PSU

TEACHER WORK SAMPLE

TEMPLATE

Your First and Last Name:

Victoria Davis

Date Submitted: November

21, 2017

District where you completed

the TWS: USD 232

Name of School Building

where you completed the
TWS: Clear Creek
Elementary

Content Area of your TWS:

Science

TWS Unit Topic: Matter

Grade Level of the Classroom

/ Students in Which the TWS
Unit Was Completed: 2nd
Grade

Pittsburg State University Teacher Work Sample 1

 I. Contextual Information and Learning Environment Factors

A. Narrative General Contextual Information for Community, District, and School (limited to 1 page)
The community that Clear Creek Elementary is in, is a high SES community. My school is located in the Johnson County area of Kansas, and is
located in the town of Shawnee, KS. Most of the students come from supportive families. Some students come from a divorced family, or come
from a low SES family. There are no ELA students in my classroom. Every student does speak English as their first language. The community is a
great community to live in. The students seem to be happy with living in this town. They all seem to enjoy school. The families that they come
from are always volunteering at my elementary school. The school is one of the higher scoring schools in the Desoto School District. The students
in second grade have a 20.23% results for science. I do not think that this is bad, because they only get four different science units for the whole
year. My students showed a lot of interest in science while I started teaching this unit. I knew that my students are going to show success in this
unit, because they gave such a huge interest while we started discussing the beginning of this unit. My students did work extremely hard to get
their test scores up. They were working hard during this unit, and showed interest in science. I wish we had more of a chance to work on science in
our classroom. My students need this in order, to grow more of an interest in our science unit. Doing this will make them more successful as they
grow, and get into the higher grade levels.

Table 1.1 Class Contextual Information (limited to 1 page)

Grade level: 2nd grade Content area (e.g., mathematics): Science Topic (e.g., geometry): Matter
Age range of students: 7-8 Number of male students: 15
Total number of students: 24 Number of female students: 9
Percentage of students receiving free lunch 7% Percentage of students receiving reduced lunch 7%
[if free/reduced lunch information not available for class, provide school percentages]
Area in which students live (check all that apply) Urban _____ Suburban 24 Rural ______
Ethnicity of students (give numbers) 2 African American or Black 1 Hispanic or Latino
0 Native American/Alaskan Native 21 White
0 Asian or Pacific Islander 0 Other (specify): NA
Language proficiency of students (give 24 Fluent English Proficient 0 English Language Learners
numbers)

Pittsburg State University Teacher Work Sample 2

 Identified special needs categories
represented (give numbers)
_______ Specific Learning Disability 4 Speech/Language Impaired
_______ Hard of Hearing _______ Visually Impaired
_______ Deaf _______ Orthopedically Impaired
_______ Deaf-Blind _______ Emotionally Disturbed
_______ Other Health Impaired 1 Autism
_______ Multiple Disabilities _______ Mental Retardation
_______ Brain Injury _______Gifted
_______ Established Medical Disability (0-5 yrs) _______ Developmentally Delayed
_______ At risk for developmental disabilities 1 Other (Specify) Behavior IEP

Subgroup Selected (describe the group): The subgroup that I selected were the 9 female students in my class. There are 2 students who
are on the lower level academically. The other 7 are average or above average. Most of these female students enjoy learning new material,
but occasionally the two students who do struggle, I will have to work one-on-one with them to make sure they can comprehend the
information being taught in the matter unit. The other 7 female students, I do not think they will have a problem with the material. I know
that I will also have to focus my attention to the 7 female students to make sure they do not start to fall behind during this matter unit.

Rationale for Selection: I wanted to focus my attention to the 9 female students, because I was curious if they would enjoy science. When
I have taught science in the past before, I notice female students do not have a huge interest in science when I have taught this subject. This
will let me know if this group of female students will enjoy science. Matter is a great unit to begin an interest in science, because matter is
a simple area to comprehend for most students.

Provide appropriate charts/graphs to display demographic data for district, school, and classroom in Appendix A.

Table 1.2 Student Characteristics for Whole Class (limited to 1 page)

Student Characteristics Specific Descriptions

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Intellectual Characteristics
- Including readiness,
cognitive abilities, learning
needs, developmental levels,
etc.
Previously demonstrated
academic performance/
ability:
% Above standard 13%
% Meets standard 79%
% Below standard 18%
Social Characteristics
- Including emotional,
attitudinal, motivational,
transitions, etc.
Personal Characteristics
- Including physical, social,
individual experiences,
talents, language, culture,
family and community
values, etc.
Pittsburg State University
This class does well in the morning time with behavior. Once, lunch is over the students start to get off task and they
talk a lot. Redirection is simple, but they get off task easily again. Almost all of the students do well in all subjects.
There are a few students who need extra help outside of the classroom. They may go see the reading specialist or the
speech therapist. Generally, all of the students do well academically. Behavior, wise my group of students that I am
working with are immature for the second grade. They are always off task, and it is hard for them to follow simple
directions.
Academically the students average, meets standards. These students typically do well in reading and math. I notice
that these students do answer questions, when they are positive their answer is correct. When they are unsure they are
shy and do not tend to answer those questions. I do work with these students, to make sure they are staying on the
right track and not falling behind. There are a select few who are above standards. In the classroom, I notice the ones
who are above the standards during learning times. These students are the ones who are always willing to raise their
hands, and have an answer, not matter if it is correct or not. These 13% are students, who are in the higher
academically, almost every subject comes easy to them. I do work with these students in groups, and we work on
more difficult assignments together, in order to challenge them more. My group of students who are below standards,
are 18% of my class. They tend to get off task during any lesson, and I tend to redirect during learning times. They
are more of the class clowns in this group. When, I ask a question in class, they never want to raise their hand. To
hear what they are thinking the answers are, I will draw sticks or randomly call on students. Every day, I have to
work with these students in smaller groups. They need the one-to-one time to understand a concept. Typically, I will
teach the material in a different way, or use differentiation to see, if I can get the students to better understand the
material, and be more successful in the classroom.
Students in this class are all social, except for student 10. He is shy, and doesnt like to stand out in the classroom.
During recess time, he stands and watches the other students play. All of the other students, do get along with him.
They enjoy including him, and asking him to play or join their groups. Most of the time, he will tell them no. There
are a few students who are not motivated to get work done. They often will sit at their desk, when they are supposed
to be working. Constantly, I am reminding these students to continue to do their work. I noticed that these students
need an extra reminder, that school work is important and it does need to get done. Overall the students have a great
attitude about learning and being in school. There are some days that I hear my students say, that they do not want to
be at school or that they would rather be doing a different assignment. When we have transitions between subjects,
this is when my class likes to start talking. I do have to give redirection to students to make sure they are following
instruction.
The students are extremely social, and active in this classroom. They are always wanting to do something, whether it
is working hard or if they are trying to chat with their peers. When it comes to being physical, almost all of my
students do some type of sport outside of school. For my students to do this, I think that it is great. This group has so
much energy built up, and this is a fantastic way for them to burn off that energy. All of my students, speak English
as their primary language. These students tend to value their families a lot. Every week, I go around the class and ask
Teacher Work Sample 4
 what my students did over the weekend. Every student has the response, I spent time with my family. My students
tend to value the community. Their families are typically involved in something that is going on in the community.

