/student
using information
selected?
from Table 1.1
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What was learned about this subgroup/student?

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I am going to look at
one student in particular. I selected this student
because I have noticed
From table 1.1 this
off task behavior
student is Asian.
multiple times. I am
wanting to see if a
more interactive
science lesson will
spark this students
interest and create
SUBGROUP
some intrinsic
or
motivation to learn
FOCUS
STUDENT

Intellectual
This student has a difficult time in the subject areas of math, reading, social
studies, and writing. I have noticed this student takes interest in science
activities. During classroom instruction this student is almost always off task.
This student frequently needs to be reminded of what the expectation is. During
small group math instruction, when told to write down a problem the student
will act as if they did not hear you.

Social
Socially this student does not hang around many of the other students in the
class. This student has one friend that I see interacting together. This student
sometimes doesnt catch some of the social cues and will say inappropriate
things at the wrong time.
Personal
This student comes from a divorced family. The student is not on an IEP but is in
the process of being reviewed for one. The parent had a no call no show to one
of the scheduled IEP meetings. This student is in good spirits and is very
interested in reptiles, very artistic and creative! This student is also very
knowledgeable in the area of science and is always excited to share new science
information that they have learned.

SUBGROUP I am going to look at

or
another student within
FOCUS
the class.
STUDENT

I want to see if a more

hands on approach to
learning will spark this
students interest to
learn. This student is
off task much of the
time.

Intellectual
In intellectual terms, this student normally performs very well on assessments.
During normal classroom instruction this student is very off task. This student
most of the time does not have the proper supplies out and has to be prompted
by the teacher.
Social
This student does not have many friends and is secluded many times from the
rest of the class. The student sometimes will speak out in class with an
inappropriate comment. During whole class instruction many of the times this
student does not have the necessary materials out that were asked. This student
is always fidgeting with something and frequently putting fingers in mouth.

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Personal
This student has a kind heart and is very creative. This student is normally quiet
and keeps to self. This student is very into science literature and loves to read.

D. Narrative Implications for Sub-Groups/Focus Students Instruction (limited to 1 page)

The students within the focus will receive the same instruction as the class. Both of the focus students are not on an IEP and will receive the same instruction. With
focus student A, this student normally takes longer to complete tasks so allowing this student time to finish projects and assignments. If this student does not
complete the task during the allotted time this student will have ten minutes during their Daily 5 time to finish the assigned materials.

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II. Instructional Design

A. Narrative Description of Range of Objectives and Rationale for Selection (limited to 1 page)
I chose these standards because they cover the materials that the students need to know in the Olathe fourth grade rocks and minerals unit. The students need to
understand the rock cycle and the different types of rocks because they are on a district writing assessment. Throughout my unit I have a range of activities that
incorporate the different levels of Blooms Taxonomy. The students will need to memorize the rock cycle, the different types of rocks, and the layers of the earth.
During the unit I will use different means of instruction.

B. State Objectives Here: Focus should be on student performance not activities. What will students know or be able to do? (limited to 1 page)
Obj.
No.
1
2
3
4
5
6
7
8

Level(s)
(e.g. Blooms
Taxonomy)

Unit Objectives
The students will be able to observe rocks and classify rocks by their properties.

Knowledge
The students will be able to identify, describe, and classify properties of rocks according to three rock types:
igneous, metamorphic, and sedimentary.

Analysis

The students will be able to model how each rock is formed.

Application

The students will be able to model and describe the layers of the earth.

Application

The students will be able to depict the rock cycle.

Evaluation

The students will be able to explain the concepts of weathering, erosion, and deposition.

Application

The students will be able to explain changes of earths surface by volcanoes, earthquakes, and floods.

Knowledge

The students will know that rocks are made of minerals.

Knowledge

C. Identify State Standards Benchmarks Addressed by Unit Objectives How do objectives address these standards? (limited to 1 page)
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Olathe District Standards:

1.) 4.Sc.E.I.1= Collect and observe rocks and classify rocks by their properties
2.) 4.Sc.E.K.1= Identify, describe, and classify properties of rocks according to three rock types: igneous, metamorphic, and sedimentary.
3.) 4.Sc.E.K.2= Model how each type of rock is formed.
4.) 4.Sc.E.K.3= Model and describe the layers of the Earth.
5.) 4.Sc.E.A.1= Apply understandings of the rock cycle to describe changes in the surface of the earth.
6.) 4.Sc.E.A.2= Describes changes in the surface of the earth as a result of erosion.
Next Generation Science Standards:

4-ESS2-1: Make observations and/or measurements to provide evidence of the effects of weathering or the rate of erosion by water, ice, wind, or
vegetation.
4-ESS2-2: Analyze and interpret data from maps to describe patterns of Earths features.
4-ESS3.B: Natural Hazards
A variety of hazards result from natural processes (e.g., earthquakes, tsunamis, volcanic eruptions). Humans cannot eliminate the hazards but can
take steps to reduce their impacts.
Common Core State Standards:
RI.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. (4-ESS3-2)
RI.4.7 Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive
elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears. (4-ESS2-2)
RI.4.9 Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.
W.4.8 Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize
information, and provide a list of sources. (4-ESS1-1),(4-ESS2-1)
CCSS.ELA-Literacy.SL.4.1
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building
on others' ideas and expressing their own clearly.

