Cover page- you have already done this in a previous assignment.

Table of Contents Standard I- Contextual Factors -You have already done this assignment and I have provided you feedback. For clarification, you filled out Standard I template from the TWS that included numbers of demographics, ethnicity, etc. (this was page 1-2 in the TWS handbook). You will need to write a narrative that explains this data in a essay form (2 pages maximum double-spaced). Some of you have already done this. You can include charts and and graphs of the data if you wish. Standard II- Unit Plan- you have completed this. Standard III- Lesson Plans (min. of 6) Standard IV- Analysis of Student Learning- Review pp. 13 in TWS and grading rubric. Standard V- Reflection and Self- Evaluation (1 1/2 to 2 pages double spaced) Standard VI- Organization Appedices 1. Appendix A (Reference list, APA, for resources used in the curriculum) 2. Appendix B- Copies of Pre/Post test and/ or formative assessments used 3. Appendix C- Select one assessment example from three students (high, medium, and low scores) that could include your sub-category groups of students.

Teacher Work Sample Daniel Cluff Dixie State University Secondary Education Biology

Table of Contents Standard I- Contextual Factors Standard II- Unit Plan Standard III- Lesson Plans Standard IV- Analysis of Student Learning Standard V- Reflection and Self- Evaluation Standard VI- Organization
Appendix A (Reference list, APA, for resources used in the curriculum) Appendix B- Copies of Pre/Post test and/ or formative assessments used Appendix C- Select one assessment example from three students (high, medium, and low scores) that could include your sub-category groups of students.

Standard I- Contextual Factors

As a teacher it is vital to acknowledge the contextual factors so that instruction can be modified and delivered in a way that is beneficial to every student in the classroom- which is not an easy task in my case. In my 1st period earth since class there are a total of 32 students. Of those students, 17 of them are male and 15 of them are female. The majority of my students are white, with 27 students in this category. The remaining students are Pacific Islander (2), Indian (1), African American, and Hispanic (1). Almost all of the students in my class are fluent in the English language; there is only one student in my class that is an English Language Learner (ELL). My biggest challenge stems from dealing with gifted and talented students that often at times is VERY complicated. Within this class there are no children with physical/emotional exceptionalities and 30 out of 32 students scored a 4 on their CRT in science (The highest level of proficiency awarded on a state level.). What is truly unique about my class is that 60% of my students qualify for free and reduced lunch. We have a low SES level with good educational performance. The class average in my class right now is a B+ (86%). Attendance is high and few of my students if ever are tardy (2 tardies last semester for the whole class.). I have never needed to discipline this class in any way and I feel like they are my saving grace when other classes are performing outside of my expectations. They serve as the best case scenario and help me measure what my other classes could be- they let me see what works without having to guess- and I appreciate that. The main way that I incorporate education into my classroom is to do it through research, verbal instruction, and reading. Students need a broad exposure to vocabulary and projects that lets them express their understanding of terms used in science.

Teaching a class with diversity helps me not only consider how I should approach teaching to each student, but also, it helps me see how other cultures approach learning. Both of these factors have enriched how I see education. My islander boy is so happy and loves to learn new things, so I focus on doing collaborative activities, experiments, and competitions to help him improve his education. My African American and Indian students like to be perfect in everything that they do and engineering competitions bring out the best in their understanding. My Hispanic Student prefers to be wherever the smart kids are and do work with them. He seems to thrive off of interaction and identifies well with other students that are what he sees himself as. I feel that I am fortunate to naturally include the demands of reading standards outlined in common core. One of the assignments that I gave out was for students to do a research paper on an ecosystem of their choice. They immediately asked if they had to do it like they were taught in their English class. I reviewed how it was taught to them and incorporated that rubric into my assignment. The papers were above and beyond my expectations. It really solidified in my mind the need to respect the value of multiple disciplines in to Biology. What I have learned most from this class is that even in high performing classes there are still subgroups. In my class the subgroups are cultural; however, if not recognized through modified instruction, performance in these students would drop. Coming to understand what my children are bringing into my classroom through contextual factors alone has helped me gain a better perspective of both education for students and my role as an educator.

Standard II- Unit Plan

Standard 1: Students will understand that living organisms interact with one another and their environment. Lesson 1 Concept Statement: The interaction of living things and their physical environment shape ecosystems. Learning Objective #1: Activity: Take a walk. Students will walk around campus with teacher for 15 minutes and talk about the ecosystem they are a part of. Vocabulary will be introduced during walk. Students will return and break down an ecosystem by labeling the producers, primary consumers, secondary consumers, and tertiary consumers within it. Students will work together and create a poster that shows the relationship each level of the energy pyramid. Lesson 2 Concept Statement: Food is produced in many ways around the world. Learning Objective #2: Activity: Display an aquaponics system. Explain the components of the system to students and how it relates to alternative food production. Let students gather quantitative and qualitative information. Students will research how food is produced in (1) first world country, (1) second world country, and (1) third world country. Students will present their report in class that will compare and contrast how food production varies from one country to the next. ASSIGNMENT: Reports and Presentations- site at least 2 sources and prepare a 5 minute presentation. Lesson 3 Concept Statement: Scientific inquiry is driven by observation and supported with reliable information. Lesson Objective #3: Activity: Students will present projects on food production around the world. Students will understand the difference between an empirical information source and a poor information source. Nutrient Cycles in ecosystem will be introduced. ASSIGNMENT: Ecocollumns: explain what it is and have students bring materials to class. Lesson 4 Concept Statement: Nutrients cycle in an ecosystem. Learning Objective: Activity: Chalk Draw. Students will pair up. One student will look at a model of the nitrogen cycle and explain how to draw it to his companion. The companion will draw what is described by his partner. After the drawing is complete, both will draw the system and label it properly again on a piece of paper that will be turned in to be assed. The activity will be repeated for the phosphorus, water, and nitrogen cycles. Students will begin to assemble their ecocollumns. ASSIGNMENT: All materials related to ecocollums need to be at class by next period. Send home details discussed in class. Lesson 5 Concept Statement: Ecosystems are in a constant state of change Learning objective #4: Activity: Students will use data of various ecosystems (temperature, pH, etc.) to understand how biotic and abiotic factors interact. Students will come together into groups and discuss results of data together to enhance concept understanding. Activity: Students will assemble ecocollums and begin to observe biological interactions. ASSIGNMENT: Finish up ecocollums and begin observations and data collection. Lesson 6 Concept Statement: Every organism in an ecosystem shares a relationship other organisms.