B. Narrative: Implications for Whole Class Instruction Based on Information from Table 1.2 (limited to 1 page)
This group of students is a class that enjoys talking and getting off task. You must be able to have great classroom management strategies in order
to maintain these students. Having control of this group will be better for instruction. If you lose control of the class, then you will not give them
an efficient learning experience. I do agree that they enjoy being social, but it does impact their learning. I have been working with my students,
making sure my students know when there is a time to talk, and when there is not a time to talk. They have seemed to be picking up on when not to
talk. To get their attention, I do call backs with them so they know that I need their attention. With my students who need more support with
learning, they tend to get off task and be class clowns. These students, I am constantly working with so they can be successful in the classroom.
When I have to work with the students who are at a lower level in a smaller group, they tend to get embarrassed because they do need that extra
support and they think that their classmates will judge them for needing extra help. Students who are meet the standards tend to be right on track. I
still meet with these students just to make sure that they are on grade level, and I even try to push them to work harder in the classroom. Doing this
will give these students challenge. They are doing well in the classroom, but I can tell they may get done with assignments early, and occasionally
they ask to do harder problems. The students who are above standards, they are always trying to shout answers out loud without raising their
hands. I have to remind them to please raise their hand. These students are always needing to get challenged in the classroom, and I tend to ask
them questions that are not listed in my lesson plans in order to challenge these students. I am curious to see, if these students are willing to raise
their hands, or if they are wanting to answer these harder questions. My students who meet standards, typically are the students who will raise their
hand, but if there is a challenging question, these students might hold back on answering these questions. Typically, all of my students are social.
They enjoy being friends, and helpful with one another in the classroom. Student 17, is always making sure to help Student 20. Student 20 is my
student who has Autism. Everyone seems to get along with Student 20, and they are friends. All of my students, are fluent English speakers. None
of them speak a second language at home. They all do come from different cultures though, and they do not let that bother them at all. My students
are all from the Shawnee, KS area, and they live in Johnson County. My students come from families that care about them. They never seem to
come to school frustrated or upset.

C. Sub- Groups/Students Information

Describe this
Why was this
subgroup/student
subgroup/student What was learned about this subgroup/student?
using information
selected?
from Table 1.1
Focus Student 20 Student 20 was chosen Intellectual: Student 20 is smart. He understands everything that is being
SUBGROUP because he is Autistic. taught. He enjoys going up to the board to show his answers. Assignments show
or He often has trouble that he is doing great and showing that he is comprehending the information. His
FOCUS following direction, pre-test score was a 38.5%. His post-test score was 92%. Being able to show
STUDENT and staying in his seat. growth in this matter unit was a great experience to show what he does
Making sure he stays understand.
Pittsburg State University Teacher Work Sample 5
 on task is a great way
to see how I can work
on my classroom
management
strategies.
Social: Student 20 seems to constantly try to impress the class. It seems that he
will miss read a social cue, and be totally off with how he should react in the
class in front of peers. When he does want something his way, he will act out
and start to cause a scene. He likes to have his things his way, and when he does
have a scene, his peers will look at him confused on the way he is acting. When
he does need help, students are willing to help him. All of the other students do
seem to get along with him at school.

Personal: Student 20 has a great personality. He is smart and funny. He has to

wear glasses every day in order to see. Student 20 does like to push teachers to
their limits, to see how much he can get away with in the classroom.
Occasionally, I will play music and he will dance. He enjoys being able to hear
this, because it does help him focus on the task that he should be doing.

Female I wanted to focus my Intellectual: These students are comprehending the material well, and have
attention to the 9 shown a lot of interests in my matter unit. They are always answering questions
female students in my and participating in the class. There are only 2 females, who tend to be off task. I
classroom, because I wanted to pay attention to them closely to see how well they are doing in class,
was curious if they compared to the other females in the class. The highest pre-test score was an
would enjoy science. 85% and she is doing well during science time.
When I have taught
science in the past
SUBGROUP
before, I notice female Social: All of these female students are social. They get along with everyone in
or
students do not have a the classroom. Most of these students can get distracted easily, by talking to
FOCUS
huge interest in classmates. They do seem to enjoy chatting, and I want to work on my
STUDENT
science when I have classroom management with these students. I think that this will be an
taught this subject. opportunity to help them be more focused in the classroom setting.
This will let me know
if this group of female Personal: These females students seem to enjoy school. I do notice that some
students will enjoy of them have been trying to form certain social groups with each other. About
science. Matter is a three of them have been socializing a lot with each other. The other 6 students
great unit to begin an seem to get along with everyone. None of these students try to get away with
interest in science, anything in class. They do behave well, and follow directions.
Pittsburg State University Teacher Work Sample 6
 because matter is a
simple area to
comprehend for most
students.

D. Narrative Implications for Sub-Groups/Focus Students Instruction (limited to 1 page)

Focus Student:
My focus student needs help to stay on task. He does have Autism, and he is not a lower level student. All of his assignments, mainly get 90%-
100% on them when he is sitting down and focused. If something were to cause him to have a behavior problem, then he would not focus as well,
and score lower on his tests or assignments for that day. My focus student does like to be a class clown. He will do anything, to get everyones
attention on him. Constantly, I have to give him reminders that we need to make excellent behavior choices. When I do remind him about his
behaviors, and we need to make good decisions. He knows that he has shown a poor behavior choice. My focus student will own up to his
behavior, and apologize. If he constantly making poor decisions, I have him clip down in the classroom. My cooperating teacher, will have to
email his parents, if he is being out of control. During my matter unit, my focus student did fairly well in science. I thought that he would cause
more disruptions, because he always wants to be a class clown. This unit interested him a lot and he ended up getting a 92% on his matter
assessment. I didnt have to give him constant reminders to stay focused, and he was always participating and asking me questions. This showed
me that he did enjoy learning.

Subgroup:
My focus group consists of nine females. Most of the time they seem to stay on task. Occasionally, there is a group of them that enjoy talking to
each other, during instruction time. When it came to science, and teaching my matter unit, they all would focus. They wanted to learn about
science because, it was something new that they can learn about in the classroom. I noticed that, the females in the classroom enjoyed working
with their hands. Other classes that I have gone and watched, the females thought it was weird to work with their hands. This subgroup had me
impressed that, they wanted to try and work hard at being successful in the classroom. My lowest scoring student was a female, she scored a 58%.
My highest scoring student was a female, and she did score 100%.

Pittsburg State University Teacher Work Sample 7

 II. Instructional Design

A. Narrative Description of Range of Objectives and Rationale for Selection (limited to 1 page)
Students will be able to state the three states of matter, and give examples of each state.
This was chosen because, students need to know and understand the basics of matter. Without knowing the basics of matter, students wouldnt be
able to go into the next objective in the unit. Students must know the difference between a solid, liquid, and a gas.

Students will be able to list the properties of matter.

Once students know the three states of matter, they must know how to identify states of matter with their properties. Students can identify a solid
by saying it is hard. That it doesnt bend or break. Students will know the differences, and I told my students to compare them to using adjectives,
as you would describe a noun.

Students will be able to identify the differences in the molecules between a solid, liquid, and gas.
By doing an example of the different molecules with how close they are together. My students will need to know that if there are a lot of
molecules, then students will be able to identify that object to be a solid. If the molecules are separated a little bit, then the object is going to be
water. If there is a lot of space, then that object is going to be a gas. Students will be able to use the Cheerio assignment to get an example of the
spaced-out Cheerios as if they were, the molecules should be in an object. This gives students the hand on experience, in order to remember
molecules in a solid, liquid, and gas.