SL.4.1.bFollow agreed-upon rules for discussions and carry out assigned roles.
SL.4.4 Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant,
descriptive details to support main ideas or themes; speak clearly at an understandable pace.
SL.4.6Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is
appropriate (e.g., small-group discussion); use formal English when appropriate to task and situation. (See grade 4 Language standards 1
here for specific expectations.)

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Pre-Assessment:

27 questions: uses multiple choice, matching, true or false, short answer, and labeling parts.

Lesso
T
Formative
Describe Specific
Less
n
Instructional Activities/
The firstDate
objective goes
goes with the third
Olathe standard. The students
R with the first standard for the Olathe school district. The second objective
Assessment
Adaptations/
on
Objec
Strategies
will understand the Idifference
between
the three rock types. The third objective goes with the
fourth
standard.
The
students
will know the diagram
(formal/informal)
Differentiation
tive(s)
that depicts the rock cycle. The fourth objective goes with the fifth standard. Students will be able to depict the different layers of the earth. The fifth
In the classroom
there is a
objective goes with the third standard understanding more about the rock cycle. The sixth objective goes with the seventh
standard. Understanding
student
whostandard,
has Autism and is
how weathering, erosion, and deposition change the surface of the earth. The seventh objective goes with the sixth and
seventh
an IEP.
For thisThe
test student
I
understanding how the rock cycle and erosion can transform the surface of earth. The eighth objective goes with theon
second
standard.
crossed
off
one
choice
in
the
will understand that rocks are made of minerals.
multiple-choice selection and
10-19
1
R
1-7
Pre-test
Formal
two of the short answer
questions. During the test, the
student will read the question,
I will read the question, and
then the student will choose
the best choice.
The students will make a table with the words:
texture, color-pattern, edges-planes, and weight at the
top. Students will generate a list of words that
describe rock properties. The students will look at
Informal (through
No adaptions needed. The
their rock and write down 3 characteristics about
observation and
students will work together in
their
rock.
The
students
will
then
work
in
a
group
and
10-20
2
I
1
completed
groups and collaborate on
decide a characteristic that the rocks share. They'll
characteristic sheet) ideas.
generate 2 categories: rocks that have that
characteristic and rocks that do not. Students then
move around the room and see how other groups
dived their rocks.

10-21

T, R, I

2,3

Rock Observation and Classification book

(remarkable rocks) Show YouTube video over rock
cycle. The teacher will read pages 1-11 out
of Remarkable Rocks. Students will read pages 164167 out of the Science Saurus text. Complete
Remarkable Rocks and Science Saurus sheet. The
students will then fill in their own Rock Cycle
diagram. Once teacher has checked the Rock cycle
diagram the student will glue the sheet to their
interactive rocks and minerals folder.

Show Rock Cycle YouTube video. Students will be

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Work
divided into groups of 3 or 4.Teacher
Students
willSample
use
information they have learned to classify the rocks
into the groups of: Igneous, Sedimentary, and

Informal: teacher
will check the
students completed
rock cycle diagram.

The student who has autism

will work with the para in the
classroom. The para should be
guiding the student through
the reading material and
asking questions about what
this student has read.

Table 2.1 Instructional Design Unit Plan

T- Lesson integrates technology; R- Lesson uses reading strategies; I- Lesson demonstrates integration of content across and within content fields

Table 2.2: Narrative Description of Pre-assessment, Formative Assessments, and Summative Assessment (limited to 2 pages)
Which
objectives Identify how the assessment will be
Describe the assessment to be Explain rationale for choosing
II. D, H, and K
does this
scored and/or the criteria to be
used
this assessment
assessment used for evaluation.
address?

Pre-Assessment
(Diagnostic)

Formative Assessment
- Informal

Formative Assessment
- Formal

Summative
Assessment

27 questions uses: multiple

choice, matching, true or false,
short answer, and labeling parts.

Observation, exit slip, note guide,

layer rubric.
Students will take a Plicker quiz
October 30, 2015. Students each
have a card reader. On the board
there will be questions. Students
will turn their card reader to the
appropriate letter. Other students
do not see students choice because
each letter is depicted different.

27 questions uses: multiple

choice, matching, true or false,
short answer, and labeling parts.

Narrative for Instructional Design

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I used the Olathe school district

standard fourth grade Rock and
Minerals test. I used this because
each fourth grade class uses the same
test and we can see the results across
the grade.

1-8

These are fast ways to check for

student progress

1,2,4

This will be enjoyable for the

students. This is an easy way to asses
the whole class at once and receive
instant results. This will be able to be
done discretely.

I am able to compare the beginning

results to the ending results after unit
has been taught. This helps me
reflect as a teacher and see how I can
better teach this lesson in the future.

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I will grade all of the tests to get an

overall percentage. I will them have a list
of each question number and tally how
many students missed each of the
questions. This will show me what
questions students struggled with and
what questions students succeeded at.
I will grade each assessment. If I notice
some students struggling on this
assessment I will direct them to the
correct pages and paragraphs to find the
information.

2, 3, 4, 5, 8

I will look at the data results from the

quiz. I will see how many and what
students are struggling with concepts.
Depending on how many students miss a
certain question I will reteach. If it is a
small number (5 or less) I will meet with
these students to reinforce the concepts.

1-8

I will grade all of the tests to get an

overall percentage. I will them have a list
of each question number and tally how
many students missed each of the
questions. This will show me what
questions students struggled with and
what questions students succeeded at.

