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Teacher Work Sample – Electronic Submission Document

Introduction

Student Teacher Sophia Loseke

Cooperating Teacher Ms.Bratt

School Huntington Elementary

Context of Teaching

At Huntington I am working with kindergarteners. Science we will be

covered in the teacher work sample. The unit to be discussed will be on the five

senses. In teaching about the senses I will be given free range on each lessons

creation, as long as, it complies with the LPS and Nebraska standards. I did not

have free choice over which science topic to choose. The five senses were chosen for

me. As I created each lesson careful consideration was taken to make sure proper

management techniques where in place. These efforts managed the talkative and

wiggly behavior seen in the students thus far. Students not following directions or

being disrespectful will be dismissed to the safe seat to think about how they are

acting. Once there they need to think about how to turn their t negative behavior

into a positive behavior. I will process with them when the time is convenient for

the whole class. The one boy who is working on proper social interaction, in regards

to touching will remain on his red square a bit distant from the group. This will take

place when we are having rug time.

Understanding by Design Stage One

Stage 1 – Identify Desired Results

Established Goals:

SC2.2.1 Students will observe and describe properties of objects and

their behavior.

http://www.education.ne.gov/Science/Documents/ArticulatedScienceSinWord.pdf

K.2.1 classify objects by using the senses of sight, touch, taste, smell, and hearing.

K.2.2 use the sense of sight to make observations.

K.2.3 use the sense of touch to make observations.

K.2.4 use the sense of smell to make observations.

K.2.5 use the sense of hearing to make observations.

K.2.6 use the sense of taste to make observations. (optional)

http://docushare.lps.org/docushare/dsweb/Get/Document969452/ElObj_GradeK_2011_N

oStandards.pdf

What understandings are desired?

Students will understand that.

Overarching U: Students will understand that accurate observations will help to enhance

critical thinking skills to make precise conclusions.

Topical U: Students will understand that using their five senses helps to make accurate

observations to enhance precise conclusions, for future scientific inquires.

What essential questions will be considered?

Overarching Q: What is the value of making accurate observations and conclusions

during scientific discovery?

Topic Q: How will using are five senses help students to make accurate observations

during scientific discovery?

What key knowledge and skills will students acquire as a result of this unit?


http://docushare.lps.org/docushare/dsweb/Get/Document969452/ElObj_GradeK_2011_NoStandards.pdf


Students will know. . .

what the five senses are.

important information about the about the five senses.

how to use their five senses when observing objects.

how to use the right sense at the right time when observing an object.

Students will be able to….

identify the five senses.

recite important information about the five senses.

use their five senses to make accurate observations of objects.

choose and use the right sense to use when observing objects.

Pre-Assessment

As a class I asked the students if they knew how many senses we have and then I

asked them if they knew what the five senses were. The majority of the students in the

room were able to recite each of the five senses and tell me there were five. The second

half of the pre-assessment involved the students completing this worksheet for me. This

worksheet they completed was to show me what knowledge they had about the five sense

when conducting observations.

In each box of the pre-assessment they were told to draw a picture that corresponded

with the object on the table. These objects were a candle, a bell, a teddy bear, and a

ball. They chose the object on the table based off of questions that I read in the teacher

edition book call Discovery Works.

Example: “Class find box number one and when you do put in box number one the item on the

table that would be soft.”

They repeated this concept for the rest of boxes. They had to find something round,

something that smelled good, something that made sound, and drew at the bottom of

the paper an item that they thought would taste good.

Name_____________________________Date__________

___

1.

2.

3.

4

How I assessed the worksheet

For each question on the worksheet that they answered correctly I gave them a colored

square and if they had three colored squares then they were able to show me that they had

sufficient knowledge in how to use their senses when conducting observations.

Grading

Scale

Pass-5/5

correct

Pass-4/4

Correct

Pass- 3/5

correct

Didn’t

Pass- 2/5

correct

Didn’t

Pass-1/5

correct

Didn’t Pass

0/5

correct

Results of the pre-assessment.

Senses Hearing Seeing Touching Smelling Tasting

Haleigh B.

Marshall B.

Dylan E.

Wyatt H.

Zayvon K.

Noah K.

Davis M.

Angeleah M.

Giovanni

Adrieana P-V

Yesenia P.

Dominic S.

Alivia S.

Shelby S.

Emiya S.

Emma S.

Taevyn T.

Elissa W.

Araina Z.

Jacoby W.

Interpretation of the Results

Dylan, Dominic, Adrieana, Haleigh, and Emyia were unable to show mastery in

using senses for observations. They will need one-on-one attention to go through the

basic to get them caught up with the rest of the class. Wyatt,Zayvon, Marshall, Noah,

Angeleah,Yesenia,Shelby, Alivia, Givovanni, Emma, Taevyn, Elissa, Jacoby and Ariana

have sufficient mastery of these concepts and would need to be challenged as the lessons

progressed. Angeleah after this point moved away and did not complete the rest of

activities with the class. Davis and Emiya confused smell and taste. They would be given

extra instruction when the lesson took place to understanding the correct difference

between the too. Overall, the class did really well and already has an amazing

knowledge base on the senses.