Students will be able to identify the difference between melting and freezing points.
In this experiment, I had frozen Gatorade to show students what happens when we freeze a liquid. That it does turn into a solid, and when we let a
solid melt, it does turn back into a liquid. This experiment let students sit a bag of frozen Gatorade on their desk, and they were able to just observe
their frozen Gatorade. Students were not allowed to touch the Gatorade. I wanted the students to make sure that they were not applying heat to the
frozen Gatorade.

Students will be able to identify the difference between physical and chemical changes.
For students to know the difference between physical and chemical changes. We decided to make a pancake breakfast. I was wanting to test their
knowledge whether or not we can turn the pancake batter to a solid, and then back to a liquid. I did have some students say yes for their
hypothesis. Some students did say no, that we couldnt turn it back into the pancakes liquid state. This experiment gave students a hands-on
experience, and I can quiz them about whether something is a chemical or physical change.

B. State Objectives Here: Focus should be on student performance not activities. What will students know or be able to do? (limited to 1 page)

Pittsburg State University Teacher Work Sample 8

 Level(s)
Obj.
Unit Objectives (e.g. Blooms
No.
Taxonomy)
Students will be able to state the three states of matter, and give examples of each state.
1
Comprehension
2
Students will be able to list properties of matter. Knowledge
3
Students will be able to identify the differences in the molecules between a solid, liquid, and gas. Application
4
Students will be able to identify the difference between melting and freezing points. Synthesis
5
Students will be able to identify the difference between physical and chemical changes. Analysis
N/A N/A N/A
N/A N/A N/A
N/A N/A N/A

C. Identify State Standards Benchmarks Addressed by Unit Objectives How do objectives address these standards? (limited to 1 page)
PS1.B: Chemical Reactions
Substances react chemically in characteristic ways. In a chemical process, the atoms that make up the original
substances are regrouped into different molecules, and these new substances have different properties from those of
the reactants. (MS-PS1-2), (MS-PS1-3), (MS-PS1-5)
The total number of each type of atom is conserved, and thus the mass does not change. (MS-PS1-5)
Some chemical reactions release energy, others store energy. (MS-PS1-6)

This standard is related to my unit objectives, because I discuss the difference of chemical reactions and physical reactions.
During two of my experiments, I show examples of a chemical reaction. I cook pancakes for my students. I explain, that you
cannot turn the pancake back into the batter. I talk about physical reactions and how it does not change the state of matter
with the physical reaction. If I crush a can, it is still a solid, and I can eventually get that crushed can back to its original
shape.

PS1.A: Structure and Properties of Matter

Pittsburg State University Teacher Work Sample 9
Substances are made from different types of atoms, which combine with one another in various ways. Atoms form
molecules that range in size from two to thousands of atoms. (MS-PS1-1) Each pure substance has characteristic
physical and chemical properties (for any bulk quantity under given conditions) that can be used to identify it. (MS-
PS1-2), (MS-PS1-3) Gases and liquids are made of molecules or inert atoms that are moving about relative to each
other. (MS-PS1-4) In a liquid, the molecules are constantly in contact with others; in a gas, they are widely spaced
except when they happen to collide. In a solid, atoms are closely spaced and may vibrate in position but do not change
relative locations. (MS-PS1-4) Solids may be formed from molecules, or they may be extended structures with
repeating subunits (e.g., crystals). (MS-PS1-1) The changes of state that occur with variations in temperature or
pressure can be described and predicted using these models of matter. (MS-PS1-4)

This standard is related to my objectives because, we discuss the states of matter and the properties of matters. The students
are able to tell the difference between the solids, liquids, and gases. Once they know the differences in matter, they can
discuss the different properties of matter.

Pittsburg State University Teacher Work Sample 10

 Pre-Assessment: SNAP SHOT OF UNIT

T Lesson Formative
Instructional Activities/ Describe Specific Adaptations/
Lesson Date R Objecti Assessment
Strategies Differentiation
I ve(s) (formal/informal)
Reading the test questions out loud to my
students and using the document camera to
Seeing what students understand
1 10/3 R Pre-Test Formal project the test, so the students will be able
about matter.
to follow along, and make sure they are on
the right question.
Starting of this lesson, I had orange juice
that I would turn into orange soda. We used
orange juice, baking soda, and a cup. My
Examples of solid, liquid, gas using
States of students could see that the 3 types of matter
2 10/9 T orange juice and baking soda/ shape Informal
Matter were showing to start this unit. They could
of water and marble/ cheerios
state the 3 states of matter. There was no
differentiation or specific adaptations
needed for this lesson.
Reading from the science book, I would
Reading from the science book and project this on the board using the
10/1 Properti
3 R, I giving real life examples of the Informal document camera. Doing this gave my
2 es
properties of matter. students an idea of what page we were on,
and they could follow the text easier.
Reading from the science book, I would
project this on the board using the
10/1
4 I Solid Reviewing solids in the textbook. Informal document camera. Doing this gave my
6
students an idea of what page we were on,
and they could follow the text easier.
Reading from the science book, I would
project this on the board using the
10/1
5 I Liquid Reviewing liquids in the textbook. Informal document camera. Doing this gave my
8
students an idea of what page we were on,
and they could follow the text easier.

Pittsburg State University Teacher Work Sample 11

 Reading from the science book, I would
project this on the board using the
10/2
6 I Gas Reviewing gas in the textbook. Informal document camera. Doing this gave my
3
students an idea of what page we were on,
and they could follow the text easier.
Molecul Using a worksheet to cover the how
es the close molecules are in a solid We used a worksheet to explain the
between liquid and gas. To show this the molecules. I used the document camera to
10/2
7 T, R, I the students will demonstrate using Informal project the worksheet, and helped guided
6
different cheerios and gluing them on the how close we needed to put the molecules
states of sheet under the different states of together.
matter matter.
For freezing Gatorade, I had to be specific
with my direction to make sure my class
Freezing would follow my directions. I had to repeat
10/3 vs myself to make sure my students wouldnt
8 T, R, I Freezing Gatorade Informal
0 Melting apply heat to the frozen Gatorade. I wanted
Point them to keep their frozen Gatorade, in the
Ziploc bags and just have them rest them on
their desks.
When doing the pancake breakfast
experiment, I needed to use the document
Chemic camera to project the worksheet, and
al vs project the pancakes cooking so the
9 11/2 T, R, I Pancake breakfast Informal
Physical students wouldnt be too close to the
Change griddle. I used this as a safety precaution,
so students could be safe and we wouldnt
have a serious injury from the griddle.
The summative assessment was a great way to see where my students were at, at the end of the matter unit. I
enjoyed seeing if they learned any information from their pre-test. Almost, all of my students didnt better. They
either doubled their score, if not they tripled their score and showed a higher end result. This gave me insight that
Summative Assessment:
my students were able to comprehend a new subject, and could actually increase their test results. The summative
assessment was over all the material, that was taught in the unit. Students learned more because they had that hands-
on experience that they needed to improve their test results.