10

II. E.
Why are the lessons sequenced in this
manner?

I sequenced the lesson the way I did because the Olathe school district has a curriculum guide they refer to.
The guide was broken into four parts. Concept 1: Properties of Rocks: the Rock Cycle; concept 2: Rocks
are Made of Minerals; Concept 3: Layers of the Earth; Concept 4: Changes in the Earth.

II. F.
What learning strategies were incorporated
into this unit?
How do the instructional strategies/activities
address the learning objectives for this unit?

I will use different Keagan strategies for cooperative learning. Hands on activities. Incorporating
technology. There is teacher directed learning as well as student- centered learning. Project-based. Inquirybased science.
The instructional strategies are tied together. The students use cooperative learning in almost all of the
lessons besides the assessments. This is a great way for students to discuss ideas and build off of each
others thoughts. During some of the lessons students are using inquiry-based learning for example the
Skittle lab; students are generating their own conclusions and figuring out how it works.

II. G.
How will critical thinking and problem
solving strategies be implemented? Give
specific examples of use.
II. I.
Explain the reading strategies that will be
used throughout the unit. Give specific
examples. (Remember that using text is not a
reading strategy)
How will technology be integrated within the
unit? Explain both teacher use and student
use.
How does the unit demonstrate integration of
content across and within content fields?
II. J.
What specific adaptations or differentiated
activities were used to accommodate
individual learning needs for the whole class?
What specific adaptations or differentiated
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Layers and Skittle lab activities. On the note taking guide students will have to read all of the assigned
pages to find the information. They will have to use context clues to make sure the book and guide
questions match up. During the Skittle lab students have to complete a scientific method sheet before they
start the experiment. After the experiment students answer questions about what component of the lab
represented the weathering
Student will read portions of their textbook three times. For the first reading portion students will use the
assigned pages they read to complete a rock cycle diagram The second time students read, they will fill out
a note taking guide that I will collect and grade. The third time students read, they will work in groups and
create a Pic Collage on the iPad to present to the class.
The students will use iPads multiple times throughout the unit. I use technology to show the class videos, or
project information from the computer or my iPad. Before the Earth layers activity students will work with
their shoulder partners to diagram and label the parts of earth that they know. During the eleventh lesson
students will work in a group to create an informational slide on Pic Collage app to later present to the
class.
During some of the lessons students are using reading and reading strategies to comprehend the text.
Students also use math when completing the skittle experiment to determine data. Students incorporate
writing when they have to write three sentence descriptions for each layer of the earth. Students have to
create their own Rock cycle diagram and describe each rock.
There is a student within the class who has test modifications. For the pre- and post-test I will cross off
certain problems or choices for this student. For this students interactive folder I will have the materials
glued in. The para in the classroom with help guide this student when filling in the appropriate materials.
For the focus students there are no adaptations. I want to observe these students during the unit and see how

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11

activities were used to accommodate

individual learning needs for the identified
sub-groups / students?

their performance compares to other subject areas. This will give me insight on learning strategies that
work well with them.

Provide a copy of two complete detailed lesson plans in Appendix B.

III. Teaching and Learning
A. Narrative: Daily Teaching Reflections (limited to 4 pages)
Day 1: Today the students used the thirty-minute science block to take the pretest for the unit. At first I could tell some of the students
were a little overwhelmed by the test. Some commenting on how long the test seemed. During the test I could see some students were
stressing and getting frustrated because they did not know. I reassured the students that its their pre-test and is just a way to help me
be a better teacher and see what topics I need to emphasize better. When grading the test I was surprised how well some students
performed.
Day 2: Today was the first day teaching the lesson. This lesson was an introductory lesson to learning the properties of rocks. Students
described and became familiar with the rocks they will be sorting and working with throughout the unit. The students seemed very
excited to be working and learning about rocks. Hard transitioning because it was loud. The students were very much into the lesson
and in turn that created a lot of communication. For the next lesson I need to completely explain the directions, have the students give
me a thumbs up if they get it and tell them, When I say go, you can begin the activity. When I have questions write on the board or
have a visual.
Day 3: Today the students read the text and took notes on a graphic organizer over the three types of rocks. The graphic organizer
contains three separate pages, with one page for each rock. I felt that the students were a little confused at first with the layout of the
graphic organizer. Looking back I think it would have been a better idea to break up the different rocks. Talk about one rock first then
move onto the next rock. When I look at their organizers the students had put the information in the correct spots so Im hoping the
information stuck with them to build on the next days. When the students were finished reading and taking notes they were able to
glue the first part of their interactive organizer down. The students were very excited about the idea of creating an interactive folder
for the unit. I am still amazed by how fast the time goes during my lesson. I was unable to finish a sheet I wanted the students to
complete.
Day 4: Today the students sorted the different rocks into three groups. The students were in four groups and used real rocks to classify.
The students were very excited to work on this activity. To make this lesson better, I think It would have been good to have a
projectable on the screen with bigger pictures of the rocks to help classify. When students were finished grouping on their own they
used the answer sheet to check their work. I was happy because when I was observing every member within the group was engaged in
the activity. To better asses I should have had students write an exit slip of a rock within each group.
Day 5: Today the students were supposed to take a field trip to the rock quarry. The fieldtrip got canceled because of rain. Last minute
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12

