Portfolio Exemplar Cover Sheet Teacher Candidate: Title of Exemplar: Portfolio Category: Donovan Martinez Floating Paperclips I II x III

IV V Cohort #: 414

ACEI Standard: Instruction ACEI Standard Element(s): ACEI 3.2 Assessment for Instruction-Candidates understand how elementary students differ in their development and approaches to learning, and create instructional opportunities that are adapted to diverse students. Semester: Spring 2014 1. Date: February 27, 2014

Description of exemplar and how it demonstrates meeting this ACEI Standard and Element(s). This exemplar was created while I was in my 5th grade SPED placement. Although I was in a resource room, I was also given the opportunity to push-in to the general education classroom and was given the opportunity to teach lessons there. This lesson was created with such diverse student needs in mind. For my SPED students, they were given pre-taught vocabulary terms to familiarize them with the content. They were also provided with preferential seating and extended time for response. For my ELL students, I provided key terms and visuals on the board. My struggling students were allowed to verbally explain to myself the scientific process and the observations. For my accelerated learners, I allowed them to test different variables and to also come up with ideas for a follow-up experiment.

2.

Reflection on my professional growth in knowledge, skills, and dispositions related to this ACEI Standard and Element(s). My professional growth in knowledge of instruction grew significantly while teaching this lesson. It was a great opportunity to see my students actively engaged, interested, and following directions. My students were intrigued by the experiment and were excited because they created this experiment and were excited to actually test it out. I was able to develop my skills in instruction from the resources I found online. This also helped me gain knowledge of the concept and helped me provide my students with information and also answers to their questions. My growth in disposition related to instruction is evidenced by my execution of planning and preparing for this lesson. My lesson flowed smoothly and I was at ease teaching it because of my preparation. The more you are invested in your lesson, the more natural it becomes to you to teach it.

Dual Prep Lesson Plan Format Teacher Candidate Name: Donovan Martinez Cohort #: 414 Todays Date: 2/25/14 Lesson Title: Floating Paperclips CCSS Content Area: Science Grade Level: 5 Teaching Date: 2/27/14 3/06/14 Mentor Teacher: S. Mahoney (J. Yamane)

Step 1Desired Results (what students will learn) A. Brief narrative overview of lesson In this lesson, students will review the definition of variables, identify variables in a scientific experiment, and recognize the importance of controlling variables through drafting a scientific experiment. Students will be able to answer the questions: What is a variable? Why is it important to control variables in scientific experiments?

B. HCPS III Standards Strand The Scientific Process Standard 1: The Scientific Process: SCIENTIFIC INVESTIGATION: Discover, invent, and investigate using the skills necessary to engage in the scientific process Topic Benchmark SC.5.1.1 Scientific Inquiry Identify the variables in scientific investigations and recognize the importance of controlling variables in scientific experiments The student: Identifies variables in a scientific investigation and describes why the variables need to be controlled.

Sample Performance Assessment (SPA)

C. General Learner Outcome (GLO): GLO #1: Self-directed Learner GLO #3: Complex Thinker GLO #5: Effective Communicator

D. Hawaii Teacher Performance Standard: InTASC Standard 4. Content KnowledgeI4a. The teacher effectively uses multiple representations and explanations that capture key ideas in the discipline, guide learners through learning progressions, and promote each learners achievement of content standards I4b. The teacher engages students in learning experiences in the discipline(s) that encourage learners to understand, question, and analyze ideas from divers perspectives so that they master the contents E. IEP Annual Goal/Objective(s) for SPED students with mild/moderate disabilities Student Initial(s) KW ZM Step 2Assessment Evidence A. Performance Task Students will identify variables and explain why it is important to control variables in a scientific investigation. Students will draft a scientific experiment that includes using and observing variables B. Performance Criteria Completed Scientific Method worksheet IEP Goal/Objectives(s)/ (Standard if different from B. above N/A N/A

Step 3Active Learning Plan Write a detailed sequencing of your student-centered lesson. If students with severe disabilities are included in the group, embed individualized objectives into the general procedures and describe the individualized prompting, correction, and reinforcement procedures (see attached format). Procedures Attending Cue e.g., How will transition from prior activity be made? How will students attention be captured prior to the lesson? Anticipatory Set e.g., Teacher will Signal to the class to call their attention with a clap. Your desks should be clear with only a pencil and eraser out. The past two science lessons with Student will Stop talking, face the teacher, and get ready to learn. Have their desks cleared and will be ready to learn. Listen attentively.