Table 2.1 Instructional Design Unit Plan

T- Lesson integrates technology; R- Lesson uses reading strategies; I- Lesson demonstrates integration of content across and within content fields

Pittsburg State University Teacher Work Sample 12

Table 2.2: Narrative Description of Pre-assessment, Formative Assessments, and Summative Assessment (limited to 2 pages)
Describe the assessment to be Explain rationale for choosing
II. D, H, and K
used
Multiple choice test with 26
questions. Questions that are
about matter and their
properties. I have questions
Pre-Assessment about the melting/boiling
(Diagnostic) points. There are a couple
true/false questions. The rest of
the multiple-choice questions
have only 3 options to choose
from.
Students will take a quiz using
an app on the iPad called
Formative Assessment
Plickers. This is a review before classroom. When doing this, I am Show the
- Informal
the test. They will be able to
show me what they know
A 6-question quiz, that is paper
Formative Assessment
and pencil, taken in the middle
- Formal
of the unit.
Pittsburg State University
Which
objectives Identify how the assessment will be
does this scored and/or the criteria to be
this assessment
assessment used for evaluation.
address?
Students
will be able
Students havent been exposed to
to show the Each question is worth 1 point. This
matter before, and they are not
teacher assessment is 26 points. Their
going to know what to put if I had
what they percentage will be based out of
a fill in the blank or write a
think 100%. Knowing if they score lower, I
sentence or have them explain a
matter is know I will need to show student
topic. In 2nd grade they do need
and be able growth from my students. This will
practice on multiple choice. They
to try to help me plan to have a great
arent exposed to much multiple
show the instruction.
choice as well.
properties
of matter.
Students
will be able
This quiz has 6 questions. The app
to give
automatically will calculate the
examples
scores, as soon as the quiz is over. I
Using Plickers to review for the of the
will be able to tell the difference
post-test. Also, it is a great way to states of
between the quiz and test. I did notice
incorporate technology in the matter.
some students did well on the test,
and missed questions on this quiz.
able to get fast feedback on each difference
Some students scored high on the
student to see what they know between
Plickers quiz and scored lower on the
before the test. the
actual test. I want to see if there is a
chemical
bias from knowing the actual test, and
and
a small quiz.
physical
changes.
I chose to do this quiz, to see This quiz was used to see, if I needed
The
where students were at in the to go back over any information used
different
matter unit. This gave me insight for the different states of matter. I
Teacher Work Sample 13
 to whether I needed to reteach states of will use the information to see what
any information about matter. matter. students were not understanding any
material, that was taught during the
beginning of the matter unit.
Students
will be able
to show the
teacher
what they
think
matter is
and be able
Multiple choice test with 26 to try to
questions. Questions that are Students in my class have scored show the
about matter and their well on the formal/informal properties
properties. I have questions quizzes. That information showed of matter. Each question is worth 1 point. This
about the melting/boiling me that they are going to do well Students assessment is 26 points. Their
points. There are a couple on the summative assessment. will show percentage will be based out of
true/false questions. The rest of There are a few students who will that they do 100%. This summative assessment
Summative the multiple-choice questions score higher than their pre- know the will show me that I know my students
Assessment have only 3 options to choose assessment test, but they will not differences comprehended the information that
from. This test is the same as score in the 70% or above. I want between was taught during this unit. If scores
the pre-assessment. I did change to see how well my students physical are low, I will pull my students aside
a few questions, because there comprehend this information, and and to see if there were any kinds of bias,
was not enough time to cover see if the students who did score chemical that happened during the tests.
some information in the matter low, can score in the 80% or changes.
unit. above. Students
will show
they know
the
difference
between
melting
and
freezing
points.

Pittsburg State University Teacher Work Sample 14

Narrative for Instructional Design
II. E.
Why are the lessons sequenced in this
manner?
II. F.
What learning strategies were incorporated
into this unit?
How do the instructional strategies/activities
address the learning objectives for this unit?
II. G.
How will critical thinking and problem-
solving strategies be implemented? Give
specific examples of use.
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The lessons are sequenced in this order because, the students need to start with learning about the
3 states of matter. Once they have mastered the 3 states of matter, I can move on to the different
properties of matter. They can show they know that not all matter is the same. Then we will
discuss physical vs chemical change. From there we will go into the freezing and melting points.
The learning strategies that were incorporated into this unit were working with our hands,
practicing our reading/writing skills, and working in small groups. In science, you need to be able
to work with your hands. You learn more through experiencing and doing the actual experiment.
Students need more hands-on activities in the classroom to understand material/objectives more
thoroughly. During our experiments, students practicing writing/reading with being able to read
the questions, that they have to answer for a lab report and they get the opportunity to work on
their handwriting, and reading skills. I had students read questions or examples out loud, so they
are learning more than just science. Every student worked in small groups. They were able to work
with their peers, and this was helping them work on their social skills.
The instructional strategies/activities address the learning objectives in this unit by being related to
what we are doing in class that day for the lesson we are going over. My students needed to make
sure they are following the lesson. We talk about so many things about matter in this unit. I know
that my group of students enjoys getting off task, and talking with their neighbors. My students
will need to focus on the lights around the board, the clip chart, and just following simple
directions. There are going to be a lot of fun activities to do in this class for experiments, and my
students are going to need to follow what we are going to do every single day.
In science, there is always some type of critical thinking and problem-solving strategies needed for
the lesson. Students will need this to think about what will happen for experiments, that they will
do in the classroom. To start out an experiment, I would come up with a hypothesis, and ask
students what they think would happen. I did this for every single experiment. This gave me an
idea of what was going through their minds. Doing this, I would get my students to think about the
lesson.
Problem-solving strategies in the matter unit, we had to figure a way on how to conduct an
experiment. I would act like, I had no idea what I needed to do to melt frozen Gatorade. I told my
students I didnt want to apply heat. My students suggested we leave the bags of frozen Gatorade
ice cubes on their desks. We did this we could see, that just because there isnt heat, we can still
Teacher Work Sample 15

II. I.
Explain the reading strategies that will be
used throughout the unit. Give specific
examples. (Remember that using text is not a
reading strategy)
How will technology be integrated within the
unit? Explain both teacher use and student
use.
How does the unit demonstrate integration of
content across and within content fields?
II. J.
What specific adaptations or differentiated
activities were used to accommodate
individual learning needs for the whole class?
What specific adaptations or differentiated
activities were used to accommodate
individual learning needs for the identified
sub-groups / students?
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have something melt. The students were shocked that they were able to get something to melt this
way. I told them that the classroom wasnt set at the freezing point of 32 degrees Fahrenheit. There
was no way it would stay in that solid state, because our room was too warm.
In this unit, I used reading strategies. When I first began my unit, I pulled my students to the
reading chair. I shared posters that I had made that cover the mater unit. I covered up everything
on these posters with sticky notes. I asked them to tell me what they think matter is? I told them
that we are just discussing everything and that there is no right or wrong answer. This gave them a
chance to guess and use context clues from the pictures that I had drew on the poster. This did give
me insight, to whether or not they were comfortable making an educated guess. The strategies that
I used, were using inferences in a text that I provided or from the text book. I would give my
students the chance to guess what we were talking about that day. We did this, so I can see, if my
students are good at making inferences and are using their reading skills.
I integrated technology in the classroom by, using the document camera to project worksheets,
quizzes, and tests. Students could see where I was on a worksheet or an assessment. If they had
questions, they could come up and point to me. I used the computer to show videos about matter.
The students were able to use iPads, to work on making a book with their classmates. I would have
them take pictures of assignments/experiments in the classroom, so they could write out captions
of what they were working on in the classroom. Parents could get online, and see what they are
working on in the classroom. We had a quiz that used the app called Plickers. You give each
student their own special card. You project the questions, and you scan the card with your iPad.
There are instant results of what the students score.
In the matter unit, we had to use reading. We had to read the textbook, worksheets, etc. this was
how I included reading. We used technology to project assignments, videos, PowerPoints, and
experiments. Without using technology, it would have been a lot harder to explain what was on
my assignment for the science lesson. My students would have been lost.
N/A. All of my students do not need to have any differentiation.
N/A. All of my students do not need to have any differentiation.
Teacher Work Sample 16
 Provide a copy of two complete detailed lesson plans in Appendix B.