Learning objective: Activity: Students will make flash cards that define relationships in an ecosystem (predator- prey, symbiosis, competition, mutualism, commensalism, parasitism, etc.). Once the flash cards are made both students will quiz each other. Students will use scientific vocabulary to explain what is happening in their ecocollums.

Standard III- Lesson Plans (min. of 6)

Lesson #1 Grade Level: 8th Grade Science Core Objective/Indicator: Standard 1: Students will understand that living organisms interact with one another and their environment. Concept Statement: The interaction of living things and their physical environment shape ecosystems. Learning Objective: Learning Objective #1: Activity: Take a walk. Students will walk around campus with teacher for 15 minutes and talk about the ecosystem they are a part of. Vocabulary will be introduced during walk. Students will return and break down an ecosystem by labeling the producers, primary consumers, secondary consumers, and tertiary consumers within it. Students will work together and create a poster that shows the relationship each level of the energy pyramid. Materials: Notebooks, dry erase markers, pencil. Mode of Inquiry: Observation Procedure 5 E Phase Engage Teacher will do Pose Inquiry Question? Assess student understanding
TAKE A WALK: Ask students to list and describe the moving/non-moving things in the world around them (plants, rocks, dogs, birds). Probe for existing understanding (ecosystem, predator, prey, energy, etc.). How do they interact? Where does their energy come from? How many do you see? What do you not see that you predict is present in this ecosystem? Jokes: Do you see any plants eating people? Herds of cows eating small children? How does energy move through an ecosystem?

Student Will Do Observing: Students participate by sharing existing knowledge and listing biotic and abiotic components of an ecosystem. Write: Students will record in journals what they saw for use later on in class. Predict: How does energy move through an ecosystem?

Explore

Acknowledge: divide the board into two areas: living and non-living. Question: How do these things

2 volunteers for shout out: one student will record class results for living and one for non-living items found during take a walk.

interact? What do you see more of? Question: What eats what? Question: Can you put these data into more specific groups? Question: what would happen to this ecosystem if you took away the sun? OBSERVE: How are students using their prior knowledge to group these data? *Assess student understanding

Chalk draw (group): have students start to explore relationships based on what eats what.

Explain

INTRODUCE AND MODEL: -Energy Pyramid design and levels. - 10% Rule Model VOCABULARY: Sun, Trophic Level, Producer, Primary Producer, Secondary Producer, Tertiary Producer, etc. Model Concept: I will draw an energy pyramid and put one item in each area from the data that students collected. I will explain the amount of energy that transfers from one level to the next starting will 698,700 k cal at the bottom. *Assess student understanding

Chalk Draw 2: Students will take previous chalk draw and integrate it into an energy pyramid Enhance Understanding: Students will predict energy available and populations of organisms as they progress up an energy pyramid. Record: Vocabulary terms and definitions as information is presented.

Elaborate

Enhance Vocabulary: After reviewing class group collaboration I will enhance my food pyramid by assigning the following words to organisms in my energy pyramid: predator, prey, heterotroph, autotroph, biotic, abiotic. Activity: Draw a large energy pyramid on the board and list 100,000 kcal at the bottom. Divide the class into 4 groups. Assign: Group to trophic level. One group will explain one level by (1) listing organisms found in that level, (2) explaining if this level has autotrophs or heterotrophs in it, and (3) how much energy is available in this level of the food pyramid. *Assess student understanding

Analyze: students will collaborate by (1) analyzing the data collected, (2) compile information into trophic level assigned, (3) assign 3 group members to answer the three questions posed by teacher. Record: Students will all record information compiled in journal for personal use later. Vocabulary will also be recorded. Present: Students will orally present their findings in front of the class and fill out the energy pyramid one trophic level at a time. Draw: Students will draw the final energy pyramid product in journal.

Evaluate

Pose question: Do you know how energy moves through an ecosystem? Assign: Each student will select an ecosystem other than the desert and draw an energy pyramid with an initial kCal of 256,386,222 at the producer level. (1) What is the kCal at each level? (2) What organisms present in each level? (3) What would the hypothetical populations be? (4) Due beginning of next class. Record: What went well and what can be improved.

Record Assignment: Each student will record the information on the board in journal and complete by next class period.

How did I differentiate instruction?: This lesson is for all of my students and will help them master the concept of an energy pyramid. Students will work starting with themselves, transitioning to groups to teach each other, leading to groups that teach the class, then returning to personal understanding and mastery through homework assignment. I will monitor groups and assess interaction and understanding at each stage.

Lesson #2

Grade Level: 8th Grade Science Core Objective/Indicator: Standard 1: Students will understand that living organisms interact with one another and their environment. Concept Statement: Food is produced in many ways around the world.