Sense Body Part Match Up.

I realized three days after my teaching of this unit I forgot an important part to my

pre-assessment. I completed it when I realized this mistake. However, since I had

already began teaching my lessons this information might not be as accurate as it could

have been, if I had done it from the very beginning.

These results confirmed the thoughts I had that the students had a good

knowledge base already on the senses. They knew what they were, how many we have,

and which body part to use. If I were able in my own classroom I would scrap this unit

because they are showing mastery of these concepts. Then as a class I would brainstorm

with the students another science topic of interest that they did not have much knowledge

about. In this situation since the school had strict parameters for me to teach the five

senses I had to continue teaching this content. That is why I chose for the rest of my

lessons to explore are sense more in the content presented in the lessons.

Explanation of the pre-assessment

This part of the pre-assessment was done orally. I went around to all of the table

groups I told them to point to the body part that matched the questions that I asked.

For example: If I were going to use my sense of sight point to what body part that I would

use. I asked this question for all of the five senses to see if they could match the sense

with the right body part.

Grading Scale

5/5-Passed 4/5-Passed 3/5-Passed 2/5 Didn’t Pass

1/5 Didn’t Pass

0/5- Didn’t Pass

Haliegh B. Eyes match to sight

Ears match to hearing.

Smelling matches to our nose.

Hands match to touch.

Mouth and tongue match to taste.

Marshall B.

Dylan E.

Wyatt H.

Zayvon K.

Noah K.

Davis M.

Angeleah M.

Giovanni N.

Adrieanna P.V.

Yesenia P.

Dominic S.

Alivia S.

Shelby S.

Emyia S.

Emma S.

Taevyn T.

Elissa W.

Araina Z.

Jacoby W.

Interpretation of the Results

The whole class pass this with flying colors. Dylan and Emyia were able to

successfully complete the task. However they did have some confusion on a couple of

questions. Dylan pointed to his stomach as the body part for using our sense of sight and

smell. Emyia pointed to her mouth for seeing. These two would need extra help when

working on the senses of sight, smelling, and tasting to learn what the correct match up

would be. Drills might be helpful in matching up the sense with the right body part. This

could take place with flash cards, or worksheets that have them match them up.

Understanding by Design Stage Two

Explanation of the Performance Task

In the lesson plan entitled Popcorn Discovery is where we pulled everything

together and did are performance task with our senses unit. They got to experience

popcorn using all of their five senses. We got to smell the popcorn, see the popcorn,

touch the popcorn and eat it. They we made a chart of words to describe what we saw,

felt, tasted, and smelled.

Stage 2 – Determine Acceptable Evidence

What evidence will show that students understand?

Performance Tasks* (summary in GRASPS form):

Goal:

Identify the five senses.

Recite important information about the five senses.

Use their five senses to make accurate observations of objects.

Choose and use the right sense to observe objects.

Role: The students will be detectives as they investigate and decide what sense order they

used when experiencing popcorn.

Audience: The students will be maintaining their role as students as they go through each

lesson to learn and discover information about our five senses.

Situation: Detectives in figuring out the order of what sense they use when experiencing

popcorn.

Performance: They will use their five senses to experience popcorn. They will have to

determining what sense they used first when working with the popcorn.

Standards- Expressed below in pre-assessment, and performance task section.

Other Evidence (quizzes, tests, prompts, observations, dialogues, work samples):

Through dialogue as we review the senses and discuss each one.

Observations as the students complete each task give each day.

Worksheets

I-spy

What’s in the Bag

Smell Discovery

Student Self-Assessment and Reflection:

What major insight did you glean from this learning experience?

Kid Language:

What did you learn?

What were the most exciting things that you learned?

2. What challenges did you encounter?

Kid Language:

What was hard?

What was frustrating?

What was your least favorite part?

3. Which part was particularly helpful or enjoyable?

Kid Language:

What was your favorite part?

4. How may I improve the unit to assist your learning?

Kid Language:

How could I have taught differently?

What could I do better next time?

What would you like to know more about?

Post-Assessment

Once we completed are popcorn experience they were asked to complete the

worksheet below as their post-assessment. What they were asked to do is number the

senses in order of what they used when working with the popcorn. They were told to

remember what we did and how we did it to help them answer the worksheet.

Answer Key

Eye-3

Nose -2

Hearing -1

Tasting -5

Touching-4

Grading Scale

5/5 -Passed 4/5-Passed 3/5-Passed 2/5-Didn’t Pass

1/5- Didn’t Pass

0/5-Didn’t Pass

Post Assessment Results. x-means they got it right on the worksheet.

Name of Student

Eyes Nose Hearing Tasting Touch Total

Haliegh 0/5

Marshall x x x 3/5

Dylan 0/5

Wyatt X x x x x 5/5

Zayvon x 1/5

Noah X x x x x 5/5

Davis 0/5

Giovanni X x x x 4/5

Adrieanna x 1/5

Yesenia 0/5

Dominic 0/5

Alivia x x x 3/5

Shelby 0/5

Emyia x x x 3/5

Emma 0/5

Tayven 0/5

Elissa X x x x x 5/5

Ariana X x x x x 5/5

Jacoby X x x x 4/5

Lesson Plans Student Teacher: Sophia Loseke Grade Level: K

Date: 9/18/2013

State Standard:


their behavior.









oStandards.pdf

Subject: Science

Name of Lesson: Five Senses Intro Period / Time: 30 minutes

I. Goal:

The students will begin gaining knowledge of the

five senses.

