Artifact 3-5

Artifact #3: Classroom management fun box.
My third artifact is a “Classroom Management Fun Box” that I created in one of my
classes at Medaille. I am including this artifact because I believe that effective classroom
management is one of the most important components of creating an effective learning
environment. Effective teaching and learning simply cannot take place in a poorly managed
classroom. Teachers need to be able to get students to cooperate. Classroom management
includes many best teaching practices, skills and strategies and the “Classroom Management Fun
Box” that I created demonstrates my ability to plan effective classroom management techniques
and strategies that will keep students organized, orderly, attentive and on task.
Much of my thinking on classroom management techniques comes from Wong and
Wong (1998) and their ideas on the first days of school. It is so important to plan for classroom
management right from the beginning of the school year and let students know what is expected
of them. This way teachers can ensure that each lesson will run smoothly without any disruptive
behavior from students. If a disruptive behavior does occur, if you have a classroom management
plan outlined at the beginning of the year, everyone should know how to deal with it right away
and stop it quickly.
Connection to Standards:
MSED ELEMENTARY PORTFOLIO PROJECT 2
Interstate New Teacher Assessment and Support Consortium Standards (InTASC):
Standard #1: Learner Development. The teacher understands how learners grow and develop,
recognizing that patterns of learning and development vary individually within and across the
cognitive, linguistic, social, emotional, and physical areas, and designs and implements
developmentally appropriate and challenging learning experiences.
1 (e) The teacher understands that each learner’s cognitive, linguistic, social, emotional, and
physical development influences learning and knows how to make instructional decisions that
build on learners’ strengths and needs.
Standard #2: Learning Differences. The teacher uses understanding of individual differences and
diverse cultures and communities to ensure inclusive learning environments that enable each
learner to meet high standards.
Standard #3: Learning Environments. The teacher works with others to create environments that
support individual and collaborative learning, and that encourage positive social interaction,
active engagement in learning, and self motivation.
Standard #7: Planning for Instruction. The teacher plans instruction that supports every student
in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum,
cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community
context.
Council for the Accreditation of Educator Preparation (CAEP):
Standard 5. Provider Quality, Continuous Improvement: The provider maintains a quality
assurance system comprised of valid data from multiple measures, including evidence of
candidates' and completers' positive impact on P-12 student learning and development. The
provider supports continuous improvement that is sustained and evidence-based, and that
evaluates the effectiveness of its completers. The provider uses the results of inquiry and data
collection to establish priorities, enhance program elements and capacity, and test innovations to
improve completers' impact on P-12 student learning and development.
NYS Code of Ethics for Educators:
Principle 2: Educators create, support, and maintain challenging learning environments for all.
Educators apply their professional knowledge to promote student learning. They know the
curriculum and utilize a range of strategies and assessments to address differences. Educators
develop and implement programs based upon a strong understanding of human development and
learning theory. They support a challenging learning environment. They advocate for necessary
resources to teach to higher levels of learning. They establish and maintain clear standards of
behavior and civility. Educators are role models, displaying the habits of mind and work
necessary to develop and apply knowledge while simultaneously displaying a curiosity and
enthusiasm for learning. They invite students to become active, inquisitive, and discerning
individuals who reflect upon and monitor their own learning.
The Ontario Ethical Teacher Standards:
Care: The ethical standard of Care includes compassion, acceptance, interest and insight for
developing students’ potential. Members express their commitment to students’ well-being and
learning through positive influence, professional judgment and empathy in practice.
Council For Exceptional Children (CEC) Ethical Principles and Practice Standards:
3. Promoting meaningful and inclusive participation of individuals with exceptionalities in their
schools and communities.

