Teacher Work Sample
4th Grade: Nervous System
Shelby Rehmer
April 4, 2011
University of Alaska Southeast
ED 360: Integrated Curriculum and Instruction
Table of Contents
Contextual Factors………….……..….. 3
Learning Goals……………………...… 5
Assessment Plan………………...….… 8
Pre/Post Test………............…........ 12
Design for Instruction……………..….. 14
Nervous System Unit Plan………... 15
Instructional Decision-Making………… 17
Analysis of Student Learning…………. 19
Reflection and Self-Evaluation……..… 23
2
Contextual Factors
Auke Bay Elementary is located in Auke Bay, Alaska. The school is about 11 miles from
Juneau, the capital of Alaska. Juneau (which includes Auke Bay and Douglas) is a community of
about 31,000 people. Auke Bay Elementary has 320 students, kindergarten through fifth grade.
The racial/ethnic makeup is of the school is 1% African American, 12% Alaska Native/American
Indian, 6% Asian/Pacific Islander, 73% Caucasian, 3% Hispanic, and 5% Multi Ethnic. The
school is located next to woods with a paved path, so the students have the opportunity to get
outside and explore their surroundings and link to their studies. There are many specialists that
provide instruction in music, PE, library, social skills, and computer lab at Auke Bay. This
school also has a speech therapist, a nurse, special education teachers, paraeducators, an
extended learning teacher, a literacy leader and many parent volunteers.
This 4th grade classroom is a fairly small classroom that is made up of four student tables
(consisting of individual desks pushed together), 1 small group table, a meeting area with a rug,
bookshelves around the room, a teacher’s desk and a computer station. The computers are used
by the students during independent work time, or if they have projects to finish. The computers
are also used for two students that utilize a computer based reading program. The students can
watch presentations on a drop down screen that is projected by a teacher projecter hooked up to a
computer. This classroom is well stocked with materials, books, math manipulatives, and art
supplies.
The students stay in this classroom for the entire day, excluding their specials (gym,
music, library, computer lab and counseling, each they get for one hour a week) recess (50
minutes total per day), and lunch (20 minutes per day). The students in this class either work in
small groups, as a whole group, or independently. Because of the small size of the classroom, the
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students have a reinforced sense of community amongst their peers. This classroom has excellent
parental involvement. Parents come in to help throughout the week in the classroom, are
incredibly responsive to email and phone calls, and often help out on class field trips. This school
also has a wonderful PTA, which helps pay for many of the extracurricular activities the students
can participate in. The students in this school are used to a great art program, many aides, and
parental involvement.
There are 23 students in this class, 11 girls and 12 boys. The students range from 9-10
years old. The ethnic representation in this classroom is close to the ethnic makeup of the overall
school. Five of the students are below grade level in reading and math, one has an IEP, four are
in the extended learning program, an additional five are pulled out of the class to participate in
the extended learning program activities, the rest of the students in this class are at grade level in
all areas. Two of the students that are below grade level meet with the literacy leader four times
per week for 40 minutes, two of them require additional time/small group pull out, and the
student with an IEP has classroom support each day for 30 minutes from the special education
teacher and requires lists made for him and extra time. There are no ELL students in this
classroom.
Health instruction generally occurs during counseling time. But, this unit on the nervous
system answers an important essential question for the fourth grade. The students will be using
classroom time, and because this is an integrated unit, the students will be studying the nervous
system throughout the day in diverse ways. The students in this class have been exposed to
studies before about their bodies, but most have not had an introduction to the nervous system.
My instruction will include concrete and explicit examples and learning activities, along with
self discovery on the students part. Most of the students are visual learners, and some are quite
4
kinesthetic. As they learn new things, the students in this class need visual displays and hands-on
activities. The students are used to working in groups and benefit greatly from the small group
formation that they will be placed in while they are learning about the nervous system. This unit
will consist of visuals in books, on computers, in posters, and will also have many hands on
components.
