Manar Karaja

Data Analysis 2
11/01/2017
Living and nonliving Data Analysis

This classroom is a small group preschool classroom. There is a total of 10 students in the
classroom: four are preschool age and six are pre-k age. The preschoolers leave at 11:50 and the
pre-k students leave at 2:15. The unit with assessments is done in the afternoon with the pre-k
students. The preschoolers are exposed to the concept through planting and exposure to other
living pets that were brought to the classroom. In this school there is another small group
preschool room. In the afternoon, the pre-k age students are all combined into one classroom for
a total of nine students.

The standard which this unit is built on is

SC3.4a Observes, explores and describes a variety of animals and plants. Describes their
basic needs and life cycles.

The assessment was in the form of a sheet with 10 pictures with five of them are living
things and the other five are of nonliving things. The assessment was done in a one-one setting
with the lead teacher. The instruction was to mark the picture of living things using a dauber. A
dauber is used instead of crayons/markers because many of my students have fine motor
weaknesses and are not able yet to make a check mark or an X. I modeled the directions to my
students.

Based on this assessment, there were three students who picked all living things and the
other six students just marked all the pictures without any discrimination.

Based on the results of this data, I will need to spend adequate time explaining exactly
what a living thing is and provide amble examples and hand on experiences. I will need to
provide details on differences between living and nonliving and explain what living things need.