Classroom Management Fun Box
Alicia Cowal
Medaille College
My classroom management philosophy draws on a few different theorists’ ideas. In
particular, I built my philosophy with influences from Harry Wong, William Glasser, and B.F.
Skinner.
To start, I strongly believe that all facets of the classroom need to be well structured so
that effective learning may take place. After all, classroom management is about just that -
managing. To this end, I draw on ideas from Harry Wong and his preventative theories of
classroom management. Wong’s ideas about the first days of school make it clear how important
it is to have an established plan for managing your class right from the beginning. It is about
organizing the room, materials, and even students so that learning can happen effectively. It is
important to outline all routines and what to expect at the beginning of the school year instead of
trying to deal with problems as they arise. Students need to have an idea as to what their school
year will look like, and what is expected of them. That way, everyone is on the same page so if a
problem does arise, it can be dealt with in a timely matter, instead of scrambling to figure out
how to go about solving it.
Drawing on William Glasser and his Choice Theory, I feel it is important for students to
be part of the decision-making process. If we give students the ability to voice their opinions on
various rules and procedures throughout the classroom, they will feel more engaged. It is about
giving our students choices so they may exert some control over their learning. According to
Glasser, we have five basic needs: power, love and belonging, freedom, fun and survival. As
teachers, we need to ensure that we are providing these needs to our students. Positive
relationships with all students is essential.
While Glasser’s Choice Theory would not view the use of rewards as a suitable method
of classroom management, I would incorporate it into my own classroom management
philosophy. I personally remember different reward systems that my own teachers used in the
classroom and I still remember how the possibility of a “reward” got students excited and
engaged. To this end, I draw on B.F. Skinner’s Operant Conditioning theory, which is all about
modifying behaviour to modify the environment. Skinner advocated for the frequent use of
reinforcement, or rewards, to modify and influence student behavior. Personally, I see the use of
compliments, encouragement and positive reinforcement as a very strong component of
classroom management. It goes hand in hand with building positive and strong relationships with
the students. If they feel that you care and are happy when they do good work, they will continue
to try hard to continue receiving those positive reinforcements.
In my “Classroom Management Fun Box,” I have included items that I believe will help
in the management of my future classroom. To start, I have included a money folder that I would
use as a reward system for students. I see such a system to be highly effective for many different
scenarios. When I was in elementary school, I was in an Extended French program, so our
money system was used to ensure that we were speaking French. For example, if we were caught
speaking English, we had to pay, but if a teacher heard us speaking French at recess, we earned
money. At the end of the month our teacher brought in prizes and we were able to buy things
based on how much money we had earned. It was a highly effective system and I can see it
working in different ways as you could give and take money away for many different reasons to
modify behaviour. I have also included a deck of “Crazy 8” playing cards, which could be used
as a reward to students who have finished their work or for students who just need a brain break.
These items could also make the environment more fun and engaging for students.
After reading an article about how students with ADHD can concentrate better if they are
allowed to fidget, I decided to include a few items that would allow students to quietly fidget,
without it being a distraction to the rest of the class. I found a squish ball and a sequin ball that
students could hold and squeeze to help them concentrate without being a distraction to others. I
also included a tub of silly putty. I found an interesting pen with a Rubix cube on top of it and
thought that it could give students a quiet way to keep their hands busy while on task. Lastly, I
included a fuzzy colouring sheet with markers. I thought that this would be calming and could
allow students with difficulties concentrating to doodle and relax without distracting their peers.
References
17 Ways to Help Students With ADHD Concentrate. (n.d.). Retrieved January 28, 2018, from
https://www.edutopia.org/discussion/17-ways-help-students-adhd-
fidget?utm_campaign=RSS&utm_source=twitter&utm_medium=socialflow
Choice Theory. (n.d.). Retrieved January 28, 2018, from
http://wglasser.com/ourapproach/choice-theory/.
The Well-Managed Classroom. (n.d.). Retrieved January 28, 2018, from
http://www.dlc-ubc.ca/wordpress_dlc_mu/zeman/files/2012/09/The-well-managed-
classroom-Wong.pdf.
Understanding Three Key Classroom Management Theories. (n.d.). Retrieved January 28, 2018,
from https://online.husson.edu/classroom-management-theories/.
[Back to Table of Contents]