Required

Adaptations/Modifications:

II. Objectives:

TSWBAT to demonstrate what they know about

the fine senses through the five senses worksheet.

Required


III: Faith / Values Integration:

None

Required


IV. Integrated Technology:

None

Required


V. Materials:

Book on the five senses

Different kinds of objects (examples bell, candle,

and yarn)

Pre-assessment worksheet

Discovery Works Teacher Edition book

Required





VI: Procedure:

A. Set / Hook:

(1 min) Guess what boys and girls we take

in observations all the time. As we are

taking in this information we are using

something very special. This is called our

five senses. Does anyone know how many

senses we have? Does anyone know what

they are called?

Now we are going to do something to help

Miss. Loseke out to see what you know

about the five senses.

Give them the pre-assessment worksheet

have them complete it. They look at an

object and put it into a category based off

what I read.

Example: A table will have a candle, ball,

bell, and a teddy bear on it. I would ask

In box number one which object on the

table is soft. Then they would draw a

picture of that object in the box.

B. Transition:

Have them go to their desks, or sit on the

floor to complete the worksheet. If at

desks bring them back with the bell. Tap it

twice the students will put their hands on

their head.

C. Main Lesson:

We are going to be learning about the five

senses.

This is going to be an exciting unit were

we are going to get to do a lot of fun

things. We need to act like grown-up

kindergarteners so that we can complete

all the fun activities planned.

Frist, we are going to read this book on the

five senses and I want to you see if your

Required


answers were correct from the worksheet I

gave you about each one.

Read the five sense story.

Introduce some topics.

D. Transition: ( 30 sec)

Have them move their bodies to face the

rocking chair

E. Conclusion:

What did we learn today?

Tomorrow we will be learning about two

of the five senses seeing and hearing.

VII. Assessment:

Pre-assessment worksheets find an object and

draw it in the correct place. Answering questions

in the beginning by naming the five senses and

recognizing that we have five.

Observation look at worksheets

Listening to the discussion that the students have.

Required


VIII. Assignment:

None

Required


IX. Self-Evaluation:

This went really well. Directions were clearly

understood. A majority of the students performed

really well on the pre-assessment They enjoyed

the story about the five senses.

Next time I give this lesson have the students

gather around and we would go through each

object and predict what sense it might match up

with. Then we would do the pre-assessment

worksheet. After the worksheet instead of reading

the book we could gather around again and see if

our predictions were correct and I would guide

X. Coop’s Comments:

them to the answers and we would talk about why

each would have the answer it would have.

Student Teacher: Sophia Loseke Grade Level: K

Date: 9/21/13

State Standard:


their behavior.





oStandards.pdf

Subject: Science

Name of Lesson: Exploration of Hear and Sight

Period / Time: 30 minutes.

I. Goal:

TSWBAT use hearing and seeing as a valuable

tools when observing objects.

Required


II. Objectives:

TSWBAT identify what body part matches up

with hearing and seeing.

TSWBAT to use their sense of hearing and seeing

to decode sounds and draw detailed pictures.

Required



None

Required



None

Required





V. Materials:

Tablet

Marker

Discovery Works Teacher Edition

Seashells

Far and Up Close Worksheet

Sounds on a CD

Book on sight and hearing

Required


VI: Procedure:

A. Set / Hook: (1 minute)

Point to your eyes.

Point to your ears

What sense are we going to learn about

today?

B. Transition: Look at the tablet

B. Main Lesson: (14 minutes)

We are going to look at sight first.

Talk about fun facts from Discovery

Works teacher edition book.

Write an essential question on the tablet.

Explain what up close and far mean.

Do you think we see things differently

from up close or far away?

Take a vote

Tally the vote

We are going to do an activity to see if

you are right.

Explain seashell activity

This will be completed at your desks.

Worksheet

Name

Box one you are going to draw a seashell

up close.

Box two you are going to draw the

seashell form far away. (This one will be

placed far away at the front of the room.

Required


In each box draw what you see.

Dismiss students to complete the

activity.

Bring students back ring the bell twice.

Gather at floor discuss activity. Are the

pictures different? If so why do you

think that might be?

Hearing ( Lesson 5 in book) ( 15

mintues)

Go over background information from

Discovery Works Teacher Edition.

Make a chart three headings: people,

living things, and objects.

Play each sound.

After each sound is played ask them if

they know what is making the sound?

Then ask if they know what category it

should go under.

Read a book on sight and hearing if time

allows.

D. Transition: Not needed they would be

staying on the floor.

E. Conclusion:

Review what was taught yesterday and today

If they know an answer have them stand up and

tell the answer.