Introduce desired results; ask essential question; connect with student experience. Is this review or new info? How does lesson link to previous learning? Is pre-assessment necessary? How will lesson be presented?

me, we practiced using the Scientific Method with simple experiments. Our main focus was to familiarize ourselves with the whole process of the Scientific Method itself. During the last science class, you all drafted your own science experiments based on my demonstration. There were many great questions asked, but we narrowed the experiments down to one based on question, hypothesis, materials, and procedures. That experiment belonged to Levi. There were a few with very similar questions, but we selected his because it was simple and clearly explained. His experiment, Floating Paperclips, asked the question Does soda with bubbles make the paperclips float better/easier than water? Were going to go over his experiment together and make some minor revisions to make it even stronger. We will test this experiment during the next science class.

Modeling e.g., What/how will you model? How will you support students to activate their own thinking? Guided Practice e.g.,

Display Scientific Method worksheet on the overhead. Go over each section/heading with class and ask if revisions are needed to make it a stronger experiment. Make corrections/revisions to the Raise their hands and give suggestions for revisions to the experiment. Students will fill in

How will students practice the learning? How will you prompt? What are you doing for formative assessment? What corrective feedback will you provide?

Scientific Method worksheet. How will we measure what better/easier looks like? What do we want to observe? We will need to make a table to record our data. Refer to the overhead and create a data-recording sheet together by asking students what we will put into our table.

corrections/revisions accordingly. Raise hands and give their response.

Raise their hands and give their suggestions on what information will be put into the data-recording sheet. **(Continued on March 6th)**

Independent Practice e.g., How will students demonstrate ability to perform skill independently?

**(Continued on March 6th)**

Have the leader of each table group Retrieve materials to retrieve materials needed for the and place them at experiment. their table group. Now following our procedures, go ahead and conduct your experiment, be sure to observe and collect data. Follow the procedures and record data.

Assessment EvidenceSummativee.g., How will you do the summative assessment to determine to what degree lesson and IEP objectives have been accomplished? What parts of their learning will students self-assess? Closuree.g., How will you summarize the lesson, including revisiting the Understanding and Essential Question?

So, were we able to prove our hypothesis? Why or why not?

Students will raise their hands and answer the questions respectively. (Answers will vary) Students will raise their hands and answer the question. (Answers will vary)

(If not), What could we have changed to possibly prove our hypothesis?

Now after doing so much in Turn and talk with strengthening our knowledge and their neighbors and application of the Scientific discuss Method, I want you to turn and talk to your neighbor and discuss why its important to put all that work

How will you connect this lesson to future learning?

into producing and conducting an experiment. Make sure you talk about the variables within the experiment and how that may have affected the outcome. Now, give me a thumbs up if you think your partner understands why its important to put all that work into producing and conducting an experiment, thumbs to the side if they kind of have an idea, or a thumbs down if they dont understand. Show their understanding using thumb signal.

Modifications/Adaptations SPED: Describe in detail what modifications/adaptations you will provide to support learning. Student A Student B Additional teacher supports, extended wait time for responses. Additional teacher supports, extended wait time for responses.

Gen Ed: Differentiation Plan for the General Education classroom, non-IEP students. Identify the type of need (e.g., ELLs, gifted students, reading needs, etc.) List the type of differentiation (learning environment, content, process, or performance task) and tell how you will differentiate (e.g. change seating, give a more advanced/simpler reading assignment, etc.) Provide key terms written on board, diagrams if/when needed. Give them additional variables to test, such as other materials instead of paperclips. Struggling students can verbally explain to a teacher what they hypothesize, what

ELLs Accelerated Learners

Struggling Students

they observe, etc. A. Materials to have ready: Pencil and eraser Scientific Method worksheet 4 plastic bowls 24 paperclips water soda B. Approximate time needed for lesson: 2 class periods of 50 minutes each C. Resources (where I got my ideas): "Make a Paperclip Float." Science Bob. N.p.. Web. 11 Feb 2014. <http://www.sciencebob.com/experiments/pennychem.php>.