Learning Goals
The nervous system unit is aligned with Juneau’s Core Curriculum as well as Alaska
State Standards and GLE’s (grade level expectations). This unit will cover the essential question:
How can we protect the nervous system so we can live and learn? The learning goals outlined
below will allow each student to be engaged and interested, which is incredibly important for this
developmental age.
Learning Goal 1 (LG1): The student will be able to identify and list the three parts of the
nervous system (brain, spinal cord, and nerves) and the three main parts of the brain
(cerebrum, cerebellum, brain stem).
Students will demonstrate that they know the parts of the nervous system by using their science
notebooks. Each student will have an opportunity to sketch and label the nervous system by
using projections that I will display. The students will also work in small groups and rotate
through centers on “their hunt to find out the parts of the brain”. Each of the five centers will
allow students to gather their own information using books, computers, posters and a model of
the brain to discover the parts of the brain. LG1 aligns with the health standards for fourth grade,
because the students will be learning about the parts of the nervous system and brain, and can
continue their studies to discover how to protect this important system. Each student will be able
to succeed in this learning goal because they will be given adequate time, use individual science
5
notebooks and have the support of their small group. Small grouping will allow me to move
among the students as they are working to make sure each student is gaining the information they
are expected to. The students will also work independently to write haikus that demonstrate their
knowledge of the parts of the brain and nervous system. This independent work will show me
what each student has learned on their own, and what I need to focus on in future lessons.
Students will be expected to break down information and make conclusions about the various
parts of the nervous system.
Learning Goal 2 (LG2): The student will be able to distinguish the function of the nervous
system and be able to identify diseases of the nervous system.
Students will show that they know what the function of the nervous system is, by working in
small groups again and moving through centers. These centers will explore the five senses:
hearing, touch, sight, taste and smell. The students will be able to show that they know the
nervous system is involved in everything they do, because the nervous system is in charge of the
senses. Along with the senses centers, the students will individually chose a disease of the
nervous system to study and write a report on. Each student will then share their report with the
class as a presentation after peer editing using a checklist. These activities meet LG2 because
each student will have an opportunity to work in a small group and independently to show that
they know what the function of the nervous system is. The centers allow for hands on activities
for each of the five senses that will solidify knowledge for my kinesthetic learners. The way
these activities are structured allows each student to have the time and direction they need to
complete the learning goal. Also, the students are expected to be able to present, write a research
paper, and peer edit using checklists by the end of fourth grade. This goal ensures that each
6
student has a record that they have met the learning goal with their typed and edited paper, and
their science notebook notes.
Learning Goal 3 (LG3): The student will be able to explain how the nervous system helps
us to live and learn.
Students will be able to demonstrate how the nervous system helps us live. The students will
work in discussion groups to come up with their own ideas of what the nervous system does,
then the school nurse will come in to explain in more detail what the nervous system does in
terms of helping our bodies live and our brains learn. The students will be able to explain that the
nervous systems helps us think, feel, learn, remember, move, breathe, digest food, and our hearts
beat. This learning goal will be met by placing the students in small groups, and allowing them
to discuss and interpret their own ideas and then through a presentation. Mastery of this goal will
show that students know why it is important to protect our brain and nervous system (LG4).
Learning Goal 4 (LG4): The student will explain ways to protect the brain and nervous
system.
Students will demonstrate different ways to protect the nervous system through a hands on
activity. Each student will use their science notebooks to brainstorm ways to keep the brain safe
and active. The students will work independently to make a sign for a classroom bulletin board
displaying ways to protect the brain and keep it healthy. Students will be able to meet this goal
by being given ample independent work time. By allowing students to use their science
notebooks to synthesize their ideas, they will be moving closing to meeting 4th grade CORE and
GLE’s.
7
Assessment Plan
For this unit, the students will take an identical pre and post test. The questions are
drafted to meet each of the learning goals. The following assessment matrix shows how I adapted
each assessment, and how the pre and post test fit into the overall unit.