VII. Assessment:

Worksheet- observations to see if they grasped the

concept of the difference of up close and far away.

Observations as the activity is completed.

Listen to the answers and discussion of the

students to see how they are processing their

knowledge of the senses.

Required


VIII. Assignment:

None

Required


IX. Self-Evaluation: X. Coop’s Comments:

I was a lot to pack into 30 minutes. It felt a

little rushed to get everything completed. Next,

time I might pick and choose what is really

important for the students to experience, or

have the students vote on what sense they want

to learn more about, and give that one more

attention.

The transitions were pretty good but they were

a little rough. I need to be sure to give clearer

directions when we have to get through so

much.


Date: 9/23/2013

State Standard:


their behavior.





oStandards.pdf

Subject: Science

Name of Lesson: Exploration of Sight and Hearing Day 2

Period / Time: 30 minutes.

I. Goal:

TSWBAT use hearing and seeing as tools when

observing objects.

Required





II. Objectives:

TSWBAT to use their sense of hearing and seeing to

decode sounds and draw detailed pictures.

TSWBAT to use their sense of sight to describe

what they drew to the class for identification.

Required



None

Required



None

Required


V. Materials:


I -Spy worksheet

Clipboards

Crayons

Pencils

Internet pictures

Required


VI: Procedure:

A. Set / Hook: (3 minutes)

Have them get into a circle on the rug.

Review from the day before.

Transition: (1 minute)

B. Have them get back into their spots on the

rug.

C. Main Lesson: (17 minutes)

Background information on sight and

hearing ( Discovery Works Book)

Explain the I Spy Activity.

Worksheet

Name

Go around the room and pick three

things to draw.

Demonstrate expectations.

Show how to hold materials.

Show how to walk.

Required


Find and object sit down on the

floor, at the table or desk and begin

drawing.

Cannot take too long at anyone

place because we have three things

to draw.

If someone is where you need to be

politely ask if you may join them.

If they say no then politely say ok

and move on to somewhere else.

When finished head back to your

seats and read your library book.

Bring students together after 10-15

minutes use the bell twice.

Get students in a circle around the

rug.

Explain we don’t have time for

everyone to go. Looking for best

behavior.

Play I- Spy.

Model expectations

Choose one of your three objects.

Tell three things about it.

When you know class raise your

hand the student describing will

pick student who is following

directions to answer.

Hearing (10 minutes)

Show Pictures of objects that make

a certain noise

When a student’s knows they have

to raise their hand. I will call on

them. Then they will make the

sound.

We will make the same sound as a

class.

We make the sound then stop. We

don’t need to keep going.

D. Transition: None need they are still on

the rug.

E. Conclusion:

Review past lessons.

Talk about tomorrow activity.

VII. Assessment:

Observation of the students as they work.

Listening to class discussion

Worksheet-assess to see if they used their eyes to

draw detail to the pictures with as much accuracy as

possible.

Required


VIII. Assignment:

None

Required



I ended up because of time having the students

complete the activity of finding the objects to

draw in the I-Spy worksheet at their desks. I also

had them draw two items instead of three. This

went over really well. They work quietly and did

some really amazing drawings. However one

downside to this was that they were restless when

we got to the rug. I did a mini break of “Simon

Says” to help get out the jitters.

After that they were all excited to play I-spy and

figure out what their classmates had drawn.

Each student did a fairly good job about use their

eyes to describe characteristics about the objects

they drew to help their classmates figure out what

it was.



Date: 9/23/2013

State Standard:


their behavior.




oStandards.pdf

Subject: Science

Name of Lesson: Touch- What is the Bag Period / Time: 30 minutes

I. Goal:

TSWBAT use the sense of touch as a tool when

forming observations.

Required


II. Objectives:

TSWBAT use sense of touch to identify an object.

Required



None

Required



None

Required


V. Materials:

Bags of items

Drawing worksheet.

Discovery Works Teacher Edition.

Required


VI: Procedure:

A. Set / Hook: ( 3 minutes)

Review from the day before

B. Transition: (30 sec)

Have them get in the outer border of the

rug.

C. Main Lesson:

Go over touch concepts from the

Discovery Works Teachers Edition book.

Required





What’s In the Bag Activity.

Explain expectations

1. Hold the bag still because there is

something in it.

2. We want open the bag when the

teacher says.

3. We want to keep our eyes from

looking inside because we are go to

figure out what the object is without

seeing, we are going to use are sense

of touch. Only the hand goes in.

4. Once you get yours set it in front of

you on the floor. (Demonstrate).

5. Pass out the bags

6. Take one down and pass it around

until everyone has one. Sing this.

7. Once everyone has one have them

Pick it up

Open it

Put their hand in

8. Feel what is inside of it.

Then have them draw on the paper in

front of them what they think is in the

bag. ( After math practice they went

back to their desks to get the

clipboard and paper and brought it

the floor before we talk about the

bags.)

9. Once the students are done. Have

them reach in and pull out the

object.

10. Talk about what they drew? If they

got it right? What helped them to

draw the picture

Read a book on touch if time allows.

D. Transition: none needed still at the floor.

E. Conclusion:

Review about touch

Talk about tomorrows activity.