Learning Objective: Learning Objective #1: Activity: Display an aquaponics system. Explain the components of the system to students and how it relates to alternative food production. Let students gather quantitative and qualitative information. Students will research how food is produced in (1) first world country, (1) second world country, and (1) third world country. Students will present their report in class that will compare and contrast how food production varies from one country to the next. Materials: Notebooks, dry erase markers, pencil. Mode of Inquiry: Observation

Procedure 5 E Phase Engage Teacher will do Pose Inquiry Question? Assess student understanding
Display:

Student Will Do Observing: Students participate by sharing existing knowledge Write: Students will record in journals what they saw for use later on in class. Predict: how their way of growing food differs from other countries/meathods.

Display an aquaponics system. Explain the components of the system to students and how it relates to alternative food production. Ask how students get their food. Do they grow a garden?
Inquiry Question: How do you think your way of growing food compares to other countries?

Explore

Research: Divide the class Divide the class into groups of three. Discover a country and how it grows its food- to be presented later. Model Concept: Allow each group 5 minutes to discuss what they discovered and write summary on the board for rest of class to see.

Project: Find a country/meathod of growing different than what you are accustomed to. Write down results and prepare to share with rest of class. Enhance Understanding: Students will select a growing from meathods presented and talk about how they would use it or change how they already grow things. Record: Vocabulary terms and definitions as information is presented.

Explain

Elaborate

Activity: YOUTUBE Show reinventing the grow and discuss as a class.

Record: Students will all record information compiled in journal for personal use later. Vocabulary will also be recorded.

Evaluate

Pose question: How do you think your

way of growing food compares to other countries?

Assign: Write a jounal entry explaining what you learned today. Record: What went well and what can be improved.

Record Assignment: Each student will record the information on the board in journal and complete by next class period.

How did I differentiate instruction?: This lesson is for all of my students and helps them focus on what they personally know about how food is grown. Students will work starting with themselves, transitioning to groups to teach each other,

leading to groups that teach the class, then returning to personal understanding and mastery through homework assignment. I will monitor groups and assess interaction and understanding at each stage.

Lesson 3
Grade Level: 8th Grade Science Core Objective/Indicator: Standard 1: Students will understand that living organisms interact with one another and their environment. Concept Statement: Scientific inquiry is driven by observation and supported with reliable information. Learning Objective:. Students will understand the difference between an empirical information source and a poor information source. Nutrient Cycles in ecosystem will be introduced. ASSIGNMENT: Ecocollumns: explain what it is and have students bring materials to class. . Materials: Notebooks, dry erase markers, pencil. Mode of Inquiry: Observation Procedure 5 E Phase Engage Teacher will do Pose Inquiry Question? How do you know information is reliable? How could you use that information to help you do a project? Shout out: ask students to raise hands and have them write responses on the board. Student Will Do Observing: Students participate by sharing existing knowledge and how they know information is reliable or not Write: Students will record in journals what they saw for use later on in class. Predict: what would they do to use good information in conducting a project. Think tank: Allow students to get back into their groups and discuss what they would need to do.

Explore

Scenario: last class we talked about food production. If you had to grow food the same way the other country had to, who would you have to talk to? What would you have to do to make your plants grow?

Explain

Acknowledge: ask each group to present what they propose would be needed to make things grow in a new

Present: Students will present sollutions. Record: Students will record the information

Elaborate

way. Enhance Vocabulary: After reviewing class group collaboration I will enhance students understanding by explaining nutrient cycles and how they drive ecosystems. Activity: ECOCOLLUMS! Students will build their own ecocollums and observe the ecosystems and ecosystem in action that they have built. Assign: Students need to bring materials for next class or give a list to me and I will bring at least the abiotic factors that they will need to get their projects going. Pose question: How do you know information is reliable? How could you use that information to help you do a project?

that they discussed as a group.

Draw: Students will draw the ecocollum that they want to create and list the biotic and abiotic factors that they will need to make it a reality.

Evaluate

Record Assignment: Students will record assignment and bring materials needed to next class.

How did I differentiate instruction?: This lesson is for all of my students and will help understand how separating good information from bad information is necessary to conducting scientific research. Students will work starting with themselves, transitioning to groups to teach each other, leading to groups that teach the class, then returning to personal understanding and mastery through homework assignment. I will monitor groups and assess interaction and understanding at each stage.

Lesson #4

Grade Level: 8th Grade Science Core Objective/Indicator: Standard 1: Students will understand that living organisms interact with one another and their environment. Concept Statement: Nutrients cycle in an ecosystem.

Learning Objective: Students will pair up. One student will look at a model of the nitrogen cycle and explain how to draw it to his companion. The companion will draw what is described by his partner. After the drawing is complete, both will draw the system and label it properly again on a piece of paper that will be turned in to be assed. The activity will be repeated for the phosphorus, water, and nitrogen cycles. Students will begin to assemble their ecocollumns.

Materials: Notebooks, dry erase markers, pencil, ecocollums. Mode of Inquiry: Observation Procedure 5 E Phase Engage Teacher will do Pose Inquiry Question? How does rain fall and get back up into the sky? Is it the only thing that has a cycle pattern in ecosystems?
Question: ask questions that lead students to other nutrient cycles.

Student Will Do Observing: Students participate by sharing existing knowledge and nutrients that cycle in an ecosystem Write: Students will record in journals what they saw for use later on in class. Predict: How do cycles impact ecosystems? Chalk draw (group): Students will draw what they think happened on their tables and show it to teacher.

Explore

Display: Dead bugs, grass, dirt, and soda bottle Question: where these things ever something else? How did they get there? Circle of life: Have students come up with a story that explains one of the items displayed- how it got there and where it is going.