Pittsburg State University Teacher Work Sample 17

 III. Teaching and Learning

A. Narrative: Daily Teaching Reflections (limited to 4 pages)

Day 1: The first day of teaching/introducing the matter unit went well. My students experienced their first science experiment for our matter unit.
We turned orange juice into orange soda, using baking soda and orange juice. Having my students have the hands-on experience before we started
even learning about matter, helped them learn faster. This gave me an idea of what I needed to introduce later in the lesson. We talked about the
examples of solids, liquids, and gases during the experiment. I pulled my students to the reading chair in the back of the room, and showed them
the poster of matter that I made. This is where, I explained what matter was, and showed them a list of the examples of solids, liquids, and gases.
Students seemed to understand the material quickly, and were giving examples of each state of matter. Seeing that my students had understood the
lesson, showed me that they were learning fast, and made me realize that I was teaching the content correctly.

Day 2: The second day of matter went just as the first day. On this day, I started to dress up as a scientist, by wearing a white lab coat and safety
goggles on my head. The students started calling me, Professor Davis. This made the matter unit more interesting. We started talking about the
different properties of matter. Students were able to get the concept of the properties of matter, because we just started talking about adjectives in
writing that day, as well. Students noticed a similarity between the two concepts, and that was making students learn the properties of matter faster.

Day 3: The third day we started talking about solids. Students were easily giving examples of solids. We didnt do an experiment. Students could
grasp this concept quickly about what a solid was, and ideas came to them fast. My teaching went well this day, because the lesson was simple and
students were able to understand the concepts easily.

Day 4: The fourth day we started talking about liquids. Students were easily giving examples of liquids. We didnt do an experiment. Students
could grasp this concept quickly about what a liquid was, and ideas came to them fast. My teaching went well this day, because the lesson was
simple and students were able to understand the concepts easily.

Day 5: The fifth day we went on to gases. Students had a hard time understanding what gas examples were. I had to repeat myself that a gas was
an air like fluid substance which expands freely to fill any space available, irrespective of its quantity. I gave them this big definition. Then I broke
down into an easier definition. I told them that, gas is a substance that is hard to see. We have air that is a gas, and we cannot see it. When you
cook, steam will form, and you can see that. You can see some gases, and then there are some gases you can see.

Day 6: Before we started this lesson. I gave a formal quiz to my students about solids, liquids, and gases. One question that I put on the quiz, was
what is the freezing point at? I did this to see how long I would need to go over this part of the melting and freezing points of the unit. We are
going over the molecules for the different states of matter. Students have to glue cheerios in a box closely together to show that molecules in a
solid are so close together, that they cannot move. We spread the cheerios farther a part to show that the molecules are a little bit farther apart from
each other. To show the molecules in a gas, we put the cheerios farther apart. This gave students the examples of the molecules in a solid, liquid,
and gas.

Pittsburg State University Teacher Work Sample 18

 Day 7: This day we started going over the melting and freezing points. To do this we did an experiment where the whole class froze Gatorade.
This time it was a challenge to get my students to listen. I told them repeatedly that they needed to follow directions, and not touch the bags full of
frozen Gatorade. The students had the need to touch the bags. Constantly, I reminded them that we didnt want to apply the heat to the bag. We
needed to see that just, because we are not applying heat. Do you think that the Gatorade will still melt? My students looked at me confused. They
were so concerned that the Gatorade wouldnt melt, unless it was warm. My students were able to learn at the end of the lesson that, you need
something to stay at 32 degrees Fahrenheit to stay frozen.

Day 8: This was the final day of learning the matter unit, before the we have our summative assessment. We did a pancake breakfast. We
discussed about chemical and physical changes. My students were interested in this unit, because we were making something that we were able to
eat in science. My students enjoyed making pancakes. I have never seen students so intrigued before, for a science lesson. My students were asking
questions, and answering questions. They were so involved with helping out during this, and wanting to volunteer to pass out plates or to help pass
out toppings. At the end, when we were all done we took an informal quiz. It was a quiz using the app called Plickers. Students had to answer six
questions, and I received instant results of how well my students did on this quiz. I knew they were ready for the test.

B. Classroom Management Plan (rules, procedures, preventative strategies, supportive strategies) (limited to 1 page)
Rules: Here is a list of my classroom rules/guidelines: listen, respect one another, always do your best, and always be patient. My students, helped
come up with these rules, and we signed a contract that everyone, including the teachers have to follow these rules.

Procedures: Asking Questions: Raise your hand when you have a question. Wait until you are called on to ask your question. Students who are not
asking the question need to listen to their classmates. They might have the same question. Give feedback to me if I answered the question all the
way through. If I didnt answer the question thoroughly, then tell me. I want to help you succeed.

Taking Tests: Students needs to have their desks cleared off. Pencil and blank scratch paper if needed. They will get this from me. If students want
to put up folders, they can do that. Students can move to the standing table during the test to help them focus. Students need to keep their eyes on
their own paper. Students can ask for the teacher to read a question out loud, if they need it. When finished with the test, they must get a book and
read quietly at their desk.

Handing in Papers/First Student Finished: Make sure you have your name and date on the paper. Turn homework in every morning to the
homework basket that is on the front table labeled homework. If you have an assignment that is due at the end of the lesson, and you are the first
one done, turn it into the in-class basket. When finished with everything, grab a book and read quietly at your desk.

No Name on Paper: If you do not get a graded assignment back, check your backpack first. Then check your take-home folder. Once you have
checked these places, then come talk to me. I will keep the no name papers in a folder. To see who didnt put their name on their paper, I will go
through my gradebook and see who has turned in their papers. Asking the students, where their paper is at?

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 Preventative Strategies: Cleaning up: In science, there are going to be experiments. There will be messes at the end of science lesson. Students are
going to try and say, I didnt use that, or, so and so got that out. If there is a mess, students need to always just go over and help pick things up,
even if they didnt use the item(s). Everyone is working on being responsible and helping the classroom out. This will teach students to be
proactive by helping out their classmates.

Supportive Strategies: Around the whiteboard, I have lights that are hanging around it. They have a remote control, and you can change them
easily. I use these to make sure my students are staying on task. The class can get on 4 different colors, which are red, yellow, green, and white.
The goal is to get to white every day. The class doesnt want to get on red. If the class gets on yellow, they owe 2 minutes at recess. If they get on
red, then they will owe 4 minutes at recess. When they owe minutes, the students walk lines at recess, so they are still getting some activity when
they are not able to play. This works to keep them from not following directions. If they can get on white, they get to move the character on the
Candy Land board three spaces. I also started this other classroom management exercise, where I pick a magic word of the day. I will casually
throw that word of the day into a sentence. Whoever notices that I said the magic word, they are rewarded with a sticker.

C. Student Interaction and Engagement (Strategies for promoting student to student interaction and student motivation) (limited to 1 page)
To make sure students are focused and engaged during science time. I will call on students randomly, so they can answer questions. Doing this will
let me know that my students are actually paying attention to the material that is being instructed. My students are going to have to work constantly
with one another during science. There are experiments that we will be doing in the classroom. My students will have a lab partner or a lab
group and they will work together to work on experiments. Doing this will give the students to work hard with one another. My students
occasionally in other subjects work with a partner or in small groups. Being in science, I want them to experience what it is like to work with each
other in a lab group. My students enjoyed working together, and acting like they were in the lab group. I enjoyed seeing the teamwork between my
students. They loved working in groups, and working with one another. There were some students who occasionally had problems. These students
I did talk with them one on one. When I did this, they changed the way they worked with their peers.