VII. Assessment:

Observation of the students completing their work.

Listening discussion

Worksheet- assess students understanding of

touch. See if they drew the right item that was in

the bag, tried to put the detail into their pictures.

Required


VIII. Assignment:

none

Required



This was really fun. I had a blast doing this lesson

with my students. They really enjoyed it and found

it exciting to draw a mystery object. The

transitions and expectations were followed

through flawlessly. I know this was because of

how I set things up. I gave clear directions, and I

model better the way that I expected them to

handle the materials. The students walked away

with understand how are sense of helps us make

observations about what something is.


Student Teacher: Sophie Loseke Grade Level: K

Date: 9/23/13

State Standard:


their behavior.






oStandards.pdf

Subject: Science

Name of Lesson: Touch- Classify That Object

Period / Time: 30 mintues

I. Goal:

TSWABT use the sense of touch to make accurate

observations.

Required


II. Objectives:

TSWBAT to use touch to categorize objects by

how they feel.

Required



None.

Required



None.

Required


V. Materials:

Rough Objects (5)

Furry Objects (5)

Hard Objects (5)

Soft Objects (5)

Construction Paper

Markers


Required


VI: Procedure:

A. Set / Hook: (3 minutes)

Review

B. Transition: none needed

C. Main Lesson:

At your table you find when you get

Required




there construction paper and objects on

the table.

When you go there you are going to do

something with them.

On the paper is a word and a picture that

describes how objects might feel.

Go through the words.

What you are going to do is put the

objects at each table in the right place.

Don’t to hung up, but talk together about

what you think. Don’t worry too much

about making a mistake.

Then when you think you figured it out

raise your hands for me to see. Then you

guys need to explain why you put them

there.

D. Transition: Dismiss table by using

music

D. Conclusion: Talk about how the groups

placed there objects.

VII. Assessment:

Observation of the placement of objects.

Listening to discussion of the students as I go

around the groups, and then as a whole class on

the rug.

Required


VIII. Assignment:

Required



They loved this lesson too. It was fun to see them

working together as table to put the objects where

they need to go.



Date: 9/28/13

State Standard: SC2.2.1 Students will observe and describe properties of objects and

their behavior.




oStandards.pdf

Subject: Science

Name of Lesson: Sense of Smell Period / Time: 30 minutes.

I. Goal:

TSWBAT to use the sense of smell to make

accurate observations.

Required


II. Objectives:

TSWBAT to identify what the nose dose

TSWBAT to identify what body part matches up

with smelling.

Required



None

Required



None

Required


V. Materials:

Book on the sense of smell.

Required





VI: Procedure:

A. Set / Hook:

Review

B. Transition: not needed.

B. Main Lesson:

Read a book on the sense of smell.

Discuss while reading the book what it is

talking about.

C. Transition:

Get the wiggles out if needed. Do head

shoulders knees and toes.

E. Conclusion:

Talk about what is going to happen on

Wednesday.

Required


VII. Assessment:

Assessing knowledge of the students as we read.

Required


VIII. Assignment:

None

Required



This lesson would have been a better set-up for the

next day’s activity if wasn’t so rushed. The school

had a field trip and it cut the time short. In light of

this it made it hard to reach the objectives that I set

for the day. I would need to get the class

management under control quicker especially in a

shorten time frame. This way the valuable learning

is not taken away.



Date: 9/30/2014

State Standard:


their behavior.




oStandards.pdf

Subject: Science

Name of Lesson: Discover that Smell Period / Time: 30 minutes

I. Goal:

TSWBAT to use the sense of smell to make


Required


II. Objectives:

TSWBAT to use their sense of smell to accurately

decode what smell is in the bottle.

Required



None

Required



None

Required


V. Materials:

Worksheets

Pencils.

Containers of smells (30 total)

Crayons

Required





VI: Procedure:

A. Set / Hook:

Review

B. Transition: Get the wiggles out if needed.

Do head, shoulders, knees and toes.

C. Main Lesson:

Focus on smell review items

discussed in the teachers edition of

Discovery Works.

Explain that they are going to be

detectives and help Miss.Loseke

out by figuring out what smells are

in the films cans.

Rules of the cans.

Show what is expected

Show worksheet

Explain the worksheet.

Name

Go through the letters

Go through the pictures.

Demonstrate what is going to happen.

Pick up the can.

Smell what is inside of the can.

Look at the letter on the can and match

it to the worksheet. This is letter A and

matches up with letter A on the

worksheet.

Then you will circle the item that is

smells like.

Dismiss them to their tables.

Hand each individual can one by one,

and have them pass it around their table

group.

Once each of the five cans has been

smelled have them complete these tasks.

Color the square of the letter of the

Required


smell you liked the best use your

blue crayon to do this.

Color the square of the letter of the

smell that you liked the least. Use

your orange crayon.

Students will work together to group

them into good and bad smells.

D. Transition:

Follow these directions.

Stand up.

Push in your chairs.

Walk to the rug.

Have them sit in the class meeting format.

E. Conclusion:

Discuss the bad smells, the good smells

(This could also correspond with what is

liked and not like.