Artifact #4: ELA lesson plan.
The fourth artifact that I am including is an ELA lesson plan that I created on identifying,
describing and analyzing characters in literature. The lesson was created for a Grade 4 classroom
and aligns with both NYS Common Core and Ontario Curriculum standards. The lesson includes
an anticipatory set to engage students. I read The Paper Bag Princess to the class while they
listen and take note of what the characters say, do and think, in order to learn about their
character traits. While reading the book, I will ensure to point out some of the sentences that
highlight certain character traits as a way to model the process of identifying character traits to
students. After I have read the book, I will work with the class to create a chart with traits of one
of the characters from the story. Then, the students will be working in groups to come up with
character traits for the other characters in the story.
This lesson plan reflects Gardner’s Theory of Multiple Intelligences (1999) in that I drew
from multiple areas of intelligence to generate student learning. The lesson includes a written
component, verbal discussions and hands on group work. It demonstrates my ability to
accommodate for different learning styles. I included many visuals and allowed students to work
in groups to allow for collaboration and help from peers.
This lesson plan demonstrates my ability to scaffold learning as the lesson is broken up
into chunks with a concrete structure. I begin by modelling to the class how to identify and
describe characters, and then I have them work in groups to come up with character traits. This is
an example of an “I do, we do, you do” type of instruction. It allows the teacher to demonstrate
how to do something, have the class participate together, and then have students work on it
without assistance to demonstrate their understanding.

I chose this lesson plan because it demonstrates my ability to connect planning with
curriculum standards. It also demonstrates my ability to provide accommodations to students, as
I included accommodations for ENL students, students on 504 plans as well as accommodations
for struggling readers. It demonstrates my ability to plan, instruct and monitor learning while
providing clear direction and student engagement.

1(e) The teacher understands that each learner’s cognitive, linguistic, social, emotional, and
context.
Council for the Accreditation of Educator Preparation (CAEP):
Standard 5. Provider Quality, Continuous Improvement: The provider maintains a quality
assurance system comprised of valid data from multiple measures, including evidence of
candidates' and completers' positive impact on P-12 student learning and development. The
provider supports continuous improvement that is sustained and evidence-based, and that
evaluates the effectiveness of its completers. The provider uses the results of inquiry and data
collection to establish priorities, enhance program elements and capacity, and test innovations to
improve completers' impact on P-12 student learning and development.
Care: The ethical standard of Care includes compassion, acceptance, interest and insight for
developing students’ potential. Members express their commitment to students’ well-being and
learning through positive influence, professional judgment and empathy in practice.
NYS P-12 Common Core Learning Standards:
English Language Arts

CCSS.ELA-LITERACY.RL.4.3 Describe in depth a character, setting, or event in a story or drama,
drawing on specific details in the text (e.g. a character’s thoughts, words or actions).
Ontario Curriculum:
Ministry of Education – The Ontario Curriculum Grades 1-8 – English Language Arts
Grade: 4
1.5 make inferences about texts using stated and implied ideas from the texts using stated and
implied ideas from the texts as evidence.
1.7 analyze texts and explain how specific elements in them contribute to meaning (e.g.,
narrative: characters, setting, main idea, problem/challenge and resolution, plot development;
review: statement of opinion, reasons for opinion, concluding statement)

Subject and Lesson Topic: Literacy – Character Traits
Grade Level: 4 Lesson Duration: 40 Minutes
Central Focus of the Learning Segment

The central focus is an understanding that you want your students to develop. It is a description of the important identifiable theme,
essential question, or topic within the curriculum that is the purpose of the instruction of the learning segment (Making Good Choices,
2016).
The central focus of this learning segment is for students to identify, describe and analyze characters in literature.
Knowing Your Learners

What do you know about your students’ prior academic learning as it relates to the central focus? (edTPA Handbook, Task 1, Prompt 2a)
Students are able to identify and describe characters in the story on a basic level. In the previous lesson, students learned and came up
with many examples of character traits that exist.
How will you use this knowledge to inform your instruction? (edTPA Handbook, Task 1, Prompt 3a)
This learning segment will expand on their knowledge of characters and character traits by having students analyze specific character
traits citing evidence from the text. Students will be able to analyze characters and provide text evidence that helps them draw
conclusions about a character’s traits.
What do you know about your students’ personal, cultural, and/or community assets as they relate to the central focus? (edTPA Handbook,
Task 1, Prompt 2b)
Students have been dealing with bullying issues in the school, so the class has been exposed to many talks on kindness and being a good
friend. As part of the talks on bullying, my class had to collaborate and come up with personality traits that good friends have.
Students have also read the book Cinderella last Fall, so they are all familiar with what a Prince and Princess are. My students really like
reading stories with Princes and Princesses in them.
How will you use this knowledge to inform your instruction? (edTPA Handbook, Task 1, Prompt 3a)
I chose to focus on books with characters that display similar traits discussed in their bullying talks (i.e. being a good friend) so that
students may relate their background knowledge when they are thinking about the characters in the book.
I chose to incorporate The Paper Bag Princess in this learning segment since students really like reading stories with Princes and
Princesses, so it should be engaging.
Curriculum Standards
Ontario Curriculum:
Grade 4
1.5 make inferences about texts using stated and implied ideas from the texts using stated and implied ideas from the texts as evidence.
1.7 analyze texts and explain how specific elements in them contribute to meaning (e.g., narrative: characters, setting, main idea,
problem/challenge and resolution, plot development; review: statement of opinion, reasons for opinion, concluding statement)
NYS Common Core: CCSS.ELA-LITERACY.RL.4.3

Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g. a character’s thoughts,
words or actions).
Objectives Assessment Modifications to Assessments

Using Bloom’s Taxonomy, include statements Using formal and/or informal assessment If applicable, explain how you will adapt
that identify what students will be able to do tools, how will you evaluate and document assessments to allow students with
by the end of the lesson and are aligned to your students’ progress on each of the specific needs to demonstrate their
the standards identified above. objectives? learning.
(edTPA Task 1, Prompt 5b)
In conclusion of this lesson, students will be The teacher will informally assess groups as 504 Student will be allowed to move
able to identify at least one character trait for they collaborate and discuss. around as needed.
each of the three characters in The Paper Bag
Princess, citing evidence from the text for The teacher will formally assess each Allowing students to use queue cards and
each trait. groups’ work when they hand in their sort character traits into the paper bags
“paper bags” with completed queue cards. with pictures of the characters adds a
Each group should have at least one visual element for the ENL students.
character trait with sufficient evidence for
each of the three characters. Peer groups will help struggling readers.
Frequent checks for understanding.
Lesson __2____ of a ___4___ Day Learning Segment
Academic Language Demands Instructional Supports

(edTPA Task 1, Prompt 4c) Strategies teachers provide to help learners
understand, use, and practice the concepts (edTPA
Task 1, Prompt 4d)
Function Describe/Analyze Students will work in peer groups to analyze and
Looking at your standards describe character traits from The Paper Bag
and objectives, choose the Princess. Teacher will circulate and monitor for
one Bloom’s word that best understanding.
describes the active learning
essential for students to
develop understanding of
concepts within your lesson.
Vocabulary Character Trait, Paper Bag, Cite Students have been exposed to the idea of
Key words and phrases character traits in previous classes. I will activate
students need to be able to background knowledge on character traits by
understand and use reminding students about their discussions on
bullying and kindness. I will bring in paper bags in

case the ENL students don’t understand. Lastly, I will
explain what it means when you “cite” evidence
from a text during the lesson.
Syntax The students will write down I will provide students with the queue cards and
Describe ways in which character traits and evidence markers and instruct that they are to write the
students will organize from the text onto queue cards. character trait on one side and supporting evidence
language (symbols, words, from the text on the other side. I will circulate and
phrases) to convey meaning. guide students as they are working in groups.
Discourse The students will work in groups Students will be placed in groups to work together.
How members of a discipline and will be required to discuss Students will be grouped strategically so that strong
talk, write, and participate in character traits with their peers. students are paired with struggling students. This
knowledge construction and We will also have a discussion at way, stronger students will be able to assist their
communicate their the end of the lesson where struggling peers and act as peer helpers.
understanding of the students will discuss the activity
concepts as a whole class.
Instructional Process Accommodations and/or Modifications and/or

Supports
Anticipatory Set/Motivator - Building and activating background
knowledge
 The teacher will engage students by having them write
down 3-5 words on a piece of paper that describe
themselves. The teacher will remind students about
their lesson the day before on character traits and will
point to the chart on the wall with the list of all of the
character traits they came up with together.
 Teacher will ask students to share with the class the

different character traits that they came up with and
will ask if the student can give an example of something
they do that demonstrates that trait. Teacher will
model and say that, “I am caring. I know I am caring
because I care about every single one of you!”
 Teacher will explain that today we will be reading The