Explain

INTRODUCE AND MODEL: -different cycles: nitrogen, phosphorous, carbon, water. Model Concept: I will draw cycles and realate them to the objects that I brought to class. Highlight: I will highlight examples from other students.

Chalk Draw 2: Students will take previous chalk draw and integrate it all energy cycles.

Record: Vocabulary terms and definitions as information is presented.

Elaborate

ActivityECOCOLLUMS Students will take information that they have learned and construct the

Analyze: LIST the nutirents that the their ecosystem is going to need and how they are going to let these nutrients cycle.

ABIOTIC factors of their ECOCOLLUM. *Assess student understanding

Record: Students will all record information compiled in journal for personal use later. Vocabulary will also be recorded. Construct: Students will begin to construct ecocollums.

Evaluate

Pose question: How does rain fall and get back up into the sky? Is it the only thing that has a cycle pattern in ecosystems? Assign: Bring biotic factors to next class.

Record Assignment: students will divide up needs of ecocollum and bring it to next class.

How did I differentiate instruction?: This lesson is for all of my students to increase their understanding of nutrient cycles within ecosystems. Students will work starting with themselves, transitioning to groups to teach each other, leading to groups that teach the class, then returning to personal understanding and mastery through homework assignment. I will monitor groups and assess interaction and understanding at each stage.

Lesson #5 Grade Level: 8th Grade Science Core Objective/Indicator: Standard 1: Students will understand that living organisms interact with one another and their environment. Concept Statement: Ecosystems are in a constant state of change

Learning Objective: Students will use data of various ecosystems (temperature, pH, etc.) to understand how biotic and abiotic factors interact. Students will come together into groups and discuss results of data together to enhance concept understanding. Activity: Students will assemble ecocollums and begin to observe biological interactions.

Materials: Notebooks, dry erase markers, pencil. Mode of Inquiry: Observation

Procedure 5 E Phase Engage Teacher will do Pose Inquiry Question? How long do conditions in an ecosystem remain the same? How would you measure the change that happens in an ecosystem?
TAKE A WALK: Ask students to list and describe the moving/non-moving things in the world around them (plants, rocks, dogs, birds). Probe for existing understanding (ecosystem, predator, prey, energy, etc.). How do they interact? Where does their energy come from? How many do you see? What do you not see that you predict is present in this ecosystem? Jokes: Do you see any plants eating people? Herds of cows eating small children? How does energy move through an ecosystem?

Student Will Do Observing: Students participate by sharing existing knowledge and listing biotic and abiotic components of an ecosystem. Write: Students will record in journals what they saw for use later on in class. Predict: How does energy move through an ecosystem?

Explore

Acknowledge: divide the board into two areas: living and non-living. Question: How do these things interact? What do you see more of? Question: What eats what? Question: Can you put these data into more specific groups? Question: what would happen to this ecosystem if you took away the sun? OBSERVE: How are students using their prior knowledge to group these data? *Assess student understanding

2 volunteers for shout out: one student will record class results for living and one for non-living items found during take a walk. Chalk draw (group): have students start to explore relationships based on what eats what.

Explain

INTRODUCE AND MODEL: -Energy Pyramid design and levels. - 10% Rule Model VOCABULARY: Sun, Trophic Level, Producer, Primary Producer, Secondary Producer, Tertiary Producer,

Chalk Draw 2: Students will take previous chalk draw and integrate it into an energy pyramid Enhance Understanding: Students will predict energy available and populations of

etc. Model Concept: I will draw an energy pyramid and put one item in each area from the data that students collected. I will explain the amount of energy that transfers from one level to the next starting will 698,700 k cal at the bottom. *Assess student understanding

organisms as they progress up an energy pyramid. Record: Vocabulary terms and definitions as information is presented.

Elaborate

Enhance Vocabulary: After reviewing class group collaboration I will enhance my food pyramid by assigning the following words to organisms in my energy pyramid: predator, prey, heterotroph, autotroph, biotic, abiotic. Activity: Draw a large energy pyramid on the board and list 100,000 kcal at the bottom. Divide the class into 4 groups. Assign: Group to trophic level. One group will explain one level by (1) listing organisms found in that level, (2) explaining if this level has autotrophs or heterotrophs in it, and (3) how much energy is available in this level of the food pyramid. *Assess student understanding

Analyze: students will collaborate by (1) analyzing the data collected, (2) compile information into trophic level assigned, (3) assign 3 group members to answer the three questions posed by teacher. Record: Students will all record information compiled in journal for personal use later. Vocabulary will also be recorded. Present: Students will orally present their findings in front of the class and fill out the energy pyramid one trophic level at a time. Draw: Students will draw the final energy pyramid product in journal.

Evaluate

Pose question: Do you know how energy moves through an ecosystem? Assign: Each student will select an ecosystem other than the desert and draw an energy pyramid with an initial kCal of 256,386,222 at the producer level. (1) What is the kCal at each level? (2) What organisms present in each level? (3) What would the hypothetical populations be? (4) Due beginning of next class. Record: What went well and what can be improved.

Record Assignment: Each student will record the information on the board in journal and complete by next class period.

How did I differentiate instruction?: This lesson is for all of my students and will help them master the concept of an energy pyramid. Students will work starting with themselves, transitioning to groups to teach each other, leading to groups that teach the class, then returning to personal understanding and mastery through homework assignment. I will monitor groups and assess interaction and understanding at each stage.