Reveal the smells.

Explain what is going to happen the next

day.

VII. Assessment:

Worksheets to assess the knowledge.

Observations of what the students work, and

discussion as we meet as a group.

Required


VIII. Assignment:

None

Required



The students enjoyed this one and had fun decoding

what smells were in the container. They were

however some transitional problems that came up.

The students go confused on what to circle on the

worksheet. It took some time for them pass around

the container at their tables this cut short the bottom

portion of the activity. I would in future either make


sure all the students had set of smell containers. We

many even do fewer smells. Then when it comes to

the worksheet I would either cut the worksheet into

strips and give them each one by one to answer or I

would made sure the order of the of the objects in

the worksheet was the same.


Date: 9/30/13

State Standard:


their behavior.




oStandards.pdf

Subject: Science

Name of Lesson: Name that Food Period / Time: 30 minutes.

I. Goal:

TSWBAT to use their sense of taste make accurate

observations.

Required


II. Objectives:

TSWBAT use their sense of taste to decode what

food they are being given.

TSWBST to use their sense of taste to accurately

categorize food into salty, bitter, sweet, and sour.

Required



None

Required



ELMO- talk about the tongue chart.

Required





V. Materials:

Graph for recording results.

Food-lemons, coco powder, pretzels, and

marshmallows.

Tongue chart.

Required


VI: Procedure:

A. Set / Hook: Review

B. Transition: Get them in class meeting

format around the boarder of the rug.

D. Main Lesson:

Close eyes when told.

Given a piece of food in your hand.

Talk about how they should cup

their hands together “ Listen for cup

your hands”

When I say so “Eat” you make take

the food in your hand and eat

Then I read off choice for what you

think that food is.

If you hear your choice raise your

hand and

Miss. Loseke will keep track on the

board.

Review after each piece of food

have them open

Go over the chart.

At the very end reveal what the

actual food item was.

Food 1-Coco Powder

Food 2 –Pretzel

Food 3 Lemon Wedge

Food 4 –Marshmallow

Talk about the tongue chart.

D. Transition: Get the wiggles out do head,

Required


shoulders, knees and toes.

E. Conclusion: Review what was taught

VII. Assessment:

Observation as the children complete the task.

Discussions as the students complete the activity.

Required


VIII. Assignment:

None.

Required



This went extremely successful. The students

enjoyed eating food and they had fun voting on

what food was what. They were very intrigued that

coco isn’t actually sweet on its own, it takes sugar

too to give it the flavor they are used. The tongue

chart we didn’t get to but that is something that I

would try to make sure happened if got to do the

lesson again. We did talk about bitter, sweet, salty,

and sour and what foods went where.



Date: 9/30/13

State Standard:


their behavior.










oStandards.pdf

Subject: Science

Name of Lesson: Review Senses Period / Time: 30 minutes.

I. Goal:

TSWBAT apply knowledge about the five senses.

Required


II. Objectives:

TSWBAT apply knowledge about the five senses

and complete the worksheet assignment.

Required



None

Required



None

Required


V. Materials:

Review worksheet.

Required


VI: Procedure:


B. Transition: none need already on the floor

E. Main Lesson:

Have the children complete the

worksheet packet for a review.

Go through the packet step by step.

Dismiss children to work on the packet.

Required




F. Transition: Follow Directions

Stand up

Push in Chairs

Walk to the rug.

E. Conclusion: Talk about Monday.

VII. Assessment:

Assessing worksheets to see how understanding is

coming together.

Required


VIII. Assignment:

none Required



This packet that I used from my co-ops resources

end up being really too much for them handle.

They struggled to get it completed. I would in

future either break it down into two smaller

packets. I might even pull the parts that I felt they

need to go over again from each worksheet and

make a new smaller worksheet. On the parts that

were complete the students were getting it and

understanding the different senses and what sense

are used for certain items.



Date: 10/5/13

State Standard:


their behavior.










oStandards.pdf

Subject: Science

Name of Lesson: What Am I Period / Time: 30

I. Goal:

TSWBAT to use all of their sense to make


Required


II. Objectives:

TSWBAT to use all of their sense to identify

objects described.

Required



None

Required



Ipad

ELMO

Required


V. Materials:

Ipad

Book on the Five senses

ELMO

Required


VI: Procedure:


B. Transition: None

A. Main Lesson:

Read book on the five senses.

Describe the item on the I pad and have

children guess.

Required




Then show the I-pad picture to see if they

were right.

Tally to see how many they got right and

how many they didn’t

D. Transition: none

G. Conclusion:

Review

Talk about tomorrows activity

VII. Assessment:

Discussion as we go through picture see if they are

using all of their five senses to figure out the item.

Required


VIII. Assignment:

None

Required





Date: 10/5/2013

State Standard: SC2.2.1 Students will observe and describe properties of objects and

their behavior.









oStandards.pdf




Subject: Science

Name of Lesson: Popcorn Discovery Period / Time: 30 mintues

I. Goal:

TSWBAT to use all of their senses to make

accurate observations on a specific object.