Learning Goal
LG1
Assessments
PreAssessment
Formative
Assessment
Formative
Assessment
Assessment Overview
Assessment Formats
Unit Pre-Test: The students
will complete a unit pre-test
that is identical to the unit
post-test. LG1 questions: 15.
Adaptations Made
Students will be given
ample time to finish the pretest and will be given
activities to finish as they
complete their test so no
student is waiting to
continue working, yet every
student has time to complete
the pre-test.
Science Notebooks: Students I will circulate the room to
will be expected to draw and make sure that each student
label the three parts of the
is working independently to
nervous system.
finish their diagram with
labels. Students that need
more time will be given
more time.
Science Notebooks: Each
student will be expected to
show that they have figured
out the three parts of the
brain after their group
centers research. The
notebooks should have
cerebrum, cerebellum and
brain stem written with
descriptions of what each
part does and where it is
located.
The students will meet in the
group area prior to being
sent to their centers, I will
diagram for the students
what is expected of them on
the front white board. The
students that are visual will
be able to make their own
chart in their science
notebook based on my
example. The students that
need more time to complete
their diagrams prior to their
centers will be given time to
copy what is on the board.
8
LG2
Post
Assessment
Nervous System Haikus:
Each student will be able to
write a haiku about each part
of the brain.
I will circulate and read each
student's haiku as they are
writing to make sure they
are on the right track. Once
they have completed their
haikus I will know if they
have mastered LG1.
PostAssessment
Post-Test: LG1 questions: 15.
PreAssessment
Unit Pre-Test: The students
will complete a unit pre-test
that is identical to the unit
post-test. LG2 question: 6.
Formative
Assessment
Science Notebooks and
Centers: Each student will
be expected to show that
they know what the five
senses are, and that the
nervous system is in charge
of each of the five senses.
The students will be able to
work in each center to
engage in activities that will
lead them to their
conclusions.
Students will be given time
to finish their test and will
be given activities to engage
in once they complete their
test.
Students will be given time
to finish their test and will
be given activities to engage
in once they complete their
test.
Students will be called to the
meeting area to go over the
expectations of the centers.
Each of their science
notebooks will be laid out
before they are sent to their
centers. For the visual
learners I will write down
my expectations on the
board. Again, every student
will be given the time they
require to finish each task.
Each student will also be
working in their small
groups so they have the
support of their classmates
as they come to conclusions.
Formative
Assessment
Research Papers: Each
student will be expected to
generate a typed, peer edited
research paper on a disease
of the nervous system and
then present their research to
the class.
Students will have extra
time if they need it during
the research, writing, typing,
or editing phase. The
students will also be given
checklists for what is
expected of their writing and
research in their final
papers.
9
LG3
LG4
Post
Assessment
Post-Test: LG2 question: 6.
PreAssessment
Unit Pre-Test: The students
will complete a unit pre-test
that is identical to the unit
post-test. LG3 question: 8.
PreAssessment
Discussion: Students will
take part in discussion
groups to talk about how the
nervous system helps us live
and learn.
Formative
Assessment
Science Notebooks: Students
will write down how the
nervous system helps us live
and learn after the school
nurse comes into the
classroom for a presentation.
Post
Assessment
Post-Test: LG3 question: 8.
PreAssessment
Unit Pre-Test: The students
will complete a unit pre-test
that is identical to the unit
post-test. LG4 question: 7.
Students will be given time
to finish their test and will
be given activities to engage
in once they complete their
test.
Students will be given time
to finish their test and will
be given activities to engage
in once they complete their
test.
I will circulate the room
during the discussions to
make sure each student is
adding to the converstaion
and that each group is
coming to legitimate
conclusions.
I will listen to the questions
the nurse answers from the
students as well as the
questions they are able to
answer that she asks. This
will give me an indication of
what still needs to be
covered in class. During the
writing portion of this
assessment, each student
will be given the time they
need to complete the
assignment.
Students will be given time
to finish their test and will
be given activities to engage
in once they complete their
test.