Lesson #6

Grade Level: 8th Grade Science Core Objective/Indicator: Standard 1: Students will understand that living organisms interact with one another and their environment. Concept Statement: The interaction of living things and their physical environment shape ecosystems. Learning Objective: Learning Objective #1: Activity: Take a walk. Students will walk around campus with teacher for 15 minutes and talk about the ecosystem they are a part of. Vocabulary will be introduced during walk. Students will return and break down an ecosystem by labeling the producers, primary consumers, secondary consumers, and tertiary consumers within it. Students will work together and create a poster that shows the relationship each level of the energy pyramid. Materials: Notebooks, dry erase markers, pencil. Mode of Inquiry: Observation Procedure 5 E Phase Engage Teacher will do Pose Inquiry Question? Assess student understanding
TAKE A WALK: Ask students to list and describe the moving/non-moving things in the world around them (plants, rocks, dogs, birds). Probe for existing understanding (ecosystem, predator, prey, energy, etc.). How do they interact? Where does their energy come from? How many do you see? What do you not see that you predict is present in this ecosystem? Jokes: Do you see any plants eating people? Herds of cows eating small children? How does energy move through an ecosystem?

Student Will Do Observing: Students participate by sharing existing knowledge and listing biotic and abiotic components of an ecosystem. Write: Students will record in journals what they saw for use later on in class. Predict: How does energy move through an ecosystem?

Explore

Acknowledge: divide the board into two areas: living and non-living. Question: How do these things interact? What do you see more of? Question: What eats what? Question: Can you put these data into more specific groups? Question: what would happen to this ecosystem if you took away the sun? OBSERVE: How are students using their prior knowledge to group these data? *Assess student understanding

2 volunteers for shout out: one student will record class results for living and one for non-living items found during take a walk. Chalk draw (group): have students start to explore relationships based on what eats what.

Explain

INTRODUCE AND MODEL: -Energy Pyramid design and levels. - 10% Rule Model VOCABULARY: Sun, Trophic Level, Producer, Primary Producer, Secondary Producer, Tertiary Producer, etc. Model Concept: I will draw an energy pyramid and put one item in each area from the data that students collected. I will explain the amount of energy that transfers from one level to the next starting will 698,700 k cal at the bottom. *Assess student understanding

Chalk Draw 2: Students will take previous chalk draw and integrate it into an energy pyramid Enhance Understanding: Students will predict energy available and populations of organisms as they progress up an energy pyramid. Record: Vocabulary terms and definitions as information is presented.

Elaborate

Enhance Vocabulary: After reviewing class group collaboration I will enhance my food pyramid by assigning the following words to organisms in my energy pyramid: predator, prey, heterotroph, autotroph, biotic, abiotic. Activity: Draw a large energy pyramid on the board and list 100,000 kcal at the bottom. Divide the class into 4 groups. Assign: Group to trophic level. One group will explain one level by (1) listing organisms found in that level, (2) explaining if this level has autotrophs or heterotrophs in it, and (3) how much

Analyze: students will collaborate by (1) analyzing the data collected, (2) compile information into trophic level assigned, (3) assign 3 group members to answer the three questions posed by teacher. Record: Students will all record information compiled in journal for personal use later. Vocabulary will also be recorded. Present: Students will orally present their findings in front of the class and fill out the energy pyramid one trophic level at a time. Draw: Students will draw the final energy pyramid product in journal.

energy is available in this level of the food pyramid. *Assess student understanding Evaluate Pose question: Do you know how energy moves through an ecosystem? Assign: Each student will select an ecosystem other than the desert and draw an energy pyramid with an initial kCal of 256,386,222 at the producer level. (1) What is the kCal at each level? (2) What organisms present in each level? (3) What would the hypothetical populations be? (4) Due beginning of next class. Record: What went well and what can be improved. Record Assignment: Each student will record the information on the board in journal and complete by next class period.

How did I differentiate instruction?: This lesson is for all of my students and will help them master the concept of an energy pyramid. Students will work starting with themselves, transitioning to groups to teach each other, leading to groups that teach the class, then returning to personal understanding and mastery through homework assignment. I will monitor groups and assess interaction and understanding at each stage.

Standard IV- Analysis of Student Learning

Assessment Project Assessment Project This was an eye opening project for me. I never had an idea concerning how much work goes into the creation of tests and how they are broken down. I appreciated this experience because it helped me gain an understanding of why certain questions are asked and what kind of information you can get by compiling all the data to get a better picture of the class performance as a whole. The following is a breakdown

of how my class performed. If I could do it all over again I would have the class take this on a positive note, this class was a little out of control. 3 Content Domains Enduring- 49%. Important-64% Familiar- 67% 3 Cognitive Domains Applying-74% Knowing-64% Reasoning-30% My students performed best in the content domains of Important and familiar, however, enduring was very low. I feel that I could have improved the activities in my own classroom and produced a better score in the end. Most of the instruction was driven by my teacher and there was not a whole lot that I could do about it.

My students performed best in the applying and knowing categories of the tests but failed miserably in the reasoning section. This seems to trend with the national average and is something that I would like to address in my own classroom by doing more open ended activities that require writing and application. I think that students are trained to well to be sheep by the end of the secondary schooling and need more opportunities to think about how science can be used in multiple scenarios. I apologize for the brevity of the analysis, however, life does not always give us the perfect scenario. I have been extremely sick the past week and had some technology battles that prevented me from