D. Student Communication (detailed description of appropriate strategies to encourage student to student communication) (limited to 1 page)
Student communication between each other is important. We are to that point in education, where students will have to talk to one another to work
on projects together. I had to break my students into groups from anywhere from two to four. Doing this gave students a chance to work with more
than just one other person. They had an opportunity to work together for every science lesson that had an experiment. I wanted students working
with their hands, and I wanted them to discuss with neighbors what they were doing with their neighbors. This gave students a chance to see what
everyone one was thinking. When we are talking as whole group, and I have my students keep ideas to themselves. I have my students break off
into different groups. I want them to see, if their ideas are the same or the complete opposite of their classmates. Seeing this, I let my students

Pittsburg State University Teacher Work Sample 20

 know that they can believe what they think is correct. I warn them that there is no right or wrong answer. I want to know what they know. Not
what their neighbors know in the classroom.
Narrative: Analysis of Assessment
E. Pre-Assessment
Overall analysis of results.
Discuss the results in reference to
the learning objectives.
Describe how pre-assessment data
was used to proceed with instruction
for all students.
What is the plan to differentiate for
all learners?
F. Formative Assessment
Overall analysis of results.
Discuss the results in reference to
the learning objectives.
Are students learning what was
intended they learn?
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For the pre-assessment, most of my students scored between 13 out of 26 to 18 out of 26. My students did
fairly well for this pre-test. The highest score that was received was an 85%, and that was scored by Student
9. She received 22 out of 26 on her pretest. I was hoping that all my students would score lower, so that all
of my students would show some sort of improvement.
The results couldnt have referred to the learning objectives, because the students have not gone over any of
the learning objectives.
The pre-test results showed me the areas of where I needed to teach and work on a certain area harder. Most
of the students were able to understand the three states of matter. This area is where I didnt need to hit as
hard. I needed to work harder on the physical and chemical changes harder, because students were getting
confused about how it is a chemical change or physical change.
For the test, I did project all of them on the board using the document camera.
Over half of my students scored 100% on the quiz. There were only 4 students who didnt score 83% or
higher. The four students, I had to work with on these areas missed with my students.
We worked hard on these learning objectives. I am not sure what caused my students to fall behind on this
quiz. I think my students who didnt score as well, they were getting distracted by things in the classroom.
Almost all of my students were learning, what was needed to learn. I noticed that, if I asked any of my
students these questions, they would answer them correctly. When I gave them the test, they didnt do as
well. I think that giving them the test, gave my students a bias, and that results in test anxiety.
Teacher Work Sample 21
 Working with my students one-on-one to be more successful in the matter unit.
Discuss any adaptations based on the
results of formative assessments.

Identify differentiation needed to For the test, I did project all of them on the board using the document camera.
help all students meet the goals and
objectives of this unit.

G. Summative Assessment
What did the disaggregated data of
the assessment reveal?
Discuss the results in reference to
the learning objectives.
Did all students learn what was
intended they learn? Explain.
I had a great number of students score well on the summative assessment and get 100%. My lowest scoring
test was a 58%. I know that my student who scored the 58%, she actually scored 100% on the formal and
the informal test. I am not sure what happened during the summative test. She did come up to me later, and
tell me she had been distracted, and that impacted her test taking. There were 7 students who did score
100% on this matter unit. There were only 4 students who scored below 80%, and these students all did
well on their formal and informal test that I gave them. I am not sure what caused them to not do poorly on
this test, if they could score highly on the formal and informal tests.
Once, my students took this test. I reviewed the results. I could see the objectives were getting met from
almost every student. The 4 students who needed help, would need help with working on meeting these
objectives.
All but 4 students learned everything that was needed to learn. These 4 students, showed me that they didnt
learn the objectives by taking the test. I am curious to know, if there was some sort of bias that my students
were experiencing that day. They normally did well on the other assessments.

Provide a copy of pre-assessment document and the corresponding scoring key/rubric in Appendix C.

Provide a copy of one formal formative assessment document and the corresponding scoring key/rubric in Appendix C.

Provide a copy of one informal formative assessment document and the corresponding scoring key/rubric in Appendix C.

Provide a copy of the summative assessment document and the corresponding scoring key/rubric in Appendix C.

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H. Visual Representation of Disaggregated Data
Chart/Table/Graphs of disaggregated data for the Pre-assessment should be included in Appendix C.
Due to the varied nature of data collected by the teacher candidates, each candidate is asked to create a chart/table/graph that includes data for
the Whole Class, Subgroup, and Focus Students. Title the table/chart/graph and use labels to accurately portray the data.

Chart/Table/Graph of disaggregated data for the Summative Assessment should be included in Appendix C.
Due to the varied nature of data collected by the teacher candidates, each candidate is asked to create a chart/table/graph that includes data for
the Whole Class, Subgroup, and Focus Students. Title the table/chart/graph and use labels to accurately portray the data.

Pittsburg State University Teacher Work Sample 23

 IV. Self-Evaluation and Reflection

A. Narrative description of Successful Activities and future implications

Based on the analysis of all the assessment

results, identify TWO learning objectives
from the unit students were most successful.
Objective 1: Students will be able to know the 3
different states of matter and be able to give an
example of each state.
Give more than one reason for each of the successes identified.
On the pre-test and summative test. Any question to related to the 3 states of matter my students
answered them correctly. When we first started the unit about the 3 states of matter, I asked my
students to give me examples of the 3 states of matter. My students could list them perfectly.
When doing the orange juice experiment? My students could tell me which items were the 3 states
of matter.

Objective 2: Students will be able to talk about
the different properties of matter.
The students can easily talk about the properties of matter. When I was discussing the different
properties, I had a student state, that this is just like adjectives in writing. I liked that, because I
could link two subjects together. When we were reading the text book about the different
properties, we could grab things and see if an item could bend, stretch, bounce, have a different
shape, etc. These items helped the students realize you have to know the properties of matter, to
understand if that state of matter is a solid, liquid, or gas.

Discuss at least TWO things to do differently in the future to extend these successes to continue students academic growth.
I think that I should go into more detail about the states of matter. Personally, I went to quickly over the states of matter because, my
students were understanding the states of matter, a lot faster than I anticipated.

When discussing the different properties of matter, I needed to give more real-world examples. I did go over this lesson quickly as well.
Instead of rushing through the page, I should have given more real-world examples so my students could have understood the properties at
more of a slower rate. Doing this will help my students know that, we shouldnt rush through the things that we are learning in school, and
we should always take our time.

B. Narrative description of Least Successful Activities and future implications

Based on the analysis of all the assessment
Give more than one reason for each of the least successful objectives identified.
results, identify TWO learning objectives
from the unit students were least successful.