Students will be given time
to finish their test and will
be given activities to engage
in once they complete their
test.
10
Final
Assessment to
Answer the
Essential
Question of
the Unit
Formative
Assessment
Interactive Bulletin Board:
Students will be expected to
make a notecard to add to a
class bulletin board that lists
one way to protect the brain
and nervous system and
keep them healthy.
Students will be called to
meeting area to brainstorm
as a group some of the ways
to protect the NS. Students
will be given time and space
to complete their notecards.
Post
Assessment
Post-Test: LG4 question: 7.
Students will be given time
to finish their test and will
be given activities to engage
in once they complete their
test.
I will allow students to work
independently or in groups,
this will allow each student
to work the most efficiently
for their learning style. I will
circulate as they are working
on their projects and make
sure they have all the
materials they need to
complete their final projects.
Students will pick a project
to show that they have
answered the essential
question on their own terms.
They can chose to present a
poster, diarama, skit, model
or anything they choose.
On the following two pages is the unit pre test and post test for reference. Questions 1-5 relate to
LG1, question 6 relates to LG2, question 7 relates to LG4, and question 8 relates to LG3.
11
Name: ___________________
Nervous System
1. The brain is the ______________ of the body.
Pathway
Command Center
Cleaner
2. Circle the three parts of the nervous system:
Muscles
Nerves
Bones
Hair
Skin
Brain
Spinal Cord
Stomach
Kidney
3. The brain weighs about _____ pounds.
3
5
10
4. Circle the three parts of the brain:
Cerebrum
Lungs
Cerebellum
Brain Stem
Eyeball
Ear Canal
5. The nerves in the body do what?
Transmit signals to the brain
Make you sleepy
12
6. What is the function of the nervous system? What is it in charge of in
your body? (give 6 examples)
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
7. How can you protect your nervous system? (give 6 examples)
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
8. What would you not be able to do without your nervous system? (Give 4
Examples)
___________________________
___________________________
___________________________
___________________________
13
Design for Instruction
In this unit, 80% equals mastery. 100% of the students reached mastery for LG1, 54% for
LG2, 95% for LG3, and 86% for LG4. Overall, 68% of the class reached mastery for the whole
Overall Post-Test
25 points possible
Overall Pre-Test
Post-Test 6 points possible
Pre-Test Learning Goal 4
Post-Test 4 points possible
Post-Test %
9
9
9
9
9
9
9
7
9
8
5
6
1
4
3
6
16 25
1
1
4
0
0
0
10 10
0
6
4
4
0
6
11 25
6
6
0
4
4
6
16 25
1
6
4
4
1
6
13 25
0
6
3
4
1
6
10 25
0
0
4
4
3
6
13 19
5
6
4
4
4
6
20 25
0
5
4
4
0
2
9 20
1
0
4
4
1
6
12 19
4
5
4
4
6
6
23 24
0
0
2
4
3
5
10 18
2 2 2 13 0
0
0
4
0
4
8 17
5
6
4
4
4
6
20 25
5
2
0
4
1
5
14 20
0
3
2
4
3
6
12 22
3
6
4
4
4
6
18 25
2
0
4
4
6
6
18 19
5
6
2
4
0
5
14 24
0
0
4
4
6
6
16 17
0
6
4
4
3
6
15 25
0
2
4
4
0
6
8 20
The total average learning gain score was .70
Pre-Test %
-
Pre-Test Learning Goal 3
9
9
9
9
9
9
9
9
9
9
9
9
Post-Test 6 points possible
7
5
7
6
7
6
6
7
5
6
9
5
7
8
7
8
7
7
6
7
6
8
4
Pre-Test Learning Goal 2
Post-Test 9 points possible
Valen
Alice
Scott
Caleb
Annalice
Mary
Chris
Ted
Dennis
Ashton
Dave
Curtis
Jasmine
Anastasia
Cliff
Jason
Jennifer
Ray
Sherry
Stacy
Justin
Roger
Jamie
Pre-Test Learning Goal 1
unit, while 86% reached a 70 percent or higher on their post test.