Standard 4: Reflection
Reflections on Becoming a Teacher

The contents of my eportfolio are aligned with the model standards of DSU Department of Education, and are a reflection of my educational journey as a beginning teacher. It is important to verify that I am a competent, caring, and qualified educator; and the documents that I have included show the progressive understanding and maturity that I have gained to prove that I am indeed everything that can be expected of beginning educator. The following paper is a point by point reflection of how I have demonstrated competence through each model standard and Standard one is Diversity(DMI Diversity is a tool for my students to be aware of the world around them and draw strength from the differences of others. I have gained my education studying in three different nations(Unites States, Brazil, and Navajo Nation). Without experiencing the differences of other cultures I would not have a deep love and appreciation for my own. I have learned English, Brazilian Portuguese, and Spanish from communicating and experiencing the cultures of other people. By letting my students interact and share their culture, ideas and individual differences with each other I believe my students are setting themselves for true learning opportunities and engendering a commitment to humanity in the communities that they are a part of. I received an A- in diversity class and for my artifact I interviewed my friend who is deaf and talked with him concerning school integration and how public schools have helped him gain an education. Effective Pedagogy (DM2)As a guide on the Colorado River, I learned how hands on application is best way to experience science and biology. Tourists came from every country of the world to learn about the Grand Canyon's History, Geology, and Biology.. During my education technologies class I learned how to present through Prezzi and Screen Cast to better my ability to increase my instruction through a new forum. S-Subject Matter (DM3) Demonstrates confidence, subject matter knowledge, uses instructional strategies to engage

students in inquiry thinking, and pursues learning to advance professional practice.I will graduate this Spring 2014 with a degree in Biology for secondary education. It has been a long process, however, I am so grateful to be at this point. This journey has given me an appreciation for the world that I live in and the community that I am a part of. I have been actively involved in my community to promote higher education and scientific efforts to advance both economic and educational opportunities for everyone in our region. E- Environment (DM4) I have written a comprehensive CMP that is 26 pages long and look forward to applying it in my future classroom. Classroom management is the "how I lead" of teaching in a classroom setting. Without good management, there is no way that my students can feel safe in expressing content knowledge or feel security in exterior settings. Reflective(DMS5) I am 31 years old and back in college, any more proof needed that I am a life-long learner?! I have come back to the educational realm of our world because I wanted to grow and improve myself. It is important to be a caring professional. I am currently volunteering my time serving youth in my church and I am also a trained varsity scout master. I have also learned how to be respectful of other cultures by experiencing them first hand and learning how to be sensitive the cultural exceptionalities. I have learned that assessment of students is very individualized. In my experience I have given a general policy that covers 80% of my students, and modified assessment for 20% of my students through oral, written, and additional assignments. In my limited time as a teacher I felt the excitement of a student that raises her grade from a 52% to a 58% and felt just as excited as I did for the student that raised her grade from a 98% to a 99%! Each classroom is much the same way and I have modified class instruction based on pre-tests and essays. Watching children increase their personal understanding and elevating their personal expectation of success is the lifeblood of a happy teacher. As my students succeed, so will I.

To be qualified- what a goal! I have learned so much gaining this degree and have passed through experiences that have developed me into a qualified teacher. I have passed through DSU education department and have been taught by the leading professionals of Southern Utah and they have followed all the requirements that are recommended by the state of Utah. I have completed my student teaching and have personal experience teaching and managing a real classroom. Above all, I have a high personal efficacy that I am the best teacher the world has ever seen. If you get a chance to review this paper before I am hired, you better act quickly before Im gone! Without a doubt, I am excited and ready to teach. I understand that the professional standards taught by DSU are articulated to ensure a sound development of all aspiring teachers and can certify that I have met state and national standards expected of all teachers. The purpose of amassing a collection of my work known as an eportfolio is to give tangible evidence to support by professional instruction and personal experiences that can be viewed and measured by anyone weighing my value to their future school. With all that I have provided and experienced, I look forward to being mentor to the growing community that I am to be a part of and watch my students evolve from kids, to adults, and beyond. The conclusion of this paper marks the begging of what I know and what I hope to achieve as a teacher- to be known as a competent, caring, and qualified educator

Apendix AAll resources were used from PINE VIEW MIDDLE SCHOOL SCIENCE DEPPARTMENT with the permission of Shaun Jaggi

Appendix B- Copies of Pre/Post test and/ or formative assessments used

Standard IV- Analysis of Student Learning This is the pre-test that I used in one of my classes

Forces, Energy & Motion Chpts. 3 & 4 Test (20 Questions)

1. How does a lever allow a weight to be lifted that is too heavy to be lifted without a lever?

A. It contains energy to do the lifting and reduce the distance traveled. B. It reduces the weight of the object making it easier to lift. C. It reduces the force needed but increases the distance it is applied. D. It reduces the mass of the object and decreases the distance.

Use this diagram to answer the next question:

2. What is the mechanical advantage of this lever?

A. .5 B. 1 C. 2

D. 50

3. Which drawing shows a lever that would need the least effort force to lift the weight? (The weights are the same)

4. A student learned about levers in science class. Using this knowledge, which tool should the student chose to help move a large rock?

A. a hammer. B. a Phillips screwdriver C. a short-handled shovel. D. a long-handled shovel.

5. As a basketball bounces, the height of each bounce is lower than the previous bounce. How can this be explained?

A. by the amount of air pressure in the basketball B. by the type of material the ball is made from C. by friction acting on the ball D. by the hardness of the flooring material

6. Which is a way people try to increase the friction on a car?

A. add motor oil

B. add gasoline C. buy new tires D. clean the windows

Use this picture to answer the next two questions:

7. What is a task this machine is performing? It begins at A near the mans spoon.

A. Fanning the man B. Feeding the man C. Telling time D. Filling the bucket

8. This cartoon is a joke but illustrates an important point about the relationship between simple machines and complex machines. What is the relationship?

A. machines can do anything people want them to B. simple machines are made of many complex machines. C. complex machines are made of many simple machines. D. simple machines do tasks that complex machines cannot.

