Artifact #10: Teacher Planning Document for Science

The tenth and final artifact I have chosen for this portfolio is a weekly science planning

document. This artifact demonstrates my ability to plan for a week’s worth of content with

engaging questions, objectives, and the materials needed for each lesson. A teacher’s ability to

plan is essential to their success in not only instructing an engaging lesson, but to also be

prepared to teach the lesson as it happens, knowing when and where they can move on, what is

essential, and what should be reviewed. Being organized and prepared is paramount in the field

of education.

Connections to Standards

InTASC

Standard #7: Planning for Instruction

The teacher plans instruction that supports every student in meeting rigorous learning

goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and

pedagogy, as well as knowledge of learners and the community context.

CAEP

Claim 1: Medaille College graduates know the subject matter in their certification

area(s)

Claim 2: Medaille College graduates meet the needs of diverse learners through

effective pedagogy and best teaching practices.

 NYS Code of Ethics for Educators

Principle 2: Educators create, support, and maintain challenging learning

environments for all.

Educators apply their professional knowledge to promote student learning. They know

the curriculum and utilize a range of strategies and assessments to address differences. Educators

develop and implement programs based upon a strong understanding of human development and

learning theory. They support a challenging learning environment. They advocate for necessary

resources to teach to higher levels of learning. They establish and maintain clear standards of

behavior and civility. Educators are role models, displaying the habits of mind and work

necessary to develop and apply knowledge while simultaneously displaying a curiosity and

enthusiasm for learning. They invite students to become active, inquisitive, and discerning

individuals who reflect upon and monitor their own learning.

Ontario Teacher Ethical Standards

Care

The ethical standard of Care includes compassion, acceptance, interest and insight for

developing students' potential. Members express their commitment to students' well-being and

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

NYS Learning Standards

MS-ESS2-4: Earth’s System

Students who demonstrate understanding can:

Develop a model to describe the cycling of water through Earth's

systems driven by energy from the sun and the force of gravity. [Clarification

Statement: Emphasis is on the ways water changes its state as it moves through the
 multiple pathways of the hydrologic cycle. Examples of models can be conceptual or

physical.] [Assessment Boundary: A quantitative understanding of the latent heats of

vaporization and fusion is not assessed.]

Ontario Curriculum Expectations

Grade 2 Science

UNDERSTANDING EARTH AND SPACE SYSTEMS AIR AND WATER IN THE

ENVIRONMENT: 2. Developing Investigation and Communication Skills - 2.4

investigate the stages of the water cycle, including evaporation (e.g., heat water in a

kettle), condensation (e.g., collect the water vapour from the kettle on an overturned mirror),

precipitation (e.g., allow the water vapour on the overturned mirror to collect, cool, and drop),

and collection (e.g., let the dripping water accumulate in a container).

 Teacher Planning Document
Week of: __June 18-22________________
Monday Tuesday Wednesday Thursday Friday

Essential question: Essential question: Essential question: Essential question: Essential question:

How does water go from How does water get in What happens to water When water falls as What are the causes and
the air to land? the air? vapor when it gets in the precipitation, what effects of this
air? OR: What are happens to it when it circulation of water (the
clouds? reaches land? water cycle)?

Objective Objective Objective Objective Objective

By the end of this By the end of this By the end of this By the end of this By the end of this
lesson, students should lesson, students should lesson, students should lesson, students should lesson, students should
be able to describe be able to describe be able to describe be able to describe be able to describe the
precipitation as water evaporation as when condensation as being precipitation as the next water cycle as the
that falls from the liquid water changes water vapor gas that stage of the water cycle, movement of water
clouds as rain, sleet, into gas; water changes into liquid and collection as how from the surface of the
snow, and hail. evaporates when heat is water; water vapor the earth absorbs Earth into the air and
added. condenses when it is precipitation. back down to the
cooled. Earth’s surface; what
can happen if there is
too much water, not
enough water, etc.
Topic: Topic: Topic: Topic: Topic:

Precipitation Evaporation Condensation Precipitation (review) The water cycle; storms,

and Collection floods, droughts

Materials: Materials: Materials: Materials: Materials:

SMART Board SMART Board SMART Board SMART Board SMART Board
Worksheets Flippity.net Worksheets Worksheets Worksheets
Textbook Worksheets Textbook Textbook Textbook
Chart paper and markers Textbook Chart paper and markers Chart paper and markers Chart paper and markers
Making inferences Circular pan
anchor chart Sand/soil
Concept map Dinkies/houses/class
Chart paper and markers toys
Masking tape Watering can
Ziploc bags
Colored water
Empty coffee cans