I had to change my plans because I didnt want to move on with my lesson until Monday. This was good practice to change my plans
efficiently last minute. For today the students watched a rock video and added to their graphic organizer that is divided into three
pages: igneous rocks, sedimentary rocks, and metamorphic rocks. Once the video was over I had the students write one thing for each
rock that they have learned over the course of the couple days. Flipping through the exit slips it seems majority of the class
understood. After checking the exit slips, I was able to see that the class was grasping the idea of how each type of rock is formed.
Day 6: Today there were centers. The centers included: sorting rocks, completing a vocabulary hunt sheet, and writing about the three
rock types inside their interactive folders. Before the lesson I had everybody in groups and centers organized. I thought in my mind
that the rotations would move smoothly. I was wrong, some students forgot what group number they were and were rotating with the
wrong group. To solve this problem next time I will have their names and groups on the board along with what group goes to what
station. This would help with organization and centers working more efficiently. I noticed some students werent finishing their
vocabulary sheet and folders. I noticed students who were not finishing were talking frequently during the centers.
Day 7: today we started off the day going through a PowerPoint that reviewed previously learned terms. Students were able to fill in
their PowerPoint section on their rock cycle note-taking guide. After the power point. The students completed a half sheet of a notetaking guide. The students were to read the assigned pages and fill in their note guide. Todays lesson I thought went well. Students
were on task. What I did notice were a lot of them asking me questions that could be answered in the book if they read it. I was
surprised by how many times I had to repeat myself.
Day 8: Today students completed hands on activity were they created the layers of earth with play dough. The students were very
excited for this activity. During the activity I was impressed by how well the pairs were working together. The pairs that included the
lower level learners, their partners were doing a great job of prompting and including everyone. Next time when students are working
on their writing piece having the directions for this on the board. That would help tremendously because some students were finishing
later than others this way they can look at the board for directions.
Day 9: The students drew the Rock Cycle diagram on a sheet of computer paper. The activity went well I was surprised by how many
questions I had after going over the directions. I projected on the board the exact grading rubric I was looking for so students had a
visual representation of the directions. This week has been scheduled different between a field trip, a play, Halloween, and Birthdays I
can tell the last couple of days the students focus has not been very attentive. Next time for less confusion I could create a check list
for students to go through to make sure they have everything. The grading rubric may have been too confusing for some students.
Day 10: Today the students took a quiz on Plickers. This is what I used as my summative assessment to see where the students were
at with the material. Plickers is a website where you can create a quiz. Each student has a card that is coded so nobody knows the
choice they are making. The question is shown on the overhead screen, students turn their cards to the appropriate letter. I then take
the iPad scan their cards and it grades instantly the students responses. From the results, the class did very well as a whole. There are
about three students who continually missed questions. I am going to pull these students back and go over a sheet that gives them
descriptions of the different rocks.
Day 11: Today I read I book about changes in the earth. After reading the book, I put students into four groups. Each group was
assigned a topic from volcanoes, earthquakes, tsunamis, and floods. Each student within the group found a fact then the group created
what is called a Pic Collage on the iPad. They were able to use their creativity to create their slide. The Students were really enjoying
this activity. We ran out of time to share so the next day I will give them time to finish and present.
Day 12: Today students did an experiment to represent weathering and erosion. The students were very excited about this. Some
people were finishing much sooner than others this was causing a lot of disruption in the classroom. Next time I need to have an
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activity for the finished students to work on so that they are not disrupting the rest of the class. Students should fill out their prediction
sheet first next time before being given their observation sheet.
Day 13: Today was a review day. To begin the day, the students presented their Pic Collages they made over: earthquakes, tsunamis,
volcanoes, and floods. I was happy how they turned out. The students were able to express their creativity and enjoyed this activity.
Next time I think itd be a better idea for students to be in smaller groups. I noticed at time some student not participating because it
wasnt their turn to put the information on the iPad. During presentations I was unhappily surprised how the students didnt do a good
job at being good listeners to their classmates. I should have prompted them before and went over expected behavior during
presentations. During the transitions of the next group the class was very disruptive. Again, I should have gone over procedures before
the presentations to prevent this problem.
Day 14: Today the students took the post-test. Many students finished in an efficient time. Not many questions were asked so that is a
good sign.

B. Classroom Management Plan (rules, procedures, preventative strategies, supportive strategies) (limited to 1 page)
See management plan.

C. Student Interaction and Engagement(Strategies for promoting student to student interaction and student motivation) (limited to 1 page)
During this unit students work in pairs or groups at some point during every lesson. I feel as if student motivation is high when they know that they get to work
with manipulates. During the lessons I will discuss and explain the directions. Students will be eager to listen and finish any assigned tasks before they can work
with the rocks or other manipulatives within that lesson.

D. Student Communication (detailed description of appropriate strategies to encourage student to student communication) (limited to 1 page)
Throughout the unit students use student communication in every lesson. Every day during this unit there is some aspect where students are
encouraged to talk with others. The students desks are already in a group format so it makes it easy for the Keagan turn and talk strategy. During
some of the lessons the class will be split into groups and will participate in actives with their group members. Collaborating and brainstorming off of
each others insights. During one of the review days students will work in pairs when participating in the iPad interactive quiz game called,
Kahoot." This website is a place where teachers can create short quizzes and the students answer the question on the iPad.

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Narrative: Analysis of Assessment

E. Pre-Assessment
Overall analysis of results.

Discuss the results in reference to

the learning objectives.
Describe how pre-assessment data
was used to proceed with instruction
for all students.
What is the plan to differentiate for
all learners?