Pittsburg State University Teacher Work Sample 24

 Going over the lesson plan for the melting and freezing points were challenging. My students were
not as successful in this because, I happened to go over this lesson too fast. I had to review this
lesson. I had to reteach the freezing point a few times for my students. They couldnt remember
that the freezing point was at 32 degrees Fahrenheit. I explained to them multiple times that, if you
have a liquid it will not freeze if it is 33 degrees or above. My students were not able to grasp this
concept. Once, we froze Gatorade, and I had my students have it in a sealed bag on their desk. My
Objective 1: Students will be able to identify the students were able to understand why the Gatorade was melting. We didnt apply heat, and I told
difference between melting and freezing points. them our classroom wasnt below the freezing point.
Before we did the pancake breakfast, my students were not grasping the difference between
physical and chemical changes. I had to review this to see, that they could grasp the concept. My
students were getting the chemical and physical confused. If I had a paper and ripped the piece of
paper, my students thought that it was a chemical change. I had to explain that just because I
changed the size of the paper, doesnt mean that it was a chemical change. I explained to my
students that we still have that solid form of my paper, we didnt convert that form into a liquid
state or into a gas state. We can keep that paper into a solid. I had to review these states multiple
Objective 2: Students will be able to identify the times. When I had to explain cooking an egg was a chemical change, I had to show them a video. I
difference between physical and chemical explained that we start with an egg in a liquid state. Once, the egg is cooked, I told them we cannot
changes. convert that egg back into its original raw uncooked form.
Discuss at least TWO things to do differently in the future to improve students performance.
Working at changing my students performances, I will need to better explain myself. This will help my students to be more successful in the
classroom. By better explaining myself this will help me also me a successful teacher as well, and help me improve my tests scores.
If I work on slowing down the lessons, I will see the pace I need to go for teaching lessons that are more difficult or if they are easier. If my lesson is
going to be more challenging, I know I will need to spend more time on that lesson. This will help my students understand the areas that are going to
be more difficult. If the lesson is easier, and my students are grasping the concept at a faster rate, I know that I will be able to teach that specific
lesson in a day.

TABLE 4.1 Communication Log

Follow Up
Method of Result or Impact on (if
Date Person Contacted Contact Reason for Contact Instruction necessary)
This would help me improve
To see areas for improvement for
10/3 Milinda Leas In person my skills as a teacher. I N/A
my unit.
noticed that I needed to work
Pittsburg State University Teacher Work Sample 25
 Follow Up
Method of Result or Impact on (if
Date Person Contacted Contact Reason for Contact Instruction necessary)
on explaining myself better to
my class.
I need to slow down on my
To see areas for improvement for
10/9 Milinda Leas In person lessons. I was going too fast N/A
my unit.
today.
Today, I was going too slow
today, and I need to find a
To see areas for improvement for
10/12 Milinda Leas In person place that was in between my N/A
my unit.
fast pace and slow pace when
I teach.
Today, I need to work on my
To see areas for improvement for classroom management skills.
10/16 Milinda Leas In person N/A
my unit. My students were getting too
out of hand during class.
Today, I need to work on my
To see areas for improvement for classroom management skills.
10/18 Milinda Leas In person N/A
my unit. My students were getting off
task a little bit today.
My cooperating teacher
noticed that I was walking
around the room more, and
To see areas for improvement for
10/26 Milinda Leas In person getting more into my lessons N/A
my unit.
today. She enjoyed that you
could tell I was into my
lessons.
Everything went well for my
last lesson. My students
To see areas for improvement for
10/30 Milinda Leas In person seemed to enjoy the class time N/A
my unit.
during, our pancake breakfast
experiment.
Pittsburg State University Teacher Work Sample 26
Add rows as needed

C. Narrative Reflection on Impact of Communications (limited to 1 page)

Every day, after each of my matter lessons. I would follow up with my cooperating teacher to see if there were any areas, that I could improve.
There was always something that I could improve on, whether that was classroom management or just explaining myself better to my students. If
there was no communication after each of my lessons, I would not have been as successful with teaching my students. Getting this feedback,
helped me become a more effective teacher in the classroom. My students started to understand what I was teaching. They were not afraid to tell
me to slow down or to speed up. The classroom management part is something that I always need to work on. Personally, I am worried that I am
going to be too hard on my students. My cooperating teacher told me to not worry about being too hard, just be fair for a punishment if they are
disrupting instruction time. This is when, I started to use proximity control in the classroom. If there are students talking, I would just walk by
them, and start teaching near them. This worked well for me, and it helped my students stop disrupting instruction time. Students will get nervous
to talk loudly in front of the teacher. My co

D. Narrative Reflection on Future Professional Development (limited to 1page)

Identify at least TWO aspects of instruction that could be improved. What specific professional development opportunities/activities will
Explain reasoning. help to acquire that knowledge or skill?
Aspect 1: Explaining myself better to my students. I sometimes think After I got done teaching my lessons. I would take a moment to think
that just because, I understand something, that my students will back and reflect on how that lesson went. This was my chance to sit
understand what I am trying to say. My lesson was about science, and I down, and think, did I actually explain myself well. To see if I did, I
enjoy science. My students are younger. When I would explain would quiz my students at the end of the day to make sure everything did
something, I wouldnt go into as much detail because, I knew what I was go well.
saying. My students would look at me confused, and tell me that I didnt
explain that well enough. This went on for about 2-3 days, and that is
when I realized, I need to work on explaining myself more thoroughly. I
started asking questions to see, if my students were understanding the
material. This did give me instant feedback of how I could improve, if I
needed to restate what I was explaining.

Pittsburg State University Teacher Work Sample 27

Aspect 2: Another area that I noticed needed to be fixed were my
classroom management strategies/skills. My students tend to get off task,
especially during transition periods. During the matter unit, when there
was any sort of wait time, my students would get off task instantly.
Getting them to focus again, can be challenging. Once, I get them back
on task, they will stay on focus for about five to ten minutes. After, that
time is up, they start to get jitters. Almost every student starts to talk with
their peers. During this unit, it was hard for me to keep control of my
students. I tried hard to make sure they would focus.
Pittsburg State University Teacher Work Sample
To make sure my students behave, I would use the chart system of my
students having to clip up or down. If I had a student clip up, all the other
students would immediately copy them, and hope that they can clip up.
As a teacher, I need to be able to make sure I am not afraid to have a
student clip down. This will show that I am not afraid to take charge in
the classroom. Around the white board, we have remote controlled lights.
Each student has to be completely quiet, in order to get a green or white
light. Each day, I pick a magic word. If I say that word, the students will
get a sticker.
28
 REFERENCES

N/A

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 APPENDIX A

Ethnicity
Gender

Economical
ELL Students

Pittsburg State University Teacher Work Sample 30

 Migrant Students
Students with
Disabilities

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 APPENDIX B

Name: Victoria Davis

Activity: Orange Juice Soda

Grade Level: 2nd

State Standard(s)/Benchmark(s):
PS1.B: Chemical Reactions
Substances react chemically in characteristic ways. In a chemical process, the atoms that make
up the original substances are regrouped into different molecules, and these new substances
have different properties from those of the reactants. (MS-PS1-2),(MS-PS1-3),(MS-PS1-5)
The total number of each type of atom is conserved, and thus the mass does not change. (MS-
PS1-5)
Some chemical reactions release energy, others store energy. (MS-PS1-6)

Lesson Objectives: The students will be able to tell the 3 states of matters.

Materials:
Clear cup
Orange juice
Baking soda
Paper towels
Spoon
3 states of matter poster

Instructional Input/Modeling:
Beginning this lesson, I will ask my students if any of them know any of the 3 states of
matter.
o I am doing this to see what they know about the 3 states of matter.
Then if there is not an answer, I will say they are solid, liquid, and gas.
o Giving examples of them.
Solid example = desk
Liquid = water
Gas = steam
Starting off the lesson, I will show them my 3 states of matter poster. This has examples
of all the 3 states of matter listed on the poster.
Then, I will be modeling a science experiment to show the 3 states of matter. Students
will watch me fill a cup with orange juice about 2/3 full. Then I will add a teaspoon of

Pittsburg State University Teacher Work Sample 32

 baking soda to the orange juice. I will then stir the mixture and the mixture will begin to
fizz up. This will demonstrate the 3 states of matter. Showing a solid, liquid, and gas.