Required


II. Objectives:

TSWBAT to identify the sense order when

working with popcorn

Required



None

Required



Microwave

Required


V. Materials:

Popcorn

Popcorn worksheet

Pencils

Required


VI: Procedure:

A. Set / Hook: How many of you like

popcorn? This is what we are going to explore

today

B. Transition: Have them stand up and

gather around the desk. Pop the popcorn.

B. Main Lesson:

Go over expectations.

Pass out the Popped Popcorn.

Smell

Touch

Required


Taste the popcorn.

Make a chart on the board describing

each sense.

Pass out a worksheet with a person

where they number what sense they used

first, second, third, fourth, and fifth.

C. Transition: Send them to their desk to

complete the worksheet.

E. Conclusion: Bring them back to the rug

to discuss what happened.

VII. Assessment:

Worksheet- did they number it right.

Discussion from the observations with the

popcorn.

Required


VIII. Assignment:

None

Required



I end up not being able to find a popcorn

popper. The students missed out on first sense

experience. This is where I felt that it became

confusing for the students because part of the

experience was missing. I feel that is why the

worksheet afterword didn’t go over as well. Next

time I would make sure bring the students in on

the experience of popping the popcorn. In regards

to the worksheet my directions needed to be

clearer some student got really confused on what

was supposed to happen. When explaining the

worksheet to them I need be clearer and slower

when giving my directions. Otherwise the students

loved this activity and had fun with matching a


food they love to the science concept of sense that

they had been learning about.

Reflection

Student Learning Progress tt

1. Analyze student learning progress from the pre-assessment to post-assessment. What conclusions can you draw from whole class as well as individual results? Use data to support your conclusions.

As I reviewed the pre-assessment and post-assessment results and while the

pre-assessment was positive, the post-assessment showed that there were areas for improvement. For the most part they showed mastery from the expectations above in answering three or more of the questions correct when given the worksheet assessment. They even continued to excel when I gave the second half of the pre-assessment of matching the body part with the correct sense. This as I said I would give that first day with the other pre-assessments when I would do a similar unit again. All but two of the students answered three more correct with that as well which meant that they passed that portion of the assessment. There were a few that were on that outer edge that struggled. Overall, from this information I realized that these children from the assessments that I gave had a good knowledge base already in understanding their five senses. Which meant that when it came time to give the post- assessment they should all excel, and the knowledge growth wouldn’t be very big since they already has such a high understanding from the beginning.

With that I decided to push them a little more and challenge them to apply what they have been working on in the “Popcorn Discovery” lesson. Then I had them complete the post-assessment from above. Sadly, if one looks at the results they are lower than pre-assessment results. A lot of students seemed to struggle with this task. I nly had % that actual pass it. Some of the students that didn’t were the ones that passed all of the others with flying colors.

What this leads me to believe is a few things. First, they understood the concepts but struggled in applying them in the popcorn activity, and still need some practice with application skills. It may have been too much of a stretch developmentally and they still need more scaffolding to be able to complete the task. Second, I was unable to have them experience the actual popping of the popcorn. This was due to the fact that I had trouble locating a popcorn popper. I improvised and popped it before hand and explained to the students that would be the first. I feel since they didn’t get to experience that hands part of it. This might be a reason why they missed the mark on the worksheet, in knowing what sense to put first. Finally, normally when you are working with popcorn you don’t think about each sense that

you using and it happens so fast that they all normally run together. Depending on the experience that a students might have it can be based one’s own interpretation what they feel would be first, second, third, fourth, and fifth. What I was asking them to could be a foreign concept that made hard it to think about in a different light.

2. Were the unit objectives met? To what extent were they met? How do you know they

were met?

I made the lessons and they went back to write it in the objectives. This was

phenomenal because that way they would be met every time because I was matching

the lessons to the objectives. Instead, of matching the objective to the lesson. It made it

easier to reach the desired goal because it was already being met in my lesson. Then

when I crafted the objective I also did my best to tie each lesson back to the overarching

and topical goals that I wrote in UBD. This way the big goal was being met for the whole

unit. Daily the students showed that my objectives were successfully and being meet by

objectives my daily assessment in observing the students, taking with the students, and

seeing the work they complete for me in worksheets. As I assess their on the whole

most were hitting the mark and getting out of each lesson what I intended for them to

get.

3. Was there a lack of progress made for the whole class or for individual students? If so, what were the factors that impeded student success?

From the start a majority of the class except for Dominic, Haliegh, Dylan,

Adrieanna and Emyia understood what the sense were, how many we had, and what

body part matched with each sense. With this knowledge base in hand the students

didn’t have whole lot of knowledge growth when it came to understanding those

concepts. This is why when I created my lessons I was focused on creating hands on

experiences for them to use each of their senses. In an effort to take them a step further

in strengthening their observational skills.

When the day came to completing the popcorn discovery lesson where they did

the performance task with the popcorn and then completed the post-assessment

worksheet the scores were not where I would want them to be. I feel this outcome

occurred because of these factors.