Overall more than half of the class scored above 50%. There were four students who scored over an 80%. I was
surprised by how high majority of the class scored. I will continue as planned with my lesson sequencing.
Overall I was surprised by how many students already knew about the three types of rock and how they are formed.
Majority of the students struggled on the matching portion. Containing objectives: 2, 3, 4.
I believe the students still need to understand all of the materials I will be teaching. It has proved to me that the
students struggle with grouping rocks into the three types. I will proceed as planned with my lesson.
There is one student who has an IEP and modifications. This student will be with a group of students during
activities. The student will receive more prompting to work. When working on reading and using a note taking
strategy I will open the back table for anyone who wants to join. I will invite the three students who normally need
more prompting during lessons.

F. Formative Assessment
Overall analysis of results.
Discuss the results in reference to
the learning objectives.

For this assessment the class average was 75 %. Not as high as I was expecting. There were two students who did not
perform very well. These students will need more teacher- directed instruction.
Students are learning what they need too. There was one question on the quiz that multiple students missed. This
question was number three and went along with objective 1, The students will be able to observe rocks and classify
rocks by their properties. Students need more practice understanding the properties of each rock type.

Are students learning what was

intended they learn?
I do not believe any adaptions are need besides meeting with the three students. There were four students who

Discuss any adaptations based on the continually scored wrong on the questions. I am going to pull those students back to meet with and go over the
different types of rocks
results of formative assessments.

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Identify differentiation needed to

help all students meet the goals and
objectives of this unit.

From the results of the summative assessment I could see that majority of the class has grasped the concepts
presented. There were three students who missed half of the questions. To help these students I am going to pull them
back for ten minutes and go through a fill in the blank sheet with them. These students can then use this sheet as a
study tool.

G. Summative Assessment
What did the disaggregated data of
the assessment reveal?
Discuss the results in reference to
the learning objectives.
Did all students learn what was
intended they learn? Explain.

Overall the class average was a 90%. All of the students scored 84% or above besides two students. The students did
very well. Four students scored 100%. Three students scored above a 95%. Eight students scored above a 90%. One
student above an 85%. Four students above 80%. One student scored 72% and one student scored 53%.
The students did very well on all of the objectives. The one objective I noticed were students struggled on objective
2: The students will be able to identify, describe, and classify properties of rocks according to three rock types:
igneous, metamorphic, and sedimentary. Some students were confusing some of the properties of each rock. Students
did very well with objective 5 going over the layers of the earth.
The students did learn what they were intended to learn besides the two students. One of the students who scored
below 84% had an accommodation. The other student who scored below an 84% was confusing the three rock types
which go with objective 2.

Provide a copy of pre-assessment document and the corresponding scoring key/rubric in Appendix C.
Provide a copy of one formal formative assessment document and the corresponding scoring key/rubric in Appendix C.
Provide a copy of one informal formative assessment document and the corresponding scoring key/rubric in Appendix C.
Provide a copy of the summative assessment document and the corresponding scoring key/rubric in Appendix C.
H. Visual Representation of Disaggregated Data
Chart/Table/Graphs of disaggregated data for the Pre-assessment should be included in Appendix C.
Due to the varied nature of data collected by the teacher candidates, each candidate is asked to create a chart/table/graph that includes data for the
Whole Class, Subgroup, and Focus Students. Title the table/chart/graph and use labels to accurately portray the data.

Chart/Table/Graph of disaggregated data for the Summative Assessment should be included in Appendix C.
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Due to the varied nature of data collected by the teacher candidates, each candidate is asked to create a chart/table/graph that includes data for
the Whole Class, Subgroup, and Focus Students. Title the table/chart/graph and use labels to accurately portray the data.

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IV. Self-Evaluation and Reflection

A. Narrative description of Successful Activities and future implications
Based on the analysis of all the assessment
results, identify TWO learning objectives
from the unit students were most successful.
Objective #4 :
The students will be able to model and describe
the layers of the earth.

Objective #6:
The students will be able to explain the
concepts of weathering, erosion, and
deposition.

Give more than one reason for each of the successes identified.
The layers objective was successful. Students had some background knowledge of what the layers of the
earth were. When students had to create their own layers model this was a good way for students to use
the textbook to make sure they were creating their model the right way. I had the colors on the board and
what color went with what layer. The students had to put the layers in the correct order. After creating
their layers model the students had to write three sentences for each layer. This helped reinforce what each
layer is.
To begin the lesson I had a Prezi presentation that reinforced what weathering and erosion are. This was a
hands-on activity where students had to perform an investigation. Students first had to use the scientific
method to predict and question what they think will happen. Students. Having the students demonstrate
and observe whats happening right in front of them they were able to see first-hand where the weathering
and erosion are taking place. After the experiment students were asked to talk with their shoulder partner
about where they saw the weathering and erosion taking place.

Discuss at least TWO things to do differently in the future to extend these successes to continue students academic growth.
I learned new ways the students could incorporate their folders. There was a vocabulary sheet they filled out and this would have been perfect to cut and paste in
their folder instead of rewriting everything. To make the layers lesson better, continuing with the writing piece and having the students use different sources
beside their text to find information.

B. Narrative description of Least Successful Activities and future implications

Based on the analysis of all the assessment
Give more than one reason for each of the least successful objectives identified.
results, identify TWO learning objectives
from the unit students were least successful.

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Objective #2:
The students will be able to identify, describe,
and classify properties of rocks according to
three rock types: igneous, metamorphic, and
sedimentary.

Students struggled with how you can look at a rock and classify it into the correct property. Students
didnt have a lot of practice having a pile of rocks and deciding if they were sedimentary, metamorphic or
igneous by their properties.