64
40
44
64
52
40
52
80
36
48
92
40
52
32
80
56
48
72
72
56
64
60
32
100
40
100
100
100
100
76
100
80
76
96
72
68
100
80
88
100
76
96
68
100
80
Learning
Gain
Score
1.00
0.00
1.00
1.00
1.00
1.00
0.50
1.00
0.68
0.53
0.50
0.53
NA
0.52
1.00
0.54
0.76
1.00
0.14
0.90
0.11
1.00
0.70
14
After analyzing the pretest, I knew I would not focus as much attention on LG1 and LG3,
as I would LG2 and LG4. For LG2 and LG4 I wanted to integrate hands on lessons and activities
for the students so they would have a better chance of mastering the goals. For LG2 I
incorporated hands on centers dealing with the senses. The students also wrote their research
papers in an attempt to meet the goals. Each of the lessons in this unit meet a specific learning
goal. The following unit plan outlines the lessons/activities that will meet each specific learning
goal. Because the students needed the most work on LG2 and LG4, there were more activities
incorporated into the teaching of these goals.
Nervous System Unit Plan
LG1: What are the various parts of the nervous system?
The nervous system is like a network that relays messages back and forth from the brain
to different parts of the body.
Brain: Command Center that weighs about 3 pounds
Cerebrum: Vision/Touch/Senses/Movements/Thinking
Cerebellum: Balance/Coordination
Brain Stem: Digestion/Breathing/Heartbeat
Spinal Cord: Bundle of nerve tissue that transmits information to the brain
Network of Nerves: transmits signals to the brain, 45 mi. in the human body
Lessons:
1. Overview of the parts of the nervous system. Show students models online. Have them
sketch the parts in their science notebooks.
2. Break into groups to try and figure out the function of the cerebrum, cerebellum, and
brain stem. Use books from book room as resource.
3. Poetry to describe one of the ways the nervous system helps us to live and learn.
LG2: What is the function of the nervous system?
Intelligence, Learning, Memory, Movement, Basic body functions, Senses
(sight, hearing, taste, smell, touch)
Lessons:
1. Senses centers around room. After the students have gone to each station, they will
summarize their experience in their science notebooks.
a. Hearing: Guess what is in the can. Students will shake different cans containing
different things and hypothesize about what is in the can.
b. Touch: Feely Bags. Students will reach in different paper bags to see if they can
determine objects based on their sense of touch.
15
c. Sight: Optical Illusions Center. https://www.vsp.com/cms/edc/teacherslounge.html
d. Taste/Smell: Blindfold Lesson
2. Have students answer the question…“What is the function of the nervous system?” in
their science notebooks.
3. Jot down their ideas on the whiteboard to clear up or point out other functions.
4. Nervous system disorders research papers with presentation
LG3: How does the nervous system help us to live and learn?
Controls…
What you think and feel
How you learn and remember
How you move
Your heart beating
Digesting food
... and many other things
Lessons:
1. School Nurse will make a visit to the classroom.
LG4: How can we protect our brain and nervous system?
Refrain from alcohol and drugs
Eat a good diet
Daily exercise
Be socially active
Listen to music and see artwork
Keep emotions in balance
Wear a helmet
Lessons:
1. Interactive bulletin board. Students will make draw and label a way to protect their brain.
Students will write in their science notebooks after the bulletin board has been made,
listing the various ways they can protect their brains.
2. Self-Chose final project either group or independent.
For this unit, the students are broken into small groups for most of the activities. This small
grouping strategy will help each student succeed in this unit. Also, the students will use
technology for many things in this unit. I will use to projector in the classroom to show them
slides and information as a whole group and they will use the computers for their own work.
They use the computers for their senses centers, their research for their papers and final projects,
16
and for image searches. Also, I used the internet to research most of the information I presented
to my students.