Assignment/Activity:
Students will do a worksheet that go over solids, liquids, and gases. They will have to
complete this worksheet, so I have an understanding of what the students are
comprehending of the beginning of the unit. I can look at this information to tell if they
have taken in any information about matter.
Closure:
I am going to review the 3 states of matter and ask students, if they have questions so far
about the states of matter.

Assessment/Evaluation:
Ask questions:
o What are the 3 states of matter?
o What is an example of a
Solid?
Liquid?
Gas?

Pittsburg State University Teacher Work Sample 33

Name: Victoria Davis

Activity: Pancake Breakfast

Grade Level: 2nd

State Standard(s)/Benchmark(s):
PS1.B: Chemical Reactions
Substances react chemically in characteristic ways. In a chemical process, the atoms that make
up the original substances are regrouped into different molecules, and these new substances
have different properties from those of the reactants. (MS-PS1-2),(MS-PS1-3),(MS-PS1-5)
The total number of each type of atom is conserved, and thus the mass does not change. (MS-
PS1-5)
Some chemical reactions release energy, others store energy. (MS-PS1-6)

Lesson Objectives: The students will be able to tell the difference between a chemical and a
physical change.

Materials:
Griddle
Pancake mix
Water
Butter
Syrup
Whip cream
Chocolate chips
Juice
Spatula
Chemical/Physical change worksheet
Document camera
Pencils

Instructional Input/Modeling:
Beginning this lesson, I will ask my students if any of them know anything about
physical/chemical changes.
o I am doing this to see what they know about the difference between a
physical/chemical change.
Then if there is not an answer, I will say a physical change is something that stays in its
original matter make up of a solid, liquid or gas. A chemical change cannot go back to its
original matter make up of a solid, liquid or gas.
o Giving examples of them.

Pittsburg State University Teacher Work Sample 34

 Physical change = crushing a can
Chemical change = cooking an egg
Starting off the lesson, I will ask
o What do you think is going to happen to the pancake batter?
o Do you think that it will be able to change its state of matter?
o Do you think that it will stay the same?
We will begin the worksheet, and I will start by asking the class for a hypothesis. We
need to come up with an educated guess of what we think will happen as the class.
Once we have given an educated guess, I will then proceed to the reading table, and start
getting our pancake mix ready.
o I ask my students, why am I going to apply heat to the pancake mixture?
I finally start cooking my pancake batter. My griddle will need to be set to 300 degrees.
o I explain to my students that, without the heat, the batter would just stay in that
liquid form. Applying heat, will make the mixture turn into a solid.
To prove this, I pull the document camera over the griddle, so my students can watch
them go from liquid to a solid. Also, doing this will keep the students safe from trying to
touch the griddle, and getting a burn.
Once these are all cooked, students can get pancakes, and add their toppings, and enjoy a
breakfast.

Assignment/Activity:
Students will finish the worksheet by stating what happened when the pancakes cooked.

Closure:
Students will enjoy their pancakes.

Assessment/Evaluation:
I will ask my students what is the difference between a chemical/physical change.
Students will finish up their hypothesis, to see if they are correct.

Pittsburg State University Teacher Work Sample 35

 APPENDIX C

Pre-Assessment/Summative Assessment

Each question is worth 1 point. The answer in bold is the correct answer. I used the same
assessment for the pre-test and the post-test.

1. What is matter?
a. The measure of how much material makes up an object.

b. Anything that takes up space and has mass.

c. The amount of space an object takes up.

2. What are the 3 states of matter?

a. Solid, liquid, rocks

b. Solid, gas, water

c. Solid, liquid, gas

3. Atoms that are joined together are called

a. Molecules

b. Liquids
c. Gas

4. What shape is a liquid?

a. Sphere

b. Shape of its container

c. Circle

5. What happens to water when it evaporates?

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 a. Its turns into a gas

b. It turns into a solid

c. It turns into a liquid

6. Freezing water turns into a liquid?

a. True

b. False

7. Melting ice turns into a solid?

a. True

b. False

8. What is an example of a solid?

a. Water
b. Vapor

c. Book

9. What is an example of a liquid?

a. Ice cubes
b. Orange juice

c. Oxygen

10. What is an example of a gas?

a. Air
b. Water

c. Brick

11. Solid, liquid and gas are all types of _____________.

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a. Matter

b. Shapes

c. Food

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12. Water can become all 3 states of matter?

a. True

b. False

13. Milk is an example of which state of matter?

a. solid

b. liquid

c. gas

14. The freezing point is at _______.

a. 28 degrees

b. 32 degrees

c. 40 degrees

15. A gas fills all of the _________ around you.

a. shape

b. space

c. color

16. Which state of matter has its own shape?

a. Solid

b. Liquid

c. Gas

17. Which state of matter takes the shape of its container?

a. Solid

b. Liquid

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 c. Gas

18. Which state of matter has no shape of its own?

a. Solid
b. Liquid

c. Gas

19. Which is an example of physical change.

a. Crushed can
b. Burning wood

c. Baking a cake

20. Which is an example of chemical change.

a. Cooking an egg
b. Shredding paper

c. Chopping wood

21. How are molecules in a solid different from molecules in a liquid?

a. Molecules in a liquid are more tightly packed than molecules in a solid.

b. Molecules in a solid are more tightly packed than molecules in a liquid.

22. _________ is when a liquid water turns into ice.

a. Freezing

b. Melting
c. Boiling

23. _______ is when ice turns into a liquid water.

a. Freezing

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 b. Melting

c. Boiling

24. Is all matter alike?

a. Yes

b. No

25. What are the two states of matter that do not take shape?

a. gas, solid
b. Liquid, solid

c. Liquid, gas

26. ____________ fills the air around you.

a. Liquid
b. Solid

c. Gas

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Formal Assessment:
Students had to answer this quiz. Each question is worth 1 point. I gave them a 6 point quiz.

NAME: ________________

1. _____________ is anything that takes up space and has mass.

2. Solid, liquid, and gas are 3 ____________ of matter.

3. A _______________ is the shape of its container.

4. A _______________ has its own shape.

5. ________________ fills all the air around you.

6. True or False. The freezing point is at 32 degrees.

Word Bank: Gas, Liquid, Solid, Matter, States

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Informal Assessment:
For the informal assessment, I used the app called Plickers. This app lets you upload any
questions. The students have a card. You scan the cards for the correct answer. The students
have a unique barcode, and they have to turn it on any side to show that their answer is A, B,
C, or D. I wrote 6 questions, and the questions were worth six points. Here is the quiz and
answers.

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 Pre-Test (26 total points)
Summative (26 total points)
26
24 26
22 24
20
18 22
16 20
Scores

14 18
12 16
10

Scores
8 14
6 12
4 10
2 8
0 6
1 2 3 4 5 6 7 8 9 101112131415161718192021222324 4
2
Student # 0
0 1 2 3 4 5 6 7 8 9 101112131415161718192021222324
Student #

Plickers (6 total points)

Quiz (6 total points)
50% 66% 83% 100%
1
3
9
1
3

6 11
14

33% 66% 83% 100%

Focus Student
Focus Group
30
Quiz Plickers Summative Pre-Test
25
27 20
25
23
Scores

21
19 15
17
Scores

15
13 10
11
9
7 5
5
3
1 0
1 3 5 7 9 Pre-Test Quiz Plickers Summative
Student # Tests

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