First, as the teacher I need to come more prepared with a popcorn popper so

they can have the full picture of using each sense. Second, I need to provide more

opportunities for them to use all of their five sense together and the break them it

down. This will also show if the tasks that I am asking for the final assessment is too

hard, or right on the money. Third, my directions during some of the lessons and the

post assessment could be clearer and broken down more to help for optimal

understanding. Fourth, the class was a difficult class when it came to classroom

management and some of the behavior that came did limit the amount and quality of

instruction. This is where better management techniques need to be place so the most

effective learning can take place.

Now when it came to Dominic, Haliegh, Dylan, Adreianna and Emyia who were

my lowest students in the knowledge of the five senses all but Emyia did not pass the

post-assessment. I feel this is because of the items above that I need to work on as a

teacher. The classroom management of the other students, while it isn’t right, at times

filled my plate to the point that it was hard to get to the students that needed that one-

on- one assistant during each lesson. Then each of these students has difficultly staying

on task, follow directions, and keeping themselves regulated when it comes to doing

work. I feel this became a thorn in there side to get the work done. It caused them to

not get the most out of each lesson, to be prepared for the post-assessment. Then

there were a bunch of my higher understanding students who didn’t pass the post-

assessment either. This could because of the above items that I need to work on as a

teacher for them to be successful in completing this task.

4. Knowing what you know now, what modifications would you make to content

and/or methodologies if you were to teach this unit again? To begin with I need to gain more confidence in classroom management,

which is slowly getting there. I am more confident then I was going in and when I started my senses unit. I would also provide better management techniques to get the class through each lesson more smoothly. This would hopefully eliminate the behavior issues that caused my lessons instruction to be weaker because of the management of behavior. With behavior on target the learning would grow tremendously. Some management techniques I would try would be to move them around more during the lesson since they were a wiggly bunch. I would also play to the weakness of their talking when the teacher is talking and provide more group opportunities to make the weakness a strength in the classroom. Instead of using the bell so much I would try playing music to get them to move from place to place. Then in my room I would have rewards system to get them working together as a class to eliminate negative behavior.

Then with behavior management underway I would implement these changes to content being discussed in each lesson. I in future would take it back to the students and ask them what they would like to learn more about with each sense. Another option would be since they had a good knowledge base of the basics consider not teaching the unit at all. I would pick a different unit, with the class to do, that their knowledge base was limited in.

If would do the same performance task I would provide more opportunities for them to use all of their five senses together. Instead of all chopped up covering a few senses at time. In truth in real life we use them all together not one by one. I would come better prepared for the performance task assessment day so each student can get the most out of the lesson and perform

well on the assessment. I would present the directions and expectations in a clearer concise manner, so they are able to follow each step successfully.

With the lower students that I had I would have them all at a table close to the front. That way it would be easier to give instruction to the other students, while at the same time I can give that one-on-after instruction to the group that needs it. Another possibility is to give the bigger group the instruction that they need first, and then pull the small group aside to work on with them, so they can be successful. In aiding the group of lower students mention I would implement a chart of some kind to help them be accountable for getting their work done.

Personal Professional Growth

What did you learn about effective instruction as a result of this experience? 1. How has this experience changed your perception of yourself as a teacher? Effective instruction is something that passionate teachers strive for every day. It is

what builds our students up and creates strong learning connections. As I walked into Huntington Elementary that was something I was making a goal for each day I was there. I learned something very valuable while working with my co-op and her group of kindergartener’s. Effective instruction can be harder to obtain than one might think. There were days that I know I wasn’t hitting the mark. I learned it takes a lot of hard work and effort. As a teacher especially a first year teacher you have to work at it every day for those students to make those connections in critically thinking about the concepts being taught. The ease of a classroom and learning depends so much on the work that a teacher dose at the beginning of the year to provide quality lessons from the curriculum.

I learned as well that being an advocate and taking risk is important. That school districts also have a voice and as a teacher finding a voice that matches that of the district can be hard at times. It is important to be in line with what a district feels is effective instruction. If the boat is going to rock for you can you as the teacher be ok with the voices not matching, or are you going to have to take that risk of showing another perspective. It taught me how far to push and how far really I am able to go as teacher. In some situations and place the teacher isn’t the only anymore that has a say what goes on in there room. Above all the most important idea to remember is that no matter how the school gets with its teachers, parents, students, and administration they have to be on the same page. It is the consistency that helps to establish quality education for our children. If they students know what is expected of them they have every chance for success.

By far the biggest item that I have taken away is how powerful positive classroom management and relationships are with your students. If those two items are not present within the classroom you might as well walk out and not be teaching anything at all. They won’t reach the level of thinking that you as the teacher want if they don’t feel safe, respected, care for, and appreciated. All of these qualities are what makes a room come alive. It breeds the kind of conversations you as a teacher want for awesome learning connections to be made. A teacher needs to take the time to get to know the

class its chemistry and the chemistry of the individual students. This with help the day smooth and enable the teacher to take the learner to the level that keeps the class engaged. With this the effort isn’t trying to get the classes attention for fifteen minutes. They will already be there because of the relationships, and management techniques that already provided. The effort instead will placed on planning and creating amazing lessons that will push the thinking to level that it needs to be.