Instructional Decision-Making
After laying out my unit and planning assessments to meet each goal, there were times
when I needed to adjust the plan. These times called for instructional decision-making. The
following two scenarios show two decisions I made that were not part of the initial plan.
One of the instructional decisions I made during this unit was during the haiku writing.
Because these haikus were meant to be a post assessment to show that learning had occurred, it
was important that the students succeeded in this task. The whole group was called back to the
meeting area for an overview of what haikus were and how to write them. I explicitly modeled
on the board that there are three lines in a haiku and that the first line contains 5 syllables, the
second line 7 syllables, and the third line 5 syllables. The students worked as a whole group to
come up with a class haiku, then they were sent to work independently on their haikus. Each
student was to produce three haikus, one for each part of the nervous system: the brain, spinal
cord and nerves. I thought I modeled adequately, and even had a small group of 5 students stay
back with me to readdress the specifics of haiku writing. After I had met with the small call back
group, I circulated the room. Upon this circulation I realized that there was a student that had not
stayed back in the small group but was struggling with his poem. I sat with this child and spent
quite an extended amount of time with him. This time was an instructional decision because I
had anticipated being able to work more with every student to make sure they were on track. I
felt like this extra time would help this individual student meet LG1. I am pleased with my
instructional decision to help this one student, because after reading the other student’s haikus,
17
they were right on track. I had not anticipated using my time on one student, but it was a
successful decision in the end.
A second instructional decision was made during the one-page research papers the
students were expected to write as a part of the unit. I was anticipating the students having a
firmer background in research methods and had only guided them on the specifics of this
particular paper. After discussing with the class their assignment, they were sent to the computer
lab to begin their research. The students chose the disease they wanted to research from a list and
were told how to search on the internet so they would come up with relevant information. For
example, if a child chose multiple sclerosis as his topic, he was to enter “multiple sclerosis for
kids” in the search engine online. The students got excellent information on their topics in the
first session in the computer lab. On the second session, some of the students were ready to begin
writing their research papers. One student turned in a paper after working on it for about 5
minutes, and it had nothing I would expect to see in a research paper. Then, three more papers
were turned in just like the first one. I reflected on this fact, and decided to bring the whole class
back together. I drafted a checklist and made a sample paper to show the students. I used the
projector to display the sample paper, and asked the students what they noticed about this paper.
They came up with the formatting of the paper, the content, the pictures, the introduction, and the
conclusion. Once I had done this, the students were finally on the right track. This paper was an
important part in the students reaching mastering of LG2 I am glad I made the decision to make a
sample and a checklist for this task, and not continued to assume the students had written a
research paper in the past.
18
Analysis of Student Learning
The students did really well with this unit overall, 86% got a 70 percent or higher on their
post test, and 68% got an 80 percent or higher on the post test. This tells me that most of the
students were successful in their learning of the material.
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This chart shows the distribution of student scores on the overall pretest.
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This chart shows the distribution of student scores on the overall posttest.
19
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This chart shows the growth during the unit in each of the 4 Learning Goals (mastery level was 80%)
Along with the final posttest, the students also completed a final project. The students broke
themselves into groups or worked alone. There were 10 total groups. Group one consisted of 3
students who made a poster exploring the nervous system, they traced one of the team member’s
bodies and filled in the pathway of nerves and the brain and spinal cord, and laid out information
around the body. Group two had an individual student who made a shoe box model of the
nervous system. Group three consisted of two students who made a poster and demonstrated how
to protect the brain with an egg and Styrofoam; indicating the importance of wearing a helmet.
Group four was an individual student that made two paper mache models of the brain, one with
Huntington’s disease and one healthy brain. Groups five and six had two students a piece who
made a poster showing what they had learned about the nervous system. Group seven was an
individual student who made a presentation showing the ill effects of smoking and drinking.
Group eight had three students who made a poster to show what they had learned. Group nine
was an individual student who made a poster with tangible components to show his learning.