Objective #5: students will be able to depict the On the test, this was another question that students missed. The students were asked to fill in the rock
cycle; some students were struggling with filling in the correct rock. Students didnt have a lot of practice
rock cycle
filing in a rock cycle diagram. Students only created their own rock cycle once. Students also filled in a
rock cycle diagram that was on the back of their interactive folders. Continuous practice depicting the
rock cycle would have helped.

Discuss at least TWO things to do differently in the future to improve students performance.
Next time allowing more time where students can work with the rocks. Having the students practice classifying the rocks by their properties. After students
have had multiple opportunities to classify rocks, having a group discussion of what properties each rock has and how we can classify. It would help reinforce
the characteristics. After going through it as a class the next day the students could work in groups doing the same classification activity. As far as objective five,
first, creating an anchor chart of the rock cycle to hang up in the classroom would have been good for students to see daily. Another idea would have been doing
a hands-on matching activity where students come to the board and place the correct descriptions of the rock cycle where they belong. Along with the above
ideas, playing the rock cycle song more often would have made the concepts stick better.

TABLE 4.1 Communication Log

Date

10-9

10-15

Person Contacted

Cooperating teacher

Fourth grade team

Method of
Contact

Face to face

Face to face

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Reason for Contact

Follow Up
(if
necessary)

Result or Impact on
Instruction

Go over my unit plans and discuss any

ideas she wanted me to add to my unit
plan. We were able to discuss what she
thought might work well and ways to
enhance my lesson.

She has years of teaching this unit

so she is able to give me feedback
on ideas that have worked and not
worked in the past.

I sent her the

unit template of
everything I am
going to teach
and the order.

Every week the fourth grade teachers

collaborate and discuss future plans.

I was able to share my ideas for the

unit I was planning for rocks and
minerals. The fourth grade teachers
were excited and wanted some of
my lesson plans to use in their
classrooms.

None

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Date

10-27

Person Contacted

Ms. Carlson

Method of
Contact

Face to face

Follow Up
(if
necessary)

Reason for Contact

Result or Impact on
Instruction

Ms. Carlson is one of the fourth grade

teachers. She came into the classroom to
talk to me about what I was doing in
science or what activity I was on and
asking how I was teaching the materials.

When Ms. Carlson would come to

me about questions over the unit I
felt helpful and excited to be
sharing my ideas on how I was
going about the unit.

none

Add rows as needed

C. Narrative Reflection on Impact of Communications (limited to 1 page)

The communication piece is crucial. Its good to collaborate with my cooperating teacher and discuss different methods she thinks work well. When
developing this lesson I communicated with her very often. She had ideas that I wouldnt have thought of. Some ideas I was able to build off of to
make my lesson better. Being able to collaborate with her made the pressure of creating my first lesson more at ease. It was nice to explain my ideas
and activities I thought would be enjoyable for the students and having her support. One day during a fourth grade collaboration meeting we all
discussed some of the ideas we were going to do for the rock cycle. I incorporated one of my activities for erosion, weathering, and deposition with
the other team members. It was neat to be in the position of sharing ideas that other teachers think are worth while. During the layers model lesson, a
teacher saw the activity I had done with my students, and wanted to do that lesson with her class for her observation.

D. Narrative Reflection on Future Professional Development (limited to 1page)

Identify at least TWO aspects of instruction that could be improved. What specific professional development opportunities/activities will
Explain reasoning.
help to acquire that knowledge or skill?
Aspect 1:
Giving directions in a visual manner as well as orally, not assigning so much
work getting it done in assigned time.

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Next time I will give directions, have somebody echo what I said, then put the
directions on the board. I want students to learn to listen the first time and
develop that skill. For multiple step assignments having the directions on the
board would help students who may forget the next step. I also ran into the
problem of having to many projects where some students werent able to keep
up.

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Aspect 2:
Having more activities where students can get out of their desk and
move around.

I need to develop more activities where students can get out of their desk and
move around. As teachers I feel we sometime forget how long the students
have been sitting in their desk. Students love activities where they get to move
around.

REFERENCES

http://online.ksde.org/rcard/district.aspx?org_no=D0233
https://plickers.com/
Skittles Weathering and Erosion Lab Activity- Rick Berry

APPENDIX A

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APPENDIX B
Weathering and Erosion with Skittle Lab
Essential Question:
What is weathering and erosion?
Goal:
Students will understand the difference between weathering and erosion by doing a hands-on lab.
Objective:
- Students will know the difference between weathering and erosion
- Students will be to give an example of weathering and erosion
Materials:
-Weathering and erosion Prezi (I created and attached link)
http://prezi.com/lr1q--smn_cg/?utm_campaign=share&utm_medium=copy&rc=ex0share
- 1 Styrofoam plate for each student
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- 1 Skittle for each student (try not to give out yellow, its hard to see in
- 1 dropper per student
- 1 cup of water per student
- 1 observation sheet per student (attached)
- Colored pencils

experiment)

Alignment with State Standards:

Science
4th grade
4- ESS2-1. Make observations and/ or measurements to provide evidence of the effects of weathering or the rate of erosion by water,
ice, wind, or vegetation.
ESS2.A. Earths materials and Systems
- Rainfall helps to shape the land and affects the types of living things found in a region. Water, ice, wind, living organisms, and
gravity break rocks, soils, and sediments into smaller particle and move them around
Background Information:
This lesson is about weathering and erosion.
Weathering = the breaking down or disintegration of substances such as rocks and minerals by physical, chemical, or biological
processes.
Erosion = the movement of sediment or soil from one location to another by means of water, ice, or wind.
Engagement:
Have Prezi on the board. Engagement questions are already on the Prezi. Skittles and the lab materials are out. (I have included the
link for the Prezi that I created with this lesson.)
Exploration:
1.) Show Prezi presentation, there is a three minute YouTube video link on the Prezi that reinforces weathering and erosion.
Application:
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Students will then follow their observation sheet for the Skittle lab. Students will first drop 10 drops of water onto their Skittle, then
draw what they see, then write exactly what they see, they will repeat that will 20, 30, 40, and 50 drops. When students are finished you
will discuss what they have observed and ask them, what represented the weathering and what represented the erosion in this
experiment? The water dropping onto the Skittle represents the weathering, the breaking down of the Skittles color and shell. The
erosion is represented when the color and shell are washed away, moving from a different location.
Closure:
Sum up your lesson by saying, Now we have learned the difference between weathering and erosion, Go over what the
students observed in their experiment. Closure questions are included on the last slide of the Prezi.
Evaluation:
You will give examples of weathering and erosion, and ask students to decide weather its weathering or erosion. They can talk
with their group or shoulder partner, then call on a group to see what they came up with.
Differentiation:
Use of Prezi presentation
Individual hands on lab
References:
Skittles Weathering and Erosion Lab Activity- Rick Berry

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Layers of the Earth with Play Dough

Teacher: Miss Bailey Marcotte
Date: October 28, 2015
Subject / grade level: Science- 4th grade
Materials:
- 1 paper plate per student
- 1 Glue bottle per student
- 1 set of play dough for each pair ( purple, red, yellow, white)
- 1 layers of the Earth template per student
- Scissors per each student
- 1 Science Saurus textbook per pair
- 1 iPad per pair
Olathe Grade 4 Earth- Space Science Standard
- 4.Sc.E.K.3 = Model and describe the layers of the earth.
- RI.4.1 Refer to details and examples in a text when explaining what the text says
explicitly and when drawing inferences from the text.
- W.4.8 Recall relevant information from experiences or gather relevant information
from print and digital sources; take notes and categorize information, and provide a
list of sources.

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Lesson objective(s):
- The students will be able to model the four layers of Earth.
- The students will be able to correctly name the four layers of earth.
- The students will be able to write a three sentences describing and/or explaining the
function of each layer.

Differentiation strategies to meet diverse learner needs:

- There are two students who are at a lower level than other students. These two
students will be paired with a student who is at a higher level. The pairs are already
formed. The students will be working with their face partners (the person sitting
directly in front of them at their table). This will allow the pairings to be done
discretely. There is a para in the room for one of the students. The para will check on
this student, as well as the teacher, to prompt and keep this student on task.

ENGAGEMENT
The play dough will be set out on their desk.
The teacher will start by telling the students that they will be making a model of the
layers of Earth using play dough.
Ask students if they can name the layers of earth. With their partner, the students
will name the layers that they can using the App on the iPad called, Edu creations.
The teacher will walk around the room to check student responses.

EXPLORATION
The teacher will model how to create the first two layers so students understand how
to build the model.
The students will use their text Science Saurus to create a play dough model of the
layers of Earth.
There will be a key on the board of what color each layer should be.
Its the students responsibility to put these colors/layers in the correct sequence.

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EXPLANATION
The teacher will complete this part after the elaboration stage, once all students
have created their model and have written their descriptions.
The teacher will ask, What information did you find about the layers of Earth? What
did you learn about the inner-core? Outer core? Mantle? And crust?
What observations did you notice while creating your model?

ELABORATION
The students will use their Science Saurus text book to write their descriptions for
each layer. This information is found on pages: 158-159.

EVALUATION
The teacher will check that the students have created their Earth model with the
correct layers.
The teacher will check that the model is labeled correctly on the paper plate.
The teacher will check the description that goes with each layer. Looking for three
sentences that correctly correspond with that layer.

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APPENDIX C
Pre/Post Test

Grade 4 Test
Rock Cycle & Changes in the Earth
Active Science Kit 4A
Multiple Choice: Circle the correct answer on the test and record your answer on the answer sheet.
1.

KS Indicator 1.1.3, 2.1.1

What is the best tool to use to observe the properties of a rock?

2.

A. Magnifying glass (hand lens)

B. Ruler

C. Telescope

D. Graduated cylinder

KS Indicator 2.1.2 , 4.1.1

Which describes classifying rocks by properties, not opinions.

A. Classify rocks in two groups: 1. pretty rocks 2. not pretty
B. Classify rocks in two groups: 1. interesting rocks 2. not interesting
C. Classify rocks in two groups: 1. rough texture rocks 2. not rough texture
D. Classify rocks in two groups: 1. valuable rocks 2. not valuable
3.

KS Indicator 4.1.1

Rocks are
A. Natural earth materials
C. Solids
4.

B. Made of minerals
D. All of the above

KS Indicator 2.1.2, 4.1.1

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Pumice is a volcanic rock that is

A. Very light in weight

B. Very heavy in weight

C. Clear as glass

D. Very rare on Earth

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5. KS indicator 2.1.2, 4.1.1

The rocks shown in the pictures have what property in common?

Pumice

6.

Basalt

Conglomerate

A. Shiny

B. Smooth texture

C. Rough texture

D. Flexible

KS Indicator 4.1.1

Igneous rocks are formed by melting and cooling rocks. Some igneous rocks like obsidian have very small
crystals and ________.