Paper Bag Princess and that we will be paying close
attention to the idea of character traits. Explain that
students should think about how they know that a
specific character has this trait.
 Teacher explains that the characters’ experiences and

actions in a book will tell us more about them. We can
look at the things that characters say, do and think to
learn more about a character. Teacher will explain that
some of the evidence may not be on the page directly,
but we can draw conclusions from the story and what
the characters do.
Instructional Procedures
- The 504/ADHD student will be given a
 Teacher will introduce The Paper Bag Princess by doing fidget tool during the read aloud and will
a picture walk. I will ask students who they think the be allowed to break frequently
main characters in the book are, by looking at the
pictures. - The picture walk will help ENL students as
 Ask students if they can think of any other Princes or they are able to look at the pictures for
Princesses. visuals.
 Remind students to take note of what the characters
say, do and think. This allows us as readers to learn - Having the teacher “Think Aloud” about
about their character traits. the Princess’ character traits models the
 Teacher will read the book to students using an exercise and scaffolds support for students
animated voice and pointing out some of the sentences who may require it.
that highlight the Princess’ character traits:
o When the Princess walks up to the dragon, say - Splitting the class up into groups for the
that I think the Princess is brave, because only activity will help the struggling readers.
someone who is brave would walk right up to Teacher will ensure that each group has at
a dragon least one strong reader in it.
o When the Princess tricks the dragon into using
all of his fire, say that I think the Princess is - The teacher will circulate and frequently
smart because she was able to trick the check for understanding.
dragon
o At the end when the Princess stands up to Ron
and says “you are a BUM” – explain how she is
standing up for herself and this is another
example of a character trait.
 Once the teacher has finished reading the book ask
students to name some of the character traits of the
Princess citing evidence from the text. The teacher will
explain what it means to cite evidence from the text.
The teacher will write the list and evidence from the
text on a piece of chart paper as the class discusses.
 Explain that they will be working in groups to come up
with character traits for the Princess, Ron and the
Dragon, with evidence from the text.
 Split the students up into groups of 4 and give each
group a set of queue cards, markers and 3 paper bags
with a picture of each character on the front.
 Explain that on the front of the queue card they must
write the character trait, and on the back of the card
they must write an excerpt from the text that shows

evidence of that character trait. When they have filled
out the card, they will drop it in the appropriate
character’s paper bag. They should come up with at
least two character traits with evidence for each
character.
 Give students 20 minutes or so to come up with their
character traits. While students are working in groups,
the teacher will circulate to ensure groups are on task
and assist with any misconceptions or comprehension
issues.
Closure
- Frequent checks for understanding
 Once students have finished the exercise, the teacher
will gather students and all of the paper bags.
 The teacher will pull out random queue cards from
each bag and read the character trait and the evidence
that the group wrote down. The teacher will discuss
with the class if they agree or disagree and address any
misconceptions.
List all materials and/or technology tools required for the lesson.
Key instructional materials must be attached. These materials might include such items as class handouts, assignments,
slides, and interactive white-board images.
- The Paper Bag Princess book

- 18 Paper Bags – 6 with a picture of the Princess on the front, 6 with a picture of the Prince on the front and 6
with a picture of the dragon
- Pictures of the Princess, Prince and Dragon to print out for the paper bags (Appendix A)
- Markers
- Package of queue cards
- Chart Paper
Appendix A:
Image from: https://www.goodreads.com/review/show/2068539200
Image from:
https://www.pinterest.ca/pin/2755640709285
[Back to Table of Contents]

Artifact #5: Science learning segment and summative assessment.
The next artifact that I chose to include is a Science Learning Segment and Summative
Assessment. The Learning Segment is a Unit on Biodiversity for a Grade 6 class, and it includes
a final summative assessment. I chose this artifact because it highlights my ability to both plan
effectively and assess my students’ learning.
Each lesson plan builds on the previous and is intended to expand upon students’ prior
knowledge. I think that it is important for students to continually build on their former
knowledge while learning new information. Bruner (1986) discusses “spiral curriculum,” where
information is structured so that complex ideas can be taught at a simplified level first, and then
re-visited at more complex levels later. This is how these lesson plans are structured. They begin
with the most basic information and each lesson plan builds on that information to create more
complex ideas.
This artifact also demonstrates my ability to provide accommodations for diverse
learners. The assessment includes an option for students to present their work in one of three
different formats and include elements for different learning types. There is an option for an
informative Bristol board poster, an information booklet or a power-point demonstration. This
shows my ability to recognize that students all learn differently and may feel more comfortable
presenting their knowledge in different formats.