9. What produces motion for an object?

A. balanced forces B. unbalanced forces C. moving forces D. frictional forces

10. What does a simple machine do to the forces that create motion?

A. Changes the amount of energy and the friction due to motion. B. Changes the amount of force and the speed of the motion. C. Changes the direction of the forces or the distance it is applied. D. Changes the energy that causes the motion to occur.

11. What type of energy is stored in a stretched elastic cord?

A.

nuclear

B. C. D.

potential kinetic chemical

Use this diagram of a roller coaster for the next question.

1 2 3

12. Where along the roller coaster track does the rider have the greatest amount of kinetic energy?

A. B. C. D.

position 1 position 2 position 3 position 4

13. What type of energy conversion occurs when logs burn in a campfire?

A. B. C. D.

mechanical energy to nuclear energy heat energy to mechanical energy chemical energy to heat energy electrical energy to chemical energy

14. Which of the following is an example of light energy being changed to chemical energy?

A. a solar panel that charges a battery B. a flashlight with rechargeable batteries C. a switch that flips up to turn on a light D. food that is eaten to provide mechanical energy

15. How do humans most often sense light energy?

A. with our skin B. with our eyes C. with our ears D. with our nose

16. How do humans most often sense heat energy?

A. with our eyes B. with our skin C. with our ears D. with our nose

17. A snake comes out of its hole in the morning and warms itself on a rock. What has the snake responded to?

A. the smells and sounds of morning

B. the spinning of Earth on its axis C. moisture in the soil D. heat and light from the sun

18. How do plants respond to light?

A. they do not respond to light B. their roots move the plant away from the light C. their leaves grow toward a light source D. they store kinetic energy from the light.

19. The Hubble telescope has allowed scientists to see more detailed objects in space. What allowed this progress to occur? Scientists developed

A. large, highly accurate, polished lenses for telescopes B. radios that can hear sounds from the original explosion of the universe. C. cars are able to travel faster and are safer for the passengers. D. microscopes can see much smaller objects than ever before.

20. Two scientists wish to measure the speed of sound. Scientist I measures how long it takes a sound to travel a large distance. Scientist II uses technology to measure the length of the sound wave and calculates how fast it must be traveling. Which scientist is using the correct method?
&

A. scientist I because speed is measured in time and distance. B. scientist II because technology makes measurements more accurate. C. both are because there are many ways to a answer scientific questions. D. neither, the speed of sound varies from one place to another.

This is the post test

Forces, Energy & Motion UNIT FINAL (40 questions) *the first 20 are the same as the pre-test!

Use the figures below to answer the next question. All pictures are drawn to the same scale.

Figure 1

Figure 2

Figure 3

Figure 4

1. Which one has the highest frequency?

A. Figure 1 B. Figure 2 C. Figure 3

D. Figure 4
2. What happens to the noise level of a sound wave as the amplitude increases?

A. More complex pitches develop

B. Remains the same C. Decreases D. Increases

Use the chart below to answer the next question

Substance

Speed

Air at 25C 3. What is the relationship between the speed of sound and the density of the substance it travels through? Steel Water at 25C

346 m/s

1498 m/s

5200 m/s

A. Sound travels the fastest in gas mediums B. The less dense the medium, the faster it travels C. The density of the medium does not affect the speed of sound

D. The more dense the medium, the faster it travels

4. How are sound and light waves different?

A. Sound has wavelengths, light does not B. Sound can be measured, light cannot C. Light travels through space, sound cannot D. Light travels more slowly than sound

5. You can estimate how far away a lightning bolt strikes by counting the seconds between seeing the lightning and hearing the thunder. Why does this work?

A. sound waves travel more slowly through air than light waves. B. sound waves travel slowly through the ear canal before they can be heard. C. sound waves cannot travel through empty space, they need a medium. D. sound waves spread out from a source in circles and light does not.

6. What happens to the amount of energy in waves as they travel away from their source? The energy

A. becomes lost forever as the waves disappear. B. becomes less and less as it is spread out C. is narrowed to a focus point and becomes very intense. D. travels until the waves are able to strike a surface.

Use this picture to answer the next two questions:

7. Which correctly matches the type of heat transfer with the letter in the diagram?

A. A = convection, B = conduction, C= radiation B. A = conduction, B = radiation, C = convection C. A = translation, B = radiation, C =conduction D. A = radiation, B = conduction, C = translation

8. What is another example of the process at A?

A. hot air rising to take a balloon into the sky B. burning yourself on a hot stove burner. C. sitting out in the sun and getting a sunburn D. using electricity to turn a computer on

9. How are a raindrop and a glass prism alike?

A. they are shaped like a pyramid B. they are made of water and air C. they fall from the sky

D. they separate white light into colors

10. What does white light traveling through a prism show?

A. light moves extremely fast B. light can go through glass C. light is composed of different wavelengths D. light is found in all places in the known universe

11. When does the mass of an object change?

A. When matter is taken away or added B. When gravity on the object changes C. When it undergoes a physical change D. When friction acts on the object.

12. Which measurement do scientists use to most accurately describe the amount of matter in an object?

A. Density
B. Weight C. Mass D. Volume

13. Which of the following objects has the greatest amount of gravitational force acting on Earth?

A. A kick ball
B. A bowling ball C. An 8th grade student D. A car

Use the chart below to answer the next question.

Planet Mass of a golf ball Weight of a golf ball Earth Mars Jupiter Pluto on that planet 0.045 kg 0.045 kg thplanet 0.045 kg 0.045 kg on that .441planet N .169 N 1.12 N .026 N

14. Which planet has the strongest gravitational force according to the data given?

A. Earth B. Mars C. Jupiter D. Pluto

15. As the distance from an object increases, the amount of gravitational force felt by the object

A. increases
B. decreases C. stays the same D. disappears

16. Isaac Newton may have started thinking about the laws of gravity when he watched an apple fall off a tree. What would this illustrate about the way scientists work and learn?