7.

A. Glassy texture

B. Layers

C. Fossils

D. Flexible

KS Indicator 4.3.1

Which of the following causes erosion of rocks?

A. Wind blowing on rocks

B. Water running over rocks

C. Ice freezing in cracks of rocks

D. Animals walking on rocks

E. All of the above

True or False: Mark each statement T for true and F for false and record your answer on the answer sheet.
8. _____ Rocks are made of minerals.
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9. _____ a diamond is the hardest known mineral.

10.

_____ some minerals are made into jewelry.

11.

_____ Most earthquakes happen in Kansas.

12.

_____ Some minerals can scratch a penny.

13.

_____ Metamorphic rocks are made from volcanic lava that cools.

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Matching: Match the following words with the definitions below. Record your answers on the answer sheet.
14. _____ Igneous
15. _____Rock Cycle
16. _____Property
17. _____Metamorphic
18. _____Crust

a. The center of earth, made of solid metals.

b. Rock that formed when another kind of rock was
squeezed and heated deep inside earths crust.
c. Process of rocks changing into other kinds of rock
d. Earth layer below the crust, made of melted rock
e. Rock formed from cooled magma or lava.

19. _____Mantle

g. Rock formed when sediments were pressed

and cemented together.

20. _____Sedimentary

h. Earths outer layer, made of solid rock.

21. _____Core

i. A characteristic of a substance.

Completion: Write your answer to the following question on the lines provided on the answer sheet.
22.

Which rock does not belong in this group and why?

granite

quartzite

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basalt

obsidian

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23.

These are sedimentary rocks. How were these rocks formed?

sandstone

sandstone

24.

limestone

shale

conglomerate

What property makes these rocks metamorphic?

gneiss

slate

25. There is a bare spot on the playground. Every time it rains,

the soil washes away. What could be done to prevent this?

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26-27. Label the following diagrams, using the words above each picture.
26. crust

27. igneous

inner core

mantle outer core

metamorphic

sedimentary

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Pre/Post Test Answer Key

Grade 4 Test
Rock Cycle & Changes in the Earth
Active Science Kit 4A
Answer Key

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Multiple Choice
1. A
B
C

Matching:
D

2. A

KS 2.1.2, 4.1.1

3. A

KS 4.1.1

4. A

KS 2.1.2, 4.1.1

5. A

D KS 2.1.2, 4.1.1

6. A

KS 4.1.1

7. A

KS 1.1.3, 2.1.1

Write the letter of your answer.

14. ___E___
15. ___C ____
16. ___I___
17. ___B____
18. ___H____
19. ___D___
20. ___G___
21. ___A___
KS 4.3.1

True False: Circle your answer.

8.

9.

Teachers: Please record student

responses to questions with a delta
(1-7) on the Grade 4 Science Item
Analysis Excel sheet.

10. T
11.

12. T
13. F
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Completion: Write your answer to the following question on the lines provided on the answer sheet.
25.

Which rock does not belong in this group and why?

granite

quartzite

basalt

obsidian

Quartzite does not belong.

All the rocks shown are igneous rocks, except quartzite.
It is a metamorphic rock

26.

These are sedimentary rocks. How were these rocks formed?

sandstone

sandstone

limestone

shale

conglomerate

These rocks are all sedimentary because they are formed

from sediments being pressed together.

27.

What property makes these rocks metamorphic?

gneiss

slate
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These rocks both have layers, formed when metamorphic rocks are formed by extreme heat and pressure inside the earth.

25. There is a bare spot on the playground. Every time it rains,

the soil washes away. What could be done to prevent this?
Plants such as grass could be planted there.

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People should avoid using that area until the plants are established. 26-27. Label the following diagrams, using the

words above each picture.

26. crust

inner core

mantle outer core

crust

mantle

inner core

27. igneous

metamorphic

sedimentary
sedimentary

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metamorphic

igneous

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Focus Student A and B compared to rest of the class

Pretest
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
Student A

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Student B

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Student #
1.

Igneous
Rock
X

Sedimentary
Rock

Metamorphic
Rock
X

2.
3.

Absent

Absent

Absent

4.

5.

6.
7.

8.

9.

10.

X= Not demonstrated

11.

Absent

Absent

Absent

12.

13.

14.

15.

16.

17.

18.

19.

20.

21.

22.

Total

Informal Formative Assessment

Three Rock Type Exit Slip:
Students were to write a sentence about how each rock is formed.

16/20

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14/20

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Formal Formative Plicker Quiz

1.) Adiamondisthehardestknownmineral.
2.) ARockthat'sformedwhenanotherkindofrockissqueezedandheateddeepinsideEarth'scrust.
3.) Igneousrocksareformedbymeltingandcoolingrocks.Someigneousrockslikeobsidianhaveverysmallcrystalsand________________.
4.) Rockformedwhensedimentswerepressedandcementedtogether.
5.) TheRockCycleistheprocessofrockschangingintootherkindsofrock.
6.) ThecenterofEarthmadeofsolidmetals.
7.) Termfor:Acharacteristicofasubstanceis...

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8.) Rockformedfromcooledmagmaorlava.

Studen
t#
1.

Q1 Q2 Q3 Q4 Q5 Q6 Q7 Q8

X= Missed question

2.

3.

4.

5.

6.
7.

8.

9.

10.
11.

12.

13.

14.

15.
16.

17.

18.

X
X

19.

20.

21.
22.

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X

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