1(e) The teacher understands that each learner’s cognitive, linguistic, social, emotional, and
Standard #6: Assessment. The teacher understands and uses multiple methods of assessment to
engage learners in their own growth, to monitor learner progress, and to guide the teacher’s and
learners’ decision making.
context.
Council for the Accreditation of Educator Preparation (CAEP)
Standard 1. Content and Pedagogical Knowledge. The provider ensures that candidates
develop a deep understanding of the critical concepts and principles of their discipline and, by
completion, are able to use discipline-specific practices flexibly to advance the learning of all
students toward attainment of college- and career-readiness standards.
1.5 Providers ensure that candidates model and apply technology standards as they design,
implement and assess learning experiences to engage students and improve learning; and enrich
professional practice.

Care: The ethical standard of Care includes compassion, acceptance, interest and insight
for developing students’ potential. Members express their commitment to students’ well-being
and learning through positive influence, professional judgment and empathy in practice.
Council For Exceptional Children (ECE) Ethical Principles and Practice Standards:
6. Using evidence, instructional data, research, and professional knowledge to inform practice.
Learning Segment
Teacher Candidate’s Name: Alicia Cowal
Date: April 6, 2018
Subject/ Grade Level: Science – Grade 6

Learning Segment Topic: Biodiversity - Classification
State your central focus and explain how your plans build on each other to help students
make connections throughout the learning segment. (edTPA Task 1, Prompt 1)
The central focus of this learning segment is for students to recognize the established
classification systems, and the rationale behind our reliance on them. Students should be able to
group, or classify, diverse organisms according to specific characteristics. The classification of
the components within a diverse system is a beginning point of understanding for the entire Unit
on Biodiversity.
Each lesson plan will build on the previous lesson. The very first lesson plan will outline the
rationale behind using classification systems to organize the world around us. Students will
develop an understanding on the benefits of using systems of classification. This first lesson will
also outline the levels of classification. The second lesson will expand on this knowledge by
looking specifically at the Kingdom level of classification. Students will be able to use their
knowledge from the first lesson to examine the 6 Kingdoms. Once students understand the 6
Kingdoms, the next two lessons will further expand their knowledge by focusing on the Plant
and Animal Kingdoms and specific characteristics of organisms in these Kingdoms in greater
detail.
Create an assessment plan that will describe how you will use multiple forms of
assessments that will provide direct evidence to monitor your students’ progress toward
meeting the central focus of the learning segment. (edTPA Task 1, Prompt 5a)
Throughout this learning segment, I will ensure to use different forms of assessments to provide
evidence of students’ progress. I will continually use informal assessment tools to monitor and
assess students during each lesson to ensure that there are no misunderstandings. Students will
work with their peers in small groups to create a poster board and subsequent presentation which
will be assessed according to a rubric. The final summative assessment will encourage students
to reflect and use all of the knowledge they learned throughout the learning segment to complete
a final project. The final project must include all of the aspects discussed throughout the entire
learning segment and will be assessed according to a rubric.
Explain how the design or adaptation of your planned assessments allows students with
specific needs to demonstrate their learning. Consider the variety of learners in your class
who may require different strategies/support (e.g. students with IEPs or 504 plans, English
language learners, struggling or underperforming students or those with gaps in
knowledge, and/or gifted students). (edTPA Task 1, Prompt 5b)
The first assessment of the learning segment is a group presentation where students are grouped
and each student can choose a specific role. The teacher will strategically place students into
groups to ensure that there is at least one strong student in a group to help other students who
may be struggling. By giving each student the opportunity to choose their role in the group,
students are able to learn according to their diverse needs. Students who feel more comfortable
doing research can choose to have the “researcher” role, while students who feel comfortable
presenting in front of their peers can choose to be the “presenter.” Allowing students to work in
groups will also be helpful for English Language Learners. They will be able to communicate
with peers and ask for assistance and they won’t feel pressure to complete an assignment on their
own.
The final summative assessment allows students to choose between 3 options for how they
would like to complete their project. This takes into consideration that each student has different