A. understanding gravity requires using the scientific method. B. scientific discoveries are made in many ways. C. most scientific discoveries are made by accident. D. scientific discoveries are made following specific steps.

Students use blocks and a plank of wood to design a bridge. Their models are below. Use them to answer the next two questions.

17. Which bridge design is best for supporting a load?

A. A, it has the highest surface area for the amount of support B. B, the support blocks are an equal distance apart C. C, the blocks are the closest together.

D. D, it has the most support for the load. 18. What force do the bridges need to overcome?

A. gravity B. mass C. push D. pull

19. How does understanding gravity help a chair designer?

A. the chair must be attractive enough for people to want to buy it. B. the chair must be strong enough to hold peoples weight. C. the chair must be made out of materials that are easy to find. D. the chair must be the same shape as other types of chairs.

20. Catapults were early weapons that used a lever to overcome gravity to launch an object. What happened to the design of catapults as time went by?

A. catapults were made to work without using leverage. B. a completely new design made it work without adding energy. C. catapults were designed to work without using gravity. D. new types were made with different materials and shapes.

21. How does a lever allow a weight to be lifted that is too heavy to be lifted without a lever?

A. It contains energy to do the lifting and reduce the distance traveled. B. It reduces the weight of the object making it easier to lift.

C. It reduces the force needed but increases the distance it is applied. D. It reduces the mass of the object and decreases the distance.

Use this diagram to answer the next question:

22. What is the mechanical advantage of this lever?

A. .5 B. 1 C. 2 D. 50

23. Which drawing shows a lever that would need the least effort force to lift the weight? (The weights are the same)

24. A student learned about levers in science class. Using this knowledge, which tool should the student chose to help move a large rock?

A. a hammer. B. a Phillips screwdriver C. a short-handled shovel. D. a long-handled shovel.

25. As a basketball bounces, the height of each bounce is lower than the previous bounce. How can this be explained?

A. by the amount of air pressure in the basketball B. by the type of material the ball is made from C. by friction acting on the ball D. by the hardness of the flooring material

26. Which is a way people try to increase the friction on a car?

A. add motor oil B. add gasoline C. buy new tires D. clean the windows

Use this picture to answer the next two questions

27. What is a task this machine is performing? It begins at A near the mans spoon.

A. Fanning the man B. Feeding the man C. Telling time D. Filling the bucket

28. This cartoon is a joke but illustrates an important point about the relationship between simple machines and complex machines. What is the relationship?

A. machines can do anything people want them to B. simple machines are made of many complex machines. C. complex machines are made of many simple machines. D. simple machines do tasks that complex machines cannot.

29. What produces motion for an object?

A. balanced forces B. unbalanced forces C. moving forces D. frictional forces

30. What does a simple machine do to the forces that create motion?

A. Changes the amount of energy and the friction due to motion. B. Changes the amount of force and the speed of the motion. C. Changes the direction of the forces or the distance it is applied. D. Changes the energy that causes the motion to occur.

31. What type of energy is stored in a stretched elastic cord?

A. B. C. D.

nuclear potential kinetic chemical

Use this diagram of a roller coaster for the next question.

1 2 3

32. Where along the roller coaster track does the rider have the greatest amount of kinetic energy?

A. B. C. D.

position 1 position 2 position 3 position 4

33. What type of energy conversion occurs when logs burn in a campfire?

A. B. C. D.

mechanical energy to nuclear energy heat energy to mechanical energy chemical energy to heat energy electrical energy to chemical energy

34. Which of the following is an example of light energy being changed to chemical energy?

A. a solar panel that charges a battery B. a flashlight with rechargeable batteries

C. a switch that flips up to turn on a light D. food that is eaten to provide mechanical energy

35. How do humans most often sense light energy?

A. with our skin B. with our eyes C. with our ears D. with our nose

36. How do humans most often sense heat energy?

A. with our eyes B. with our skin C. with our ears D. with our nose

37. A snake comes out of its hole in the morning and warms itself on a rock. What has the snake responded to?

A. the smells and sounds of morning B. the spinning of Earth on its axis C. moisture in the soil D. heat and light from the sun

38. How do plants respond to light?

A. they do not respond to light

B. their roots move the plant away from the light C. their leaves grow toward a light source D. they store kinetic energy from the light.

39. The Hubble telescope has allowed scientists to see more detailed objects in space. What allowed this progress to occur? Scientists developed

A. large, highly accurate, polished lenses for telescopes B. radios that can hear sounds from the original explosion of the universe. C. cars are able to travel faster and are safer for the passengers. D. microscopes can see much smaller objects than ever before.

40. Two scientists wish to measure the speed of sound. Scientist I measures how long it takes a sound to travel a large distance. Scientist II uses technology to measure the length of the sound wave and calculates how fast it must be traveling. Which scientist is using the correct method?

A. scientist I because speed is measured in time and distance. B. scientist II because technology makes measurements more accurate. C. both are because there are many ways to a answer scientific questions. D. neither, the speed of sound varies from one place to another.

Appendix C:
Select one assessment example from three students (high, medium, and low scores) that could include your sub-category groups of students On one test, three students scored 50%, 79% and 100% respectively. My subcategory group was a latino boy that struggled understanding the questions. On his retake, I read the questions to him and he explained it in his own words- scored much higher on the retake. My 79% student I assigned him questions on the review and had him do a 5 minute review of concepts before the test- he improved. My advanced student after the test I pulled him aside

and asked him which questions were the hardest and how I could make the test more challenging- he stayed engaged in the class.