Finally, group ten consisted of five students who put together an elaborate puppet show complete
with a script about the different parts of the nervous system. The final project was scored using a
rubric. The following page shows the rubric used for scoring the final project.
20
Nervous System - Student:
Presentation
Project-Visual
Excellent (8-10) The
student speaks clearly
and explains their
information with
complete
understanding. It is
evident that the
student has prepared
what will be said.
Excellent (8-10) The
display is organized
and easy to read.
Pictures, maps and
data are provided.
Very detailed.
Group Work
Excellent (8-10)
Great team work.
Was very helpful to
other people in the
team.
Audience
Participation
Excellent (8-10)
Great attentive
listening, shows
respect for self and
others. Provides
feedback and
appreciations.
Good (7) The student Good (7) Information
speaks clearly,
is there. One or two
presents a good
pictures.
amount of the
expected information.
Good (7) Participated Good (7) Paid
in the project.
attention.
Provided some ideas
and support.
Fair (4-6) There are
several confusing
moments, some
information is shared
or prompted by
teacher. The student
needed more practice
before presenting.
Fair (4-6)
Information in not
very organized. Some
details.
Fair (4-6) Worked
mainly by themselves
rather than a team
effort.
Fair (4-6) Off and on
attention to the
presentation. Was a
bit distracted.
Poor (2) Student has
minimal information
to share and needs a
lot of teacher
assistance.
Poor (2) Lacks
organization, details
and pictures.
Poor (2) Distracted
others and did not get
much work done.
Poor (2) Student is
very distracted and
distracts others.
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The students did fairly well on this final project, showing me more than the post test had
of their learning. It gave the students a chance to show what they had learned in a way that they
wanted to show it. The following is a chart showing how the students scored on their final
Valen
Alice
Scott
Caleb
Annalice
Mary
Chris
Ted
Dennis
Ashton
Dave
Curtis
Jasmine
Anastasia
Cliff
Jason
Jennifer
Ray
Sherry
Stacy
Justin
Roger
Jamie
40 points total
Post Assessment:
Final Project
projects.
7&
8&
9&
40
:&
26
;<&/652=&
40
40
30
34
27
33
30
34
35
37
NA
29
40
40
30
40
The pie chart shows the distribution of grades for the final
project. Most students received an “A,” as indicated by the
blue wedge. The Table to the Left shows the actual scores the
students received on their final projects.
34
40
NA
30
29
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Reflection and Self-Evaluation
The learning goal that my students learned the most in was LG1. They started out with a 17%
mastery level as a whole class, and ended with a 100% mastery level at the end of the unit. The
students had many opportunities to write in their science notebooks and investigate on their own to
reach mastery in LG1. Another big learning goal was LG4. The students started the unit with a 13%
mastery and ended with an 86% mastery level. This was a huge learning gain for my class. I believe
that the interactive bulletin board and having the chance to make their own projects really helped
solidify LG4 for my students. I feel like learning goal 2 was not met to the standard I had hoped it
would be. Only about half the class reached mastery. For this learning goal, next time I will plan
different activities, and spend more time overall making sure this learning goal is met. Perhaps the
research paper was not the most efficient way to reach mastery of LG2.
I have learned many things by teaching this unit. I have learned that the plans change quickly
in a classroom, and individual learners sometimes need more help to meet each goal. I have learned
the importance of looking at assessment data. Many times when you think you have taught
something, and the students understand it, the numbers show a different picture. It is hard to take
teaching down to such a number crunch but it really does show which students mastered the unit and
which students did not.
By planning this unit around an essential question and having specific learning goals, it
became more clear for me why backwards design is so important. You need to go into the classroom
and starts units with clear goals in mind. When you are not planning in a backwards model, there is
no clear finish line, you do not know what to go back over and you don’t know what the goal is. I felt
many successes as well as failures while teaching this unit. Next time I teach it, it will get a little
better. In the mean time, I will not be afraid of failure and only try to improve my teaching.
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