learning needs and strengths and allows them to choose a project that aligns with their diverse
way of learning and presenting information. This project is extremely hands on and visual in the
sense that students must explore throughout a Conservation Park and find living organisms
which they will analyze. This will bring, not only the project, but the entire learning segment to a
more “real life” level and allow students to see the information come to life.
Describe and justify why your instructional strategies and planned supports are
appropriate for the whole class, individuals, and/or groups of students with specific
learning needs. (edTPA Task 1, Prompt 3b)
My instructional strategies and planned supports throughout the learning segment are all
scaffolded to meet the needs of all students. I incorporate whole class instruction, small group
work, as well as individual work to ensure that students have a vast array of instructional
methods to meet their diverse learning needs. I have ensured that I have time during each lesson
to assist struggling students with comprehension problems.
Support your instructional strategies through theory and/or research. (edTPA Task 1, Prompt 3)
The instructional strategies used throughout the learning segment are all rooted in theory and
research. Learning needs to be engaging to motivate students and engage them, so I ensured that
each lesson plan engages my students. We learned about Spence Rogers’ research on motivation
and learning and I adopted his idea of providing meaningful options throughout my lesson plans.
First, I ensured to incorporate different methods of learning in each lesson. I also incorporated
this idea in my final summative assessment where I presented students with different options to
choose from to suit their diverse learning needs. I also incorporated the idea of Co-Operative
Learning Groups into my lesson plans as a lot of research has shown that there are many benefits
including a greater sense of confidence.
Describe anticipated common misconceptions students might have within your central
focus and how you will address them. (edTPA Task 1, Prompt 3c)
A major misconception is that students might not understand why we have to classify anything in
the first place. Since this is the main idea for the central focus, I will ensure to explain our
reliance on systems of classification by using real life examples. I will have students think about
what would happen if we didn’t have systems of classifications (e.g. how would they find books
at a library). This way, it will not seem so abstract when we talk about the classification of living
organisms.
Common misconceptions in this learning segment could be concerning the new vocabulary
words that come with the classification systems. Words like “phylum, genus, order, etc.,” could
be overwhelming or confusing to students. Aside from having a Science Word Wall, I will
ensure to keep visuals up on our science wall, including a pyramid showing the order of the
classification system with picture examples for each level.
Students also might not be able to distinguish between certain groups such as mammals and fish.
I will ensure to use a lot of visuals and provide students with a good overview of distinguishing
characteristics.
Name: __________________
Mrs. Cowal’s Grade 6 Biodiversity Final Project
Task:
Congratulations! You have just been hired as part of a new team of Biologists for the company
“Cowal’s Eco-Crew.” Your first task is to visit and explore the Conservation Park and provide
your company with pictures and information on at least 4 living organisms you found while at
the Park. It will be your job to provide your company with as much information as possible on
each of these 4 living organisms. You will be required to use your background knowledge on
classification systems and specific characteristics of animals and plants.
 You must take pictures of AT LEAST 4 different living organisms found in the park
 You must classify EACH organism according to the classification system discussed in class
 You must outline and provide details on the observable characteristics of EACH organism
Final Product:
To meet your different learning needs, you may choose one of the following options to organize
and present the information for your project:
 Informative Bristol board poster

 Information booklet
 Power-point presentation
Whatever option you choose, please make sure that all required information is included and that
the information is displayed in a visually pleasing fashion as we will be displaying our final
projects as part of an “Eco-Crew Showcase” to students from other classes on May 6th.
Your Final Project is due on May 3rd.
Additional Notes on the Final Project:

- Our class will be visiting the park on April 25th. Make sure you have your permission forms signed and handed
in by April 20th.
- Pictures may be captured with digital cameras (provided by our school), cell-phones or whatever device you
have that is capable of taking photos and uploading them to a computer.
- If you are absent on April 25th, you will be required to find and photograph 4 living organisms in any outdoor
area accessible to you (parks, nature trails, backyards).
Student Name: ___________________
Final Project Rubric
Category Level 4 Level 3 Level 2 Level 1

