Running head: TEACHER WORK SAMPLE THREE

Teacher Work Sample Three Jami Williams EED/490 March 3, 2014 Ms. Cindy Jamison

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Teacher Work Sample Three I will use a multiple of assessments throughout my unit on Animal Habitats. My summative assessment will be a performance hands-on project. The students will present their project to the class. Students will have the opportunity to ask questions or make comments. Before I plan my habitat lesson I will administer a pen and paper pre-assessment. Science Standards and Objectives Learning Goal #1 S4 LS-Students will gain an understanding of Life Science through the study of changes in organisms over time and the nature of living things. Students will study three habitats which include the Desert, Polar, and Ocean. Learning Goal #1a Ob 1a: Tell how external features affect an animals ability to survive in its environment. a. Compare and contrast the characteristics of living things in different habitats. As students learn about the different habitats they will discover the difference in each studied habitat. We will have our learning activities and make a graphic organizer (web design). Learning Goal 1b Ob 2: Identify basic needs of living things (plants and animals) and their abilities to meet their needs. a. Communicate and justify how the physical characteristics of living things help them meet their basic needs. I will provide a small book with information about each habitat we are studying. Students will make a graphic organizer using the information from the books. Part of the information in the books discusses how the different habitats meet the needs of living organisms. Students identify living things such as plants and animals that live in all habitats discussed.

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Writing Skills and English Language Arts Learning Goal #2 WS8&ELA-S8: Recall information from experiences or gather information from provided sources to answer a question. Students will study information about three habitats. They will gather information and put into a graphic organizer. Students will make a report in the form of a book using the information they gathered. Students will prepare for a performancebased summative assessment by making a book about a specific animal. This book will include written information they gathered and illustrations. Learning Goal #3 S&L-S3: Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. Students will present their book to the class. They will state facts they learned about a specific habitat. Students will have the opportunity to ask the presenter questions or make comments. Questions and comments will be limited to three per presentation. Every student will have an opportunity to present their habitat book. When students present their book and information this will be a performancebased summative assessment. Students may ask questions or make comments. This will be a formative assessment implemented by the presenters peers.

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Learning Goals #1a Standard 4 Life Science

Learning Objectives Objective 1(a)

Assessments Pre-assessment Formative Assessments Post assessment

Format of Assessment Paper- pencil Graphic organizer with information they learned about the specific habitats.

Adaptations Read questions on the pre-assessment Students will choose true or false Individualize questions asked and expectations of performance based assessments Peer students can help write information where needed. Individualize questions asked and expectations of performance based assessments

#1b

Objective 2(a)

Formative assessment

#2 Writing Standard 8 English and Language Arts

Standard 8

#3 Speaking and Listening Standard 3

Standard 3

Graphic organizer with information they learned about the specific habitats. Expository Research Notes Formative Students will Assessment gather information about a specific animal. They will write their information in a book and draw illustrations for the book. Summative Students will Assessment present their book Performance-based (report) to class. They will answer any questions class may have. Expectations will be on a rubric.

Students that are learning delayed will write two facts about their habitat. They will get help they need to feel proud of their work. If students cant talk to groups they will have any accommodations needed. Such as a proxy to give speak for them, but they will be expected to do what they can.

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Pre-assessment for Objective 1:

Formative Assessment Objective 2:

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Writing Standard 8: Formative Assessment

Speaking and Listening Standard 3: Summative Assessment Performance-based presentation

Mule Deer live in the desert.

Summative Assessment Performance-Based Rubrics 1 Demonstrates High Skill and Knowledge Well organized and speaks clearly; best writing; appropriate for level; exceeds standards; has four facts about the habitats. Clearly Demonstrates Skill Loosely organized but main ideas; some errors; speaks clearly; most writing appropriate; has four facts about the habitats; meets standards Demonstrates Progress Some attempt to include main ideas; spoke too quietly or too fast; many errors but some clarity; has three facts about the habitats; meets some standards Requires Intervention Lack of organization; lack of clarity; full of errors; two facts; does not meet standards sufficiently Unsatisfactory Incomplete; does not meet standards; inappropriate response; one fact or less

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Pre-Assessment I administered a pencil-paper pre-test on habitats. I divided the class into two groups. My CT gave half of the students a spelling test in the hallway and I administered the preassessment to the other half of the students. I passed out the papers and had students get a pencil. I explained to the students that I was planning a lesson on habitats (to which several replied what a habitat). I told them to just answer their best because I needed to know what I should teach. I explained what true and false means and that they should fill in the circle by the word true or false depending if they think it is yes or no. I also directed students to fill in the circle by a, b, or c for the other questions. I showed the test on the ELMO one question at a time and I read them the question. They gave me a pencils up to let me know they were done. Pre-Assessment Results I pre-assessed 22 students. In the group of students I had two students on an IEP. I read the questions to all the students to ensure that those two students especially understood the questions. I found that most of my students got the meaning of migrate and the meaning of hibernate mixed up. The question was To migrate means to_______ most of the students who did not choose to move to a different location chose to sleep through the winter.

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Habitat Pre-assessment
#1 #2 #3 #4 #5 #6 #7 #8 #9 #10

The Results are Questions Answered Right 1. Most living things need water, food, and air to survive. (True) 2. A habitat is a place where plants and animals naturally live and grow. (True) 3. Plants and animals can survive only in environments in which their needs are met. (True) 4. To adapt means to__________. (change to meet needs) 5. To migrate means_____________. (to move to a different location) 6. The rainforest is home to __________. (poison dart frogs, sloths, and jaguars) 7. The ocean is home to _____________.(fish, crabs, and dolphins) 8. The desert is home to ____________(snakes, lizards, and roadrunners) 9. The tundra is home to ____________(artic fox, caribou, and walruses) 10. An animals ___________help them to fight, hide, or get out of danger. (senses and muscles)

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References Utah State Office of Education. (n.d.). Utah Education Network. Retrieved from http://www.uen.org/core/core.do?courseNum=3020