Classification All organisms were All organisms were Not all organisms Scientific
classified accurately classified accurately were classified classification is
and includes all and includes most accurately and did inaccurate.
categories of of the categories of not include all
classification classification categories of
learned. learned. classification.
Characteristics of Student outlined Student outlined Student outlined but Student did not
Organisms and explained many and explained a few did not explain a include any
observable observable few observable characteristics of
characteristics of characteristics for characteristics for their organisms.
each organism. each organism. each organism.
Number of Living Student’s project Student’s project Student’s project Student’s project
Organisms outlines more than 4 outlines 4 living outlines 3 living outlines few than 3
living organisms. organisms. organisms. living organisms.
Overall Visual Overall visual Overall visual Overall visual Overall visual
Appearance presentation is presentation is presentation is presentation is
neat, organized organized and has somewhat disorganized and
and visually some visual organized and has has little visual
appealing. appeal. some visual appeal.
appeal.
Total Score: /16
Comments:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

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Artifact #3: Classroom management fun box.

My third artifact is a “Classroom Management Fun Box” that I created in one of my

management is one of the most important components of creating an effective learning

classroom. Teachers need to be able to get students to cooperate. Classroom management

Much of my thinking on classroom management techniques comes from Wong and

and stop it quickly.

Interstate New Teacher Assessment and Support Consortium Standards (InTASC):

developmentally appropriate and challenging learning experiences.

build on learners’ strengths and needs.

learner to meet high standards.

active engagement in learning, and self motivation.

Council for the Accreditation of Educator Preparation (CAEP):

Standard 5. Provider Quality, Continuous Improvement: The provider maintains a quality

improve completers' impact on P-12 student learning and development.

NYS Code of Ethics for Educators:

individuals who reflect upon and monitor their own learning.

The Ontario Ethical Teacher Standards:

learning through positive influence, professional judgment and empathy in practice.

3. Promoting meaningful and inclusive participation of individuals with exceptionalities in their

schools and communities.

Classroom Management Fun Box

My classroom management philosophy draws on a few different theorists’ ideas. In

how to go about solving it.

relationships with all students is essential.

of classroom management, I would incorporate it into my own classroom management

compliments, encouragement and positive reinforcement as a very strong component of

to try hard to continue receiving those positive reinforcements.

Choice Theory. (n.d.). Retrieved January 28, 2018, from

The Well-Managed Classroom. (n.d.). Retrieved January 28, 2018, from

[Back to Table of Contents]

Artifact #4: ELA lesson plan.

character traits for the other characters in the story.

component, verbal discussions and hands on group work. It demonstrates my ability to

in groups to allow for collaboration and help from peers.

without assistance to demonstrate their understanding.

curriculum standards. It also demonstrates my ability to provide accommodations to students, as

providing clear direction and student engagement.

Interstate New Teacher Assessment and Support Consortium Standards (InTASC):

developmentally appropriate and challenging learning experiences.

build on learners’ strengths and needs.

learner to meet high standards.

Council for the Accreditation of Educator Preparation (CAEP):

Standard 5. Provider Quality, Continuous Improvement: The provider maintains a quality

improve completers' impact on P-12 student learning and development.

NYS Code of Ethics for Educators:

individuals who reflect upon and monitor their own learning.

The Ontario Ethical Teacher Standards:

learning through positive influence, professional judgment and empathy in practice.

NYS P-12 Common Core Learning Standards:

English Language Arts

CCSS.ELA-LITERACY.RL.4.3 Describe in depth a character, setting, or event in a story or drama,

implied ideas from the texts as evidence.

review: statement of opinion, reasons for opinion, concluding statement)

Subject and Lesson Topic: Literacy – Character Traits

Grade Level: 4 Lesson Duration: 40 Minutes

Central Focus of the Learning Segment

Knowing Your Learners

NYS Common Core: CCSS.ELA-LITERACY.RL.4.3

Objectives Assessment Modifications to Assessments

Frequent checks for understanding.

Lesson __2____ of a ___4___ Day Learning Segment

Academic Language Demands Instructional Supports

bullying and kindness. I will bring in paper bags in

Lesson 2 of a _4___ Day Learning Segment